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The Stories Behind the Data

This article highlights the successful implementation of PLC teams and targeted interventions in three different schools, resulting in improved student achievement. It also discusses the benefits of student-led IEPs and the importance of transition skills for students with disabilities. The article emphasizes the importance of a collaborative approach to education and the impact it can have on student outcomes.

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The Stories Behind the Data

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  1. The Stories Behind the Data September 28, 2011

  2. John Sedgwick Junior High • 98.8% of 8th graders taking End of Course Exam 1 met standard • 83.6% of 9th graders taking End of Course Exam 1 met standard (state average for EOC1 66.2%) • 100% of 9th graders taking End of Course Exam 2 met standard (state average for EOC2 73.8%)

  3. JSJH Tier 1 Math Interventions PLC teams make instructional decisions based on • Clear priority standards • Use of formative assessments aligned to priority standards • Collect and share data based on the formative assessments • Building in short amounts of time, during class, for differentiated instruction. • Our PLC teams are created by subject and grade level. • Year after year, teachers remain at certain grade levels

  4. Burley Glenwood Elementary • BG only one of 20 schools state wide to get out of improvement status • 3rd grade math up 17.8% from 2010 • 5th grade math up 30% from 2010

  5. Collaboration Wednesday’s at Burley-Glenwood Making a difference as a PLC

  6. Collaboration=PLC’s • Teams working together to… - Ensure focus is on “Have to Knows” vs “Nice to Knows” - Develop Assessments that align with Priority Standards - Analyze student assessment and data - Provide targeted and intentional interventions and enrichment from assessment data

  7. 3.1.C I can add whole numbers using the standard regrouping algorithm #pretest Date_______________ Name________________ 1.) 56 2.) 65 3.) 156 + 48= 4.) 368 5.) 860 +32+27+475 +384

  8. Mrs. Ferencik Mrs. Davidson Mrs. Anderson

  9. PLC’s=Systems • PLC’s … -Have helped us shift our beliefs from “my students” to “our students” -Have helped us become more systematic with support and interventions - Have helped us align our current programs and systems - Support staff work collaboratively with the teams in order to provide support that is intentional and targeted (Tier 2 & 3 Interventions) - Support staff are members of our school’s Childstudy Team

  10. South Kitsap High School • SKHS on time graduation rate 2010 92.4% (state 76.5%) • SKHS extended graduation rate 2010 97.4% (state 82.6%) • SKSD special education on time graduation rate 2010 82.5% (state 62.5%) • SKSD special education extended graduation rate 2010 139.1% (state 78.9%)

  11. SKHS • Commitment of General Ed and CTE teachers to ALL students • PLC/Cross Collaboration

  12. Student Led IEP’s – • Promotes self advocacy and access skills • Students become more engaged in their education • Provides practice for skills needed in postsecondary education and employment settings. • Parents better understand the IEP process. ~Adapted from Yarrow Center for Learning Enrichment, University of Oklahoma

  13. Student Led IEP’s - • Students with Disabilities are more likely to remain in school and be successful if they are actively involved in the development of their transition plan. (Martin, 2004)

  14. http://www.seattleu.edu/ccts/media.aspx

  15. START NOW! A District-Wide Collaborative Effort With Common Priority Skills

  16. START NOW!

  17. START NOW! “Begin with the end in mind” -Steven Covey

  18. Transition From Dependence to Independence Skills Needed to Maximize Independence & Employment Potential START NOW! O = School X = Family * = Other Directions- Indicate on the graph where you believe your child is in each skill.

  19. Targeted, Coordinated, Embedded Professional Development • 260 teachers K-10 received focused grade-level/ content professional development within their work day • K-6 special education mathematics training throughout the year • 250 staff were able to work with Mike Mattos over a two day period on Response to Intervention implementation • Instructional Leadership Team

  20. Curriculum, Instruction, Assessment A transition to job-embedded, on-going professional development Focus on improving Tier 1 Core Instruction Whatever It Takes to Ensure ALL Students/Teachers Learn- PLCs have changed the focus from teaching to learning • Four Key Questions: 1. What do we want our students to learn? • Learning targets • Priority Standards • Increase Instructional Strategies • Increase content knowledge 2. How will we know if they have learned it? • Common Assessments: focus on Formative • Analysis of Data 3. What will we do if they do not learn? • Intervention (the new Extended Learning) 4. What will we do if they already know it? • Enrichment Priority Standards Increased Horizontal Alignment of What Matters Most Instructional Materials including gaps and overlaps Accordion Model Quality Instruction will ensure Learning

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