Make the data teacher FRIENDLY & TEACHER USEABLE

Consulting Services

My services are specifically designed to help teachers answer the question: "What do I teach my students in order to align my instruction with the current California Content Standards (and the STAR assessments) and also begin the transition to aligning instruction with the California Common Core Standards which will be assessed, with a different test, in the 2014-2015 school year?"

I use a very practical, user-friendly approach for helping teachers personalize the CST data from their particular grade levels (i.e., Are teachers increasing the percent of students leaving their classrooms, proficient in English Language Arts, Mathematics, etc., each school year?). Teachers understand that they should be working towards gradually increasing the percentage of students meeting standards each year. They can do that by working smarter, not harder.

I next work with the cluster areas (i.e., Word Analysis and Vocabulary Development, Reading Comprehension, etc.) from the California Content Standards. I carefully describe the individual standards, and the intent of each cluster area, its importance to the grade-level curriculum, and its relative difficulty level. I have developed several organizational tools (i.e., deconstructed/un-packed English Language Arts standards, one-page standards maps, math standards alignment guides, conceptual frames, story maps, etc.) that teachers can use to simplify the task of understanding and teaching the California Content Standards.

I help teachers select a section of the Common Core Standards (typically Informational Text and Writing, for English Language Arts, and computation, for Mathematics) and set out a plan for beginning to include these standards in instruction/assessment to help prepare for the transition.


Teacher Benefits:

  1. Teachers clearly understand the grade-level standards, their intent, and the way that they are assessed on the CST Assessments. They link this understanding to the implementation of instruction throughout the school year.
  2. Teachers select one to two of the more difficult cluster areas and then give special attention to those areas during the school year (i.e., more instruction, different types of instruction, begin instruction earlier in the school year, etc.).
  3. Teachers discuss instructional strategies, assessments, and student intervention plans that will be used to help insure that students are more successful in the selected areas.
  4. Teachers analyze data for “incoming” students and plan for remediation and support for those students during the school year.
  5. Teachers discuss instructional strategies/materials that can be used to begin implementing the Common Core Standards, with the California additions, and determine what previously covered content can be eliminated/adjusted so that there is time available for that new instruction.