Sustainability Presentation April 25, 2008

1. Sustainability Presentation April 25, 2008 Fort Vancouver High School

2. Progress… Fort Vancouver High School

3. School Improvement Success Professional Learning Communities More trust Fort

4. School Improvement Success Professional Learning Communities Fort Staff Perceptions

5. School Improvement Success Instructional Coaches Factors that improve teacher quality Focused Training the Key Imbeded coaching

6. School Improvement Success Student Achievement

7. School Improvement Success Student Achievement

8. School Improvement Success Student Achievement

9. School Improvement Success Student Achievement

10. An Instructional Meeting at a Glance • What does student engagement look like? • Staff developed rubrics for different classroom activities • How do we measure it? • Learning Walks • How do we share the data? • Instructional meeting

11. From Design IIAuthentic Student Engagement • What does student engagement look like? • Staff built rubrics around different types of instruction and engagement associated with it. • Instructional Coaches went on learning walks to assess engagement. • Dr. Webb even participated in one of the learning walks.

12. Learning Walk Engagement Data Samples

13. Direct Instruction Group or Partner Work

14. Engagement in learning requires students to have a voice. “What are you learning?” “Why are you learning this?” A focus on learning targets and essential questions

15. Data Driven Learning Walks Students reach Learning Targets 34% more often when targets are posted clearly in the classroom.

16. Why do we need equations? Analyze the advertisements and identify the persuasive techniques that are used. Chapter 6 Vocab Students will learn how to graph. Identify possible causes of French Revolution Make your own advertisement. Questions 1, 3, 5 -13 Students will know the quadratic formula. Clarification Which are Learning Targets? Which ones are good examples? Why? Share with a neighbor.

17. Journal Reflection Reflect upon using learning targets this year. Have they made a difference in the way you plan or instruct? Why or why not?

18. Since this instructional meeting Fort staff increased their use of Learning Targets by 20%. Learning Targets Progress!

19. Fort Vancouver High SchoolSustainability Plan 2007-2008 Student Learning Sustaining the Climb Collaborative Assessment Backwards Planning Professional Learning Communities Powerful Teaching and Learning

21. SIP Overview: How has the SIP process unfolded in your school? All staff signed onto SIP using Powerful Teaching and Learning as umbrella effort. Trained cohort of teacher leaders took teacher volunteers off campus to observe other classrooms using Self-Reflective Observation Protocol.

22. SIP • Staff members divided into professional learning teams to study the concept of Powerful Teaching and Learning. • Meanwhile, each teacher participated on a Task Group which implemented action plans around each SIP goal.

23. SIP • Task Group work eventually led to the establishment of an instructionally focused Building Leadership Team and a student learning focused team of Departmental “Learning Leaders”.

24. SIP • An Instructional Coach model was implemented during the second year of the grant cycle with the following goals: • Support classroom observations • Out-of-Building • On site TAG teams • Conduct & support Learning Walk model • Plan and Implement Staff Development • Build Leadership Capacity

25. SIP • Changes in school culture include: • All faculty meetings currently have an instructional focus • Changed our understanding of teacher roles at Fort from “I taught it” to “Did students gain understanding?”

26. SIP • What has been the impact of the SIP on student achievement? • As teachers have become more reflective in their teaching, students have become more reflective in their learning. • We have seen consistent improvement in our WASL scores.

27. Accountability Describe the steps that have been taken to ensure that a system of accountability is in place at your school that sustains the SIP. • We have a three-tiered system of accountability at Fort Vancouver HS:

28. Accountability Tier 1: • Each staff member is “roped up” with another staff member for the purpose of observing each other teach. Tier 2: • Learning Walks carried out by Instructional Coaches, Administrators and Teacher Volunteers. Tier 3: • Data gathering twice per year by elected staff.

29. Accountability • What is needed in addition: • Instructional Coaches to support BLT and Learning Leaders as they take on the role of “Climbing Team” to monitor school wide professional development and create yearly learning targets. • Expanding Learning Walks to include more stake holders. • Attempt to engage student voice. • Modification to existing system based on data and reflection.

30. Use of Data Use of Data: What formal and informal processes for data review and analysis by the staff are in place? • Data carousels • Reflection on selected data • Departmental PLCs collaboratively assess evidence of student learning data

31. Use of Data • What is needed in addition: • A paradigm shift towards evidence of student learning and engagement. • Shared leadership around data filtering for staff through BLT and learning leaders. • Set up Fall and Spring data carousels to coincide with key data releases.

32. Capacity Building Capacity Building: Explain existing Professional Learning Communities. • Instructional Coaches lead PLCs focused on study groups • Powerful Teaching and Learning • Understanding by Design • Leading Lesson Study

33. Capacity Building • Teacher Advisory Groups (TAGs) support each other with observations and feedback. • Learning Leaders build departmental PLCs through looking at student data, evidence of learning and developing more rigorous lessons.

34. Capacity Building • What is needed in addition: • Fort voice in Design II and especially regarding the need for a differentiated resource allocation model • More or same number of Late Starts • More focused and dedicated Instructional Meetings • Gather and use feedback from staff surveys to help plan building professional development • Intentionally schedule PLC work during existing time available

35. Capacity Building • What is needed in addition: • Time prior to the start of school to focus staff on direction for the year • Some way of supporting learning leaders (common prep?, supplemental pay?) • Continued transparency of instructional model (instructional meetings have lesson plan, targets, etc.) • Some way of supporting coaches/leaders who facilitate study groups (UbD,etc.) • Continued evolution of BLT through support and training.

36. Student Learning Sustaining the Climb Collaborative Assessment Backwards Planning Professional Learning Communities Powerful Teaching and Learning Fort Vancouver High SchoolSustainability Plan 2007-2008

37. Powerful Teaching and Learning Base Camp

38. Starting the Climb Professional Learning Communities Powerful Teaching and Learning

39. The Ascent Backwards Planning Professional Learning Communities Powerful Teaching and Learning

40. View from the Summit Student Learning Sustaining the Climb Collaborative Assessment Backwards Planning Professional Learning Communities Powerful Teaching and Learning