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

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. Hood River County School DistrictJane Osborne

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

10. Evaluating Student Progress September April

11. Creating common assessments…

12. It’s all about the evidence!

13. How it all began….

14. Data from 2008

15. 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

16. At a Glance….

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

18. 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

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

20. 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

21. Oregon DATA Project Training

22. 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

23. Admin Team at work

24. Admin Doing the work

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

26. Agenda and Minutes Form

27. Monthly Planning Tool (The Black Box)

28. Team Analysis of Common Assessment form

29. Teachers fill in numbers and…

30. Automatically fills in graph

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

32. 5th grade team …with a District Observer

33. Observation Form

34. Observation Form

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

37. It’s all about the evidence!

38. Results

39. Centennial School DistrictCheryl Williamson

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

41. 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

42. 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

43. 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)

44. 2013 - 2014 • Continue with PLC building schedule • Added Educator Effectiveness • Data has taken on a greater sense of urgency • Sent 52 elementary teachers and principals to ATI training (Stiggins) • Pair data teams/assessment literacy to train staff how to write good classroom-based assessments • Follow-up with guided data teams training focused on using the assessment data to inform instruction

45. Lessons Learned What Worked What would we do differently Principals had varying degrees of comfort with leading this process Feedback on cycle notes made the conversation all about the form Teams struggled more when only part of the team was trained Be clear about the connections between initiatives up front Principal is key Infrastructure was in place (pacing guides/maps) Persistence/ willingness to retrain when necessary Structure/scaffold the conversation more at first Ongoing coach support Trust the process

46. Moving Forward • Develop a clear vision for integration of CCSS and Educator Effectiveness • Can’t have “one more thing” • Keep data front and center • Use student data to inform instruction • Use adult and student data to measure effectiveness • Electronic version of cycle notes/feedback system for staff • Differentiate support for staff

47. David DouglasSchool DistrictAmy McQueenBrooke O’Neill

48. Professional Learning Teams • David Douglas School District • Portland, OR

49. Presented By • Brooke O’Neill: brooke_oneill@ddouglas.k12.or.us • Amy McQueen: amy_mcqueen@ddouglas.k12.or.us

50. PLT QUESTION #1: What do all students need to know and be able to do? (Standards) STUDENTS STANDARDS UNWRAPPING THE STANDARDS COMMON ASSESSMENTS ANALYZING STUDENT WORK FOR DIFFERENTIATION PLT QUESTION #2: How do we teach so that all students will learn? (Instruction) PLT QUESTION #3: How will we know if they have learned it? (Assessment) PLT QUESTION #4: What will we do if they don’t know or if they come to us already knowing? (Intervention & Enrichment) SUMMATIVE EVALUATION PROFICIENCY FOR ALL STUDENTS Strategically Increasing Student Achievement SELECT COMMON INSTRUCTIONAL STRATEGIES & DETERMINE RESULTS INDICATORS