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

Where we are located

County District Number of Students

Clatsop AstoriaSeasideWarrenton-Hammond KnappaJewell

2,0251,580805562190County District Number of Students

Columbia

St. Helens ScappooseRainierClatskanieVernonia

3,6922,2181,212865716

County District Number of Students

Tillamook TillamookNeah-Kah-NieNestucca Valley

2,102749571

County District Number of Students

Washington

BeavertonHillsboroTigard-TualatinForest Grove SherwoodBanksGaston

36,64019,69412,3515,9553,8371,236509

20 Districts 170+ public schools 3,500 square miles

96,297 ADMr Both Urban and Rural

Special Student Services

Instructional Services Technology Services Other Support Services

versus

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.

Antecedents / Cause Data

Eff

ects

/ R

esul

ts D

ata

LuckyLuckyHigh results, low High results, low under-standing of under-standing of antecedents.antecedents.

Replication of success Replication of success unlikely.unlikely.LosingLosingLow results, low Low results, low under-standing of under-standing of antecedents.antecedents.

Doh!Doh!

LearningLearningLow results, high under-Low results, high under-standing of standing of antecedents.antecedents.

Replication of mistakes Replication of mistakes unlikely.unlikely.

LeadingLeadingHigh results, high High results, high under-standing of under-standing of antecedents.antecedents.

Replication of successReplication of success

likely.likely.

“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

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

1. System of Accountability2. Data Driven Decision Making3. Data Teams4. Making Standards Work5. Instructional Strategies

It not only aligns with CIP, it truly is continuous improvement in student achievement.

Build Readiness

Collect &

Analyze Data

Set Goals Based

On Data

Investigate Research Based PracticesMake Action Plan

Implement & Monitor

Evaluate Effectiveness

& Sustain Efforts

Sustainable

School

Improvement

Cycle*

Graphic Developed by ODE and NWREL

Supporting Progress Toward the Oregon Diploma

The Teaching Learning Connection

Establishes school-based processes and infrastructure to use data

The Growth Project

Builds capacity to use and apply longitudinal data

The KIDS Project

Develops a data structure to streamline data acquisition and reporting

The Oregon DATA Project

Builds capacity to apply the correct strategies, and to use the correct data at the correct time

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?

“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

What are the essentials, not just the “nice-to-know”

1. Life-Endurance2. Learning-Readiness for school3. Test-Leverage

What are students being asked to know and do?

Writing performance tasks/assessments Common assessments Used as formative assessment

Connection to Data Teams

“Until you have data as a backup, you’re just another

person with an opinion.”

Dr. Perry Gluckman

1. Find the data — “Treasure Hunt”2. Analyze the data3. Prioritize needs analysis4. Set, review, or revise annual SMART

goals5. Identify specific strategies to meet

goals6. Determine results indicators Action Plan Steps and Schedule

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

Build Readiness

Collect &

Analyze Data

Set Goals Based

On Data

Investigate Research Based PracticesMake Action Plan

Implement & Monitor

Evaluate Effectiveness

& Sustain Efforts

Sustainable

School

Improvement

Cycle*

Graphic Developed by ODE and NWREL

Four essential questions:1. What do all students need to know and

be able to do?2. How do we teach so that all students will

learn?3. How will we know if they have learned it?4. What will we do if they don’t know or if

they come to us already knowing?

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

Elementary

Grade 3 Teacher

Grade 3 Teacher

Grade 3 Teacher

Middle School Math Team

Grade 6 Math Teachers

Grade 7 Math Teachers

Grade 8 Math Teachers

Grade 9 Transition Team

Special Education

Music

Art

Grade 9 Math

Grade 9 EnglishLanguage Support

Specialist

Common FormativeAssessment

The key to choosing effective Instructional Strategies

“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

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

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

+ Collaboratively-developed pre-, interim, and post-assessment of priority concepts and skills

+ Collaboratively-administered, scored, and analyzed student results

+ Collaboratively-revised instructionImproved Student Learning!

Marzano, Pickering & Pollock

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 applicationThe “How To”

CategoryCategory AverageAverageEffectEffectSizeSize

PercentilPercentilee

GainGain

Number of Number of StudiesStudies

Identifying Similarities & Identifying Similarities & DifferencesDifferences

1.611.61 4545 3131

Summarizing & Note TakingSummarizing & Note Taking 1.001.00 3434 179179

Reinforcing Effort & Providing Reinforcing Effort & Providing RecognitionRecognition

.80.80 2929 2121

Homework & PracticeHomework & Practice .77.77 2828 134134

Nonlinguistic RepresentationNonlinguistic Representation .75.75 2727 246246

Cooperative LearningCooperative Learning .73.73 2727 122122

Setting Objectives & Providing Setting Objectives & Providing FeedbackFeedback

.61.61 2323 408408

Generating & Testing Generating & Testing HypothesesHypotheses

.61.61 2323 6363

Cues, Questions, & Advance Cues, Questions, & Advance OrganizersOrganizers

.59.59 2222 12511251

Robert Marzano, Classroom Instruction That Works, ASCD

How will you know if a particular strategy is effective with your students?

Results indicators (by Data Team) determine:If strategy is being implementedIf strategy is having intended

effect on student learning and improved performance

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

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!”

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?