Using a teacher identifier to improve student achievement and instruction Elliott Asp Cherry Creek Schools February 2009

Overview District context Support for using teacher/student data Informing Instruction/Reflecting on Practice Examining teacher performance and setting goals Examining school effectiveness Challenges Next Steps

Cherry Creek Facts and Figures 50,000 students - Colorado’s 4th largest school district 37% students of color 23% F/R lunch 3,000 ELA (over 100 languages) 200% increase in PHLOTE students in 5 yrs. Facilities –40 Elementary Schools –11 Middle Schools – 7 High Schools -5-

Support for Using “Teacher Data” Training in interpreting and using data Tools for linking instruction to student performance Expectations for using data District, school, and teacher summaries Individual student data linked to teachers

Data-Driven Dialogue 2004 Adapted Wellman and Lipton

Fall 2007 CCSD Office of Assessment & Evaluation and Office of Curriculum & Staff Development 6 Using CSAP Growth Data: Outline/Agenda  Welcome, Introductions, Objectives  Using Sample Growth Reports Clearly define the data question under study. Review CSAP Growth Model in Cherry Creek Schools Activate background knowledge of instructional strategies and students from the prior school year Observe and Explore summary results Observe and Explore individual student results Explain Results-Link growth data with instructional practice Synthesize explanations-Identify implications for current practice  Additional Tools for Constructive Conversations  Summary and Conclusions

Data Inquiry in the Classroom FALL/BEGINNING OF THE SCHOOL YEAR PLAN RAD Reports: Initial Planning for Current Students SPRING/SUMMER END OF THE SCHOOL YEAR EVALUATE Growth Results: Evaluate Prior Year’s Instruction THROUGHOUT THE SCHOOL YEAR MONITOR RAD Reports, MAP, Formative & Benchmark Assessments

Did my students last year demonstrate achievement growth as measured by CSAP? What impact do I believe my instructional practice had on this demonstrated growth? Data Questions

Cherry Creek Schools CSAP Growth Model (Developed in 2002)

“Sub-Dividing” the CSAP Scale  The numerical scale range for each of the 4 CSAP performance ranges is divided into 3 equal parts.

“One-Year” of CSAP Growth  A student who scores in the same relative position within their performance range for two consecutive tests has made about “1 year” of growth on CSAP (e.g., 4 th grade “PPhi” to 5 th grade “PPhi”).  Students should demonstrate at least “1 year” of growth.

“Target CSAP Growth”  Students at different performance levels need different growth targets.  Students Proficient or above should make at least 1 year of CSAP growth.  Students who score below Proficient levels must gain more than "1 year" in order to close the performance gap.

District CSAP Growth Expectations US-USUS+PP-PPPP+P-PP+A-AA+ US- US US+ PP- PP PP+ P- P P+ A- A A+ Target for students “Below Proficient”: 1 year + 1 or more “steps.” Target for students “Proficient”: Gain sufficiently to maintain relative performance position. Target for students “Advanced”: Score anywhere in “Advanced” range the following year. Beginning Performance Level Ending Performance Level

Fall 2007 CCSD Office of Assessment & Evaluation and Office of Curriculum & Staff Development 14 Activate Knowledge of Students: Tools for the Process

Fall 2007 CCSD Office of Assessment & Evaluation and Office of Curriculum & Staff Development 15 Process for Growth Data Inquiry Activate Observe Explain Connect

Fall 2007 CCSD Office of Assessment & Evaluation and Office of Curriculum & Staff Development 16 Observe & Explore Student Results: Tools for the Process

Reflecting on my Practice How much did my below proficient students grow? How did my proficient and advanced students do? What differences do I see in growth across racial groups?

Informing Instruction Informing instruction for this year’s students –Which groups met their growth targets? –Which individuals met their growth targets? –What strategies were effective for which groups and individuals?

Fall 2007 CCSD Office of Assessment & Evaluation and Office of Curriculum & Staff Development 21 Link Results to Instructional Practice: Tools for the Process

Fall 2007 CCSD Office of Assessment & Evaluation and Office of Curriculum & Staff Development 22 Synthesize & Connect to Current Practice: Tools for the Process

Examining Teacher Performance and Setting Goals How did my students do compared to: –Students in my school –Students in other classes What are my instructional goals for this year?

Examining School Effectiveness Who are my most effective teachers? –Who can we all learn from? How well did my school do? –District –Other schools Administrator performance pay

Challenges Culture of the profession Linking teacher “characteristics” to student achievement –Experience –Education –Inservice training –Programs and practices Data quality and management Training opportunities –Teacher –Administrator –Support personnel

Next Steps New data warehouse Data quality team ERP system Desktop availability Increased expectations

Building Knowledge with Data Data – collection of “facts” Information – organized data Knowledge – interaction with information Wisdom – knowledge combined with experience and expertise

Using a teacher identifier to improve student achievement and instruction Elliott Asp Cherry Creek Schools February 2009