The Early Assessment Program (EAP)

& D3M: Data-driven Decision Making

That Involves Parents

Tony Wold, Ed.D.

Director, Student Assessment

1830 Nogales Street

Rowland Heights, CA 91748

626-854-8338

twold@mail.rowland.k12.ca.us

EAP & D3M: Data-driven Decision making

1. Being Data Driven starts with vision 2. The Process is more essential than the product

3. Better communication is the vehicle to implement the vision

EAP Message to Parents

It’s your child’s future: TAKE CHARGE

Enrollment / Schools

Rowland USD serves approximately 17,500 students in grades K-12 at 21 schools:

15 Elementary

3 Intermediate

3 High Schools

In addition, RUSD operates an Adult and Community Day School and maintains a strong parent involvement focus as part of our core values that promote partnership with parents and the community

Percent Enrollment by Ethnicity

Hispanic61%

White5%

Black3%

Filipino7%

Asian20%

Other/Mult.4%

We create a college-going culture for students from diverse family backgrounds

English / Language ArtsSchool / Groups % Proficient/ 3-year

or above % Change

State of California 42.0% 5.5%

Rowland Unified 45.7% 11.7%

African American 38.0% 11.2%

Asian 75.0% 13.7%

Filipino 68.5% 13.2%

Hispanic 32.1% 11.7%

White 57.7% 11.0%

Socioeconomic Dis. 33.8% 13.2%

English Learner 29.3% 7.3%

Students with Disabilities 39.7% 11.9%

MathematicsSchool / Groups % Proficient/ 3-year

or above % Change

State of California 45.0% 6.2%

Rowland Unified 56.3% 13.1%

African American 38.6% 11.1%

Asian 86.9% 9.2%

Filipino 73.1% 9.2%

Hispanic 44.3% 15.7%

White 61.6% 12.7%

Socioeconomic Dis. 47.1% 15.8%

English Learner 46.7% 10.0%

Students with Disabilities 48.2% 16.3%

Since the beginning of NCLB, the district has increased overall proficiency in ELA by almost 12% & 13% in Math.

The state of California has also risen, but at only half the rate of Rowland Unified.

Rowland USD Proficiency

Gains double those of the

State!

““If you don’t know where you If you don’t know where you are going, you’ll end up are going, you’ll end up somewhere else.”somewhere else.”

Yogi BerraYogi Berra

So….Do EAP results help involve parents in how instructional decisions are being made? AND…Does everyone understand the EAP???

AYP Goals for 2005 - 06

Nothing like a moving target

WHAT ABOUT A

GOAL FOR EAP

PARTICIPATION AND

SUCCESS?

Guiding Parents through

Standards-based Instruction

Climbing Every Mountain

College Level Standards

California Academic Content Standards

English Language Development Standards

Foundation / Developmental Standards

A Framework for Developing Strategies to Meet College Level Academic Standards

1. Do Parent Understand the Daily Instructional Program? * Curriculum alignment: text and supplemental materials focused on standards * Planned Instruction: directed toward teaching to standards * Reading: fundamental skill in all subject areas * Focusing on higher-level thinking strategies to help students become more college ready (EAP results help facilitate this process) * Assessment: benchmark tests division-wide plus classroom tools for measuring progress * Staff Development: knowledge of benchmarks, standards and strategies

2. Do Parents Understand Instructional Support Systems (Short Term) * Interventions: re-teaching in class, before and after school, Saturdays * Instruction: directed to students by need and focused on content standards

3. Do Parents Understand Enabling Instructional Programs (Long Term) * Interventions: double dose, reading classes, 9X Writing and Math, retention * Instruction: unique structures and use of time, materials and technology

A Model for Assessment and Modifying Instruction: Articulation Meetings that can enhance parent involvement

1. Review the list of standards upon which the benchmark assessment is based for each course relative to the 18-week plan

2. Review the benchmark assessment to assess the degree to which each question matches the standard it was designed to measure with regard to content, depth of understanding, format, vocabulary, (CAHSEE, CST, EAP)

3. Review the grade distribution/level of performance of students based upon overall results, responses by question and standard, and other meaningful formats (most common wrong answer)

4. Discuss what was learned...what to continue, modify or completely revise

5. Design, implement and monitor how teachers are modifying instruction, materials, strategies, organization, etc. to re-teach to those students who are not proficient, including interventions outside the classroom.

Have staff think about parent involvement as they…

PERFORMANCE GAP ANALYSIS

• Four Level Approach• The purposes of the four (4)-level approach to the

performance gap analysis is to address:

• General learning skills for all students school wide:– AVID strategies, such as Cornell Notes, SQ4R, Summary

and Reflection, Socratic Seminars – the Perfect Paragraph/Essay and writing rubric or other

writing strategy– graphic organizers, e.g. Say, Mean and Matter, KWL– resources: “Prep Your Way to Success” Power Point and

notebook, AVID teachers, UCLA Writing Workshop– Strategies and outreach programs to connect parents with

interventions– EAP Resources and lessons focusing on higher level

thinking skills

PERFORMANCE GAP ANALYSIS:Working to Connect Parents at all levels

• Subject-specific gaps in learning as a result of the data analysis of EAP, Content Standards Tests, California High School Exit Exam, CAT 6, district benchmarks, teacher-designed assessments and reflection on student performance which is supported by all departments:

• Effective teaching strategies and lesson designs on specific performance gaps by teachers of common courses:

• Needs of students identified by classroom teachers that will strengthen the student as a learner

– teachers reflect on their own students’ abilities and

skills for learning in three (3) major areas:

• Fundamental Academic Strategies:

• Organizational Skills:

• Motivational Techniques:

CAHSEE ResultsClimbing the stairs…they lead to College!

Total N

% Met AYP

N % N % N %

1055 82.7 221 17.3 1276 42.3

District

Pass Fail

Class of 2006

Total N

% Met AYP

N % N % N %

1061 83.2 215 16.8 1276 55.8

Pass Fail

District

English – Language Arts

Mathematics Mathematics

English – Language Arts

Class of 2007

% Met AYP

N % SS N % SS N SS %

944 75 392 317 25 324 1261 375 45

District

Pass Fail Overall

% Met AYP

N % SS N % SS N SS %

999 79 398 265 21 328 1264 384 53

District

Pass Fail Overall

Students in Grade 12 must pass the CAHSEE to receive a high school diploma. These students will have 3 opportunities to pass this school year – the next in February 2006.

Students in Grade 11 will have two opportunities to take the CAHSEE, the first in November.

EAP ResultsClimbing the stairs…More Students

encourage to look at College Options

Class of 2006

Total Tested

Pct. Tested

Total Tested

Pct. Tested

N % N % N % N % N % N % N % N %

Nogales 587 345 88.2 46 11.8 391 66.6 103 53.1 10 5.2 81 41.8 91 46.9 194 33.0

Rowland 646 319 69.2 142 30.8 461 71.4 94 29.2 92 28.6 136 42.2 228 70.8 322 49.8

Santana 62 16 100.0 0 0.0 16 25.8 - - - - - - - - - -

District 1,304 685 78.5 188 21.5 873 66.9 197 38.2 102 19.8 217 42.1 319 61.8 516 39.6

County 117,701 37,590 79.7 9,591 20.3 47,181 40.1 13,998 47.0 3,875 13.0 11,901 40.0 15,776 53.0 29,774 25.3

State 459,130 142,043 76.5 43,652 23.5 185,695 40.4 52,484 44.0 14,328 12.0 52,526 44.0 66,854 56.0 119,338 26.0

Ready for College Math -

Advanced

Not Ready for College English

Ready for College English

SchoolNot Ready for College Math

Ready for College Math - Needs Senior Experience

Total-Ready for College Math

Total 11th Grade

Enrollment for 2004-05

Math

Early Assessment of Readiness for College (EAP)Spring 2005

ELA

Our approach: opt out versus opt in…

Using Data for Professional Using Data for Professional DevelopmentDevelopment° Standards-Based Focus

° Curriculum / Instructional Materials aligned to academic content standards° CST Blueprints * “Power Standards”° EAP Standards – College preparation° “Unwrapping” the Standards ° Reading Comprehension Training° Walkthrough training for Administrators° Thinking Maps° Writing Training

* UCLA Writing Project and Write

From The Beginning ° Parent Standards Nights – making standards comprehensible to parents.

° Next steps, parent meetings on college standards and the EAP

° Data Analysis Training for * Administration * Certificated Staff

Instructional Focus – EAP Pointing in the Right Direction

EAP Utilized to help parents and students open up their options about College

Pointing the Instructional Compass to provide parents and students the keys to college success

• Ongoing Assessment supports instruction

• In subjects where the rigor of the assessment increased the percent of students attaining proficiency increased

• The Early Assessment Program is a strong component of increasing expectations and moving more students toward college.

• Interventions are supporting improved achievement, but the emphasis must continue to remain on first instruction and the instructional strategies to connect with all students

• This requires that parents understand the college standards and how interventions can help their children be more prepared for College

Conclusions

D3M: Incorporating the EAP and involving parents

•Making data an every-day part of teacher and departmental decisions can have a profound impact on student achievement

• EAP results drive 12th grade focus

•Make sure any system you implement in-corporates the essential elements of success:

• Immediate access to test results•EAP results at the beginning of the year•Direct communication to parents of student EAP results

•Ability to dynamically aggregate and dis-aggregate—all the way to the student level.

• EAP Strand data•Ability to work within your own district’s resources and capabilities.

• EAP Configured for our use

EAP Resources

• EAP Intervention Resources are a key ingredient for student instruction, intervention, and enrichment. They provide supplemental materials teachers can refer to when they put together lesson plans or homework assignments. – The EAP resources are available for teacher AND student use

– http://www.calstate.edu/eap/support_hs_teachers.shtml – http://www.calstate.edu/eap/support_hs_students.shtml

Moving from Good to Great…

ALL Sites increase EAP Participation Goals

Higher Education

School Sites

Central Office

Student OR Family

College

It’s Your Future:

TAKE CHARGE