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
Other/Mult.
4%
Asian
20%
Filipino
7%
Hispanic
61%
Black
3%
White
5%
We create a college-going
culture for students from
diverse family backgrounds
Rowland USD
Proficiency
Gains double
those of the
State!
English / Language Arts
School / Groups
Mathematics
or above
3-year
% 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%
% Proficient/
School / Groups
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.
or above
3-year
% 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%
% Proficient/
“If you don’t know where you
are going, you’ll end up
somewhere else.”
Yogi 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
WHAT ABOUT
A GOAL FOR
EAP
PARTICIPATION
AND
SUCCESS?
Nothing like a moving target
College Level Standards
California Academic
Content Standards
Guiding Parents
through
Standards-based
Instruction
English
Language
Development
Standards
Climbing Every
Mountain
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
Have staff think about parent involvement as they…
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.
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, teacherdesigned 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 Results
Climbing the stairs…they lead to College!
Class of 2006
Class of 2007
English – Language Arts
English – Language Arts
District
District
Pass
Fail
Total
N
% Met
AYP
N
%
N
%
N
%
1055
82.7
221
17.3
1276
42.3
Pass
Fail
% Met
AYP
N
%
SS
N
%
SS
SS
%
944
75
392
317
25
324 1261 375
45
Mathematics
N
Mathematics
District
District
Pass
Overall
Fail
Total
N
% Met
AYP
N
%
N
%
N
%
1061
83.2
215
16.8
1276
55.8
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.
Pass
Fail
Overall
% Met
AYP
N
%
SS
N
%
SS
SS
%
999
79
398
265
21
328 1264 384
53
N
Students in Grade 11 will have two
opportunities to take the CAHSEE, the
first in November.
EAP Results
Climbing the stairs…More Students
encourage to look at College Options
Our approach: opt out versus opt in…
Class of 2006
Early Assessment of Readiness for College (EAP)
Spring 2005
ELA
School
Total 11th
Grade
Enrollment
for 2004-05
Not Ready for
College
English
Math
Ready for
College
English
Total
Tested
Not Ready for
Pct.
Tested College Math
Ready for
Ready for
College Math - Total-Ready for Total
Pct.
College Math Needs Senior College Math Tested Tested
Advanced
Experience
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
Using Data for Professional Development
° 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
D3M: Incorporating the EAP
and involving parents
Conclusions
•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 incorporates 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 disaggregate—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
College
It’s Your Future:
TAKE CHARGE
Higher
Education
Central
Office
School
Sites
Student
OR
Family