initiative integration: getting the most out of ccss and educator effectiveness
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Direct Access to Achievement. Initiative Integration: Getting the Most Out of CCSS and Educator Effectiveness. - PowerPoint PPT PresentationTRANSCRIPT
Initiative Integration:
Getting the Most Out of CCSS and Educator
Effectiveness
Direct Access to Achievement
This training is made possible through a partnership between Oregon Department of Education and your ESD, and supported by a Statewide Longitudinal Data Systems grant from the U.S. Department of Education.
When our efforts aren’t integrated and aligned…how likely is our actual progress?
The likelihood of progress increases when we integrate essential elements of new initiatives using a systems approach to align our efforts.
Strategically
Supporting Student Learning
Select
Effective
Practices
Capacity Investment
Sustain
Oregon’s DATACCSS
Educator Effectivene
ssRTI
Be selective about who is
trainedBe clear about
your purpose for the training
Start with willingnessHave a roll-
out planDetermine how to get coaching support
and feedback
Administration, Build Capacity,
Monitor, Support, Data
OUTCOMES
(% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting,
and Use new Skills in the Classroom)
TRAININGCOMPONENTS
KnowledgeSkill
Demonstration
Use in the Classroom
Theory and Discussion
10%
5% 0%
..+Demonstration in Training
30%20%
0%
…+ Practice & Feedback in Training
60% 60% 5%
…+ Coaching in Classroom
95% 95% 95%
Joyce and Showers, 2002
Staff Coachi
ng
Visit the Direct Access to Achievement (DATA) Project website to access materials
and resources.
www.oregondataproject.org
www.OregonDataProject.org
2013-2014 Webinar schedule
Oct. 30, 3:30-4:30 p.m.Initiative Integration: Getting the Most Out of CCSS and Educator Effectiveness
Feb. 26, 3:30-4:30 p.m.Making it Stick: Going from Training to Implementation Practice April 23, 3:30-4:30 p.m.What Difference Is this Making? Evaluating Program Effectiveness and Fidelity of Implementation
For connection information, visit the Oregon DATA Project page, www.oregondataproject.org.
The data team process
Step 6: Monitor and Evaluate the Results
Hood River County School District
Jane Osborne
Building a Culture of Data…
It’s all about the evidence!
Jane Osborne
www.hoodriver.k12.or.us
In this Session:
Learn about our journey in developing high performing teams
Learn about the importance of accountability and a systematic approach
Get tools to get started and build a system in your district
Evaluating Student Progress
September
April
Creating common assessments…
It’s all about the evidence!
How it all began….
Data from 2008
Building Background….Learning about Professional Learning Communities
Visits to White River School DistrictAdministration team attends
regional Dufour workshopTeacher/Admin teams attended
various Solution Tree/Dufour conferences
Janel Keating and Bob Eaker visit HR
Year One: Just Get Started
Two-hour Early Releases (Twelve times throughout the year.)K-5---Math Implementation Teams6-8—Vertical teams (6-8 math, 6-8
literacy, 6-8 science…)9-12---Department teams (Math,
English, Science, World Languages…)
4th Grade Math Implementation Team
Year Two: Continue the WorkSOME teams functioning effectively.K-5---Math Implementation teams,
directed by Math Coach6-12--- Department team meetings
NOTE: Some teachers or principals were ‘getting it’, just as high flying students in the classroom that would make it happen regardless--- and many others sitting about waiting for direction.
Then we read…
Every School, Every Team, Every Classroom, by Bob Eaker and Janel Keating
PLC leadership team visited --
+ White River
+ La Grande
We realized….Needed a system to gather
evidenceAnalyze data and plan for next
steps and set goals
At a Glance….Year Elementary
FocusMiddle School Focus
High School Focus
2009-2010Early Release 2 hours
Math Implementation Teams
By subjectVertically aligned
Department Teams
2010-2011Early Release 2 hours
Math Implementation Teams
By subject vertically aligned with both middle schools
Department Teams
2011-2012Early Release 2 hours
Writing Teams horizontally aligned by course
Focus on Diploma Requirements
2012-2013Late StartsWeekly 1 hour
Accountable teams by common course taughtLearning Cycle—pretest, teach, posttest, interveneFocused on data and results
Team Leaders
Team Leader job descriptionVery small stipendTraining quarterlySupported by principals and instructional coaches
The Turning Point….
High School diploma requirements increase
Essential Skills requirementsCommon Core Standards
Need to do things differently—transitioning to more rigorous instruction and assessment
Oregon DATA Project Certification Training
17 teachers and 10 administrators from each building trained/ 100 day Plan for leaders
Oregon DATA Project Training
AccountabilityAdministrators engaged in and
modeled the same practices expected by teachers.
During monthly “Academic Ad Council” meetings, principals participated in teams using all the same forms and structures that teachers used on Monday mornings
Admin Team at work
Admin Doing the work
Created a System…FormsAdministrators train and model—go through everything the teams do
Accountability
http://www.hoodriver.k12.or.us/Page/198
Agenda and Minutes Form
Monthly Planning Tool (The Black Box)
Team Analysis of Common Assessment form
Teachers fill in numbers and…
Automatically fills in graph
Middle School Team Analysis of Common Assessment (TACA)presentations
Teams by same course taught— 7th Grade Math
Algebra B Team
5th grade team
…with a District Observer
Observation Form
Observation Form
Get StartedCreate a SystemMonitor and Be
AccountableCelebrate Results
It’s all about the evidence!
Results
Centennial School District
Cheryl Williamson
CCSS and Educator EffectivenessIt’s the Data
Centennial School District
2010 - 2011
• Developed pacing guide/”starter” curriculum maps based on Common Core
• Invited principals to attend a 2-hour introduction to the data teams process
• Gave slots to buildings and had them sign an MOU agreeing to participate– Buildings could “buy” more slots
• All buildings signed on – had 96 names
2011 - 2012
• Trainer met with principals to get sense of staff understanding of PLCs/use of data
• Three sessions (2 elementary, 1 secondary)– Principals participated along with their staff
• Three half-day trainings– First day – Overview of process– Second/third days – Guided Data Teams process
using their data• Developed cycle notes
2012 - 2013• Changed PLC schedule to allow for coach support• Trained 50 additional staff in 3 half-day sessions• Set expectation of 3 cycles for the year focused
on CCSS• Trained building coaches to support the process• Re-trained staff on steps 2, 4 & 5• Worked with principals on providing feedback on
the cycle notes• Introduced notion of running agendas• Revised cycle notes (end of year)
2013 - 2014
• Continue with PLC building schedule• Added Educator Effectiveness– Data has taken on a greater sense of urgency
• Sent 52 elementary teachers and principals to ATI training (Stiggins)
• Pair data teams/assessment literacy to train staff how to write good classroom-based assessments– Follow-up with guided data teams training focused on
using the assessment data to inform instruction
Lessons Learned
What Worked Principal is keyInfrastructure was in place (pacing guides/maps)Persistence/ willingness to retrain when necessaryStructure/scaffold the conversation more at firstOngoing coach support Trust the process
What would we do differentlyPrincipals had varying degrees of comfort with leading this processFeedback on cycle notes made the conversation all about the formTeams struggled more when only part of the team was trainedBe clear about the connections between initiatives up front
Moving Forward
• Develop a clear vision for integration of CCSS and Educator Effectiveness– Can’t have “one more thing”
• Keep data front and center – Use student data to inform instruction– Use adult and student data to measure effectiveness
• Electronic version of cycle notes/feedback system for staff
• Differentiate support for staff
David DouglasSchool District
Amy McQueenBrooke O’Neill
David Douglas School DistrictPortland, OR
PROFESSIONAL LEARNING TEAMS
STRATEGICALLY INCREASING STUDENT ACHIEVEMENT
UNWRAPPING THE STANDARDS
COMMON ASSESSMENTS
ANALYZING STUDENT WORK FOR
DIFFERENTIATION
SUMMATIVEEVALUATION
PROFICIENCY FOR ALL
STUDENTS
STUDENTS STANDARDS
PLT QUESTION #1: What do all students need to know and be able to do? (Standards)
PLT QUESTION #2: How do we teach so that all students will learn?(Instruction)
PLT QUESTION #3: How will we know if they have learned it? (Assessment)
PLT QUESTION #4: What will we do if they don’t know or if they come to us already knowing? (Intervention & Enrichment)
SELECT COMMON INSTRUCTIONAL
STRATEGIES & DETERMINE RESULTS
INDICATORS
2010-11: Administrative TrainingCreated and distributed a PLT Handbook to establish Vision and Process.School Board approved weekly 1-hour late start for students to allow PLTs to meet within contract day.Established PLTs across district, all teachers/specialists assigned to either grade level, content, or specialty PLT.Created Google Doc as a Data Record for each step of PLT cycle.Targeted Professional Development at both Elementary and Secondary Level (Science)
2011-12:All staff PLT training prior to start of school year to reestablish a common message and reenergize work.All Curriculum Team Members trained through Oregon DATA Project, Curriculum Team 100-day Plan developedAll District Administrators trained on DATA Team Process—Resources utilized: Guest Speaker: Mickey Garrison, Book Study: Leaders Make it Happen: An Administrator’s Guide to Data Teams (McNulty & Besser)All District Administrators lead a DATA Team Meeting using current school data.Targeted Professional Development at Secondary Level (ELA)
2012-13:PLT designated as one of six DDSD Initiatives PLT Administrative Leadership Team to oversee Initiative Work with the goal of Scaling Up. (EFFECTIVE PRACTICE X EFFECTIVE IMPLEMENTATION = IMPROVED OUTCOMES)
OUR ROAD: GET STARTED, GET
BETTER
• What:
• Professional Learning Teams (PLTs) are structured collaboration with learning as the central goal. Inherent to a PLT is a persistent disquiet with the status quo and a constant search for a better way to achieve goals.
• Why:o PLTs/Data Teams are the strongest form of professional development
and are structured to get results in teaching, learning, and leadership.o PLTs help us to identify specific teaching and leadership actions that
have been taken to cause gains in student achievement, helps us to replicate success and helps us eliminate actions that do not produce intended outcomes.
o Schools and districts, acting in alignment as a system, make improvement through data-driven inquiry and continuous learning.
o PLTs help us inquire, learn more deeply, and provide opportunities for developing leadership, ownership, and accountability across the district
PROFESSIONAL LEARNING TEAMS
CURRENT IMPLEMENTATION LEVEL:
EARLY CHILDHOOD – INITIALK-12 - CONTINUOUS IMPROVEMENT AND REGENERATION
● Train new staff on PLT process (Over 100 Early Childhood Providers)
● Train Elementary Student Achievement Specialists on coaching Data Teams
● Revise the PLT reporting document○ Elementary aligned with Forward and new
teacher evaluation○ Middle and High School aligned with Common
Core○ Early Childhood aligned with Creative
Curriculum and new teacher evaluation● Communicate the connection of PLT Work to
Student Learning and Growth Goals in the Evaluation System.
ACTIONS FOR 2013-2014 SCHOOL YEAR
● Domain I: Planning and Preparation
○ All Standards● Domain II: Classroom Environment
○ Standard 2b: Establishing a Culture of Learning● Domain III: Instruction
○ All Standards ● Domain IV: Professional Responsibilities
○ Standard 4a: Reflecting on Teaching○ Standard 4d: Participating in a Professional
Community○ Standard 4e: Growing and Developing Professionally○ Standard 4f: Showing Professionalism
● Domain V: Student Learning and Growth
○ All Standards
LINK TO MODEL CORE TEACHING STANDARDS
1. Collect and chart baseline data to determine needs.
2. Create specific learning goals based on pre-assessments.
3. Create and implement teaching and learning strategies
4. Monitor student progress through ongoing formative assessment process
5. Determine whether students achieved the goal
SLG PLT
COMPARING SLG AND PLT PROCESS
6. Monitor and
Evaluate results
Goal: Create a data literate culture in which teachers are able to effectively analyze common assessments to prioritize needs, align and implement research-based instructional practices to meet needs, and monitor the results.•Conduct training and coaching to ensure that a solid K-12 PLT/Data Team structure exists district-wide.•Provide time for the Administrative PLT Initiative Team to meet to review academic and behavioral data. Allocate resources and support based on data from these meetings. •Train all K-12 staff on how to effectively create and implement Common Formative Assessments. •Train all K-12 staff on the process of Analyzing Student Work. •Train identified teacher leaders and coaches on the Quality Review Rubric to ensure K-12 teachers can evaluate if their lessons are aligned to the standards and determine the level of rigor of their lessons.
GOALS FOR FUTURE PLT WORK
Integrate essential elements of new initiatives using a systems approach to align our efforts.
Questions???
Feedback
•+ What worked to support your learning and doing today?
• What changes would improve your learning?
+,