A System of Accountability for Increasing Student Achievement

1. A System of Accountability for Increasing Student Achievement

2. Presenters • Art Anderson-Director of School Improvement and Instruction • Marta Turner-Professional Development Coordinator • Pam Hallvik-School Improvement Specialist • Karen Durbin-School Improvement Specialist • Annie Kelsey-School Improvement Specialist • Marisol Jimenez-ELL & Migrant Coordinator

3. About Our Region • Where we are located

4. Districts

5. Districts

6. Service Area • 20 Districts • 170+ public schools • 3,500 square miles • 96,297 ADMr • Both Urban and Rural

7. NWRESD Services • Special Student Services • Instructional Services • Technology Services • Other Support Services

9. Strategic Leadership versus

10. Collaboration Toward Common Goals • A comprehensive and systemic alignment and accountability plan. • A powerful regional collaboration and consortium process. • A system where no child is more responsible than the adults. • Improved student achievement.

11. The Leadership and Learning Matrix Leading High results, high under-standing of antecedents. Replication of success likely. Lucky High results, low under-standing of antecedents. Replication of success unlikely. Effects / Results Data Learning Low results, high under-standing of antecedents. Replication of mistakes unlikely. Losing Low results, low under-standing of antecedents. Doh! Antecedents / Cause Data

12. Antecedents of Excellence “Those observable qualities in leadership, teaching, curriculum, parental engagement and other indicators that assist in understanding how results are achieved.” Douglas B. Reeves-The Learning Leader

13. Continuous Improvement Plans • The goal of NWRESD is to support districts as they create their CIP/SIP plans using the data driven-decision making for results process.

14. Regional Training Aligns With State CIP Process • System of Accountability • Data Driven Decision Making • Data Teams • Making Standards Work • Instructional Strategies It not only aligns with CIP, it truly is continuous improvement in student achievement.

15. Build Readiness Collect & Analyze Data Evaluate Effectiveness & Sustain Efforts Sustainable School Improvement Cycle* Set Goals Based On Data Implement & Monitor Investigate Research Based Practices Make Action Plan Graphic Developed by ODE and NWREL

16. Collaboration The Teaching Learning Connection Establishes school-based processes and infrastructure to use data The KIDS Project Develops a data structure to streamline data acquisition and reporting • The Growth Project • Builds capacity to use and apply longitudinal data • Supporting Progress Toward the Oregon Diploma The Oregon DATA Project Builds capacity to apply the correct strategies, and to use the correct data at the correct time

17. Making Standards Work

18. Identifying Power Standards • All standards are not equal in importance. • Narrow the voluminous standards and indicators by distinguishing the “essentials” from the “nice to know.” • What do students need to know for life, learning (school) and the test?

19. A Guaranteed and Viable Curriculum • “Given the limited amount of time you have with your students, curriculum design has become more and more an issue of deciding what you won’t teach as well as what you will teach. You cannot do it all. As a designer, you must choose the essential.” Heidi Hayes Jacobs, 1997

20. Identification of Power Standards What are the essentials, not just the “nice-to-know” • Life-Endurance • Learning-Readiness for school • Test-Leverage

21. Power Standards Activity

22. Unwrapping Power Standards

23. Big Ideas & Essential QuestionsUnwrapping Standards Performance Tasks/Assessments • What are students being asked to know and do? • Writing performance tasks/assessments • Common assessments • Used as formative assessment • Connection to Data Teams

24. Data-Driven Decision Making& Data Teams

25. Why? “Until you have data as a backup, you’re just another person with an opinion.” Dr. Perry Gluckman

26. Staff and Administrators Are Trained To Use Action Plan Steps 1. Find the data — “Treasure Hunt” 2. Analyze the data 3. Prioritize needs analysis 4. Set, review, or revise annual SMART goals 5. Identify specific strategies to meet goals 6. Determine results indicators Action Plan Steps and Schedule

27. Data Activity

28. Common Findings in Successful Schools • Analyzed data and set school improvement goals • Formed a professional learning community • Focused on student work through assessment • Challenged their instructional practice accordingly to get better results • Used the continuous improvement model

29. Build Readiness Collect & Analyze Data Evaluate Effectiveness & Sustain Efforts Sustainable School Improvement Cycle* Set Goals Based On Data Implement & Monitor Investigate Research Based Practices Make Action Plan Graphic Developed by ODE and NWREL

30. Professional Learning Communities Four essential questions: • What do all students need to know and be able to do? • How do we teach so that all students will learn? • How will we know if they have learned it? • What will we do if they don’t know or if they come to us already knowing?

31. Desired Outcomes of Data Teams • Focus on more than test scores and include factors that are within the control of teachers • Provide focus and eliminate the clutter • Remove excuses • Be able to answer “Which students are not meeting standards in _______?” • Establish a plan to do something about it – and do something about it

32. Horizontal Data Team

33. Vertical Data Team

34. Specialist Data Team

35. Common Formative Assessment The key to choosing effective Instructional Strategies

36. What are Common Assessments? • “Not standardized tests, but rather teacher-created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers.” • Douglas B. Reeves • Center for Leading and Learning

37. Why Do Educators Assess? • They want to know if, and to what degree students are making progress toward explicit learning goals. • The true purpose of assessment must be, first and foremost, to inform instructional decision making. • Ainsworth & Viegut, Common Formative Assessments: How to Connect Standards-based Instruction and Assessment, Corwin Press, 2006, p.21

38. Assess More Often • A number of short assessments given over time will provide a better indication of a student’s learning than one or two large assessments given in the middle or at the end of a grading period. • Robert Marzano, Richard Stiggens, Paul Black, Dylan William, W. James Popham, and Douglas B. Reeves

39. Collaboration + Collaboratively-developed pre-, interim, and post-assessment of priority concepts and skills + Collaboratively-administered, scored, and analyzed student results + Collaboratively-revised instruction Improved Student Learning!

40. Effective Teaching Strategies Marzano, Pickering & Pollock

41. Why Workshops Dealing With Instructional Strategies? • Teachers have a powerful effect on students • Certain strategies tend to produce higher student achievement than others • To better meet the needs of all students • Workshops deal not just with the theory, but the real life application • The “How To”

42. Robert Marzano, Classroom Instruction That Works, ASCD

43. Strategies and Indicators • How will you know if a particular strategy is effective with your students? • Results indicators (by Data Team) determine: • If strategy is being implemented • If strategy is having intended effect on student learning and improved performance

44. Description of Other Related Trainings:5 Easy Steps To A Balanced Math ProgramWriting To LearnBest Practices for ELLS

45. 5 Easy Steps To A Balanced Math Program • The “Big Ideas” applied to math • Build computational skills • Develop mathematical reasoning and problem-solving abilities • Deepen conceptual understanding • Demonstrate understanding in a variety of assessment formats • The seminar provides math educators in elementary and middle schools with a practical framework for implementing each of the NCTM recommendations

46. Writing • 90-90-90 Research • Improvement in reading as well as other subject areas • “I don’t have time for more writing” • Hypothesis • Reality (NASSP Bulletin, Dec. 200, “Standards Are Not Enough!”

47. Planning The Next Steps • What do you still need to know? • Which parts of the summary work mirror what you are already doing in your district/school? • How might you work together to accomplish this work? • How do you build capacity?