Improving Student Academic Achievement and Closing Achievement Gaps Bringing Improvement to Scale at All Grade Levels

1. Improving Student Academic Achievement and Closing Achievement Gaps Bringing Improvement to Scale at All Grade Levels

2. “Getting the job done”for our public schools means setting high expectations to get all students to a minimum of grade level proficiency. This will ensure they are ready for college and/or ready for the workforce.

3. The key starting point in improving California’s public schools isdata. Since our kids can’t wait years and because by its own admission, the CDE is years and tens of millions of dollars away from building a data system… CBEE has partnered with Just for the Kids-CA

4. Just for the Kids-Californiawww.jftk-ca.org • Built and paid for by the CA Business community at no cost to government or schools • Publicly available data from more than 9,300 schools • Complete student level records from 3,500 volunteer schools • 40% of all student level data in the state • Largest academic performance database in the nation

5. Now for the first time we have data to use as a tool to improve our schools. And this is how we use the data to find out what is happening in our schools.

6. … we can make comparisons among look-a-like schools

7. … from there we can find higher performing, comparable schools

8. … we can measure improvement over time by each grade and subject

9. … we can measure strands of the CST and benchmark against higher performers

10. … we can measure achievement gap reduction over time

11. …we can see who is outperforming expectations Stagg Street Elementary

12. … we can benchmark across the district by school, grade and subject

13. …we can measure “college readiness”for high schools through CSU Early Assessment Program results

14. …and backward map performance on the CST for those who are proficient on the EAP

15. Data must be used to find and implement best practices. We find schools that look just like yours and then connect you to them to learn from their proven strategies…

16. Inform Inspire Improve through… • a “Best Practices Network” and collection of research and examples of practices based upon “what works” • a way to find local and state high performing schools with the goal of visiting and learning from them • an accountability system as a useable tool for school improvement

17. JFTK Best Practice Study Process Disseminating Results Source: National Center for Educational Accountability and Just for the Kids

18. Ensure Teaching Content is based on Specified Academic Objectives Focus School Plan on Explicit Improvement of Performance on Academic Objectives Define and Unpack Specific Academic Objectives by Grade and Subject Collaborate in Grade/Subject Level Teams focused on Student Work Provide Strong Instructional Leaders, HQ Teachers, and Aligned PD Select, Develop, and Allocate Staff Based on Student Learning Use Scientifically Based, Evidence-Based Programs, Practices, and Arrangements Ensure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom Provide Scientifically Based, Evidence-Based Instructional Programs Local Influences, Relationships, Communication Resource Allocation Organizational Knowledge Core Beliefs about Teaching and Learning Develop Student Assessment and Data Monitoring Systems: Monitor School Performance Monitor Teacher Performance and Student Learning Monitor Student Learning Recognize, Intervene, or Adjust Based on Teacher and Student Performance Recognize, Intervene, or Adjust Based on Student Performance Recognize, Intervene, or Adjust Based on School Performance

19. JFTK Best Practice Framework Theme: Curriculum and Academic Goals Focus School Plan On Explicit Improvement of Performance on Academic Objectives Define and Unpack Specific Academic Objectives by Grade and Subject Assure Teaching Content is based on Specified Academic Objectives

20. JFTK Best Practice Framework Theme: Curriculum and Academic Goals “There is ALWAYS work to be done to further understand and interpret the standards—especially in terms of the rigor and student work expectations for each standard.” High “We use the state standards. They are clear. We trust our teachers enough not to have to spell them out any more specifically.” Performance Level Middle “Haven’t we already done this?” Low

21. School Impact 46.2% 23.1% 30.7% District Impact 100% JFTK Best Practice Framework Theme: Curriculum and Academic Goals Teacher Accountability Grade Level • K • 1 • 2 • 3 • 4 • 5 • 6 • 7 • 8 • 9 • 10 • 11 • 12 TeacherImpact 50% 33.6% 25% 20% 16.6% 14.3% 12.5% • 100% 11% 7.7% 10% 9% 8% 15.4% 23.1% 30.8% 38.5% 46.2% 53.9% • 7.7% 61.6% 69.3% 77% 84.7% 92.4% 100%

22. JFTK Best Practice Framework Theme: Staff Selection, Leadership, and Capacity Building Provide Strong Instructional Leaders, Highly Qualified Teachers, and Aligned Professional Development Collaborate in Grade/Subject Level Teams focused on Student Work Select, Develop, and Allocate Staff based on Student Learning

23. JFTK Best Practice Framework Theme: Staff Selection, Leadership, and Capacity Building Rich and Deep Staff Selection Systems • Specific programs to develop quality teacher and principal candidates • Heavy emphasis on internal development of future leaders • Extensive partnerships with colleges and universities to encourage students to pursue teaching careers • Identification of staff who are “right” for school

24. JFTK Best Practice Framework Theme: Staff Selection, Leadership, and Capacity Building Aligned Professional Development • Data-driven • Content-and process-oriented • Job-embedded/Individualized • Classroom-based/Collaborative • Continuous and ongoing improvement strategies • Heavily aligned to standards and to chosen instructional resources

25. JFTK Best Practice Framework Theme: Instructional Programs, Practices, and Arrangements Assure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom Use Scientifically Based, Evidence-Based Programs, Practices, and Arrangements Provide Scientifically Based, Evidence-Based Instructional Programs

26. JFTK Best Practice Framework Theme: Instructional Programs, Practices, and Arrangements Mixture of Prescription and Autonomy Tight and Loose Governance • Instructional Time • Grouping Models • Instructional Planning Time/Collaboration • Basic Instructional Programs • Instructional Strategies • Use of Data for Decision-Making • Specific and Measurable Improvement Goals

27. JFTK Best Practice Framework Theme: Monitoring-Compilation, Analysis, and Use of Data Develop Student Assessment and Data Monitoring Systems: Monitor Student Performance Monitor Teacher Performance and Student Learning Monitor Student Learning

28. …and then assuring that we have provided the necessary staff, tools, and resources for them to learn it, we must ask: Monitoring Evidence-Based Tools and Resources Curriculum Strong Instructional Leaders Highly-Qualified Teachers Aligned Professional Development JFTK Best Practice Framework After determining WHAT it is that all children are expected to learn by grade and subject, Theme: Monitoring-Compilation, Analysis, and Use of Data “How will we know if they have learned it?”

29. JFTK Best Practice Framework Theme: Monitoring-Compilation, Analysis, and Use of Data State: Assessment State: Assessment District: Benchmark Assessments School:Unit Tests Teacher:Daily Monitoring Teacher:Daily Monitoring

30. JFTK Best Practice Framework Theme: Recognition, Intervention, and Adjustment Recognize, Intervene, or Adjust Based on Teacher and Student Performance Recognize, Intervene, or Adjust Based on Student Performance Recognize, Intervene, or Adjust Based on School Performance

31. Evidence-Based Tools and Resources Strong Instructional Leaders Highly-Qualified Teachers Aligned Professional Development JFTK Best Practice Framework Theme: Recognition, Intervention, and Adjustment The most important question of all… Monitoring Curriculum “What are we going to do if a student does not learn what we said he or she would learn in any particular grade or subject?”

32. JFTK Best Practice Framework Theme: Recognition, Intervention, and Adjustment The Intervention If learning the stated objectives is NOT going to vary among students, then what must vary? • Time to Learn • Resources and Support to Learn

33. We can now find and recognizeschools in every corner of the state that are getting the job done. Critical Elements for the Cycle of Improvement

35. CBEE/JFTK-CA Honor Roll Recognizes public schools that are consistently raising achievement and closing achievement gaps Provides these schools a voice to share their Best Practice so others can replicate what works

36. What if the practices in California’s schools should remain the same as they are today and the rate of improvement in our schools should notimprove?

37. The answer is…

38. But, what if the rest of the schools in the state adopted the Honor Roll best practices?And, what would happen if all schools in the state experienced the same rate of improvement as the Honor Roll Schools?

39. The answer is…

40. Our work now is to recognize those getting the job done and give them a voice to explain their best practices for others to copy.

41. And where are these STAR schools? www.jftk-ca.org/csued

42. What Can We Do? • Locate and connect to Star schools in your area • Form “Teaching Hospital” partnerships with high performers • Place student teachers in STAR schools • Use data and best practices to dispel myths and provide solutions

43. Improving Student Academic Achievement and Closing Achievement Gaps Bringing Improvement to Scale at All Grade Levels www.jftk-ca.orgwww.cbeefoundation.org