is your district career and college ready? washington state school directors’ association annual...
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Is Your District Career and College Ready? WASHINGTON STATE SCHOOL DIRECTORS’ ASSOCIATION
Annual ConferenceNovember 21-24
Bellevue Hyatt Regency
YAKIMA PUBLIC SCHOOLS
YAKIMA SCHOOL DISTRICTStudent Demographics
Enrollment
October 2012 Student Count 15,368
May 2013 Student Count 15,186
Gender (October 2012)
Male 7,832 51.00%
Female 7,536 49.00%
Race/Ethnicity (October 2012)
American Indian/Alaskan Native 155 1.00%
Asian 71 0.50%
Native Hawaiian / Other Pacific Islander 6 0.00%
Asian/Pacific Islander 77 0.50%
Black / African American 155 1.00%
Hispanic / Latino of any race(s) 11,538 75.10%
White 3,043 19.80%
Two or More Races 400 2.60%
Special Programs
Free or Reduced-Price Meals (May 2013) 12,713 83.70%
Special Education (May 2013) 2,099 13.80%
Transitional Bilingual (May 2013) 4,632 30.50%
Migrant (May 2013) 2,776 18.30%
Section 504 (May 2013) 167 1.10%
LEARNER OUTCOMES
1. Experience a performance task to gain a deeper understanding of the increased demand for higher rigor and relevance
2. Identify how CCSS connect to instructional frameworks and influences professional development and use of time (collaboration)
3. Recognize how to support and maximize the effectiveness of district/building wide systems and structures to support the implementation of CCSS and new evaluation model
COMMON CORE STATE STANDARDS INITIATIVEMission Statement
ROBUSTRELEVANT
REAL WORLD
http://www.corestandards.org/
Activity 1: Begin with the End in MindIs Your District Career and College Ready?
• 1. Read the Performance Task
• 2. Decide in which quadrant it belongs and WHY
• Identify level of Rigor - Higher Order Thinking Skills?• Identify level of Application - Relevance/Meaning?
• 3. What would you do to bump it to the next
level or quadrant?
As a Result of the Needs Assessment…
PRIORITY GOAL #1Build a Culture of High Expectations for Learning
Utilize Five YSD Instructional StrategiesComplete Two Performance Tasks
PRIORITY GOAL #2YSD will offer Healthy, Safe, Mutually Respectful and Effective
Learning Environments
Know Student Names and InterestsUtilize Students’ Names and Interests in Instructional Planning
Professional
DevelopmentYSD Goals
Monitoring and Accountability
CollaborationBuilding Goals
Two-way
Communication
Danielson Framework• 5 Instructional
Strategies• Performance Tasks• Student
Interests/Planning
ADAMS’ P-5 ELEMENTARY SCHOOL
http://schools.yakimaschools.org/education/school/school.php?sectiondetailid=75&
ADAMS P-5 ELEMENTARY SCHOOLStudent Demographics
Enrollment
October 2009 Student Count 648
May 2010 Student Count 670
Gender (October 2009)
Male 319 49.20%
Female 329 50.80%
Race/Ethnicity (October 2009)
American Indian/Alaskan Native 8 1.20%
Asian 2 0.30%
Asian/Pacific Islander 2 0.30%
Black / African American 14 2.20%
Hispanic / Latino of any race(s) 582 89.80%
White 42 6.50%
Special Programs
Free or Reduced-Price Meals (May 2010) 651 97.20%
Special Education (May 2010) 99 14.80%
Transitional Bilingual (May 2010) 417 62.20%
Migrant (May 2010) 206 30.70%
Section 504 (May 2010) 0 0.00%
Foster Care (May 2010) 0 0.00%
Other Information (more info)
Adams: Prior to MERIT Grant
3rd 4th 5th0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
34.0%32.7%
23.6%18.2%
12.5%7.3%
25.2%
10.6%
33.0%
21.2%
6.3%14.6%
Reading AllReading ELLMath AllMath ELL
Success Percentage: MSP 2009-2010
Teachers “Teachers are the greatest school-based influence on student achievement.”
Nye, Konstantopolous & Hedges, 2004 Rockoff, 2004
Principals“Leadership is second only to classroom instruction as an influence on student learning.”
Wallace Foundation Study “Learning from Leadership” July 2010
What We Know
Professional
Development YSD Goals
Monitoring and Accountability
CollaborationAdams’ Goals
Two-way
Communication
INSTRUCTION: Danielson Framework
• 5 Instructional Strategies• Performance Tasks• Student Interests/Planning• Building Selected
Instructional Oral Language Based Strategies
• Language for Learning• Language for Thinking• Math Benchmark
Assessments• Early Exit Model
Adams Implementation Plan: Instruction
• Language for Learning
• Language for Thinking
• Oral Based Language Strategies
• Math and Reading Benchmark Assessments
• Early Exit Model: ELL Students
Domain 1: Planning and Preparation Domain 2: Classroom Environment
1a: Demonstrating Knowledge of Content and Pedagogy (4)
1d: Demonstrating Knowledge of Resources (4)
2a: Creating an Environment of Respect and Rapport (5)
2d: Managing Student Behavior (5)
Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogy
Resources for classroom use Resources to extend content knowledge and pedagogy Resources for students
Teacher interaction with students Student interactions with other students
Expectations Monitoring of student behavior Response to student misbehavior
1b: Demonstrating Knowledge of Students (3)
1e: Designing Coherent Instruction (4) 2b: Establishing a Culture for Learning (1)
2e: Organizing Physical Space (5)
Knowledge of child and adolescent development Knowledge of the learning process Knowledge of students' skills, knowledge, and language proficiency Knowledge of students' interests and cultural heritage Knowledge of students' special needs
Learning activities Instructional materials and resources Instructional groups Lesson and unit structure
Importance of the content Expectations for learning and achievement Student pride in work
Safety and accessibility Arrangement of furniture and use of physical resources
1c: Setting Instructional Outcomes (4)
1f: Designing Student Assessments (6) 2c: Managing Classroom Procedures (5)
Value, sequence, and alignment Clarity Balance Suitability for diverse learners
Congruence with instructional outcomes Criteria and standards Design of formative assessments Use for planning
Management of instructional groups Management of transitions Management of materials and supplies Performance of non-instructional duties Supervision of volunteers and paraprofessionals
Domain 4: Professional Responsibilities Domain 3: Instruction
4a: Reflecting on Teaching (2)
4d: Participation in Professional Community (8) 3a: Communications with Students (1) 3d: Using Assessment in Instruction (6)
Accuracy Use in future teaching
Relationships with colleagues Involvement in a culture of professional inquiry Service to the school Participation in school and district projects
Expectations for learning and achievement Directions and procedures Explanations of content Use of oral and written language
Assessment criteria Monitoring of student learning Feedback to students Student self-assessment and monitoring of progress
4b: Maintaining Accurate Records (6)
4e: Growing and Developing Professionally (8)
3b: Using Questions & Discussion Techniques (2)
3e: Demonstrating Flexibility & Responsiveness (3)
Student completion of assignments Student progress in learning Non-instructional records
Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to the profession
Quality of questions Discussion techniques Student participation
Lesson adjustment Response to students Persistence
4c: Communicating with Families (7)
4f: Showing Professionalism (8) 3c: Engaging Students in Learning (1) Information about the instructional program Information about individual students Engagement of families in the instructional program
Integrity and ethical conduct Service to students Advocacy Decision making Compliance with school & district regulations
Activities and assignments Grouping of students Instructional materials and resources Structure and pacing
ACTIVITY 2: Instruction YSD Instructional Framework for TGEM
Teacher Growth and Evaluation Model
Professional
DevelopmentYSD Goals
Monitoring and Accountability
Collaboration
• New Leadership
Team: TEACHERS
• Building-wide Focus
on Collaboration
Adams’ Goals
Two-way
Communication
INSTRUCTION: Danielson Framework• 5 Instructional Strategies• Performance Tasks• Student Interests/Planning• Building Selected
Instructional Oral Language Based Strategies
• Language for Learning• Language for Thinking• Math/Reading Benchmark
Assessments• Early Exit Model
Adams’ Collaboration
Focus from teacher-driven to student-driven data
Purposeful collaboration on data
Domain 1: Planning and Preparation Domain 2: Classroom Environment
1a: Demonstrating Knowledge of Content and Pedagogy (4)
1d: Demonstrating Knowledge of Resources (4)
2a: Creating an Environment of Respect and Rapport (5)
2d: Managing Student Behavior (5)
Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogy
Resources for classroom use Resources to extend content knowledge and pedagogy Resources for students
Teacher interaction with students Student interactions with other students
Expectations Monitoring of student behavior Response to student misbehavior
1b: Demonstrating Knowledge of Students (3)
1e: Designing Coherent Instruction (4) 2b: Establishing a Culture for Learning (1)
2e: Organizing Physical Space (5)
Knowledge of child and adolescent development Knowledge of the learning process Knowledge of students' skills, knowledge, and language proficiency Knowledge of students' interests and cultural heritage Knowledge of students' special needs
Learning activities Instructional materials and resources Instructional groups Lesson and unit structure
Importance of the content Expectations for learning and achievement Student pride in work
Safety and accessibility Arrangement of furniture and use of physical resources
1c: Setting Instructional Outcomes (4)
1f: Designing Student Assessments (6) 2c: Managing Classroom Procedures (5)
Value, sequence, and alignment Clarity Balance Suitability for diverse learners
Congruence with instructional outcomes Criteria and standards Design of formative assessments Use for planning
Management of instructional groups Management of transitions Management of materials and supplies Performance of non-instructional duties Supervision of volunteers and paraprofessionals
Domain 4: Professional Responsibilities Domain 3: Instruction
4a: Reflecting on Teaching (2)
4d: Participation in Professional Community (8) 3a: Communications with Students (1) 3d: Using Assessment in Instruction (6)
Accuracy Use in future teaching
Relationships with colleagues Involvement in a culture of professional inquiry Service to the school Participation in school and district projects
Expectations for learning and achievement Directions and procedures Explanations of content Use of oral and written language
Assessment criteria Monitoring of student learning Feedback to students Student self-assessment and monitoring of progress
4b: Maintaining Accurate Records (6)
4e: Growing and Developing Professionally (8)
3b: Using Questions & Discussion Techniques (2)
3e: Demonstrating Flexibility & Responsiveness (3)
Student completion of assignments Student progress in learning Non-instructional records
Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to the profession
Quality of questions Discussion techniques Student participation
Lesson adjustment Response to students Persistence
4c: Communicating with Families (7)
4f: Showing Professionalism (8) 3c: Engaging Students in Learning (1) Information about the instructional program Information about individual students Engagement of families in the instructional program
Integrity and ethical conduct Service to students Advocacy Decision making Compliance with school & district regulations
Activities and assignments Grouping of students Instructional materials and resources Structure and pacing
ACTIVITY 3: CollaborationYSD Instructional Framework for TGEM
Teacher Growth and Evaluation Model
Professional
Development
• Leadership
Coaches
• Instructional
Coaches
YSD Goals
Monitoring and Accountability
Collaboration
• New Leadership
Team: TEACHERS
• Building-wide Focus
on Collaboration
Adams’ Goals
Two-way
Communication
INSTRUCTION: Danielson Framework• 5 Instructional Strategies• Performance Tasks• Student Interests/Planning• Building Selected
Instructional Oral Language Based Strategies
• Language for Learning• Language for Thinking• Math/Reading Benchmark
Assessments• Early Exit Model• Student Critical Attributes
Coaching for Student Critical Attributes
What is the doing?
More importantly………………..
What is the doing??
Professional
Development
• Leadership
Coaches
• Instructional
Coaches
YSD Goals
Monitoring and Accountability
Collaboration
• New Leadership
Team: TEACHERS
• Building-wide Focus
on Collaboration
Adams’ Goals
Two-way
Communication
• Parent/
Community
Involvement
INSTRUCTION: Danielson Framework• 5 Instructional Strategies• Performance Tasks• Student Interests/Planning• Building Selected
Instructional Oral Language Based Strategies
• Language for Learning• Language for Thinking• Math/Reading Benchmark
Assessments• Early Exit Model• Student Critical Attributes
Professional
Development
• Leadership
Coaches
• Instructional
Coaches
YSD Goals
Monitoring and Accountability• Student Behavior• TGEM
Collaboration
• New Leadership
Team: TEACHERS
• Building-wide Focus
on Collaboration
Adams’ Goals
Two-way
Communication
• Parent/
Community
Involvement
INSTRUCTION: Danielson Framework• 5 Instructional Strategies• Performance Tasks• Student Interests/Planning• Building Selected
Instructional Oral Language Based Strategies
• Language for Learning• Language for Thinking• Math/Reading Benchmark
Assessments• Student Critical Attributes
Positive Behavioral Intervention and Supports
http://www.pbis.org/
ACTIVITY 4: Growth? Evaluation?Teacher Growth and Evaluation Model
Domain 1: Planning and Preparation Domain 2: Classroom Environment
1a: Demonstrating Knowledge of Content and Pedagogy (4)
1d: Demonstrating Knowledge of Resources (4)
2a: Creating an Environment of Respect and Rapport (5)
2d: Managing Student Behavior (5)
Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogy
Resources for classroom use Resources to extend content knowledge and pedagogy Resources for students
Teacher interaction with students Student interactions with other students
Expectations Monitoring of student behavior Response to student misbehavior
1b: Demonstrating Knowledge of Students (3)
1e: Designing Coherent Instruction (4) 2b: Establishing a Culture for Learning (1)
2e: Organizing Physical Space (5)
Knowledge of child and adolescent development Knowledge of the learning process Knowledge of students' skills, knowledge, and language proficiency Knowledge of students' interests and cultural heritage Knowledge of students' special needs
Learning activities Instructional materials and resources Instructional groups Lesson and unit structure
Importance of the content Expectations for learning and achievement Student pride in work
Safety and accessibility Arrangement of furniture and use of physical resources
1c: Setting Instructional Outcomes (4)
1f: Designing Student Assessments (6) 2c: Managing Classroom Procedures (5)
Value, sequence, and alignment Clarity Balance Suitability for diverse learners
Congruence with instructional outcomes Criteria and standards Design of formative assessments Use for planning
Management of instructional groups Management of transitions Management of materials and supplies Performance of non-instructional duties Supervision of volunteers and paraprofessionals
Domain 4: Professional Responsibilities Domain 3: Instruction
4a: Reflecting on Teaching (2)
4d: Participation in Professional Community (8) 3a: Communications with Students (1) 3d: Using Assessment in Instruction (6)
Accuracy Use in future teaching
Relationships with colleagues Involvement in a culture of professional inquiry Service to the school Participation in school and district projects
Expectations for learning and achievement Directions and procedures Explanations of content Use of oral and written language
Assessment criteria Monitoring of student learning Feedback to students Student self-assessment and monitoring of progress
4b: Maintaining Accurate Records (6)
4e: Growing and Developing Professionally (8)
3b: Using Questions & Discussion Techniques (2)
3e: Demonstrating Flexibility & Responsiveness (3)
Student completion of assignments Student progress in learning Non-instructional records
Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to the profession
Quality of questions Discussion techniques Student participation
Lesson adjustment Response to students Persistence
4c: Communicating with Families (7)
4f: Showing Professionalism (8) 3c: Engaging Students in Learning (1) Information about the instructional program Information about individual students Engagement of families in the instructional program
Integrity and ethical conduct Service to students Advocacy Decision making Compliance with school & district regulations
Activities and assignments Grouping of students Instructional materials and resources Structure and pacing
Priority Goal #1: Monitoring Progress
• 5,464 Elementary students completed a performance task
• 19,349 performance tasks completed at secondary level (students took more than one)
• About 53% of the elementary performance tasks administered were from Next Network
30
Priority Goal #1: Monitoring Progress cont’d
5 Instructional StrategiesBuild a Culture of High Expectations for Learning
StrategiesNumber of schools completed training 80% Staff Completion
Optimal Learning Model: 19/19
To Be Completed In June10/2; 5/2: 18/19Reflective Writing: 17/19Think, Write, Pair, Share 19/19Explicit Vocabulary Routine: 19/19
31
Priority Goal #2: Monitoring Progress
Student Names and Interest Offer healthy, safe, mutually respectful and effective learning environments.
Task Number of Yes Due Date: June Every teacher accurately knows and uses appropriate student/Family preferred names with their classroom roster(s).
Indicate Yes or No
18/19
To Be Completed in June
Each teacher knows at least one outside of school interest of their students and can incorporate that knowledge to instruction.
11/19Students accurately know and use other student names. 16/19
32
Adams: Prior to MERIT Grant
3rd 4th 5th0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
34.0%32.7%
23.6%18.2%
12.5%7.3%
25.2%
10.6%
33.0%
21.2%
6.3%14.6%
Reading AllReading ELLMath AllMath ELL
Success Percentage: MSP 2009-2010
Adams: End of MERIT Grant
3rd 4th 5th0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
64.7%60.0%
43.9%
60.0%
45.2%
11.3%
57.8% 58.6% 60.2%55.4%
46.0%
37.0%
Reading AllReading ELLMath AllMath ELL
Success Percentage: MSP 2012-2013
Adams: Impact of MERIT Grant
3rd 4th 5th0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
50.0
30.7
27.3
20.3
41.8
32.7
4.0
32.6
48.0
27.234.2
39.7
22.4Reading AllReading ELLMath AllMath ELL
Point Change in MSP Success Percentage:2009-2010 to 2012-2013
An Adams ExampleEarly Exit MSP 2012-13
3rd 4th0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
64.7%60.0%60.0%
45.2%
57.8% 58.6%55.4%
46.0%Reading AllReading ELLMath AllMath ELL
Teachers “Teachers are the greatest school-based influence on student achievement.”
Nye, Konstantopolous & Hedges, 2004 Rockoff, 2004
Principals“Leadership is second only to classroom instruction as an influence on student learning.”
Wallace Foundation Study “Learning from Leadership” July 2010
What We Know
BARGE LINCOLN ELEMENTARY SCHOOLStudent Demographics
Enrollment
October 2011 Student Count 624
May 2012 Student Count 594
Gender (October 2011)
Male 329 52.70%
Female 295 47.30%
Race/Ethnicity (October 2011)
American Indian/Alaskan Native 7 1.10%
Asian 1 0.20%
Asian/Pacific Islander 1 0.20%
Black / African American 4 0.60%
Hispanic / Latino of any race(s) 572 91.70%
White 37 5.90%
Two or More Races 3 0.50%
Special Programs
Free or Reduced-Price Meals (May 2012) 588 99.00%
Special Education (May 2012) 77 13.00%
Transitional Bilingual (May 2012) 376 63.30%
Migrant (May 2012) 176 29.60%
Section 504 (May 2012) 9 1.50%
Foster Care (May 2012) 0 0.00%
Other Information (more info)
Barge Lincoln Elementary
2011-12 All 2012-13 All 2011-12 ELL 2012-13 ELL0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
17.6%
55.1%
5.8%
43.3%
38.0% 37.2%
16.0%
24.1%
28.6%
43.5%
11.8%
23.3%
3rd4th5th
MSP Reading Comparison: 2011-12 to 2012-13
Barge Lincoln Elementary
2011-12 All 2012-13 All 2011-12 ELL 2012-13 ELL0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
3rd4th5th3rd to 4th
ALL + 19.6 points
3rd to 4th ELL+ 18.3 points
MSP Reading Comparison: Single-Year Cohorts
4th to 5th ALL + 5.5 points
4th to 5th ALL + 7.3 points
Barge Lincoln Elementary
2011-12 All 2012-13 All 2011-12 ELL 2012-13 ELL0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
14.1%
48.3%
5.7%
40.0%
25.3%
51.7%
10.0%
40.7%
25.5%
44.2%
7.8%
25.6%
3rd4th5th
MSP Mathematics Comparison: 2011-12 to 2012-13
Barge Lincoln Elementary
2011-12 All 2012-13 All 2011-12 ELL 2012-13 ELL0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
3rd4th5th
MSP Mathematics Comparison: Single-Year Cohorts
3rd to 4th ALL + 37.6 points
4th to 5th ALL + 18.9 points
3rd to 4th ALL + 35.0 points
4th to 5th ALL + 15.6 points
Yakima School DistrictState Assessment Results
http://reportcard.ospi.k12.wa.us/summary.aspx?groupLevel=District&schoolId=294&reportLevel=District&orgLinkId=1754&yrs=&year=2012-13&printable=true
Communication Focus• Weekly meetings with District leadership and ICLE Instructional and Leadership
Coaches
• Principal Cohort Collaboration Sessions
• Monthly progress reports submitted to the District by ICLE
• Quarterly reports to Cabinet
• Regular School Board updates to include ENDS Report
• Monthly webinars with all ICLE Instructional and Leadership Coaches
• Regular communication with OSPI to ensure coordination with Washington State initiatives
Professional
Development
• Leadership
Coaches
• Instructional
Coaches
YSD Goals
Monitoring and Accountability• Student Behavior• TGEM
Collaboration
• New Leadership Team:
TEACHERS
• Building-wide Focus on
Collaboration
Adams’ Goals
Two-way
Communication
• Parent/
Community
Involvement
INSTRUCTION: Danielson Framework• 5 Instructional Strategies• Performance Tasks• Student Interests/Planning• Building Selected
Instructional Oral Language Based Strategies
• Language for Learning• Language for Thinking• Math/Reading Benchmark
Assessments• Student Critical Attributes
Teachers “Teachers are the greatest school-based influence on student achievement.”
Nye, Konstantopolous & Hedges, 2004 Rockoff, 2004
Principals“Leadership is second only to classroom instruction as an influence on student learning.”
Wallace Foundation Study “Learning from Leadership” July 2010
What We Know
LEARNER OUTCOMESWhat’s the Most Important Thing You Gained from this Presentation?
1. Experience a performance task to gain a deeper understanding of the increased demand for higher rigor and relevance
2. Identify how CCSS connect to instructional frameworks and influences professional development and use of time (collaboration)
3. Recognize how to support and maximize the effectiveness of district/building wide systems and structures to support the implementation of CCSS and new evaluation model
top related