Using Longitudinal Data Analysis
Professional Development focused on school-wide improvement involves intensive, longitudinal analyses of a site’s policies, practices, and programs and their impact on student achievement. Leadership teams learn how to collect and analyze longitudinal data for continuous improvement. Customized data tools and policy updates are included in all services.
Our service offerings in this category include development of a school-wide college math readiness plan, math course and placement policy redesign, and program evaluation for continuous improvement.
School Improvement Services
Development of a School-Wide College Math Readiness Plan
Why This Is Important
A comprehensive school-wide plan is required to reach student achievement targets. Plans for accreditation or funding such as WASC, LCAP, and SPSA require comprehensive analyses to ensure the plans are actionable and achievable. Additionally, support is needed to see the plans through to their desired completion.
CA Dashboard (State Indicators)
- Priority 4: Math Indicator – Student Achievement via SBAC/CAASPP Scores
- Priority 8: College/Career Indicator
LCAP (Local Indicators)
- Priority 2: Implementation of State Academic Standards
- Priority 7: Access to a Broad Course of Study
CSU/CCC Math Readiness Measures
Who Should Participate
Professional development is designed for the following educators:
- District Administrators
- Site Administrators
- Math TOSA(s)
- Math Department Chair(s)
Professional development results in the following deliverables:
- School-Wide College Math Readiness Plan Aligned to SPSA, LCAP, and WASC Targets
- Interactive Longitudinal Data Tool
- Theory of Action
Activities span a few months to allow for data collection and plan development. An assessment of the plan is recommended, but optional, and requires a full school year.
Phase I: Data Collection. Initial planning, data collection, and analysis of longitudinal CA Dashboard Readiness Indicators and Higher Ed math readiness metrics. Interactive longitudinal data instrument created.
Phase II: Program Analysis. The site team is led through an analysis of programs that impact college readiness and corresponding outcomes. Roles and responsibilities of all faculty and staff pertaining to college math readiness outcomes are also analyzed. Best practices and areas for improvement are identified.
Phase III: Theory of Action. A Theory of Action plan is developed that includes long-term outcomes, short-term outcomes, outputs, action plan, and resources.
Phase IV: (Optional and Highly Recommended): Evaluation and Revision of Plan.
Call for consultation and pricing.