slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
San Jose, California March 30, 2004 Jean Rutherford, Ed.D., Director of Educational Initiatives, NCEA PowerPoint Presentation
Download Presentation
San Jose, California March 30, 2004 Jean Rutherford, Ed.D., Director of Educational Initiatives, NCEA

Loading in 2 Seconds...

play fullscreen
1 / 33

San Jose, California March 30, 2004 Jean Rutherford, Ed.D., Director of Educational Initiatives, NCEA - PowerPoint PPT Presentation


  • 65 Views
  • Uploaded on

Institute on Accountability, Best Practices, and Comprehensive School Reform. San Jose, California March 30, 2004 Jean Rutherford, Ed.D., Director of Educational Initiatives, NCEA. www.utexas.edu. www.just4kids.org. www.ecs.org. The National Center for Educational Accountability

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'San Jose, California March 30, 2004 Jean Rutherford, Ed.D., Director of Educational Initiatives, NCEA' - feoras


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Institute on Accountability, Best Practices, and Comprehensive School Reform

San Jose, CaliforniaMarch 30, 2004

Jean Rutherford, Ed.D.,

Director of Educational Initiatives, NCEA

slide2

www.utexas.edu

www.just4kids.org

www.ecs.org

The National Center for Educational Accountability

Just for the Kids

National Center for Educational Accountability

www.nc4ea.org

slide5

The National Center for Educational Accountability

Just for the Kids

States on the JFTK website:

Arkansas

California

Colorado

Florida

Massachusetts

New Jersey

Tennessee

Texas

Washington

States committed to the model:

Arizona

Georgia

Hawaii

Illinois

Louisiana

Michigan

Minnesota

Mississippi

New Hampshire

New Mexico

New York

North Carolina

Oklahoma

Virginia

States in discussion:

Alabama

Connecticut

Delaware

Idaho

Maryland

Pennsylvania

Oregon

slide6

JFTK Best Practice Study Process

In 2004, ten state best practice studies

have been completed or are underway

  • Arkansas
  • California
  • Colorado
  • Florida
  • Illinois
  • Massachusetts
  • New Jersey
  • Tennessee
  • Texas*
  • Washington*
slide7

JFTK Best Practice Study Process

University Partners

Current partners in statewide research projects:

University of Arkansas

The California State University System

Colorado State University :Research and Development Center

Florida Atlantic University

Illinois State University: School of Education

Tennessee State University

The University of Texas at Austin

Washington School Research Center –Seattle Pacific University

Potential research partners in development:

The University of Alabama at Birmingham

Rutgers University (New Jersey)

Harvard University (Massachusetts)

State University of New York (SUNY) at Albany

slide8

JFTK Best Practice Study Process

Identifying HP and AP Schools

slide9

JFTK Best Practice Study

The Themes

What school system practices influence student learning?

Avoidable

GAP

Who must be responsible for assuring each practice is present?

slide10

Avoidable

GAP

Avoidable

Gap

Recognition, Intervention, and Adjustment

Avoidable

GAP

Monitoring: Compilation, Analysis, and Use of Data

Avoidable

GAP

Instructional Programs, Practices, and Arrangements

Staff Selection, Leadership, and Capacity Building

Curriculum and Academic Goals

JFTK Best Practice Study

The Themes

What school system practices influence

student learning?

slide11

District

School

Classroom

JFTK Best Practice Study

The Themes

Who must be responsible for assuring each practice is present?

Curriculum and Academic Goals

Staff Selection, Leadership, and Capacity Building

Instructional Programs, Practices, and Arrangements

Monitoring: Compilation, Analysis, and Use of Data

Recognition, Intervention, and Adjustment

slide12

Ensure Teaching Content

is based on Specified Academic Objectives

Focus School

Plan on Explicit

Improvement of Performance on Academic Objectives

Define and Unpack

Specific Academic Objectives by Grade and Subject

Collaborate in Grade/Subject Level Teams focused on Student Work

Provide Strong Instructional Leaders, HQ Teachers, and Aligned PD

Select, Develop,

and Allocate Staff

Based on

Student Learning

Use Scientifically Based,

Evidence-Based Programs, Practices, and Arrangements

Ensure the Use of

Scientifically Based,

Evidence-Based

Programs, Practices,

and Arrangements

in every Classroom

Provide

Scientifically Based,

Evidence-Based Instructional

Programs

Local Influences, Relationships, Communication

Resource Allocation

Organizational Knowledge

Core Beliefs about Teaching and Learning

Develop Student Assessment and Data Monitoring Systems: Monitor

School Performance

Monitor Teacher Performance and Student Learning

Monitor

Student Learning

Recognize, Intervene, or Adjust Based on Teacher and Student Performance

Recognize, Intervene, or Adjust Based on Student Performance

Recognize, Intervene, or Adjust Based on School Performance

slide13

Ensure Teaching Content

is based on Specified Academic Objectives

Focus School

Plan on Explicit

Improvement of Performance on Academic Objectives

Define and Unpack

Specific Academic Objectives by Grade and Subject

Collaborate in Grade/Subject Level Teams focused on Student Work

Provide Strong Instructional Leaders, HQ Teachers, and Aligned PD

Select, Develop,

and Allocate Staff

Based on

Student Learning

Use Scientifically Based,

Evidence-Based Programs, Practices, and Arrangements

Ensure the Use of

Scientifically Based,

Evidence-Based

Programs, Practices,

and Arrangements

in every Classroom

Provide

Scientifically Based,

Evidence-Based Instructional

Programs

Local Influences, Relationships, Communication

Resource Allocation

Organizational Knowledge

Core Beliefs about Teaching and Learning

Develop Student Assessment and Data Monitoring Systems: Monitor

School Performance

Monitor Teacher Performance and Student Learning

Monitor

Student Learning

Recognize, Intervene, or Adjust Based on Teacher and Student Performance

Recognize, Intervene, or Adjust Based on Student Performance

Recognize, Intervene, or Adjust Based on School Performance

slide14

Local Influences, Relationships, Communication

Local Influences, Relationships, Communication

Resource Allocation

Organizational Knowledge

Resource Allocation

Organizational Knowledge

Core Beliefs about Teaching and Learning

Core Beliefs about Teaching and Learning

Ensure Teaching Content

is based on Specified Academic Objectives

Focus School

Plan on Explicit

Improvement of Performance on Academic Objectives

Define and Unpack

Specific Academic Objectives by Grade and Subject

Collaborate in Grade/Subject Level Teams focused on Student Work

Provide Strong Instructional Leaders, HQ Teachers, and Aligned PD

Select, Develop,

and Allocate Staff

Based on

Student Learning

Use Scientifically Based,

Evidence-Based Programs, Practices, and Arrangements

Ensure the Use of

Scientifically Based,

Evidence-Based

Programs, Practices,

and Arrangements

in every Classroom

Provide

Scientifically Based,

Evidence-Based Instructional

Programs

Develop Student Assessment and Data Monitoring Systems: Monitor

School Performance

Monitor Teacher Performance and Student Learning

Monitor

Student Learning

Recognize, Intervene, or Adjust Based on Teacher and Student Performance

Recognize, Intervene, or Adjust Based on Student Performance

Recognize, Intervene, or Adjust Based on School Performance

slide15

Define and Unpack

Specific Academic Objectives by Grade and Subject

JFTK Best Practice Framework

Theme: Curriculum and Academic Goals

Critical Attributes

and

Evidence

Focus School Plan

On Explicit Improvement of Performance on Academic Objectives

Ensure Teaching Content is based on Specified Academic Objectives

slide16

JFTK Best Practice Framework

Theme: Curriculum and Academic Goals

“There is ALWAYS work to be done to further understand and interpret the standards—especially in terms of the rigor and student work expectations for each standard.”

High

“We use the state standards. They are clear. We trust our teachers enough not to have to spell them out any more specifically.”

Performance Level

Middle

“Haven’t we already done this?”

Low

slide17

School Impact

46.2%

23.1%

30.7%

District Impact

100%

JFTK Best Practice Framework

Theme: Curriculum and Academic Goals

Grade Level

K

1

2

3

4

5

6

7

8

9

10

11

12

TeacherImpact

50%

33.6%

25%

20%

16.6%

14.3%

12.5%

100%

11%

10%

9%

8%

7.7%

Teacher Accountability

15.4%

23.1%

30.8%

38.5%

46.2%

53.9%

7.7%

61.6%

69.3%

77%

84.7%

92.4%

100%

slide18

Houston Independent School DistrictHouston, Texas

The CLEAR Curriculum

Jane Kouchar

Director of Curriculum, HISD

  • Content Specifications
    • Detailed expectations for student learning for each objective
    • Alignment to adopted textbook
  • Prerequisites
  • Instructional Considerations
  • Assessment Considerations
  • Connections to Other Objectives
  • Modifications for Special Populations
  • Exemplars of Student Work
slide19

Provide Strong Instructional Leaders, Highly Qualified Teachers, and Aligned Professional Development

Collaborate in Grade/Subject Level Teams focused on Student Work

JFTK Best Practice Framework

Theme: Staff Selection, Leadership, and Capacity Building

Critical Attributes

and

Evidence

Select, Develop, and Allocate Staff based on Student Learning

slide20

JFTK Best Practice Framework

Theme: Staff Selection, Leadership, and Capacity Building

Rich and Deep Staff Selection Systems

  • Specific programs to develop quality teacher and principal candidates
  • Heavy emphasis on internal development of future leaders
  • Extensive partnerships with colleges and universities to encourage students to pursue teaching careers
  • Identification of staff who are “right” for school
slide21

JFTK Best Practice Framework

Theme: Staff Selection, Leadership, and Capacity Building

Rich and Deep Induction and Support Systems

  • Extended and progressive induction programs designed for 1st, 2nd, and 3rd year administrators and teachers
  • Curriculum and instruction-focused mentoring and support
  • Mentor teachers/principals chosen based on proven effectiveness in terms of student performance
  • Layered/scaffolded mentoring and support, i.e., mentor teachers, content-area specialists, instructional specialists, assessment specialists, etc.
slide22

JFTK Best Practice Framework

Theme: Staff Selection, Leadership, and Capacity Building

Aligned Professional Development

  • Data-driven
  • Content-and process-oriented
  • Job-embedded/Individualized
  • Classroom-based/Collaborative
  • Continuous and ongoing
  • Heavily aligned to standards and to chosen instructional resources
slide23

Garden Grove Unified School DistrictGarden Grove, California

  • Supporting Strong Instructional Leaders

Staff Development Driven by Data

Principal Study Groups

Principal Advisory Groups

New Principal Support Programs

Instructional Specialists

Partnering with Outside Providers

Sherry Franklin

Asst. Supt. of Elementary Instruction, GGUSD

  • Supporting Strong Teachers and Teacher Leaders

Literacy Implementation Teams

Site Coaches

Vertical and Horizontal Collaboration

New Teacher Support Program

Instructional Specialists

Research Based Sustained Staff Development

Growth Opportunities

Revise and Revisit Instructional Topics

slide24

Long Beach Unified School DistrictLong Beach, California

“Learning from the Best”

LBUSD completes case studies of the highest-performing teachers’ classrooms. The case study includes: video clips, an outline of instructional materials used, a review of instructional strategies, and intervention activities. These case studies are then used for teacher support purposes.

Cynthia Terry

Cabrillo High School

Co-Principal, LBUSD

  • Additional Support Opportunities
    • Curriculum Leaders
    • Instructional Materials Lab
    • Literacy and Math Coaches
    • Essential Elements of Instruction Coaches
    • Lindamood Bell Coaches
slide25

Provide Scientifically Based, Evidence-Based Instructional Programs

JFTK Best Practice Framework

Theme: Instructional Programs, Practices, and Arrangements

Ensure the Use of Scientifically Based, Evidence-Based Programs, Practices, and Arrangements in every Classroom

Use Scientifically Based, Evidence-Based Programs, Practices, and Arrangements

Critical Attributes

and

Evidence

slide26

JFTK Best Practice Framework

Theme: Instructional Programs, Practices, and Arrangements

Mixture of Prescription and Autonomy

Tight and Loose Governance

  • Instructional Time
  • Grouping Models
  • Instructional Planning Time/Collaboration
  • Basic Instructional Programs
  • Instructional Strategies
  • Use of Data for Decision-Making
  • Specific and Measurable Improvement Goals
slide27

JFTK Best Practice Framework

Theme: Monitoring: Compilation, Analysis, and Use of Data

Develop Student Assessment and Data Monitoring Systems: Monitor Student Performance

Monitor Teacher Performance and Student Learning

Monitor Student Learning

Audit your Practices

after determining what it is that all children are expected to learn by grade and subject

…and then assuring that we have provided the necessary staff, tools, and resources for them to learn it, we must ask:

Monitoring

Evidence-Based

Tools and Resources

Curriculum

Strong Instructional Leaders

Highly-Qualified

Teachers

Aligned

Professional

Development

JFTK Best Practice Framework

After determining WHAT it is that all children are expected to learn by grade and subject,

Theme: Monitoring: Compilation, Analysis, and Use of Data

“How will we know if they have learned it?”

slide29

JFTK Best Practice Framework

Theme: Monitoring: Compilation, Analysis, and Use of Data

State: Assessment

State: Assessment

District: Benchmark Assessments

School:Unit Tests

Teacher:Daily Monitoring

Teacher:Daily Monitoring

slide30

Long Beach Unified School DistrictLong Beach, California

“Hour-by-Hour

and

Minute-by-Minute”

“You are catching us in the middle of a marathon. We’re just beginning to run. We can stop and reflect, but we are focused on what additional things we can begin to do to bridge the learning gaps we have.”

Christine Dominguez

Asst. Supt. of Curriculum, Instruction, and Professional Development, LBUSD

slide31

JFTK Best Practice Framework

Theme: Recognition, Intervention, or Adjustment

staging.just4kids.org/bestpractice/self_audit_master_report.cfm

Recognize, Intervene, or Adjust Based on Teacher and Student Performance

Recognize, Intervene, or Adjust Based on Student Performance

Recognize, Intervene, or Adjust Based on School Performance

slide32

Evidence-Based

Tools and Resources

Strong Instructional Leaders

Highly-Qualified

Teachers

Aligned

Professional

Development

JFTK Best Practice Framework

Theme: Recognition, Intervention, or Adjustment

The most important question of all…

Monitoring

Curriculum

“What are we going to do if a student does not learn what we said he or she would learn in any particular grade or subject?”

slide33

JFTK Best Practice Framework

Theme: Recognition, Intervention, or Adjustment

The Intervention

If learning the stated objectives is NOT going to vary among students, then what must vary?

  • Time to Learn
  • Resources and Support to Learn