Colorado Reading First - CDE · Colorado Reading First Leveraging Resources to Develop a ... families stationed at Naval Station Kitsap ... 9“It’s all about instruction and only

11

Colorado Reading FirstColorado Reading First

Leveraging Resources to Develop a Leveraging Resources to Develop a Comprehensive System for Student Comprehensive System for Student

DevelopmentDevelopment

Formative AssessmentFormative Assessment Professional Learning Professional Learning CommunicationCommunication

Aligned CurriculumAligned Curriculum Research BasedResearch Based

Clear TargetsClear Targets Data DrivenData Driven

AccountabilityAccountability Authentic EngagementAuthentic Engagement

December 2008

Dr. Bette Hyde – [email protected] Linda Jenkins – [email protected]

mailto:[email protected]

mailto:[email protected]

22

Bremerton School DistrictBremerton School DistrictBremerton, Washington USABremerton, Washington USAAbout Bremerton School DistrictAbout Bremerton School District

The Bremerton School District is located on Puget Sound, The Bremerton School District is located on Puget Sound, across from Seattle in the State of Washington:across from Seattle in the State of Washington:

Approximately 5,000 studentsSix elementary Schools (K-5)One large middle school (6-8)One comprehensive four-year high school (9-12)One alternative high school and option programs

Home of the Puget Sound Naval Shipyard serving students andfamilies stationed at Naval Station Kitsap

Cultural diversity represented by 36% of our student population with African-American and Asian students

Thanks to the revitalizing of Bremerton headed by Mayor Cary Bozeman, our School District has gone from 75% poverty when Ifirst entered six years ago to the current rate of 54%

33

Overview of the 3 DaysOverview of the 3 Days

DDay 3: ay 3: Developing the SystemDeveloping the System

DDay 2: ay 2: Developing ResourcesDeveloping Resources

DDay 1: ay 1: Developing Student Developing Student AchievementAchievement

44

GoalsGoals1.To review best practices research on

increasing student achievement2.To share one district’s plan to

increase student achievement and results

3.To develop/review/refine your plan to increase student achievement

Day 1Day 1

55

GoalsGoals1.To review how to blend/meld federal,

state, and local funding legally2.To share one district’s “Sassy” plan

to do so3.To develop/review/refine your plan

for combining and leveraging resources

Day 2Day 2

66

GoalsGoals1.To create a short and long-term plan

to utilize leveraged resources to improve student learning

2.To create a system to adopt and modify these plans

3.To review what we learned and what we need

Day 3

77

The Context of Finances: An AnalogyThe Context of Finances: An Analogy

A.A. Finances are the fuel that drives the systemFinances are the fuel that drives the system•• Finances are Finances are not the end per se (not a bank, business)the end per se (not a bank, business)•• Finances are the means to our endsFinances are the means to our ends

B.B. We have an We have an ““If you build it, they will comeIf you build it, they will come”” modelmodel

88

About UsAbout Us

Our background / experienceOur background / experienceOur biasesOur biases

University of Minnesota, so researchUniversity of Minnesota, so research--basedbasedThe importance of ongoing data gatheringThe importance of ongoing data gatheringThe importance of simplicityThe importance of simplicityThe importance of working togetherThe importance of working togetherThe importance of funThe importance of funThe passion that each student can achieveThe passion that each student can achieve

99

Kindergarten Spring DIBELS Proficiency Kindergarten Spring DIBELS Proficiency 2002 & 20052002 & 2005--20082008

May 2008May 2008All Day Kindergarten All Day Kindergarten

473 children473 children

Benchmark Benchmark 93.6%93.6%

Strategic Strategic 4.4% 4.4%

Intensive Intensive 2.1%2.1%

May 2007May 2007All Day KindergartenAll Day Kindergarten


Benchmark Benchmark 92.3%92.3%

Strategic Strategic 5.9% 5.9%

Intensive Intensive 1.8%1.8%

May 2006May 2006Extended Day KindergartenExtended Day Kindergarten


79.1%79.1% 15.3%15.3% 5.6%5.6%

May 2005May 2005Extended Day KindergartenExtended Day Kindergarten

70%70% 23.7%23.7% 6.3%6.3%

May 2002May 2002Early Childhood PartnershipsEarly Childhood Partnerships


55.9%55.9% 31.5%31.5% 12.6%12.6%

1010

First Grade Fall DIBELS Proficiency First Grade Fall DIBELS Proficiency 2002 & 20052002 & 2005--20072007

Sept. 2007Sept. 2007All DayAll Day

KindergartenKindergarten509 children509 children

Benchmark Benchmark 74.274.2

Strategic Strategic 19.619.6

Intensive Intensive 6.26.2

Sept. 2006Sept. 2006Extended Extended

KindergartenKindergarten84 children84 children

59.959.9 26.926.9 13.213.2

Sept. 2005Sept. 2005ExtendedExtended

KindergartenKindergarten84 children 84 children

53.753.7 29.329.3 17.017.0

Sept. 2002Sept. 2002Early ChildhoodEarly Childhood

PartnershipsPartnerships370 children370 children

50.650.6 27.327.3 22.122.1

1111

Preschool Preschool Early Reading Efforts and Student Achievement Early Reading Efforts and Student Achievement

Children entering Kindergarten Children entering Kindergarten Reading Instructional Level Based on DIBELSReading Instructional Level Based on DIBELS

37%

59%

42.50%

33.40%

20.20%

7.40%

0%10%20%30%40%50%60%70%80%90%

100%

Established Emerging Deficit

2001-20022006-2007

1212

1313

1414

1515

Middle SchoolMiddle SchoolAttendance DataAttendance Data

Average attendance at Mountain View Middle School Average attendance at Mountain View Middle School 20082008--20092009

September 94.77% September 94.77% October 93.70% October 93.70% November 92.32% (to date)November 92.32% (to date)

66thth--88thth grade perfect attendancegrade perfect attendance421 students in the month of September421 students in the month of September372 students in the month of October372 students in the month of October

1616

6th Grade Behavior Data6th Grade Behavior DataEthnicityEthnicity Number of Number of

StudentsStudents3 or more 3 or more Discipline Discipline ReferralsReferrals

(1/30/08)(1/30/08)

Number of Number of Positive Positive

Referrals Referrals (1/30/08)(1/30/08)

7 or more 7 or more AbsencesAbsences(1/30/08)(1/30/08)

American/AlasAmerican/Alaskan Nativekan Native

AsianAsian

African African AmericanAmerican

HispanicHispanic

MultiMulti-- RacialRacial

CaucasianCaucasian

Pacific Pacific IslanderIslander

Not ProvidedNot Provided

Total 6Total 6thth GradeGrade 354354 1010 3131 8181

5500221515

3636

4242

2222

1616

44

207207

22

1313

11

22

11

22

1010

55

00

77

11

11

2020

00

22

66

5151

00 00

33

0033

1717

AfricanAfrican--American GradesAmerican GradesDisaggregated by grade level and by %Disaggregated by grade level and by %

GradeGrade AA BB CC DD

99thth 8.88.8 23.123.1 25.025.0 17.517.5

1010thth 13.113.1 23.923.9 29.729.7 14.914.9

1111thth 23.223.2 31.831.8 19.919.9 8.18.1

12th12th 3131 20.120.1 19.019.0 12.012.0

1818

Grade Distributions 9Grade Distributions 9--1212First Semester 06First Semester 06--07/0707/07--08 by %08 by %Second Semester 06Second Semester 06--07/0707/07--08 by %08 by %

99thth –– 1212thth student student gradesgrades

ABCABC’’ss DD FF II PP

% Totals for 06% Totals for 06--0707

First SemesterFirst SemesterSecond SemesterSecond Semester

72%72%74%74%

11%11%12%12%

12%12%9%9%

0%0%0%0%

5%5%4%4%

% Totals for 07% Totals for 07--0808

First SemesterFirst SemesterSecond SemesterSecond Semester

73%73%73%73%

12%12%12%12%

6%6%8%8%

6%6%2%2%

3%3%4%4%

1919

About YouAbout You

I am fromI am fromYour needsYour needsYour colleaguesYour colleagues

2020

I AM FROM I AM FROM --Places Places ––Products Products ––Food Food ––People People ––Common Things Common Things ––Pictures Pictures ––Events Events ––Phrases Phrases ––Smells Smells ––Sounds Sounds ––Sights Sights ––Orders Orders ––Developed by Gary Howard, author of Developed by Gary Howard, author of We CanWe Can’’t Teach What We Dont Teach What We Don’’t Knowt Know, , Teachers College Press, 1999Teachers College Press, 1999

2121

1. Lack of Focus1. Lack of FocusOverview of Why Schools/Districts FailOverview of Why Schools/Districts Fail

a) Best Practices

“Disciplined action begins with what you are going to stop doing to achieve greatness” (Collins)

“Begin with the end in mind” (Covey)

“It’s all about instruction and only instruction” (Fullan)

The importance of keeping the main thing the main thing

“Keep it Simple” (Schmoker)

“Show me the data” (Hyde)

“Disciplined leaders are neurotic about facing brutal facts” (Collins)

“Tell the truth and provide hope” (Grace)

2222

““When you have a When you have a Very clear focus,Very clear focus,

You recognize whatYou recognize what’’s s Important and all theImportant and all theOther stuff becomesOther stuff becomes

Not importantNot important””

Anthony AlvaradoAnthony Alvarado19931993

2323

• Common commitments to a system-wide, consistent curricula

• Focused, intentional instruction tied to State Goals and Grade Level Expectations

• The more explicit and targeted the goals, the more likely they are to provide focus for data-driven decision making

McTye, Schmoker

ClearClear Sustained SystemSustained SystemBegin with the end in mind

2424

1. Lack of Focus1. Lack of Focus

Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail

Similar to auto map / steering wheelWhat’s important? (NOT “everything”)

a) Best Practices (continued)

b) Bremerton School District’s Plan

We all know these factors. We all try to do these things, yetwe do not succeed. Why?

Our Vision

2525

Our VisionOur Vision

We Believe EACH Bremerton Student Can Meet the Rigorous

State Standards

- Intentional, clear targets- relentless and focused on student achievement

2626

Bremerton PlanBremerton PlanStudent LearningTheThe BERC BERC Group, LLCGroup, LLCEvaluationEvaluation ResearchResearch ConsultingConsulting

School-LevelPractices &Environment

ClassroomPractices &Environment

District-LevelPractices &Environment

StudentLearning

What practices do effective districts use to build capacity at school level, to increase student learning

What do schools do to impact classroom practices to use powerful teaching,

to increase student learning

2727

HOPE GoalsHOPE Goals

HHold high expectations for students and staff.old high expectations for students and staff.•• The District will meet or exceed all requirements of No Child LThe District will meet or exceed all requirements of No Child Left Behind.eft Behind.•• We will close the achievement gap in all schools.We will close the achievement gap in all schools.•• The DistrictThe District’’s content area student performance on the WASL will meet or exces content area student performance on the WASL will meet or exceed State averages at grades 3 through 8 and 10.ed State averages at grades 3 through 8 and 10.•• All students will be reading at grade level by the time they leAll students will be reading at grade level by the time they leave 3ave 3rdrd grade and performing grade appropriate mathematics by the time grade and performing grade appropriate mathematics by the time they leave 5they leave 5thth grade.grade.•• All secondary schools will implement collaborative, powerful teAll secondary schools will implement collaborative, powerful teaching to enhance student achievement and meet diverse student naching to enhance student achievement and meet diverse student needs.eeds.

OOffer options and opportunities for students to achieve.ffer options and opportunities for students to achieve.•• Continue elementary school learning achievement improvements witContinue elementary school learning achievement improvements with increased focus in math.h increased focus in math.•• Significantly improve learning achievement growth and assessmenSignificantly improve learning achievement growth and assessment results at the secondary level.t results at the secondary level.•• Increase high school graduation rates by at least 10% annually.Increase high school graduation rates by at least 10% annually.

PProvide safe, supportive learning environments for students and srovide safe, supportive learning environments for students and staff.taff.•• Develop and implement aggressive strategies for recruiting, hiDevelop and implement aggressive strategies for recruiting, hiring, and retaining high quality staff, with emphasis on staff fring, and retaining high quality staff, with emphasis on staff from underrom under--represented groups.represented groups.•• In collaboration with staff, explore meaningful ways to recogniIn collaboration with staff, explore meaningful ways to recognize staff achievements/accomplishments by a system with standardsze staff achievements/accomplishments by a system with standards/criteria./criteria.

EEncourage partnerships with families and communities.ncourage partnerships with families and communities.•• Finalize the implementation of the Standards Based Secondary HoFinalize the implementation of the Standards Based Secondary Homework and Grading Policy in grades 6mework and Grading Policy in grades 6--8 and continue implementation in grades 98 and continue implementation in grades 9--12 with 12 with the goal of full implementation in 2009the goal of full implementation in 2009--2010.2010.••Develop and implement a coordinated set of strategies for increaDevelop and implement a coordinated set of strategies for increasing public partnershipssing public partnerships••Educate the community about the strengths and progress of the BrEducate the community about the strengths and progress of the Bremerton School Districtemerton School District

Improving student achievement is our major focus.

2828

Pure ResearchPure Research• Theory Building• Laboratory settings• Research findings from psychology are often used to develop

theoretical models for the classroom

Educational ImplicationsEducational Implications• Empirical research – qualitative or quantitative• Applied under reasonably controlled school settings• Suggested class and school practices

Program Evaluation in SchoolsProgram Evaluation in Schools• Evaluation research applied to school programs once implemented• Theories that test well under controlled circumstances may not do

well in real-life settings

Administrators, School Board members, Administrators, School Board members, and teacher leaders read:and teacher leaders read:

Research on Educational InnovationsSecond Edition, 2001Jeffrey Fouts & Arthur Ellis

2929

What do we mean by Evidence-Based Research?• Empirical, rigorous, systematic, not observational

• Clinical Trials• controlled situations to give us an understanding of what works

• Replication is necessary condition of good research• convergence of research in an area

• Peer Review

ResearchResearch--Based ResearchBased Research--ValidatedValidated

3030

CAP CAP Powerful Teaching for NonPowerful Teaching for Non--Administrative StaffAdministrative StaffSystems that are research-based, aligned - curriculum, assessment, and teaching - have a greater chance of success.

3131

1 -5% 1 -5%

5-1 0% 5-1 0%

80% 80%

Academic Systems Behavioral Systems

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Bremerton Model: Academic and Behavioral Support for All Students

3232

33--Tier Behavior ModelTier Behavior Model ••

•• Intensive InterventionIntensive Intervention•• Individualize Behavior PlanIndividualize Behavior Plan•• Student Study TeamStudent Study Team•• Regular Parent/Teacher/Team MeetingsRegular Parent/Teacher/Team Meetings

•• Strategic InterventionStrategic Intervention•• Family ContactFamily Contact•• Peace PlanPeace Plan•• Peer MediationPeer Mediation•• Class MeetingsClass Meetings•• Learning Opportunity Room (LOR)Learning Opportunity Room (LOR)

•• SchoolSchool--WideWide•• Caught Doing Right (CDR)Caught Doing Right (CDR)•• KELSOKELSO’’s Choicess Choices•• AntiAnti--Bully CurriculumBully Curriculum•• Short Term Recovery Short Term Recovery

5%

15%

80%

3333

Mathematics Curriculum Map – Gr. 6-7-8

3434

Well Designed Structured System for Well Designed Structured System for Secondary AdolescentsSecondary Adolescents

3535

Reading and Writing PlanReading and Writing Plan

Reading and Writing Plan

Tier 1 – CoreBasic English

Honors EnglishSpringBoard Curriculum

Two WASL Reading TasksTwo WASL Writing Tasks

Advanced Placement CoursesElective Offerings

Tier 2 – StrategicGrade level English

Writing strategies classesReading strategies classes

OSPI Reading ModulesFluency Practice

Focus on Writing instructionAmerican Lit. WASL class

Collection of Evidence

Tier 3 – Intensive

Resource RoomReach Curriculum

Corrective Reading Reasoning and Writing

3636

KindergartenKindergarten 11stst gradegrade 22ndnd gradegrade 33rdrd gradegrade 44thth gradegrade 55thth GradeGrade

Core Plus EnrichmentCore Plus Enrichment(90 minutes of core at (90 minutes of core at

advanced level)advanced level)DIBELS Benchmark DIBELS Benchmark Testing 3 x per yearTesting 3 x per year

Read Well 1 and Read Well 1 and PlusPlus

Read Well PlusRead Well PlusOpen Court 2Open Court 2ndnd

GradeGrade

Open Court 3Open Court 3rdrd

GradeGradeOpen Court 4th Open Court 4th

Grade Grade Open Court 5Open Court 5thth

GradeGrade

Open Court 6Open Court 6thth

Grade Junior Great Grade Junior Great BooksBooks

Expanded Learning Expanded Learning in content areasin content areas

CoreCore(90 minutes of core with (90 minutes of core with

differentiation)differentiation)DIBELS Benchmark DIBELS Benchmark Testing 3 x per yearTesting 3 x per year

Read Well Read Well ––KK Open CourtOpen Court Open CourtOpen Court Open CourtOpen Court Open CourtOpen Court Open CourtOpen Court

Core With InterventionCore With Intervention(90 minutes of core plus (90 minutes of core plus

3030--60 min. of intervention) 60 min. of intervention) DIBELS Progress DIBELS Progress

Monitoring every 2 Monitoring every 2 --4 4 weeksweeks

Read Well Read Well ––KKRead Well orRead Well or

Open Court with Open Court with interventionintervention





Replacement CoreReplacement Core(90 minutes of replacement (90 minutes of replacement core plus 60 more min. of core plus 60 more min. of

intervention)intervention)DIBELS Progress DIBELS Progress

Monitoring every 1Monitoring every 1--2 2 weeksweeks

Early Reading Early Reading Intervention (ERI) Intervention (ERI)

then into Read Well then into Read Well KK

Read WellRead WellReading Mastery Reading Mastery

ClassicClassic

RW and RW PlusRW and RW Plus

Reading Mastery Reading Mastery ClassicClassic

KaleidoscopeKaleidoscope

RW and RW PlusRW and RW PlusCorrective ReadingCorrective Reading

KaleidoscopeKaleidoscope

Corrective ReadingCorrective ReadingKaleidoscopeKaleidoscope Corrective ReadingCorrective Reading

Individual ProgrammingIndividual Programming(90+ minutes of individual (90+ minutes of individual programming programming ––reserved reserved

for most significantly for most significantly delayed SPED students)delayed SPED students)

DIBELS Progress DIBELS Progress Monitoring as need.Monitoring as need.

Balanced LiteracyBalanced LiteracyBalanced LiteracyBalanced LiteracyExploring NatureExploring NatureRead, Write, TypeRead, Write, Type

Balanced LiteracyBalanced LiteracyExploring NatureExploring NatureRead, Write, TypeRead, Write, Type

Edmark Level 1 or 2Edmark Level 1 or 2


Edmark Level 1 or 2Edmark Level 1 or 2


Edmark Level 1 or 2Edmark Level 1 or 2Edmark Functional Edmark Functional

Words Words


Edmark Functional Edmark Functional Words Words

Staff will also use the instructional research and practices from LETRS and the K-12 Reading Model

Elementary Reading Curriculum MapElementary Reading Curriculum Map

3737

2. Lack of Intensity/Fidelity/Persistence2. Lack of Intensity/Fidelity/Persistence


“Develop a culture of continuous improvement” (Schmoker)“Intended change is a long, multi-stage, process” (Fullan)

“Stay the course, especially in times of resistance and push back” (Characteristics of Improved School Districts)

“The importance of second order change” (Fouts)

a) Best Practices

3838

Second Order ChangesSecond Order Changes

In successful In successful schools, teachers schools, teachers

have recognized and have recognized and accepted the accepted the

direction of the direction of the statestate’’s reform s reform

efforts.efforts.

The educators have all The educators have all agreed, either because agreed, either because of philosophical belief, of philosophical belief,

acceptance, or acceptance, or acquiescence, to move acquiescence, to move the school in a certain the school in a certain

direction.direction.

Similar to automatic transmission – gas pedal accelerates.

3939



RelentlessClear Sustained SystemsWalk thrus, learning walks, and walkabouts Non “Buffer” System

Policy responsibilityPolicy and procedure alignment

Legal mandate if adopted policy (i.e. curriculum)

Superintendent evaluation as per district goalsPower of procedural change

2. Lack of Intensity/Fidelity/Persistence2. Lack of Intensity/Fidelity/Persistence

4040

FIRST ORDER FIRST ORDER CHANGESCHANGES

SECOND ORDER SECOND ORDER CHANGESCHANGES

Smaller ClassesSmaller Classes Changing relationships and Changing relationships and teaching strategiesteaching strategies

SiteSite--based councilsbased councils CollaborationCollaborationOwnershipOwnership

NinetyNinety--minute teaching minute teaching blocksblocks

Extended teaching and Extended teaching and learning opportunitieslearning opportunities

Schools within schoolsSchools within schools New New interaction/relationshipsinteraction/relationships

Teaching teams Teaching teams ––Common PlanningCommon Planning

Coordinated focused Coordinated focused curriculumcurriculum

4141

Achieving AYP Force Field AnalysisAchieving AYP Force Field AnalysisLawrence W. Lezotte Effective Schools Presentation 2Lawrence W. Lezotte Effective Schools Presentation 2--2525--0505

Driving ForcesDriving Forces Resisting ForcesResisting ForcesLearning for allLearning for all Learning for manyLearning for manyJJ--CurveCurve Focus on processFocus on processSimultaneous quality/equitySimultaneous quality/equity Considers quality onlyConsiders quality onlyData drivenData driven Judgment basedJudgment basedResearch basedResearch based Opinion basedOpinion basedCollaborative in formCollaborative in form TopTop--down/outsidedown/outside--ininContinuous renewalContinuous renewal Periodic changePeriodic change

Learner centeredLearner centered Teacher centeredTeacher centered

Achi

evin

g A

Y P

4242

3. Lack of Shared Values3. Lack of Shared Values

“Collegeability, Caring, and Respect” (Fullan)“The Importance/Effectiveness of Shared Leadership”

(McRel)“A Common Commitment to a Concerted Curriculum”

(Schmoker)“Core Values Need to be Deeply Embedded in the Culture” (Collins)Fall back on again and again, especially in tight timesSimilar to the engine / “the heart”


a) Best Practices

4343

Activity: Jigsaw Activity: Jigsaw –– Results NowResults Now

Teams of 3Read your section of Chapter 9Underline or highlight three important ideas that you would like to share with your groupShare with your group what learned

4444

About You: Your PlansAbout You: Your Plans

Using your notes from Using your notes from Results NowResults NowChapter 9, the One Pager review, the Chapter 9, the One Pager review, the SchmokerSchmoker interview, prepare a 5interview, prepare a 5--minute minute presentation to your staff about your presentation to your staff about your school/districtschool/district’’s system around focus, s system around focus, persistence, and results.persistence, and results.

Presentations given.Presentations given.

4545

3. Lack of Shared Values3. Lack of Shared Values

Professional learning communities – district and building focus



“Tell the truth and give hope”Courageous Leadership

Yearly focus

Lessons Learned

Intentionally bring in new staffSurvey of perceptions – Symbol of these values

4646

4. Authentic 4. Authentic ““Buy InBuy In”” or or ““OwnershipOwnership””


a) Best PracticesDo people want to do this or do they just acquiesce?

Type II Change (Fouts)

“Shared expectation is the driver of instructional change” (Fullan)

The power of authentic professional development

The right people in the right seat of the bus (Collins)

Do people want to do this or do they just acquiesce?Type II Change (Fouts)

4747

4. Authentic 4. Authentic ““Buy InBuy In”” or or ““OwnershipOwnership””

Symbolism of shared values“Way of the Shepherd”Weekly early releaseThe Orchestra video


Lunch!


4848

5. Lack of Alignment of the Systems5. Lack of Alignment of the Systems

a) Best Practices


Similar to alignment of tires – no shimmy or veering in opposite direction

“Disciplined leaders take disciplined thoughts and actions“ (Collins)

Does money follow your priority goals? Really?

Focus on systemic improvement (Fullan)

Develop Comprehensive Systems

4949

5. Lack of Alignment of the Systems5. Lack of Alignment of the Systems



Yearly initiatives

Expectations of all staffYearly monitoring of HOPE goals

One pager

The power of professional development Common lesson design

5050

One PagersOne PagersReading—Grade 5EALR 1: The student understands and uses different skills and strategies to read.

Component 1.2 Use vocabulary (word meaning) strategies to comprComponent 1.2 Use vocabulary (word meaning) strategies to comprehend text.ehend text.

1.2.1 Understand and apply dictionary skills and other reference skills.Component 1.3 Build vocabulary through wide reading.1.3.1 Understand and apply new vocabulary.1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. WComponent 1.4 Apply word recognition skills and strategies to read fluently.1.4.2 Apply fluency to enhance comprehension1.4.3 Apply different reading rates to match text.EALR 2: The student understands the meaning of what is read.Component 2.1 Demonstrate evidence of reading comprehension.2.1.3 Determine importance using theme, main idea and supporting details in grade-level text. W2.1.4 Use prior knowledge.2.1.5 Predict and infer from grade-level text. W2.1.6 Monitor for meaning, create mental images, and generate and answer questions.2.1.7 Summarize grade-level informational/expository text and literary/narrative text. WComponent 2.2 Understand and apply knowledge of text components to comprehend text.2.2.1 Apply understanding of time, order, and/or sequence to comprehend text. W2.2.2 Apply understanding of printed and electronic text features to locate information. W2.2.3 Understand and analyze story elements. W2.2.4 Apply understanding of text organizational structures.Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.2.3.1 Analyze text for similarities and differences and cause and effect relationships. W2.3.2 Analyze sources for information appropriate to a specific topic or for a specific purpose.2.3.3 Understand a function (which makes the story more interesting) of literary devices. W

5151

District InitiativesDistrict InitiativesBuilding Safe, Responsible, & Building Safe, Responsible, &

Respectful CommunitiesRespectful CommunitiesLinda Jenkins, Bob HamiltonLinda Jenkins, Bob Hamilton

3 yrs3 yrs

Professional Learning CommunitiesProfessional Learning CommunitiesLinda JenkinsLinda Jenkins

Evaluation of Implementation, Duane BakerEvaluation of Implementation, Duane Baker5 yrs5 yrs

Early Childhood InitiativeEarly Childhood InitiativeLinda SullivanLinda Sullivan--DudzicDudzic

6+ yrs6+ yrs

♦♦Continue implementation of Continue implementation of Bully/Respect PolicyBully/Respect Policy♦♦Building SchoolBuilding School--wide Positive wide Positive Behavior SupportBehavior Support♦♦Dr. Jeff Sprague, Consultant:Dr. Jeff Sprague, Consultant:♦♦Training 6 times in 07Training 6 times in 07--08 school year08 school year

Psychologists, counselors, Psychologists, counselors, principalsprincipals

MVMS, BHS Leadership Teams, MVMS, BHS Leadership Teams, and View Ridge & West Hills staffand View Ridge & West Hills staff

♦♦CollectCollect data on suspensions, data on suspensions, expulsions, classroom referrals, expulsions, classroom referrals, attendanceattendance♦♦CollectCollect data around 4 positives for data around 4 positives for each negativeeach negative♦♦CollectCollect attendance data on staff and attendance data on staff and students and develop incentives for students and develop incentives for increasing attendanceincreasing attendance♦♦Include PBS in CSIP plansInclude PBS in CSIP plans

♦♦Instructional Coaches and District Instructional Coaches and District TOSAs meet weekly/monthly to TOSAs meet weekly/monthly to respond to the training needs/support respond to the training needs/support teachers and principals at the building teachers and principals at the building level.level.♦♦KK--5 principals meet weekly?5 principals meet weekly?♦♦66--8, 98, 9--12, & District administrators 12, & District administrators meet weeklymeet weekly♦♦KK--12 Admin Team, coaches, building 12 Admin Team, coaches, building leaders, BEA President meet monthly leaders, BEA President meet monthly with trainers in CAP with trainers in CAP ♦♦Outside evaluation, Duane Baker 1 Outside evaluation, Duane Baker 1 timetime♦♦Integrate into CAP KIntegrate into CAP K--1212

♦♦ECCE Early Childhood Care and ECCE Early Childhood Care and Education GroupEducation Group

Community Preschool Focus Community Preschool Focus on Early Literacyon Early Literacy

Developing readers and Developing readers and preventing learning disabilitiespreventing learning disabilities

♦♦Developing PSDeveloping PS--3rd Grade 3rd Grade Literacy FocusLiteracy Focus♦♦FULLFULL--DAY KINDERGARTENDAY KINDERGARTEN

Monthly Learning WalkMonthly Learning WalkFullFull--Day K Committee will Day K Committee will

meet 4 times/yearmeet 4 times/yearSchool Board and State School Board and State

ReportReport♦♦Expand to first gradeExpand to first grade

Learning walksLearning walksAccelerated LearningAccelerated Learning

♦♦Naval Avenue PSNaval Avenue PS--3 Lighthouse3 Lighthouse

5252

District Expectations are ExplicitDistrict Expectations are ExplicitTeachers/Certificated Teachers/Certificated

StaffStaffClassified Support Classified Support

StaffStaffPrincipalsPrincipals District OfficeDistrict Office

1. Teach the GLEs/ EALRs, 1. Teach the GLEs/ EALRs, emphasizing the GLEs that are emphasizing the GLEs that are measured on the WASL, measured on the WASL, using using districtdistrict--adopted curricula. Tell adopted curricula. Tell and verify thatand verify that students students knowknowabout the learning targets and about the learning targets and help students understand what help students understand what they are to know and do to they are to know and do to demonstrate learning.demonstrate learning.2. Design lesson plans with 2. Design lesson plans with colleagues at least weekly. colleagues at least weekly. Incorporate district curriculum Incorporate district curriculum maps, calendaring, course and maps, calendaring, course and unit organizers.unit organizers.3. Revise (as appropriate) 3. Revise (as appropriate) course and unit organizers in course and unit organizers in grade level/subject area teams grade level/subject area teams (in grades 6(in grades 6--12).* 12).* 4. Special Ed/Title teachers 4. Special Ed/Title teachers and ESA people support and ESA people support students in the general ed students in the general ed curriculum (EALR/EALR curriculum (EALR/EALR extensions/GLEs) as extensions/GLEs) as appropriate.appropriate.

1. Model for students the 1. Model for students the importance of learning; importance of learning; inquire about and support inquire about and support their academic achievements.their academic achievements.2. Support and advocate for 2. Support and advocate for District initiatives to enhance District initiatives to enhance student achievement.student achievement.3. Initiate and support 3. Initiate and support programs and activities to programs and activities to promote student learning.promote student learning.4. Actively participate in staff 4. Actively participate in staff development opportunities to development opportunities to enhance student learning.enhance student learning.

1. Observe the 1. Observe the consistencyconsistencyand efficiency and efficiency ofof each staff each staff member whenmember when teaching to teaching to the GLEs/EALRs.the GLEs/EALRs.2. Intervene and provide 2. Intervene and provide support to promote full support to promote full implementation of standardsimplementation of standards--based instruction.based instruction.3. Share and shepherd the 3. Share and shepherd the implementation of District implementation of District expectations and initiatives expectations and initiatives staff widestaff wide..4. Conduct regularly 4. Conduct regularly scheduled walkscheduled walk--throughs, throughs, looking particularly for looking particularly for posted posted student learning targets, student learning targets, student engagement, and/or student engagement, and/or other components of the other components of the STAR protocol in classroom STAR protocol in classroom practices (grades 6practices (grades 6--12) and 12) and the implementation of the implementation of adopted curricula (grades Kadopted curricula (grades K--5). 5). 5. 5. Locate Locate course organizers course organizers in all classes and in all classes and verifyverifystudent learning targets (at student learning targets (at grades 6grades 6--12).12).

1. Develop an implementation 1. Develop an implementation plan and plan and accountabilityaccountability timeline.timeline.2. Ensure that these 2. Ensure that these expectations are communicated, expectations are communicated, documenteddocumented, and monitored., and monitored.3. Provide professional 3. Provide professional development, curriculum development, curriculum resources, and leadership in resources, and leadership in support ofsupport of the expectations.the expectations.4. Conduct regularly scheduled 4. Conduct regularly scheduled walkwalk--throughs, looking throughs, looking particularly for particularly for postedposted student student learning targets and students learning targets and students engaged at grades 6engaged at grades 6--12, and/or 12, and/or other components of the STAR other components of the STAR protocol in classroom practices protocol in classroom practices (grades 6(grades 6--12) and the 12) and the implementation of adopted implementation of adopted curricula (grades Kcurricula (grades K--5).5).5. 5. AssistAssist schools schools in schedulingin schedulingtime/opportunity for school time/opportunity for school teams to work together.teams to work together.6. Update the Board on 6. Update the Board on implementation progress at each implementation progress at each board meetingboard meeting..

5353

Teaching and learning is our Teaching and learning is our Honda Accord LXI.Honda Accord LXI.

You canYou can’’t lead what you dont lead what you don’’t know.t know.

““Teaching Reading is Rocket Science.Teaching Reading is Rocket Science.””Louisa MoatsLouisa Moats

Training for AllTraining for All

5454

Building background knowledge is the first step in changing teaching. The following experts came to Bremerton to work with our administrators and staff:

Dr. Sharon VaughnDr. Jack FletcherDr. Louisa MoatsDr. Dan ReschlyDr. Anita ArcherDr. Mike SchmokerDr. Carol CummingsDr. Jan HasbrouckKen O’ConnorJan Chappuis

National ExpertsNational Expertsprovide us with awareness, interest, and overview of the researcprovide us with awareness, interest, and overview of the researchh

5555

Ongoing Professional Development:Ongoing Professional Development:Training PlusTraining Plus

Job embedded PD happens every timeJob embedded PD happens every time- A lesson is taught

- A professional journal is read

- An assessment is administered

- A classroom activity is observed

- Curriculum is reviewed

- A conversation between teachers and administrator revisits PD content

5656

Job-embeddedSustained, rigorous, ongoing

directly linked to what teachers do in their classroom (NCSD)curricula and content centeredconnects content with pedagogy

Large effect size obtained with follow-up activities (Marzano,NCSD)structured coaching and teamworkcollaborative planning

lesson designcommon assessments

instructional problem-solving and progress monitoring of students assigned to small groups

5757

District Teachers on Special AssignmentReading, Writing, Math, or Assessment

CadresBuilding Literacy Coaches

Administrator Experts / School Board well educated

Principals as Instructional LeadersPrincipals as Instructional Leaders

5858

AUGUST 2005AUGUST 2005

33 REACH Training, Gr 6REACH Training, Gr 6--12, Special Ed, and Title I12, Special Ed, and Title ITara EbeyTara Ebey 8:30 am 8:30 am –– 3:00 pm3:00 pm BoardroomBoardroom Special Ed and Title I StaffSpecial Ed and Title I Staff 6 clock hours6 clock hours

1111 Building Learning Communities Building Learning Communities Dr. Dan Edwards and Dr. Duane BakerDr. Dan Edwards and Dr. Duane Baker 8:00 am 8:00 am –– 5:00 pm5:00 pm SeattleSeattle Secondary Administrators and Secondary Administrators and

Leadership TeamsLeadership Teams 8 clock hours8 clock hours

1212 Administrative TeamingAdministrative TeamingBette HydeBette Hyde 8:30 am 8:30 am –– 4:00 pm4:00 pm BoardroomBoardroom KK--12 Administrators12 Administrators ----

8:00 8:00 –– 11:30 am11:30 am Curriculum LibraryCurriculum Library 66--12 staff12 staff 3.5 clock hours3.5 clock hours

12:30 12:30 –– 4:00 pm4:00 pm Curriculum LibraryCurriculum Library Preschool, KPreschool, K--3 staff3 staff 3.5 clock hours3.5 clock hours

1515 Bremerton High School Comprehensive School Improvement PlanBremerton High School Comprehensive School Improvement Plan 8:00 8:00 –– 11:00 am11:00 am BHS LibraryBHS Library BHS staffBHS staff 3 clock hours3 clock hours

1515 Mountain View Middle School Comprehensive School Improvement Mountain View Middle School Comprehensive School Improvement PlanPlan 12:00 12:00 –– 3:00 pm3:00 pm MVMS LibraryMVMS Library MVMS StaffMVMS Staff 3 clock hours3 clock hours

1818 Dr. Jeffrey SpragueDr. Jeffrey Sprague, MVMS Staff, MVMS StaffPlanning SchoolPlanning School--wide Interventionwide Intervention 8:30 am 8:30 am -- 3:00 pm3:00 pm BoardroomBoardroom 66--8 staff, Secondary School Project Teachers, 8 staff, Secondary School Project Teachers,

Interested Elementary Principals & LeadersInterested Elementary Principals & Leaders 6 clock hours6 clock hours

1919 Dr. Jeffrey SpragueDr. Jeffrey Sprague, BHS Staff, BHS StaffPlanning SchoolPlanning School--wide Interventionwide Intervention 8:30 am 8:30 am -- 3:00 pm3:00 pm BHS LibraryBHS Library 99--12 staff, Secondary School Project Teachers12 staff, Secondary School Project Teachers

Interested Elementary Principals & LeadersInterested Elementary Principals & Leaders 6 clock hours6 clock hours

2222 Gifted Content Standards 6Gifted Content Standards 6--1010Janice WatsonJanice Watson 8:30 am 8:30 am -- 3:00 pm3:00 pm BHS LibraryBHS Library 66--10 Highly Capable/AP/Honors Staff10 Highly Capable/AP/Honors Staff 6 clock hours6 clock hours

2222 KK--12 Health & Fitness Team12 Health & Fitness Team 8:00 am 8:00 am –– 2:30 pm2:30 pm BHS Room 130BHS Room 130 KK--12 Health & Fitness Teachers12 Health & Fitness Teachers 6 clock hours6 clock hours

2222 Secondary Homework and Grading Task ForceSecondary Homework and Grading Task ForceKen OKen O’’ConnorConnor 8:30 am8:30 am-- 3:00 pm3:00 pm BoardroomBoardroom Secondary Counselors, Dept and Instructional Secondary Counselors, Dept and Instructional

Leaders, Secondary PrincipalsLeaders, Secondary Principals 6 clock hours6 clock hours

2323 66--12 Health & Fitness Team12 Health & Fitness Team 8:00 am 8:00 am –– 2:30 pm2:30 pm BHS Room 130BHS Room 130 66--12 Health & Fitness Teachers12 Health & Fitness Teachers 6 clock hours6 clock hours

8:30 am 8:30 am –– 10:30 am10:30 am BHS Performing Arts BHS Performing Arts CenterCenter 11--5 Staff5 Staff

11:30 am 11:30 am –– 2:30 pm2:30 pmBHSBHS

Grade level bands led Grade level bands led by task force leadersby task force leaders

11--5 Staff with Report Card 5 Staff with Report Card Task Force FacilitatorsTask Force Facilitators

2323 Kindergarten StandardsKindergarten Standards--Based Report CardBased Report CardKen OKen O’’ConnorConnor 12:30 12:30 –– 3:30 pm3:30 pm BoardroomBoardroom Kindergarten teachersKindergarten teachers 3 clock hours3 clock hours

2323 Gifted Content Standards 9Gifted Content Standards 9--10, 10, Sue ShipleySue Shipley 8:30 am8:30 am-- 3:00 pm3:00 pm BHS LibraryBHS Library 99--10 AP/Honors LA & SS Staff10 AP/Honors LA & SS Staff 6 clock hours6 clock hours

2424 Honors/AP Content Standards 6Honors/AP Content Standards 6--8, 8, Sue ShipleySue Shipley 8:30 8:30 –– 11:30 am11:30 am MVMSMVMS 66--8 Honors Staff8 Honors Staff 3 clock hours3 clock hours

2424 Reading CadreReading Cadre 8:30 am 8:30 am –– 3:00 pm3:00 pm Crownhill LibraryCrownhill Library Reading Cadre MembersReading Cadre Members 6 clock hours6 clock hours

2424 Elementary Science LeadersElementary Science Leaders 8:00 am 8:00 am –– 12:00 pm12:00 pm BoardroomBoardroom KK--5 Science Leaders5 Science Leaders 4 clock hours4 clock hours

2424 Building a Learning Community Around the CSIPBuilding a Learning Community Around the CSIPBremerton High School StaffBremerton High School Staff 8:30 am 8:30 am –– 3:00 pm3:00 pm BHS LibraryBHS Library BHS Staff & AdministrationBHS Staff & Administration 6 clock hours6 clock hours

6 clock hours6 clock hours2323 Setting Up Elementary Grade BooksSetting Up Elementary Grade BooksKen OKen O’’ConnorConnor

1515 Autism Training, Autism Training, Penny WilliamsPenny Williams

5959

Professional

Development

Change in student learning

Change in classroom practice

Change in teacher

attitude and belief Guskey 1999

6060

Practices that are new and unfamiliar are more likely to be accepted and retained when they are perceived as increasing one’s competence

and effectiveness.

•Fill in the void

(Bredeson, Fruth & Kasten, 1983; Guskey, 1989 Huberman, 1992)

6161

Common Lesson Design Common Lesson Design (sample)(sample)

FrameworkFramework: : PROFESSIONAL DEVELOPMENTPROFESSIONAL DEVELOPMENT

Lesson Plan –Module #4- Mediators Class______________________________ Date_____________________________

What is the Student Learning Target? (written in measurable termWhat is the Student Learning Target? (written in measurable terms)s)SWBAT define SWBAT define ““MediatorMediator”” as it applies to lesson designas it applies to lesson designSWBAT list mediators that would work well for students in a contSWBAT list mediators that would work well for students in a content area you teachent area you teachSWBAT explain the purpose for 3 thinking mapsSWBAT explain the purpose for 3 thinking maps

How will you How will you Activate Prior Knowledge?Activate Prior Knowledge?Review what was talked about last time Review what was talked about last time WWhat is a mediator (review sheet)hat is a mediator (review sheet)TThinking Maps as mediatorshinking Maps as mediators

Double Bubble Double Bubble –– comparecompareTree Tree –– Main idea detailMain idea detailMultiMulti--flow flow –– Cause and effectCause and effect

TTell a partner what thinking map you usedell a partner what thinking map you used

What What Essential VocabularyEssential Vocabulary will you teach?will you teach?Mediator Mediator –– a device that students use to help a device that students use to help

them understand content.them understand content.

What is the Teacher Input? (Steps in the Instruction)What is the Teacher Input? (Steps in the Instruction)1.1. Remind people what we talked about last timeRemind people what we talked about last time2.2. Gallery Walk to show off sample thinking maps from all schools Gallery Walk to show off sample thinking maps from all schools

Number table groupsNumber table groupsNumber sample thinking mapsNumber sample thinking mapsExplain activityExplain activityHand out form for recording informationHand out form for recording informationMove to each stationMove to each stationReflect on learningReflect on learning

3.3. View Power Point on new Thinking MapsView Power Point on new Thinking Maps4.4. Practice each thinking map as it is introduced.Practice each thinking map as it is introduced.

6262

6. Lack of Comprehensiveness of the 6. Lack of Comprehensiveness of the SystemSystem

a) Best Practices


USA’s strength in innovation

“Total system focus” Really? 7-2? Pre-K?International data of decreasing achievement / Competitiveness of

the USA

“Total child focus” Really? Arts, P.E., social status

Similar to your car model – commuter or Porsche convertible?

6363

6. Lack of Comprehension of the System6. Lack of Comprehension of the System



Early childhood partnership / PK-3

Secondary homework and grading policyPerformance-based quality

Elementary standards-based report cards

NSBA Magna Award

6464

Bremerton PlanBremerton Plan

Homework & GradingHomework & GradingStandards Based Report CardStandards Based Report Card

KK--2233--5566--

Department Leadership Department Leadership Description ChangedDescription Changed

6565

BREMERTON SCHOOL DISTRICT 100-CJOB DESCRIPTION – MVMS CURRICULUM LEADERS/DEPARTMENT HEADS

GRADES 6-8

Reports to and evaluated by: Building Principal or Designee

RESPONSIBILITIES

• Develop the building budget and monitor department budget.

• Serve as liaison with department members; provide communication to keep staff members informed about building issues.

• Provide public relations to other departments and community.

• Determine yearly course offerings and master schedule building.

• Review curriculum.

• Be involved in staff hiring.

• Review and recommend outside speakers.

• Authorize field trips.

• Work with the curriculum department to support textbook selection and adoption and maintain department inventory.

6666

RESPONSIBILITIES


GRADES 6-8


• Facilitate solving departmental problems.

• Provide input to yearly calendar, test schedules, assembly schedules, etc.

• Evaluate and make decisions regarding new technology, both instructional and managerial.• Assist substitutes.

• Serve as mentor for teachers, old and new.

• Facilitate the development of program outcomes, course outcomes, unit outcomes, and lesson outcomes.• Direct development of building and classroom practices.

• Provide instructional leadership through in-service, mentoring & facilitating teams.

• Provide leadership in curriculum integration.

• Work collaboratively with the middle school and high school in the refinement of curriculum development and implementation for grades 6-12.

6767


GRADES 6-8


Job Description

• Assist department members in self-evaluation when requested by the member.

• A meeting outside of WAC time, twice per month (Usually 1.5 to 2.0 hours).

• Powerful Teaching and Learning trainers/facilitators.

• Summer training and workshops without additional pay.

• Site-based and CSIP team members after WAC time.

• Development of department assessments.

• Serve on Building Behavior Team.

1/05 (Revised 4/27/06)T:\Job Descriptions BEA & WST\dept curr head mvms apr 06.doc

6868

BREMERTON SCHOOL DISTRICT 100-CJOB DESCRIPTION – BHS CURRICULUM LEADERS/DEPARTMENT HEADS

GRADES 9-12


RESPONSIBILITIES

Preferred Qualifications:

• Demonstrated leadership in curriculum/instruction issues .

• BERC Powerful Teaching Certified .

• Three (3) years of successful teaching experience K-12 .

Provide Leadership in Curricula Implementation by:.

• Work collaboratively with the junior high in the continuing refinement of curriculum development and implementation for grades 9 through 12 .

• Provide leadership in curriculum integration .

• Facilitate the development of program outcomes, course outcomes, unit outcomes and lesson outcomes .

6969

RESPONSIBILITIES


GRADES 9-12


• Work with the Curriculum Department to support textbook selection and adoption and maintain department inventory.• Review and recommend outside speakers .

• Review curriculum .• Recommend yearly course offerings and master schedule building .

• Order supplies and instructional materials .

Facilitates Improvements in Instruction by:

• Powerful Teaching and Learning trainers/facilitators.

• Work collaboratively with the middle school and high school in the refinement of curriculum development and implementation for grades 6-12.

• Assist department members in self evaluation when requested by the member.

7070


GRADES 9-12


• Serve as mentor for teachers, experienced and new .

Instruction, in concert with building administrator, Positive Public Relatabout the Department/School by:

• Provide public relations to other departments and community .

• Serve as liaison with department members; provide communication to keep staff members informed about building issues.

Perform the Related Duties as Assigned: .

• Site-based and CSIP team members after WAC time .• Summer training and workshops without additional pay .

• Direct development of building and classroom practices.

• One meeting per week outside of WAC time (Usually 1.5 to 2.0 hours).

• Assist substitutes.

7171


GRADES 9-12


• Provide input to yearly calendar, test schedules, assembly schedules, etc .

• Facilitate solving departmental problems .

• Be involved in staff hiring .

1/05 (Revised 4/27/06)T:\Job Descriptions BEA & WST\dept head revised mar 06.doc

• Develop the building budget and monitor department budget .

• Evaluate and make decisions regarding new technology, both instructional and managerial .

7272

7. Lack of Ongoing Accountability7. Lack of Ongoing Accountability

a) Best Practices


“Trend lines, not headlines” (Bill Clinton)

“Good ideas come from talented people evolving together” (Fullan)

“Disciplined leaders are neurotic about facing brutal facts on one hand with the actual belief you will prevail over these brutal facts” (Collins)

“Possess courage to monitor results” (Schmoker)

Assessment of and for instruction (Stiggins)

Similar to a car’s dashboard – watch it regularly!

7373


b) Stiggins Big Ideas


Shift from total reliance on normShift from total reliance on norm--referenced interpretation of test scores to referenced interpretation of test scores to criterioncriterion--referenced interpretation referenced interpretation of/resultsof/results

7474

In Assessment, purpose is everythingIn Assessment, purpose is everything1) Gather evidence to inform instructional decisions and encourage

students to try to learn

BIG IDEAS BIG IDEAS -- StigginsStiggins

2) Continuous evidence of each student’s learning on the scaffold leading to each standard

3) Kids should not give up hope from an assessment

7575

In Assessment, purpose is everythingIn Assessment, purpose is everything

BIG IDEAS BIG IDEAS -- StigginsStiggins

(continued)

4) Assessment for learning

•Turns assessment process & its results into instructions / intervention

•To increase confidence for students to motivate for learning, not just monitor

•Importance of student & teacher working in collaboration

•Repeated self assessments – to improve performance the next time

7676

Classroom Level of AssessmentClassroom Level of Assessment(students / teachers / parents)

StigginsStiggins

Serves students as they decide whether success at learning is within reach for them

Focus attention & decision-making on the achievement of each individual child

Provide information continuously to teachers

Student led conferences - .88

7777

Program Level of AssessmentProgram Level of Assessment(teachers / principals / curriculum personnel)

StigginsStiggins

Every few weeksWhat is effective?What is in need of improvement?Focus on reaching achievement standards

leadership effectiveness

Rely on interim, benchmark, short-cycle, and/or common assessment

instructional policy

Institutional Level of AssessmentInstitutional Level of Assessment(superintendents, school boards, legislators)

resource allocation & other broad program variables

7878


c) Bremerton School District’s Plan


Classroom/teacher developed assessment

Monthly data reporting requirements from individual building teams

Assessment Matrix

Proposal developed from principals in house to analyze data

The impact of learner buy-inThe power of student-led conferencing – data from Stiggins

7979



d) Our results (Crownhill WASL Trend Data 2006-08)

8080

7. Lack of Ongoing Accountability7. Lack of Ongoing AccountabilityOverview of Why Schools/Districts FailOverview of Why Schools/Districts Fail

d) Our results (Crownhill) (continued)

Grade Level

Reading Math Writing Science

3rd Grade 81.7% 90.1%

4th Grade 92.8% 78.3% 79.7%

5th Grade 78.3% 66.7% 41.7%

http://reportcard.ospi.k12.wa.us/WASLCurrent.aspx?schoolId=1654&reportLevel=School&year=2007-08&gradeLevelId=5&groupLevel=District&waslCategory=1&chartType=1



8181



e) About YouWhere are you/your building/your district in terms of these

seven critical elements?

8282

Lack of AccountabilityLack of AccountabilityABOUT YOUABOUT YOU

Where are you/your building/your Where are you/your building/your district in terms of these seven critical district in terms of these seven critical elements?elements?

Existing State Existing State (where we are now)(where we are now)

How to get How to get therethere

Desired State Desired State (where we want to be)(where we want to be)

Documents

Colorado Reading First - CDE · Colorado Reading First Leveraging Resources to Develop a ... families stationed at Naval Station Kitsap ... 9“It’s all about instruction and only