is your district career and college ready? washington state school directors’ association annual...

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?

Getting Ready…to transition to and implement the CCSS

Conducted a Comprehensive Needs Assessment

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


Male 319 49.20%

Female 329 50.80%



Asian 2 0.30%



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


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


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


• 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









































ACTIVITY 3: CollaborationYSD Instructional Framework for TGEM

Teacher Growth and Evaluation Model

Professional

Development

• Leadership

Coaches

• Instructional

Coaches

YSD Goals


Collaboration

• New Leadership

Team: TEACHERS


on Collaboration

Adams’ Goals

Two-way

Communication




Assessments• Early Exit Model• Student Critical Attributes

Coaching for Rigor and Relevance

Coaching for Student Critical Attributes

What is the doing?

More importantly………………..

What is the doing??

Professional

Development

• Leadership

Coaches

• Instructional

Coaches

YSD Goals


Collaboration

• New Leadership

Team: TEACHERS


on Collaboration

Adams’ Goals

Two-way

Communication

• Parent/

Community

Involvement




Assessments• Early Exit Model• Student Critical Attributes

PARENT and COMMUNITY INVOLVEMENT

• Video Clip• Parent Breakfast Picture

Professional

Development

• Leadership

Coaches

• Instructional

Coaches

YSD Goals

Monitoring and Accountability• Student Behavior• TGEM

Collaboration

• New Leadership

Team: TEACHERS


on Collaboration

Adams’ Goals

Two-way

Communication

• Parent/

Community

Involvement




Assessments• Student Critical Attributes

Positive Behavioral Intervention and Supports

http://www.pbis.org/




ACTIVITY 4: Growth? Evaluation?Teacher Growth and Evaluation Model









































So…How Are We Doing?Is Our District Career and College Ready?

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%



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%



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





What We Know

BARGE LINCOLN ELEMENTARY SCHOOLStudent Demographics

Enrollment

October 2011 Student Count 624

May 2012 Student Count 594


Male 329 52.70%

Female 295 47.30%



Asian 1 0.20%



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


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



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


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


3rd to 4th ALL + 35.0 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




Assessments• Student Critical Attributes





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

Thank You!

• Martha Rice, Board Chair

• Elaine Beraza, Superintendent

• Cece Mahre, Associate Superintendent of Teaching and Learning

• Lee Maras, Lead Principal

lastname.firstname@ yakimaschools.org

is your district career and college ready? washington state school directors’ association annual...

Documents

student names

student count15

student count648may

student count670gender

special education

special programsfree

instructional frameworks

implementation of ccss