initiative integration: getting the most out of ccss and educator effectiveness

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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.

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Page 1: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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.

Page 2: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

When our efforts aren’t integrated and aligned…how likely is our actual progress?

Page 3: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

The likelihood of progress increases when we integrate essential elements of new initiatives using a systems approach to align our efforts.

Page 4: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

Page 5: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

  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

Page 6: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Visit the Direct Access to Achievement (DATA) Project website to access materials

and resources. www.oregondataproject.org

www.OregonDataProject.org

Page 7: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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. 

 

Page 8: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Hood River County School District

Jane Osborne

Page 9: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

[email protected]

Building a Culture of Data…

It’s all about the evidence!

Jane Osborne

www.hoodriver.k12.or.us

Page 10: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Evaluating Student Progress

September

April

Page 11: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Creating common assessments…

Page 12: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

It’s all about the evidence!

Page 13: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

How it all began….

Page 14: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Data from 2008

Page 15: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

Page 16: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

Page 17: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Then we read…

Every School, Every Team, Every Classroom, by Bob Eaker and Janel Keating

Page 18: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

Page 19: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Team LeadersTeam Leader job descriptionVery small stipendTraining quarterlySupported by principals and instructional coaches

Page 20: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

The Turning Point….High School diploma requirements

increaseEssential Skills requirements

Common Core StandardsNeed to do things differently—transitioning to

more rigorous instruction and assessmentOregon DATA Project Certification

Training17 teachers and 10 administrators from each

building trained/ 100 day Plan for leaders

Page 21: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Oregon DATA Project Training

Page 22: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

Page 23: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Admin Team at work

Page 24: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Admin Doing the work

Page 25: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Created a System…FormsAdministrators train and model—go through everything the teams do

Accountability

http://www.hoodriver.k12.or.us/Page/198

Page 26: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Agenda and Minutes Form

Page 27: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Monthly Planning Tool (The Black Box)

Page 28: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Team Analysis of Common Assessment form

Page 29: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Teachers fill in numbers and…

Page 30: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Automatically fills in graph

Page 31: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Middle School Team Analysis of Common Assessment (TACA)presentations

Page 32: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

5th grade team

…with a District Observer

Page 33: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Observation Form

Page 34: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Observation Form

Page 35: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness
Page 36: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Get StartedCreate a SystemMonitor and Be

AccountableCelebrate Results

Page 37: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

It’s all about the evidence!

Page 38: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Results

Page 39: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Centennial School District

Cheryl Williamson

Page 40: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

CCSS and Educator EffectivenessIt’s the Data

Centennial School District

Page 41: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

Page 42: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

Page 43: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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)

Page 44: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

Page 45: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

Page 46: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

Page 47: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

David DouglasSchool District

Amy McQueenBrooke O’Neill

Page 48: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

David Douglas School DistrictPortland, OR

PROFESSIONAL LEARNING TEAMS

Page 50: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

Page 51: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

Page 52: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

DDSD INITIATIVE WORK DRIVING SUSTAINABLE CHANGE

Student Achievem

entProficie

ncy

PLTs

PBIS Evaluation

RTI

Language

Page 53: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

• 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

Page 54: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

CURRENT IMPLEMENTATION LEVEL:

EARLY CHILDHOOD – INITIALK-12 - CONTINUOUS IMPROVEMENT AND REGENERATION

PLTs/Data

Teams

Commitment to

Continuous

Improvement Focus

on Learnin

g

Collective Inquiry into Best Practice

& Current Reality

Action Oriente

d: Learnin

g by Doing

Results Oriente

d

Develop Focused

Goals and

Strategies

Use and

Analyze Data

Page 55: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

● 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

Page 56: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

1. Collect

and Chart Data

2. Analyze

to prioritize needs

3. Set, review,

and revise

incremental

SMART goals

4. Select common instructio

nal strategies

5. Determi

ne results

indicators

SLG PLT

COMPARING SLG AND PLT PROCESS

6. Monitor and

Evaluate results

Page 57: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

● 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

Page 58: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

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

Page 59: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Integrate essential elements of new initiatives using a systems approach to align our efforts.

Page 60: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Questions???

Page 61: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness

Feedback •+ What worked to support your learning and doing today?

• What changes would improve your learning?

+,

Page 62: Initiative Integration:  Getting  the Most Out of CCSS and Educator Effectiveness