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Malheur ESD

Malheur ESD. March 2, 2010 Darbie Dennison Penny Grotting. Objectives . Work with districts that currently have a data team/PLC structure in place. Utilize the structure in place and make teams more effective using the Data Team process. Districts and Schools. Ontario School District

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Malheur ESD

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  1. Malheur ESD March 2, 2010 Darbie Dennison Penny Grotting

  2. Objectives • Work with districts that currently have a data team/PLC structure in place. • Utilize the structure in place and make teams more effective using the Data Team process.

  3. Districts and Schools • Ontario School District • 5 elementary schools • 1 middle school • 1 high school • Nyssa School District • 1 elementary • 1 middle school • 1 high school • Four Rivers Charter School

  4. Setting the Stage • Both districts had administrators and teacher leaders attend Strand 3 last year. • In August/September • Provided Strand 3 training to new administrators • Provided Strand 3 review for all other administrators • Strand 3 training October 9th for all 300 teachers in the two districts

  5. Focus • Ontario School District • Alameda Elementary • Aiken Elementary • Ontario Middle • Ontario High Math Department • Nyssa School District • Nyssa Elementary • Nyssa Middle • Nyssa High • Four Rivers Community School • Sustaining the work that was done last year

  6. The Work • Customized data team process training and facilitation. • Attendance at staff meetings and grade level/data team meetings. • Alameda Elementary: • Rotate with principal and vice principal to facilitate or observe at weekly grade level team meetings. • Attend full day grade level team meetings to help the instructional coaches facilitate the data team process.

  7. The Work, cont. • Nyssa Middle School: • Met with each department early in the year to review use of the data team process. Common prep periods have been incorporated into the schedule & teams meet weekly. • Ontario High School Math Department: • Attendance at half day department meetings & intensive training on use of the data team process, formative assessments, and intervention strategies. • Continuous facilitation & support. • Provide additional resources and strategies as requested.

  8. Analyzing & Charting Data Ontario teachers charting DIBELS data.

  9. Selecting Instructional Strategies Sharing strategies that have worked well & discussing how to implement successfully.

  10. Challenges • Resistance to using the pre-test, post-test model • Insufficient time for team meetings • Incomplete prioritization of standards • Special challenges with high school • Staff is more tied to content • More difficult to make a paradigm shift • Working with schools that have a system in place vs. starting with a clean slate

  11. Successes • Schools fully implementing the data team process (or well on their way) are showing: • Greater academic growth than in years prior to using a systematic approach • Greater collegiality among personnel & open platform for sharing intervention strategies, etc.

  12. Next Steps • Move teams toward proficiency and conducting meetings independently. • Using the Instructional Data Team Rubric. • Provide support for formative assessments, effective teaching strategies and standards prioritization. • Continue to implement in the other schools, while monitoring the progress of the current schools we are working with.

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