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Professional Learning Team Conference

Direct Access to Achievement. Professional Learning Team Conference. Eugene Hilton December 4, 2013. Welcome!. When our efforts aren’t integrated and aligned…how likely is our actual progress?.

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Professional Learning Team Conference

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  1. Direct Access to Achievement Professional Learning Team Conference Eugene Hilton December 4, 2013 Welcome! .

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

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

  4. “As to methods, there may be a million and then some, but principles are few. The man who grasps principles can successfully select his own methods. The man who tries methods, ignoring principles, is sure to have trouble.” Ralph Waldo Emerson

  5. Data Teams Training

  6. 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

  7. Coach Objectives • Consider elements in the data team process • Determine your teams’ strengths and areas of need • Identify resources to support your teams

  8. 6. Monitor and Evaluate Results.

  9. Step 1: Collect and Chart Data What is our current assessment reality? • What types of data do we collect and use? • Do our assessments give us the information we need? • Is data collection efficient and systematic? • Are the assessments sensitive to change and aligned with standards?

  10. Step 2: Analyze and Prioritize Needs How well do we problem-solve? • Are we proficient at clearly identifying strengths and needs in student work? • Can we precisely define the problem and make supported inferences? • Can we determine what is most urgent?

  11. Step 3: Set, Review and Revise SMART Goals Sure we can write goals, but do we consistently… • set realistic goals? • use incremental goals for long-term success? • review goals for all and revise as needed?

  12. Step 4: Select Common Instructional Strategies • Is there a tight match between student needs and instruction? • Are strategies research or evidence based? • Is there a direct link between the prioritized need and the strategy selected? • Are instructional strategies used to strengthen the core before other options? • Is instruction aligned across settings?

  13. Step 5: Determine Results Indicators Do we always… • collect both cause and effect data in progress monitoring? • thoughtfully plan progress monitors that are tied to instructional practices? • collaboratively determine criteria for success in student work?

  14. Step 5: In Other Words... • THREE parts of indicators: • What will we (adults) do? • What will students do? • What will we see in students’ work if the strategy is working? • Make all descriptions explicit enough to monitor and replicate.

  15. The L2Matrix Achievement of Results Leading Lucky Losing Ground Learning Understanding Antecedents of Excellence

  16. Training and Coaching Support Mickey Garrison, DATA Project (mickey.garrison@douglasesd.k12.or.us) Marianne Oakes, Lane ESD (moakes@lesd.k12.or.us) Becky Stoughton, Sisters SD(becky.stoughton@sisters.k12.or.us) Missi Thurman, Centennial SD (Melissa_Thurman@centennial.k12.or.us) Penny Grotting, Columbia Gorge ESD (pgrotting@cgesd.k12.or.us) Carol Larson, Willamette ESD (carol.larson@wesd.k12.or.us) Jane Osborne, Hood River SD(j_osborne@me.com) Daymond Monteith, Klamath Falls City SD(MonteithD@kfalls.k12.or.us) Amy McQueen, David Douglas SD (amy_mcqueen@ddouglas.k12.or.us Laurie Nordahl, North Bend SD (lnordahl@nbend.k12.or.us) Dawn Bennett, Brookings SD (Dawnb@brookings.k12.or.us) Chad Putnam, Coos Bay SD (ChadP@coos-bay.k12.or.us) Jennifer Hayes, Klamath County SD (hayesj@kcsd.k12.or.us) Kristin Tompeck, Wallowa SD (ktompeck@wallowa.k12.or.us) Becky Eastland, Salem-Keizer SD (eastland_rebecca@salkeiz.k12.or.us

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