November 21-24 Bellevue Hyatt Regency

1. Is Your District Career and College Ready? WASHINGTON STATE SCHOOL DIRECTORS’ ASSOCIATIONAnnual Conference YAKIMA PUBLICSCHOOLS November 21-24 Bellevue Hyatt Regency

2. YAKIMA SCHOOL DISTRICT

4. LEARNER OUTCOMES • Experience a performance task to gain a deeper understanding of the increased demand for higher rigor and relevance • Identify how CCSS connect to instructional frameworks and influences professional development and use of time (collaboration) • 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

5. COMMON CORE STATE STANDARDS INITIATIVEMission Statement ROBUST RELEVANT REAL WORLD http://www.corestandards.org/

7. 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?

8. Getting Ready…to transition to and implement the CCSS Conducted a Comprehensive Needs Assessment

9. As a Result of the Needs Assessment… PRIORITY GOAL #1 Build a Culture of High Expectations for Learning Utilize Five YSD Instructional Strategies Complete Two Performance Tasks PRIORITY GOAL #2 YSD will offer Healthy, Safe, Mutually Respectfuland Effective Learning Environments Know Student Names and Interests Utilize Students’ Names and Interests in Instructional Planning

10. Professional Development YSD Goals • Danielson Framework • 5 Instructional Strategies • Performance Tasks • Student Interests/Planning Two-way Communication Monitoring and Accountability Building Goals Collaboration

11. ADAMS’ P-5 ELEMENTARY SCHOOL http://schools.yakimaschools.org/education/school/school.php?sectiondetailid=75&

12. ADAMS P-5 ELEMENTARY SCHOOL

13. Adams: Prior to MERIT Grant Success Percentage: MSP 2009-2010

14. What We Know • 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

15. Professional Development YSD Goals • 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 Two-way Communication Monitoring and Accountability Adams’ Goals Collaboration

16. Adams Implementation Plan:Instruction • Language for Learning • Language for Thinking • Oral Based Language Strategies • Math and Reading Benchmark Assessments • Early Exit Model: ELL Students

17. ACTIVITY 2: Instruction YSD Instructional Framework for TGEM Teacher Growth and Evaluation Model

18. Professional Development YSD Goals • 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 Monitoring and Accountability Two-way Communication • Collaboration • New Leadership Team: TEACHERS • Building-wide Focus on Collaboration Adams’ Goals

19. Adams’ Collaboration Purposeful collaboration on data Focus from teacher-driven to student-driven data

20. ACTIVITY 3: Collaboration YSD Instructional Framework for TGEM Teacher Growth and Evaluation Model

21. Professional Development • Leadership Coaches • Instructional Coaches YSD Goals • 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 Two-way Communication Monitoring and Accountability • Collaboration • New Leadership Team: TEACHERS • Building-wide Focus on Collaboration Adams’ Goals

22. Coaching for Rigor and Relevance

23. Coaching for Student Critical Attributes What is the doing? More importantly……………….. What is the doing??

24. Professional Development • Leadership Coaches • Instructional Coaches YSD Goals • 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 • Two-way Communication • Parent/Community Involvement Monitoring and Accountability • Collaboration • New Leadership Team: TEACHERS • Building-wide Focus on Collaboration Adams’ Goals

25. PARENT and COMMUNITY INVOLVEMENT • Video Clip • Parent Breakfast Picture

26. Professional Development • Leadership Coaches • Instructional Coaches YSD Goals • 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 • Two-way Communication • Parent/Community Involvement • Monitoring and Accountability • Student Behavior • TGEM • Collaboration • New Leadership Team: TEACHERS • Building-wide Focus on Collaboration Adams’ Goals

27. Positive Behavioral Intervention and Supports http://www.pbis.org/

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

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

30. 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

31. Priority Goal #1: Monitoring Progress cont’d

32. Priority Goal #2: Monitoring Progress

33. Adams: Prior to MERIT Grant Success Percentage: MSP 2009-2010

34. Adams: End of MERIT Grant Success Percentage: MSP 2012-2013

35. Adams: Impact of MERIT Grant Point Change in MSP Success Percentage: 2009-2010 to 2012-2013

36. An Adams ExampleEarly Exit MSP 2012-13

37. What We Know • 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

38. BARGE LINCOLN ELEMENTARY SCHOOL

39. Barge Lincoln Elementary MSP Reading Comparison: 2011-12 to 2012-13

40. Barge Lincoln Elementary MSP Reading Comparison: Single-Year Cohorts 4th to 5th ALL + 5.5 points 4th to 5th ALL + 7.3 points

41. Barge Lincoln Elementary MSP Mathematics Comparison: 2011-12 to 2012-13

42. Barge Lincoln Elementary MSP Mathematics Comparison: Single-Year Cohorts 3rd to 4th ALL + 37.6 points 3rd to 4th ALL + 35.0 points 4th to 5th ALL + 18.9 points 4th to 5th ALL + 15.6 points

43. 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

44. 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

45. Professional Development • Leadership Coaches • Instructional Coaches YSD Goals • 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 • Monitoring and Accountability • Student Behavior • TGEM • Two-way Communication • Parent/Community Involvement • Collaboration • New Leadership Team: TEACHERS • Building-wide Focus on Collaboration Adams’ Goals

46. What We Know • 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

47. LEARNER OUTCOMESWhat’s the Most Important Thing You Gained from this Presentation? • Experience a performance task to gain a deeper understanding of the increased demand for higher rigor and relevance • Identify how CCSS connect to instructional frameworks and influences professional development and use of time (collaboration) • 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

48. 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