Closing The Achievement Gap - Banner

 

Central Union High School A School in the Central Union High School District

How Central Union Targets Instruction

  • Provide teachers with frequent observation feedback: Four times a year, administrators and teachers visit classrooms to observe and collect data on teachers’ instructional practices and student responses. Observers use a structured observation protocol to code observations. The protocol includes a rating of levels of student thinking based on Bloom’s taxonomy. Observers meet to discuss ratings and increase the reliability of their observations before giving their observations to teachers.
  • Review observation data to improve instruction: The observation data teachers receive help them reflect on their teaching and make improvements. Administrators also put the data collected into a spreadsheet in aggregate form and go over the data with teachers.

How Central Union Uses Data

  • Regularly examine data to identify areas of need: Several times a year, the school uses data reports, called “Springboards for Success,” to show teachers combined output of each student’s GPA, CST scores, CAHSEE scores, and grades in various classes. These data help teachers determine what instructional support students may need by providing a clear picture of a student’s academic growth and struggles over time.
  • Use common assessments to gauge student achievement: Teachers in the core content areas create, administer, and analyze common assessments four times a year to help drive what they do in the classroom with their instruction. In addition, teachers turn in data analysis sheets to the administrators and based on the sheets, the administrators ask teachers to modify their instruction or pacing guides and to establish new goals.
  • Integrate technology to provide immediate feedback: Teachers use remote control clickers to administer pre- and post-assessments. The remote clickers serve as part of an electronic audience response system that projects questions onto a screen, then gives students immediate feedback on whether they answered the questions correctly. Students receive immediate feedback on response items, allowing teachers to quickly identify students in need of additional support and modify instruction where appropriate.

How Central Union Fosters Teacher Collaboration

  • Encourage peer observation: The academic coach takes new teachers to 3-4 classrooms within their first month at the school. The coach and teacher discuss exemplary and non-exemplary practices observed for the teacher’s consideration in his or her own class.
  • Use content leads and meetings to maintain common pacing and practices:Content leads for each grade within each department lead meetings during bi-weekly “Minimum Wednesdays.” These meetings allow the content leader to monitor teacher use of common assessments and data analysis sheets.
  • Use content teams to share ideas: Content teams often spend lunches or after-school time together to discuss curriculum.

 

How Central Union Uses Data
to Target Support:
Data are analyzed to look at what students and teachers are doing and support them accordingly.

CST ELA AMO Performance

Annual Measurable Objective (AMO) Performance 2006-07

chart4.jpg

CST Math AMO Performance

AMO Performance 2006-07

chart5.jpg

Source: AYP, 2006-07