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Learn how to integrate essential elements, build capacity, monitor progress, and support educators effectively to enhance student learning through a systems approach. Get actionable strategies and materials to implement in your district.
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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.
When our efforts aren’t integrated and aligned…how likely is our actual progress?
The likelihood of progress increases when we integrate essential elements of new initiatives using a systems approach to align our efforts.
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
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
www.OregonDataProject.org Visit the Direct Access to Achievement (DATA) Project website to access materials and resources. www.oregondataproject.org
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.
The data team process Step 6: Monitor and Evaluate the Results
Building a Culture of Data… It’s all about the evidence! www.hoodriver.k12.or.us jane.osborne@hoodriver.k12.or.us Jane Osborne
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
Evaluating Student Progress September April
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
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…)
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.
Then we read… • Every School, Every Team, Every Classroom, by Bob Eaker and Janel Keating
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
Team Leaders • Team Leader job description • Very small stipend • Training quarterly • Supported by principals and instructional coaches
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
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
Created a System… • Forms • Administrators train and model—go through everything the teams do • Accountability http://www.hoodriver.k12.or.us/Page/198
Middle School Team Analysis of Common Assessment (TACA)presentations
Teams by same course taught— 7th Grade Math
5th grade team …with a District Observer
Get Started • Create a System • Monitor and Be Accountable • Celebrate Results
CCSS and Educator EffectivenessIt’s the Data Centennial School District
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
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
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)
