project DATA

1. projectDATA www.uoregon.edu/~projdata/

2. Agenda • Entry task • Welcome and introductions • projectDATA • Background • Purpose and Goals • Theoretical Foundation • Housekeeping • Questions? www.uoregon.edu/~projdata/

3. Introductions • Leanne Ketterlin-Geller • Kathy Jungjohann • Elisa Jamgochian • Nancy Nelson www.uoregon.edu/~projdata/

4. projectDATA:Background, Purpose, & Goals www.uoregon.edu/~projdata/

5. Funding for projectDATA • Endowment established in 1995 by private donors through the UO College of Education (Fairway Funds) • Supports outreach activities for K-12 programs and staff to support all children www.uoregon.edu/~projdata/

6. Purpose of projectDATA • Collaborative partnership between Lane ESD, school sites, and UO faculty • Focus on professional development to support student achievement in grades 4 - 8 • Develop a model of effective math instruction and formative assessment • Promote sustainability through use of teacher teams www.uoregon.edu/~projdata/

7. Goals of projectDATA Addressed across three modules: • Assessment (Fall): Utilize data-driven model for instructional decision making • Instructional Design and Delivery (Winter): Integrate research-based practices to design and deliver high-quality instructional interventions • Teacher Content Knowledge (Ongoing): Support deep understanding of content knowledge • Sustainability (Spring): Develop infrastructure to support teachers in reaching ESD and state goals www.uoregon.edu/~projdata/

8. Alignment with NMAP • 2008 National Math Advisory Panel report recommendations: • Increased focus on operations with fractions for K-8 mathematics to prepare students for Algebra • Training to support teacher knowledge in content and pedagogy • Multi-faceted focus on teaching for conceptual understanding, computational fluency, and problem-solving skills • Shift toward improved sequencing and coherence of key topics in math materials and instruction www.uoregon.edu/~projdata/

9. Theoretical Foundation www.uoregon.edu/~projdata/

10. projectDATA Map www.uoregon.edu/~projdata/

11. Response to Intervention • Process of systematically evaluating student needs and aligning needs with high quality instruction • Evaluation involves: • Identifying students who may need additional support • Frequently monitoring progress toward achievement on instructional goals • High Quality Instruction involves: • Making changes to instruction based on student performance data • Implementation of best practices in instructional design and delivery • Systematic involves: • Allocation of resources • Systems level support www.uoregon.edu/~projdata/

12. Potential Benefits ofResponse to Intervention (RTI) • Provides high quality interventions & research-based instruction • Identifies students based on risk rather than deficit • Links identification assessments & progress monitoring tools with instructional planning • Builds a communication bridge between general and special education • Allows educational decisions to be based on intervention outcomes rather than other unreliable factors www.uoregon.edu/~projdata/

13. Data-based Decision Making • Decisions about instruction and intervention should be based on student performance data • Different types of assessment allow for different instructional decisions: • Summative assessmentis given after teaching to measure end result • Did students learn the intended goals? • Formative assessment occurs throughout instruction to illustrate learning • Multiple types of formative assessment (diagnostic, screening, progress monitoring) • Are students making progress toward instructional goals? • Is instruction or intervention effective? www.uoregon.edu/~projdata/

14. Intensive 1-5% Strategic 5-10% Benchmark 80-90% Three-tier Model www.uoregon.edu/~projdata/

15. Factors that Support an RTI Model • Professional Development • Comprehensive Assessment System • Engaged Building Administrators • District Level Support • Willingness of Staff (Redefining Roles) • Sufficient Time to “make sense of” • Teachers as Collaborators Fuchs & Deshler (2007) www.uoregon.edu/~projdata/

16. Professional Development Framework • Professional development is a process • Not a product or a one-time inservice • No silver or magic bullet to solve educational dilemmas • Takes place over time • Takes time to build professional knowledge • We all have different strengths, experiences, starting points, and perspectives • Must have good contextual fit • Needs to fit in the context of your district, class, curriculum, student population, beliefs • Collaboration is essential to effective PD • projectDATA is a cooperative partnership between colleagues, administrators, and UO www.uoregon.edu/~projdata/

17. Shared Goal: Positive Impact on Student Performance • projectDATA role: • Provide resources, perspectives, data, manpower • Provide expertise in assessment, instructional design, content knowledge, and math instruction • Schedule time, opportunities, and content for professional collaboration • Your role: • Share expertise in math instruction • Participate, discuss, and identify practices and ways you can incorporate these practices into your instruction • Collect data for decision making www.uoregon.edu/~projdata/

18. Project Specifics www.uoregon.edu/~projdata/

19. Screening Assessment • Complete and email class roster (Excel Spreadsheet) to projdata@uoregon.edu • Projected Timeline • Class roster(s) submitted by Friday 10/3 • Roster(s) uploaded to easyCBM by Wed. 10/8 • Email notification that site is ready for use – will include teacher username & login • Students can take assessment beginning Thursday 10/9 www.uoregon.edu/~projdata/

20. By October Meeting… • Give screening assessment • Follow progress monitoring schedule • Other tasks? www.uoregon.edu/~projdata/

21. CEUs/CPDs • To register for continuing education units through U of O, go to: • http://center.uoregon.edu/courses/course_desc.php?CourseKey=559174 • (Also linked from projectDATA website) www.uoregon.edu/~projdata/

22. Questions? Project Contact: projdata@uoregon.edu Website: www.uoregon.edu/~projdata • Leanne Ketterlin-Geller • 346-5065; lketterl@uoregon.edu • Kathy Jungjohann • 346-1643; kjj@uoregon.edu • Elisa Jamgochian • 346-3560; ejamgoch@uoregon.edu • Nancy Nelson • 346-3560; nnelson3@uoregon.edu www.uoregon.edu/~projdata/