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Ensuring Student and Teacher Success through School Transformation. Darbie Dennison & Carren Poff. Demographics. 740 students 38 classroom teachers High poverty rate. Free and Reduced Lunch Rates: Elementary Average (5 schools) 84.7% Ontario Middle School 78.4 %
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Ensuring Student and Teacher Success through School Transformation Darbie Dennison & Carren Poff
Demographics • 740 students • 38 classroom teachers • High poverty rate • Free and Reduced Lunch Rates: • Elementary Average (5 schools) 84.7% • Ontario Middle School 78.4% • Ontario High School 65.4%
Current Status • Successes: • We have made gains in reading, math and writing over the last two years • We have continued to close the achievement gap between whites and Hispanics • Areas of Concern: • OHS still struggles with a low graduation rate • We still need to develop a viable math intervention program
Data Driven Decisions • Super Spread Sheet • Houses student information data, used by teachers to quickly access data • Teacher can quickly filter lists of their students, and their programs such as ELL, Sped, TAG, test scores. • IObservation Protocol • Portal for recording teacher observations, discussions and reflections. • Big 3—Behavior tracking • Google doc that allows teachers to document and/or assign lunch detention for dress code violations, tardies, and disrespect toward staff.
Successful Programs We Hope To Sustain • Curriculum alignment with the CCSS & proficiency- based grading • Language! intervention program • Project Lead the Way • Freshman Success • Aspire Community Mentor Program • Increased college credit opportunities • Summer school programs • Challenge Day!
Alignment to CCSS and Moving to Proficiency-Based Grading • Goal 1: Teachers across departments will align their curriculum with state content and Common Core State Standards by June of 2013. • Goal 2: Teachers will implement a proficiency-based assessment model that is aligned with their content standards and CCSS during the 2013/2014 school year.
In The Past • Teachers taught what they liked ~ no common standards, and no school-wide system to measure growth • No tracking of standard skills and no standard grammar/writing expectations or testing norms—other than state tests • Hesitancy to embrace research-based changes as they became available • No common language defining student skill levels or what needed to be taught each year • Over-reliance on completing daily practice for grades and extra credit • Behaviorally-based grading systems • Writing samples at teacher’s discretion . . . with some students never receiving a score-just a grade based on number of paragraphs • Over-reliance on novels • “We have arrived ~ no updates necessary” attitude
Now • Common departmental skills taught, tested, and tracked • Alignment of standards taught and tested across all grade levels • Departmental agreement on common grammar, writing systems, or skills tracking • Weekly PLC’s to track, share, and discuss progress • Graduation requirements, skill proficiency, and work samples have new level of importance • Nation has adopted (and is rolling out) Common Core State Standards • Reliance on test scores only to prove proficiency • More experience with informational text & focus on skill rather than story • No extra credit to muddy the measurement waters! • ALWAYS EVOLVING
Leveling “Sub Skills” Literary Device: Grade-level Focus
Work Sample Safety Net IF STUDENT DOESN’T PASS OAKS WRITING, THEN …. 6 PERSUASIVE WORK SAMPLES BANKED 6 EXPOSITORY WORK SAMPLES BANKED IF PASSING WORK SAMPLES NOT FOUND IN THESE, STUDENT CAN USE AS A BASE WRITING IN WRITING LAB TO MEET STATE REQUIREMENT – NOT STARTING FROM SCRATCH
Assessment and Grading Procedures • Practice is not graded, but feedback will be given! • Proficiencies are sole source of grades for the class • No extra credit . . . either you know it or you don’t • To Pass Course Student Must: • Have an average of 70% (2) or higher on each Learning Target at the end of each semester and • Pass the course with an grade point average of 70% (2) or higher • Students track their progress at end of each unit for parent report
HOW MARZANO GRADING SCALE WORKS WITH TRADITIONAL GRADING DRAFT
Misc. Details • Every assignment mirrors proficiency • Attach Learning Targets or Writing rubric to every pertinent assignment • Secure proficiencies/testing environment • Formative assessments used regularly – attempt to make them as “hands-off” for teacher as possible • Late work policy left to teacher • One retake opportunity for each proficiency per semester
Options to Complete Credit Recovery • Odysseyware • Summer School • Complete failed proficiencies after school by end of first semester
Student/Parent Support • After/Before school help • End of Unit Tracking and letter home • Multiple formative assessments • Practice format mirrors proficiency format • Use of Power Teaching methods • Constant connection between Learning Targets and class work • Posted Learning Targets • Connection between CRLS and success on proficiencies • Clear parent communication of skills • Acknowledgement of practice or lack thereof • Upload daily to Family Link so parents can track grades • Departmentally cohesive and collaborative approach to parent teacher conference potential questions and issues
Department Mini Lessons Everyone teaches using standard material in first few weeks: • Plagiarism • Annotation • Inference • MLA • Summary paragraph
