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The Stories Behind the Data

The Stories Behind the Data. September 28, 2011. John Sedgwick Junior High. 98.8% of 8 th graders taking End of Course Exam 1 met standard 83.6% of 9 th graders taking End of Course Exam 1 met standard (state average for EOC1 66.2%)

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The Stories Behind the Data

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  1. The Stories Behind the Data September 28, 2011

  2. John Sedgwick Junior High • 98.8% of 8th graders taking End of Course Exam 1 met standard • 83.6% of 9th graders taking End of Course Exam 1 met standard (state average for EOC1 66.2%) • 100% of 9th graders taking End of Course Exam 2 met standard (state average for EOC2 73.8%)

  3. JSJH Tier 1 Math Interventions PLC teams make instructional decisions based on • Clear priority standards • Use of formative assessments aligned to priority standards • Collect and share data based on the formative assessments • Building in short amounts of time, during class, for differentiated instruction. • Our PLC teams are created by subject and grade level. • Year after year, teachers remain at certain grade levels

  4. Burley Glenwood Elementary • BG only one of 20 schools state wide to get out of improvement status • 3rd grade math up 17.8% from 2010 • 5th grade math up 30% from 2010

  5. Collaboration Wednesday’s at Burley-Glenwood Making a difference as a PLC

  6. Collaboration=PLC’s • Teams working together to… - Ensure focus is on “Have to Knows” vs “Nice to Knows” - Develop Assessments that align with Priority Standards - Analyze student assessment and data - Provide targeted and intentional interventions and enrichment from assessment data

  7. 3.1.C I can add whole numbers using the standard regrouping algorithm #pretest Date_______________ Name________________ 1.) 56 2.) 65 3.) 156 + 48= 4.) 368 5.) 860 +32+27+475 +384

  8. Mrs. Ferencik Mrs. Davidson Mrs. Anderson

  9. PLC’s=Systems • PLC’s … -Have helped us shift our beliefs from “my students” to “our students” -Have helped us become more systematic with support and interventions - Have helped us align our current programs and systems - Support staff work collaboratively with the teams in order to provide support that is intentional and targeted (Tier 2 & 3 Interventions) - Support staff are members of our school’s Childstudy Team

  10. South Kitsap High School • SKHS on time graduation rate 2010 92.4% (state 76.5%) • SKHS extended graduation rate 2010 97.4% (state 82.6%) • SKSD special education on time graduation rate 2010 82.5% (state 62.5%) • SKSD special education extended graduation rate 2010 139.1% (state 78.9%)

  11. SKHS • Commitment of General Ed and CTE teachers to ALL students • PLC/Cross Collaboration

  12. Student Led IEP’s – • Promotes self advocacy and access skills • Students become more engaged in their education • Provides practice for skills needed in postsecondary education and employment settings. • Parents better understand the IEP process. ~Adapted from Yarrow Center for Learning Enrichment, University of Oklahoma

  13. Student Led IEP’s - • Students with Disabilities are more likely to remain in school and be successful if they are actively involved in the development of their transition plan. (Martin, 2004)

  14. http://www.seattleu.edu/ccts/media.aspx

  15. START NOW! A District-Wide Collaborative Effort With Common Priority Skills

  16. START NOW!

  17. START NOW! “Begin with the end in mind” -Steven Covey

  18. Transition From Dependence to Independence Skills Needed to Maximize Independence & Employment Potential START NOW! O = School X = Family * = Other Directions- Indicate on the graph where you believe your child is in each skill.

  19. Targeted, Coordinated, Embedded Professional Development • 260 teachers K-10 received focused grade-level/ content professional development within their work day • K-6 special education mathematics training throughout the year • 250 staff were able to work with Mike Mattos over a two day period on Response to Intervention implementation • Instructional Leadership Team

  20. Curriculum, Instruction, Assessment A transition to job-embedded, on-going professional development Focus on improving Tier 1 Core Instruction Whatever It Takes to Ensure ALL Students/Teachers Learn- PLCs have changed the focus from teaching to learning • Four Key Questions: 1. What do we want our students to learn? • Learning targets • Priority Standards • Increase Instructional Strategies • Increase content knowledge 2. How will we know if they have learned it? • Common Assessments: focus on Formative • Analysis of Data 3. What will we do if they do not learn? • Intervention (the new Extended Learning) 4. What will we do if they already know it? • Enrichment Priority Standards Increased Horizontal Alignment of What Matters Most Instructional Materials including gaps and overlaps Accordion Model Quality Instruction will ensure Learning

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