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Initiative Integration: Getting the Most Out of CCSS and Educator Effectiveness

Direct Access to Achievement. Initiative Integration: Getting the Most Out of CCSS and Educator Effectiveness.

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Initiative Integration: Getting the Most Out of CCSS and Educator Effectiveness

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  1. Direct Access to Achievement Initiative Integration: Getting the Most Out of CCSS and Educator Effectiveness This training is made possible through a partnership between Oregon Department of Education and your ESD, and supported by a Statewide Longitudinal Data Systems grant from the U.S. Department of Education.

  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. Be selective about who is trained Be clear about your purpose for the training Capacity Investment Select Effective Practices Strategically Supporting Student Learning Start with willingness Have a roll-out plan Determine how to get coaching support and feedback Oregon’s DATA CCSS Educator Effectiveness RTI Administration, Build Capacity, Monitor, Support, Data Sustain

  5. OUTCOMES (% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom) TRAINING COMPONENTS Knowledge Skill Demonstration Use in the Classroom Theory and Discussion 10% 5% 0% ..+Demonstration in Training 30% 20% 0% …+ Practice & Feedback in Training 60% 60% 5% …+ Coaching in Classroom 95% 95% 95% Staff Coaching Joyce and Showers, 2002

  6. www.OregonDataProject.org Visit the Direct Access to Achievement (DATA) Project website to access materials and resources. www.oregondataproject.org

  7. 2013-2014 Webinar schedule Oct. 30, 3:30-4:30 p.m. Initiative Integration: Getting the Most Out of CCSS and Educator Effectiveness Feb. 26, 3:30-4:30 p.m. Making it Stick: Going from Training to Implementation Practice  April 23, 3:30-4:30 p.m. What Difference Is this Making? Evaluating Program Effectiveness and Fidelity of Implementation For connection information, visit the Oregon DATA Project page, www.oregondataproject.org.

  8. The data team process Step 6: Monitor and Evaluate the Results

  9. Hood River County School DistrictJane Osborne

  10. Building a Culture of Data… It’s all about the evidence! www.hoodriver.k12.or.us jane.osborne@hoodriver.k12.or.us Jane Osborne

  11. In this Session: • Learn about our journey in developing high performing teams • Learn about the importance of accountability and a systematic approach • Get tools to get started and build a system in your district

  12. Evaluating Student Progress September April

  13. Creating common assessments…

  14. It’s all about the evidence!

  15. How it all began….

  16. Data from 2008

  17. Building Background….Learning about Professional Learning Communities • Visits to White River School District • Administration team attends regional Dufour workshop • Teacher/Admin teams attended various Solution Tree/Dufour conferences • Janel Keating and Bob Eaker visit HR

  18. Year One: Just Get Started • Two-hour Early Releases (Twelve times throughout the year.) • K-5---Math Implementation Teams • 6-8—Vertical teams (6-8 math, 6-8 literacy, 6-8 science…) • 9-12---Department teams (Math, English, Science, World Languages…)

  19. 4th Grade Math Implementation Team

  20. Year Two: Continue the Work • SOME teams functioning effectively. • K-5---Math Implementation teams, directed by Math Coach • 6-12--- Department team meetings NOTE: Some teachers or principals were ‘getting it’, just as high flying students in the classroom that would make it happen regardless--- and many others sitting about waiting for direction.

  21. Then we read… • Every School, Every Team, Every Classroom, by Bob Eaker and Janel Keating

  22. PLC leadership team visited --+ White River + La Grande We realized…. • Needed a system to gather evidence • Analyze data and plan for next steps and set goals

  23. At a Glance….

  24. Team Leaders • Team Leader job description • Very small stipend • Training quarterly • Supported by principals and instructional coaches

  25. The Turning Point…. • High School diploma requirements increase • Essential Skills requirements • Common Core Standards • Need to do things differently—transitioning to more rigorous instruction and assessment • Oregon DATA Project Certification Training • 17 teachers and 10 administrators from each building trained/ 100 day Plan for leaders

  26. Oregon DATA Project Training

  27. Accountability • Administrators engaged in and modeled the same practices expected by teachers. • During monthly “Academic Ad Council” meetings, principals participated in teams using all the same forms and structures that teachers used on Monday mornings

  28. Admin Team at work

  29. Admin Doing the work

  30. Created a System… • Forms • Administrators train and model—go through everything the teams do • Accountability http://www.hoodriver.k12.or.us/Page/198

  31. Agenda and Minutes Form

  32. Monthly Planning Tool (The Black Box)

  33. Team Analysis of Common Assessment form

  34. Teachers fill in numbers and…

  35. Automatically fills in graph

  36. Middle School Team Analysis of Common Assessment (TACA)presentations

  37. Teams by same course taught— 7th Grade Math

  38. Algebra B Team

  39. 5th grade team …with a District Observer

  40. Observation Form

  41. Observation Form

  42. Get Started • Create a System • Monitor and Be Accountable • Celebrate Results

  43. It’s all about the evidence!

  44. Results

  45. Centennial School DistrictCheryl Williamson

  46. CCSS and Educator EffectivenessIt’s the Data Centennial School District

  47. 2010 - 2011 • Developed pacing guide/”starter” curriculum maps based on Common Core • Invited principals to attend a 2-hour introduction to the data teams process • Gave slots to buildings and had them sign an MOU agreeing to participate • Buildings could “buy” more slots • All buildings signed on – had 96 names

  48. 2011 - 2012 • Trainer met with principals to get sense of staff understanding of PLCs/use of data • Three sessions (2 elementary, 1 secondary) • Principals participated along with their staff • Three half-day trainings • First day – Overview of process • Second/third days – Guided Data Teams process using their data • Developed cycle notes

  49. 2012 - 2013 • Changed PLC schedule to allow for coach support • Trained 50 additional staff in 3 half-day sessions • Set expectation of 3 cycles for the year focused on CCSS • Trained building coaches to support the process • Re-trained staff on steps 2, 4 & 5 • Worked with principals on providing feedback on the cycle notes • Introduced notion of running agendas • Revised cycle notes (end of year)

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