DATA, DATA EVERYWHERE - nesacenter.org DATA EVERYWHERE BRINGING ALL THE DATA TOGETHER FOR CONTINUOUS SCHOOL IMPROVEMENT VICTORIA L. BERNHARDT Executive Director, Education for the

DATA, DATADATA, DATAEVERYWHEREEVERYWHERE

BRINGING ALL THE DATATOGETHER FOR CONTINUOUS

SCHOOL IMPROVEMENT

VICTORIA L. BERNHARDTExecutive Director, Education for the [email protected]://eff.csuchico.edu

Teachers and administrators must believe thatall children can learn.

Schools must honestly review their data. There must be one vision. There needs to be one plan to implement

the vision. Staff need to collaborate and use student,

classroom, and school level data. Staff need professional development to work

differently. Schools need to rethink their current structures,

and avoid add-ons.

THINGS THAT NEED TO HAPPENTHINGS THAT NEED TO HAPPEN

OUTCOMESOUTCOMES

What data are important for continuousschool improvement.

How to analyze all types of datafor continuous schoolimprovement.

How to measure school processes.

How to know if efforts are resulting in thechanges you need and want.

Everyone understands—

NESA Fall Leadership Conference, "Data, Data Everywhere," Victoria L. Bernhardt, Education for the Future (http://eff.csuchico.edu) Page 1 of 39


Multiple Measures of Data

© Education for the Future, Chico, CA (http://eff.csuchico.edu)

Over time,student learning datagive information aboutstudent performance ondifferent measures.

Tells us:The impact of the program onstudent learning based uponperceptions of the programand on the processes used.

Over time,perceptionscan tellus aboutenvironmentalimprovements.

Tells us:What processes/programs work bestfor different groupsof students with respectto student learning.

Tells us:If a program is makinga difference in studentlearning results.

Tells us:The impact ofstudent perceptionsof the learningenvironment onstudent learning.

Over time,school processesshow howclassroomschange.

Tells us:Student participationin different programs andprocesses.

Tells us:What processes/programsdifferent groups ofstudents like best.

Allows the prediction ofactions/processes/programsthat best meet the learningneeds of all students.

Over time,demographicdata indicatechanges in thecontext ofthe school.

Tells us:The impact ofdemographic factorsand attitudes about thelearning environmenton student learning.

Tells us:If groups of studentsare “experiencingschool” differently.

DEMOGRAPHICS

PER

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NS

STUDENT LEARNING

SCH

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L P

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SES

Enrollment, Attendance,Drop-Out Rate

Ethnicity, Gender,Grade Level

Des

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san

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Standardized TestsNorm/Criterion-Referenced TestsTeacher Observations of Abilities

Formative Assessments

Perceptions of Learning Environment

Values and B

eliefsA

ttitudesO

bservations


Reasons to Collect and Use Data: Find out where you are

Plan

Evaluate

To understand how you got there

Predict

DATA-DRIVEN DECISION MAKINGDATA-DRIVEN DECISION MAKING

Describe the context of the schooland school district.

Help us understand all othernumbers.

Are used for disaggregatingother types of data.

Describe our system.

DEMOGRAPHICS AREDEMOGRAPHICS AREIMPORTANT DATAIMPORTANT DATA

Enrollment

Gender

Ethnicity / Race

Attendance (Absences)

Expulsions

Suspensions

DEMOGRAPHICSDEMOGRAPHICS


Language Proficiency

Indicators of Poverty

Special Needs/Exceptionality

IEP (Yes/No)

Drop-Out/Graduation Rates

Program Enrollment

DEMOGRAPHICS DEMOGRAPHICS (Continued)(Continued)

What student demographic

data elements change when

leadership changes?

DEMOGRAPHICSDEMOGRAPHICS

Help us understand whatstudents, teachers, and parentsare perceiving about the learningenvironment.

We cannot act different from whatwe value, believe, perceive.

PERCEPTIONS AREPERCEPTIONS AREIMPORTANT DATAIMPORTANT DATA


Student, Staff, Parents,Alumni Questionnaires

Observations

Focus Groups

PERCEPTIONS INCLUDEPERCEPTIONS INCLUDE

PERCEPTIONSPERCEPTIONS

What do you suppose students

say is the #1 “thing” that has

to be in place in order for them

to learn?

School and Teaching Assignment

Qualifications

Years of Service

Gender

Additional ProfessionalDevelopment

STAFF DEMOGRAPHICSSTAFF DEMOGRAPHICS


Know what students are learning.

Understand what we are teaching.

Determine which studentsneed extra help.

STUDENT LEARNING ARESTUDENT LEARNING AREIMPORTANT DATAIMPORTANT DATA

STUDENT LEARNINGSTUDENT LEARNINGDATA INCLUDEDATA INCLUDE

Diagnostic Assessments(Universal Screeners)

Classroom Assessments Formative Assessments

(Progress Monitoring)

Summative Assessments(High Stakes Tests, End of Course)


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Wha

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Who

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Who

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Wha

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Curriculum

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Assessment Strategies

Programs/Processes

SCHOOL PROCESSES INCLUDESCHOOL PROCESSES INCLUDE

Tell us about the way we work.

Tell us how we get the resultswe are getting.

Help us know if we haveinstructional coherence.

SCHOOL PROCESSES ARESCHOOL PROCESSES AREIMPORTANT DATAIMPORTANT DATA


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Demographics by If groups of students perform differentlyStudent Learning on student learning measures.

Demographics by If groups of students are experiencingPerceptions school differently.

Demographics by If all groups of students are representedSchool Processes in the different programs and processes

offered by the school.

Student Learning If student perceptions of the learningby Perceptions environment have an impact on their

learning results.

Perceptions by If students are perceiving programs andSchool Processes processes differently.

TWO-WAY INTERSECTIONSCAN TELL US

Demographics by The impact demographic factors andStudent Learning by attitudes about the learning environmentby Perceptions have on student learning.

Demographics by What processes or programs work best forStudent Learning by different groups of students measured bySchool Processes student learning results.

Demographics by What programs or processes differentPerceptions by students like best, or the impact differentSchool Processes programs or processes have on

student attitudes.

Student Learning by The relationship between the processesStudent Processes students prefer and learning results.by Perceptions

THREE-WAY INTERSECTIONSCAN TELL US


FOUR-WAY INTERSECTIONSCAN TELL US

What processes or programs have thegreatest impact on different groupsof students’ learning, according tostudent perceptions, and as measuredby student learning results.

Demographics byStudent Learning byPerceptions bySchool Processes

DemographicsDemographics How many girls and boys do we have in 2010?How many girls and boys do we have in 2010?

Demographics byDemographics by Are there learning differences in ELA andAre there learning differences in ELA andStudent LearningStudent Learning MathMath between girls and boys?between girls and boys?

Demographics byDemographics by Do the learning differences by subject areaDo the learning differences by subject areaStudent LearningStudent Learning and gender show up in perceptions by gender?and gender show up in perceptions by gender?byby PerceptionsPerceptions

Demographics byDemographics by Are there differences in how boys and girlsAre there differences in how boys and girlsStudent LearningStudent Learning perform based on the way they are taughtperform based on the way they are taughtby Perceptionsby Perceptions and prefer to be taught?and prefer to be taught?by School Processesby School Processes

INTERSECTIONS CAN TELL USADD A DATACATEGORY

WHAT QUESTIONCAN YOU ANSWER?


TRY OUT THE INTERSECTIONSTRY OUT THE INTERSECTIONS

Choose one category of data—what question can you answer?

Add another category of data—what question can you answer?

Keep adding until you have usedall four types of data.

INPUTData elements that describe the “givens”that are usually beyond our immediatecontrol.

Elements that describe the actions learningorganizations plan for and implement to getthe outcomes they are striving to achieve,given the input.

The data elements that describe the resultsof a learning organization’s processes.

PROCESS

OUTCOME


RANDOM ACTS OF IMPROVEMENT

FOCUSED ACTS OF IMPROVEMENT



“Shared visions emerge from personalvisions. This is how they derivetheir energy and how they fostercommitment… If people don’t havetheir own vision, all they can do is‘sign up’ for someone else’s. The resultis compliance, never commitment.”

Peter SengeThe Fifth Discipline

CREATINGA VISIONANDMISSION

ComprehensiveData Analysis

Best PracticesLearning


• Instructional coherence is in place across all grade levels.

EXAMPLE: Marylin Avenue Shared Vision, September 2009

Instruction is based on essential standards.

COMPONENTS WHAT IT WOULD LOOK LIKE

INSTRUCTION: Students at Marylin Avenue Elementary School are engaged in intellectually demanding tasksthat require higher order and critical thinking skills

• Learning objectives are based on assessments that assessstudent standards.

• Learning objectives are clearly stated.• Students understand the importance of the learning

objective.• Teachers frequently check for understanding and adjust

instruction as needed.

Instruction is targeted.

• Teachers plan for whole group instruction with studentson the carpet for mini-lessons and guided practice.

• Classroom teachers plan for small group instructionthrough invitational groups.

• Classroom teachers plan for individual instructionthrough one-on-one conferences.

• Students know their individual goals.• All learning styles are addressed.• Multiple exposure through multi-modality instruction.• Teachers provide additional opportunities to learn and

practice essential concepts and skills.

Instruction is differentiated to address needs of students.

• Effective strategies for English Language Learners includeHeads Together, Cooperative Learning, and Wait Time.

• Strategies focus on developing schema and building onstudents' background knowledge.

• Tools for developing students' conceptual knowledgeinclude manipulatives, realia, and graphic organizers.

• Instruction includes math and language review.• Team time is a structure to provide additional time and

support.

A wide variety of instructional strategies are used.

Classroom practices for literacy include those supportedby:

• The district-adopted language arts program.• Literacy Studio management (Daily 5, First 20 Days).• Comprehension, Accuracy, Fluency, and Expand

Vocabulary (CAFÉ) Strategies.• Lucy Calkins: Units of Study.• Step Up to Writing.• Developmental Reading Assessment (DRA)-Focus for

Instruction.• Guided Language Acquisition Design (GLAD) strategies.

Classroom practices for math include those supported by:• The District-adopted math program.• Math review.• Agreed-upon grade-level specific resources.

Schoolwide instructional practices are research based;grade-level teams agree to the levels of use for instructionalpractices in their collaborative planning.

Focus:• Academic language.• Nonfiction reading and writing.• Developing critical-thinking skills.

Instruction is intellectually demanding.

EXAMPLE SHARED VISION(See “RtI and CSI” book for complete vision)



Underlying cause or

causes of positive

or negative results.

ROOT CAUSEROOT CAUSE

Not enough students

are proficient in

English Language Arts

and Math.

IDENTIFY THE PROBLEMIDENTIFY THE PROBLEM


List hunches and hypotheses about why the problem exists.

1. Too many students live in poverty.

2. There is a lack of parent support.

3. There is too much student mobility in our school.

4. The students aren’t prepared for school.

5. Many of our students are not fluent in English.

6. Even if the students don’t speak English, they have to take thetest in English.

7. Students don’t do their homework.

8. Students do not like to read.

9. There is no district support.

10. There are budget problems at the school and district levels.

11. We don’t know what data are important.

12. We don’t know how to use the data.

13. We don’t get the data soon enough to make a difference.

14. Not all our curriculum is aligned to the standards.

15. Teachers don’t know how to setup lessons to teach to the standards.

16. We need to know sooner what students know and don’t know.

17. We are not teaching to the standards.

18. Our expectations are too low.

19. We need to collaborate to improve instruction.

20. Teachers need professional learning to work with students withbackgrounds different from our own.

THE PROBLEM-SOLVING CYCLEExample Hunches and Hypotheses


THE PROBLEM-SOLVING CYCLEExample Questions and Data Needed


1. Who are the students who are notperforming?

Questions Data Needed

Student achievement results bystudent groups.

2. What do the students know and whatdo they not know?

Student achievement results by standards.

3. Are all teachers teaching to thestandards?

Standards questionnaire.

4. How are we teaching Mathematics,ELA—actually everything?

Teacher reports about teaching strategies tograde-level teams.

5. What is the impact of our instruction? We need to follow student achievement byteachers and by course.

6. What do teachers, students, and parentsthink we need to do to improve?

Teacher, student, and parent questionnaires andfollow-up focus groups.

7. What does our data analysis tell usabout what we need to do to improve?

Study data analysis results.


List hunches and hypotheses about why the problem exists.

Identify the problem:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


What questions do you need to answer to know more about theproblem, and what data do you need to gather?

Questions Data Needed


Schools are perfectly designedto get the results they aregetting now. If schools wantdifferent results, they mustmeasure and then change theirprocesses to create theresults they really want.

Assess what is really being implemented. Understand how we get our results. Determine the cause of a problem

or challenge. Build common understandings of a

whole process. Communicate process related information

visually. Provide a way to monitor and update

processes.

FLOWCHARTING SCHOOL PROCESSESFLOWCHARTING SCHOOL PROCESSES

PROCESS FLOWCHARTSPROCESS FLOWCHARTS

Process maps or flow charts

are composed of a relatively

standardized set of symbols.




In this PLC structure, the learning community

teams—

1. Review what they want students toknow and be able to do, and how theywill know when the students havelearned it.

2. Assess what students know now.

3. Determine the best strategies to helpstudents reach those end-of-course/endof-year expectations.

4. Given #2 and #3 above, identifyprofessional learning and other resourcesthat will help teachers ensure allstudents’ learning.

5. Observe each other and providefeedback, knowing that they can onlyimprove with practice and feedback.

6. Review teaching observation feedbackwith the student assessment results.

7. Collaborate to determine what needs tochange to get different results throughproblem-solving strategies and deeperanalysis.

8. Finally, evaluate the PLC structure toensure that its intention of improvingteaching and learning is achieved.

THE PROCESS OF USING DATA INPROFESSIONAL LEARNING COMMUNITIES


How will teacherscollaborate to

problem solve andincorporate new

strategies?

Professional LearningCommunities,

LeadershipStructures, Problem

Solving, DataAnalysis

What do we wantstudents to learn?

How will we know ifthey have learned it?

What do studentsknow now? Whatdo we do if theyalready know it?

What strategieswill get us to

the outcomes?

Do we needprofessional learningor other resources?

Is what is beingimplemented

working? How arestudents doing?

How effectiveare the PLCs?

Grade-LevelExpectations,

End-of-YearAssessment

Diagnostics

Curriculum,Instructional

Strategies,Planning

Need for MoreLearning or

DifferentResources?

Monitoringand Evaluation;

Reviewing StudentWork; Ongoing

Assessment

Monitoringand Evaluation

What is beingimplemented?

Walk Throughs,Observations,

Feedback


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leve

ls a

nd

mal

es in

gra

defi

ve.

Mat

h•

Ove

rall,

200

9-10

mat

h sc

ores

impr

oved

ove

r 20

08-0

9sc

ores

, exc

ept

wit

h g

rade

s tw

o an

d fi

ve m

ales

, gra

deth

ree

fem

ales

, Cau

casi

ans,

an

d en

glis

h o

nly

stu

den

ts,

exce

pt

at g

rade

tw

o.A

PI

•T

he

AP

I sc

ores

hav

e be

en g

oin

g u

p si

nce

200

5-06

—

En

glis

h L

angu

age

Art

s (E

LA

)•

2009

-10

was

a c

hal

len

gin

g ye

ar fo

r M

aryl

in A

ven

ue.

Th

e p

erce

nta

ges

of s

tude

nts

Pro

fici

ent o

r A

dvan

ced

decr

ease

d ov

eral

l in

gra

des

thre

e an

d fo

ur a

nd

for

ever

yst

ude

nt

grou

p.M

ath

•C

auca

sian

stu

den

ts.

AP

I•

Th

e A

PI

scor

es a

re d

own

acr

oss

the

boar

d th

is y

ear.

1. W

hat

are

Mar

ylin

Ave

nu

e’s

stu

den

t lea

rnin

g st

ren

gths

an

d c

hall

enge

s?St

ren

gths

Cha

llen

ges

•H

o w is

EL

A b

ein

g ta

ugh

t? H

ow is

EL

A b

ein

g m

easu

red

on a

n o

ngo

ing

basi

s?

•H

ow is

Mat

h b

ein

g ta

ugh

t? H

ow is

Mat

h b

ein

g m

easu

red

on a

n o

ngo

ing

basi

s?

•D

id t

each

ers

focu

s to

o m

uch

on

th

e st

ude

nts

not

pro

fici

ent?

Do

all t

each

ers

know

wh

at t

o do

wh

en s

tude

nts

are

2. W

hat

are

som

e im

plic

atio

ns

for

the

Mar

ylin

Ave

nu

e sc

hoo

l im

pro

vem

ent p

lan

?

3.L

ooki

ng

at th

e d

ata

pre

sen

ted

, wh

at o

ther

per

cep

tual

dat

a w

ould

you

wan

t to

answ

er th

equ

esti

on

•I n

div i

dual

stu

den

t gr

owth

dat

a—ar

e st

ude

nts

gro

win

g ov

er t

ime?

MA

RYLI

N A

VEN

UE

ELEM

ENTA

RY S

CH

OO

LST

REN

GTH

S, C

HA

LLEN

GES

, IM

PLIC

ATI

ON

S, A

ND

OTH

ER D

ATA

STU

DEN

T LE

AR

NIN

G D

ATA

•T

he s

taff

has

don

e a

won

derf

ul j

ob o

f ge

ttin

g st

ude

nt

resp

onse

s ea

ch y

ear

(98.

5% in

201

0).

•It

is g

reat

to s

ee fi

ve y

ears

of

data

.

•N

ot m

uch

has

cha

nge

d fo

r th

em o

ver

tim

e.

•O

n th

e ag

greg

ate,

all

K-1

stu

den

t res

pon

ses

wer

e in

agre

emen

t.•

Ove

rall,

the

stu

den

ts in

gra

des

2 th

rou

gh 5

are

in s

tron

gag

reem

ent w

ith

the

item

s on

the

ques

tion

nai

re.

•St

ude

nts

in g

rade

s 2

to 5

nam

ed te

ache

rs a

s w

hat t

hey

like

mos

t abo

ut th

eir

scho

ol in

the

past

4 y

ears

.•

Four

yea

rs a

go, s

tude

nts t

alke

d ab

out w

ishi

ng th

e pl

aygr

ound

and

lear

ning

wer

e di

ffer

ent.

In 2

009-

10, l

earn

ing

is n

otm

enti

oned

as

som

ethi

ng

they

wis

hed

was

dif

fere

nt.

•St

aff

ques

tion

nai

re r

esu

lts

show

that

sta

ff, f

or th

e m

ost

part

, con

tinu

e to

be

very

pos

itiv

e ab

out t

he s

choo

l. A

ll ite

ms

wer

e in

agr

eem

ent o

r st

ron

g ag

reem

ent.

Staf

f now

feel

that

the

scho

ol h

as a

goo

d pu

blic

imag

e. T

hey

also

feel

that

thei

rsc

hool

cu

ltu

re a

nd

staf

f co

llabo

rati

on a

re th

e bi

gges

tst

ren

gths

of

the

scho

ol. O

ne

can

see

pro

gres

s ov

er t

ime.

•St

aff i

ndic

ate

the

tale

nted

scho

ol st

aff a

nd st

aff c

olla

bora

tion

are

thei

r gr

eate

st s

tren

gths

.•

Ove

rall,

par

ents

con

tinu

e to

be

very

pos

itiv

e ab

out t

hesc

hool

.•

Pare

nts

, the

car

ing

lovi

ng

staf

f, an

d en

viro

nm

ent a

re th

e

•So

me o

ne

shou

ld fo

llow

-up

on th

e lo

wes

t sco

rin

g it

ems

(K-1

)—I

feel

like

I b

elon

g an

d I

know

wha

t I a

m s

uppo

sed

to b

e le

arni

ng in

my

clas

ses.

•T

he lo

wes

t ite

ms o

n th

e gr

ades

2-5

que

stio

nnai

re a

re re

late

dto

stu

den

ts t

reat

ing

each

oth

er w

ith

resp

ect a

nd

bein

gfr

ien

dly,

an

d ha

vin

g fr

eedo

m a

nd

choi

ces

at s

choo

l.•

Am

eric

an I

ndi

an s

tude

nts

(n=

8), g

rade

s 2-

5, w

ere

indi

sagr

eem

ent w

ith

the

item

s, S

tude

nts

at m

y sc

hool

are

frie

ndly

, Stu

dent

s at

my

scho

ol t

reat

me

wit

h re

spec

t, an

d I

am s

afe.

•T

here

wer

e 8

Am

eric

an I

ndi

an s

tude

nts

who

mar

ked

low

on s

ever

al it

ems;

how

ever

, the

re is

on

ly 1

Am

eric

an In

dian

stu

den

t res

pon

din

g to

dem

ogra

phic

. We

don

't kn

ow w

hoth

ese

othe

r st

ude

nts

are

. The

y m

ay h

ave

thou

ght t

hey

mar

ked

“Am

eric

an.”

•Se

ven

(7)

Afr

ican

-Am

eric

an s

tude

nts

wer

e in

dis

agre

emen

tto

: I h

ave

fun

lear

ning

, I li

ke th

is s

choo

l, T

his

scho

ol is

goo

d,I

have

free

dom

at s

choo

l, I

have

cho

ices

in w

hat I

lear

n,St

uden

ts a

re tr

eate

d fa

irly

by

teac

hers

, Stu

dent

s at m

y sc

hool

trea

t me

wit

h re

spec

t, St

uden

ts a

t my

scho

ol a

re fr

iend

ly, a

ndI

have

lots

of f

rien

ds.

•C

omm

unic

atio

n co

nti

nues

to b

e th

e m

ost w

ritt

en in

com

men

t of

wha

t nee

ds to

impr

ove,

from

the

pers

pect

ive

of s

taff

. Equ

ity

in id

eas

and

favo

rite

s ne

eds

to b

e re

view

ed.

1. W

hat

are

Mar

ylin

Ave

nu

e’s

per

cept

ual

str

engt

hs a

nd

chal

len

ges?

Stre

ngt

hsC

hall

enge

s

•T

he s

choo

l per

son

nel

mig

ht n

eed

prof

essi

onal

dev

elop

men

t in

beh

avio

r/re

spec

t an

d di

vers

ity

issu

es, a

nd

how

they

giv

est

ude

nts

free

dom

an

d ch

oice

s.

•C

omm

un

icat

ion

an

d sh

ared

lead

ersh

ip n

eed

to im

prov

e.

2. W

hat

are

som

e im

plic

atio

ns

for

the

Mar

ylin

Ave

nu

e sc

hoo

l im

prov

emen

t pla

n?

MA

RYLI

N A

VEN

UE

ELEM

ENTA

RY S

CH

OO

LST

REN

GTH

S, C

HA

LLEN

GES

, IM

PLIC

ATI

ON

S, A

ND

OTH

ER D

ATA

PER

CEP

TUA

L D

ATA

Cha

llen

ges

•So

meo

ne

shou

ld fo

llow

-up

on th

e lo

wes

t sco

rin

g it

ems

(K-1

)—I

feel

like

I b

elon

g an

d I

know

wha

t I a

m s

uppo

sed

to b

e le

arni

ngin

my

clas

ses.

•T

he

low

est

item

s on

th

e gr

ades

2-5

qu

esti

onn

aire

are

rel

ated

to

stu

den

ts tr

eati

ng

each

oth

er w

ith

resp

ect a

nd

bein

g fr

ien

dly,

an

dh

avin

g fr

eedo

m a

nd

choi

ces

at s

choo

l.•

Am

eric

an In

dian

stud

ents

(n=

8), g

rade

s 2-5

, wer

e in

dis

agre

emen

tw

ith

th

e it

ems,

Stu

dent

s at

my

scho

ol a

re fr

iend

ly, S

tude

nts

at m

ysc

hool

tre

at m

e w

ith

resp

ect,

and

I am

saf

e.•

Th

ere

wer

e 8

Am

eric

an I

ndi

an s

tude

nts

wh

o m

arke

d lo

w o

nse

vera

l ite

ms;

how

ever

, th

ere

is o

nly

1 A

mer

ican

In

dian

stu

den

tre

spon

din

g to

dem

ogra

phic

. We

don

't kn

ow w

ho

thes

e ot

her

stu

den

ts a

re. T

hey

may

hav

e th

ough

t th

ey m

arke

d “A

mer

ican

.”•

Seve

n (

7) A

fric

an-A

mer

ican

stu

den

ts w

ere

in d

isag

reem

ent

to:

I ha

ve fu

n le

arni

ng, I

like

this

sch

ool,

Thi

s sc

hool

is g

ood,

I h

ave

free

dom

at s

choo

l, I

have

cho

ices

in w

hat I

lear

n, S

tude

nts

are

trea

ted

fair

ly b

y te

ache

rs, S

tude

nts

at m

y sc

hool

tre

at m

e w

ith

resp

ect,

Stud

ents

at m

y sc

hool

are

frie

ndly

, an

d I h

ave

lots

of f

rien

ds.

•C

omm

unic

atio

n co

nti

nu

es t

o be

th

e m

ost

wri

tten

in c

omm

ent

of w

hat

nee

ds t

o im

prov

e, fr

om t

he

per

spec

tive

of

staf

f. E

quit

yin

idea

s an

d fa

vori

tes

nee

ds t

o be

rev

iew

ed.

•Pa

ren

ts w

ant m

ore

soci

al s

kills

for

stud

ents

an

d m

ore

supe

rvis

ion

befo

re/a

fter

sch

ool a

nd

duri

ng

rece

ss.

MA

RYLI

N A

VEN

UE

ELEM

ENTA

RY S

CH

OO

LST

REN

GTH

S, C

HA

LLEN

GES

, IM

PLIC

ATI

ON

S, A

ND

OTH

ER D

ATA

DEM

OG

RA

PHIC

DA

TA1.

Wh

at a

re M

aryl

in A

ven

ue’

s d

emog

rap

hic

str

engt

hs a

nd

cha

llen

ges?

Stre

ngt

hsC

hall

enge

s

2. W

hat

are

som

e im

plic

atio

ns

for

the

Mar

ylin

Ave

nu

e sc

hoo

l im

pro

vem

ent p

lan

?

3.L

ooki

ng

at th

e d

ata

pre

sen

ted

, wh

at o

ther

dem

ogra

ph

ic d

ata

wou

ld y

ou w

ant t

o an

swer

the

ques

tion

Who

are

we?

for

Mar

ylin

Ave

nu

e E

lem

enta

ry S

choo

l?

•T

he

med

ian

inco

me

in t

he

tow

n is

hig

her

th

an t

he

stat

e’s.

•M

aryl

in A

ven

ue

is a

div

erse

, med

ium

-siz

e sc

hoo

l ser

vin

ggr

ades

K-5

.•

Gra

de-l

evel

en

rollm

ents

see

m to

be

rela

tive

ly s

tead

y, a

lth

ough

decr

ease

s in

upp

er g

rade

s.•

Th

e m

obili

ty r

ate

is d

own

from

a c

oupl

e of

yea

rs a

go.

•St

ude

nt

atte

nda

nce

is h

igh

, alt

hou

gh d

own

th

is y

ear.

•T

her

e is

a d

ecre

ase

in t

he

nu

mbe

r of

stu

den

ts r

etai

ned

—on

ly2

kin

derg

arte

ner

s w

ere

reta

ined

in 2

009-

10.

•T

he

per

cen

tage

of

stu

den

ts b

y et

hn

icit

y id

enti

fied

for

spec

ial

educ

atio

n fo

r th

e D

istr

ict i

s co

mpa

tibl

e w

ith

the

over

all p

erce

nt

enro

llmen

t fo

r th

e di

stri

ct, a

s w

ell a

s fo

r th

e sc

hoo

l.•

Pre

-ref

erra

l tea

m (

PR

T)

and

SpE

RT

(sp

ecia

l edu

cati

on r

efer

ral

team

) se

ems

to b

e w

orki

ng

wel

l.•

Th

ere

has

bee

n a

sh

arp

decr

ease

in t

he

nu

mbe

r of

stu

den

tssu

spen

ded

over

tim

e.•

Th

e cl

ass

size

is lo

w.

•T

he

aver

age

nu

mbe

r of

yea

rs o

f te

ach

ing

has

incr

ease

d in

th

ela

st y

ears

, as

hav

e th

e n

um

ber

of t

each

ers.

•T

he

grad

es a

re p

rett

y ba

lan

ced

by n

um

ber

of y

ears

of

teac

hin

gex

per

ien

ce.

•T

he a

vera

ge n

um

ber

of y

ears

of

teac

hin

g is

gre

ater

for

Mar

ylin

Ave

nu

e th

an t

he

dist

rict

.

•M

aryl

in A

ven

ue

is e

xper

ien

cin

g de

clin

ing

enro

llmen

t.•

The

re is

dec

linin

g di

stri

ctw

ide

enro

llmen

t in

the

last

few

yea

rs—

up

slig

htly

in 2

009-

10.

•M

aryl

in A

ven

ue

is e

xper

ien

cin

g de

clin

ing

enro

llmen

t.

•T

her

e ar

e m

any

diff

eren

t et

hn

icit

ies

that

are

incr

easi

ng

as t

he

Cau

casi

anst

ude

nt

pop

ula

tion

is d

ecre

asin

g. I

n t

he

sch

ool,

the

His

pan

ic p

opu

lati

onh

as in

crea

sed

from

49%

to

over

75%

, an

d th

e C

auca

sian

pop

ula

tion

decr

ease

d fr

om 3

1% t

o 16

%.

Th

e H

ispa

nic

stu

den

t p

opu

lati

on o

f th

eD

istr

ict

incr

ease

d fr

om 1

8% t

o 25

%, w

hile

its

Cau

casi

an p

opu

lati

onde

crea

sed

from

alm

ost

40%

to

alm

ost

60%

.•

Mob

ility

rat

e is

hig

h a

t ab

out

28%

.

•A

lmos

t 61

% o

f th

e st

ude

nts

are

En

glis

h L

earn

ers;

th

is p

erce

nta

ge h

asst

eadi

ly in

crea

sed

over

the

year

s. M

aryl

in A

ven

ue

has

abou

t 4.5

tim

es m

ore

En

glis

h L

earn

ers

than

th

e di

stri

ct.

•T

her

e h

as b

een

a s

tead

y in

crea

se o

f st

ude

nts

qu

alif

yin

g fo

r Fr

ee/R

edu

ced

Lun

ch—

mu

ch h

ighe

r th

an th

e di

stri

ct—

82%

ver

sus

23%

—an

d ov

er tw

ice

as m

any

than

in 2

001-

02.

•T

he m

ajor

ity

of M

aryl

in A

venu

e pa

rent

s do

not

hav

e hi

gh s

choo

l edu

cati

ons.

•T

he

dist

rict

op

en e

nro

llmen

t p

olic

y co

uld

be

sett

ing

up

Mar

ylin

Ave

nu

efo

r a

mor

e ch

alle

ngi

ng

shar

e of

th

e st

ude

nt

pop

ula

tion

.•

Th

e p

erce

nta

ge o

f st

ude

nts

qu

alif

yin

g fo

r sp

ecia

l edu

cati

on is

abo

ut

12%

.T

he

maj

orit

y ar

e m

ale

and

His

pan

ic.

•T

he

hig

hes

t p

erce

nta

ge o

f sp

ecia

l edu

cati

on s

tude

nts

are

iden

tifi

ed fo

rsp

eech

/lan

guag

e (5

7.4%

).

•A

re t

each

ers

prep

ared

to

teac

h t

he

chan

gin

g p

opu

lati

on?

Do

teac

her

s kn

ow h

ow t

o te

ach

stu

den

ts w

ith

En

glis

h a

s a

seco

nd

lan

guag

e, a

nd

thos

e w

ho

live

in p

over

ty?

Wh

at a

re t

he

impl

icat

ion

s of

teac

hin

g st

ude

nts

livi

ng

in p

over

ty?

(Per

hap

s m

ore

mal

e an

d m

inor

ity

teac

her

s n

eed

to b

e re

cru

ited

?)•

How

are

cla

ss-s

ize

issu

es d

ealt

wit

h?

•D

oes

the

sch

ool k

now

why

th

e m

obili

ty r

ate

is h

igh

, an

d w

her

e st

ude

nts

go?

Do

they

sta

y in

th

e di

stri

ct?

•H

ow a

re n

ew s

tude

nts

an

d th

eir

pare

nts

wel

com

ed t

o th

e sc

hoo

l? H

ow d

o te

ach

ers

know

wh

at t

he

new

stu

den

ts k

now

an

d ar

e ab

le t

o do

?

•A

re m

ater

ials

, pro

gram

s, a

nd

libra

ry b

ooks

app

ropr

iate

for

the

stu

den

t p

opu

lati

on (

e.g.

, EL

, pov

erty

, mob

ile, s

pec

ial e

duca

tion

)? A

re t

her

eap

prop

riat

e ex

tra

curr

icu

lar

acti

viti

es, c

lubs

?•

How

doe

s th

e sc

hoo

l hel

p pa

ren

ts k

now

how

to

hel

p th

eir

child

ren

lear

n?

•H

ow a

re t

he

nee

ds o

f st

ude

nts

wh

o sp

eak

En

glis

h a

s a

seco

nd

lan

guag

e m

et?

•W

hy a

re s

o m

any

mal

es id

enti

fied

for

spec

ial e

duca

tion

? W

hat

is t

he

impl

emen

ted

inte

nti

on o

f sp

ecia

l edu

cati

on?

How

eff

ecti

ve is

th

e R

tIpr

oces

s? W

hy s

o m

any

stu

den

ts id

enti

fied

for

Spee

ch a

nd

Lan

guag

e?•

A p

osit

ive,

con

sist

ent

beh

avio

r sy

stem

is n

eede

d.

•W

hat

is t

he

hou

seh

old

inc o

me

of t

he

Mar

ylin

Ave

nu

e n

eigh

borh

ood?

•H

ow d

oes

the

dist

rict

op

en e

nro

llmen

t p

olic

y im

pact

Mar

ylin

Ave

nu

e E

lem

enta

ry S

choo

l.•

Wh

at is

th

e in

ten

t of

Sp

ecia

l Edu

cati

on a

nd

how

doe

s R

tI w

ork?

•M

ore

data

on

beh

avio

r—es

pec

ially

follo

win

g in

divi

dual

stu

den

ts o

ver

tim

e.

Dem

ogra

phic

s,Pe

rcep

tion

s,St

uden

t Lea

rnin

g,Sc

hool

Pro

cess

es

LOO

K FO

R IM

PLIC

ATIO

N C

OM

MO

NAL

ITIE

S FO

R M

ARYL

IN A

VEN

UE

ELEM

ENTA

RY S

CHO

OL

DEM

OG

RAPH

ICS

STU

DEN

T, S

TAFF

, PAR

ENT

QU

ESTI

ON

NAI

RES

PRO

CESS

DAT

A

♦Th

e sch

o ol p

erso

nnel

mig

ht n

eed

prof

essio

nal d

evel

opm

ent i

nbe

havi

or/r

espe

ct a

nd d

iver

sity

issue

s and

how

they

giv

e stu

dent

sfre

edom

and

choi

ces.

Staf

f mig

htal

so n

eed

to lo

ok in

to th

e iss

ues

of st

uden

ts b

eing

chal

leng

ed.

♦C

omm

unic

atio

n an

d sh

ared

lead

ersh

ip n

eeds

to im

prov

e.

♦H

ow is

EL A

bei

ng ta

ught

? How

isEL

A be

ing

mea

sure

d on

an

ongo

ing

basis

?.♦

How

is M

ath

bein

g ta

ught

? How

isM

ath

bein

g m

easu

red

on an

ong

oing

basis

?♦

Did

teac

hers

focu

s too

muc

h on

the

stud

ents

not

pro

ficie

nt? D

o al

lte

ache

rs k

now

wha

t to

do w

hen

stud

ents

are

pro

ficie

nt?

STU

DEN

T LE

ARN

ING

♦Ar

e te

ache

rs p

repa

red

tote

ach

the

chan

ging

popu

latio

n? D

o te

ache

rskn

ow h

ow to

teac

h st

uden

tsw

ith E

nglis

h as

a se

cond

lang

uage

, tho

se w

ho li

ve in

pove

rty?

Wha

t are

the

impl

icat

ions

of t

each

ing

stud

ents

livi

ng in

pov

erty

?(P

erha

ps m

ore

mal

e an

dm

inor

ity te

ache

rs n

eed

to b

ere

crui

ted?

)♦

Doe

s the

scho

ol k

now

why

the m

obili

ty ra

te is

hig

h, an

dw

here

stud

ents

go?

Do

they

stay

in th

e di

stric

t?♦

How

are

new

stud

ents

and

thei

r par

ents

wel

com

ed to

the s

choo

l? H

ow d

o te

ache

rskn

ow w

hat t

he n

ew st

uden

tskn

ow a

nd a

re a

ble

to d

o?♦

Are m

ater

ials,

pro

gram

s, an

dlib

rary

boo

ks ap

prop

riate

for

the s

tude

nt p

opul

atio

n (e

.g.,

EL, p

over

ty, m

obile

, spe

cial

educ

atio

n)?

♦W

hy ar

e the

re so

man

y mal

esid

entif

ied

for s

peci

aled

ucat

ion?

♦Is

a n

ew d

iscip

line

syst

emca

lled

for?

Mar

ylin

Ave

nue s

taff

need

s to—

♦Co

ntin

ue u

sing

scho

olw

ide d

ata

as th

ey h

ave i

n th

e pas

t to

help

them

kno

who

w th

e sy

stem

is d

oing

. Get

and

kee

p th

e da

taba

se u

p-to

-dat

e so

staf

f can

gaug

e pr

ogre

ss.

♦C

larif

y th

e as

sess

men

t sys

tem

:

*Ba

lanc

e it

with

var

iety

, inc

ludi

ng p

erfo

rman

ce a

sses

smen

ts a

nd st

uden

tse

lf-as

sess

men

ts.

*M

ake

sure

the

asse

ssm

ents

that

are

use

d ar

e te

lling

them

wha

t the

y ne

edto

hea

r to

know

how

to en

sure

stud

ent p

rofic

ienc

y.

*Fo

r mat

h an

d be

havi

or.

*St

ream

line t

he p

re-r

efer

ral p

roce

ss, e

spec

ially

the f

orm

com

plet

ion

proc

ess.

*W

hat s

taff

does

whe

n st

uden

ts a

re p

rofic

ient

on

benc

hmar

ks.

♦Im

prov

e Rt

I:

*U

nder

stan

d w

hy st

uden

ts w

ho h

ave

been

thro

ugh

inte

rven

tions

are

not

prof

icie

nt. D

o a

prob

lem

-sol

ving

cycl

e to

bet

ter u

nder

stan

d.

*C

ontin

ue to

pro

vide

pro

fess

iona

l dev

elop

men

t for

all

staf

f so

ever

yone

can

unde

rsta

nd it

and

impl

emen

t it i

n th

e sa

me

way

.

*Im

plem

ent a

teac

her s

elf-a

sses

smen

t and

gra

de le

vel s

elf a

sses

smen

t sys

tem

to h

elp

impl

emen

t the

visi

on an

d th

e RtI

syste

m w

ith in

tegr

ity an

d fid

elity

thro

ugho

ut th

e sc

hool

. Ide

ntify

inte

rnal

qua

lity

mea

sure

s.

*C

larif

y w

hat t

he v

ision

and

RtI

wou

ld lo

ok li

ke w

hen

impl

emen

ted.

*Im

prov

e our

pee

r coa

chin

g sy

stem

: sup

port

and

prov

ide g

uida

nce f

or n

ewin

stru

ctio

n an

d as

sess

men

t str

ateg

ies.

Prov

ide

time

to d

evel

op n

ew sk

ills

and

impr

ove

leve

l 1.

♦U

pdat

e, im

prov

e, an

d fo

llow

the

scho

ol im

prov

emen

t pla

n.♦

Impr

ove

shar

ed d

ecisi

on m

akin

g an

d le

ader

ship

: Def

ine,

impl

emen

t, an

dco

mm

unic

ate.

♦C

larif

y w

in-w

in p

artn

ersh

ips w

ith p

aren

ts. M

ake

sure

par

tner

s kno

w th

evi

sion

and

miss

ion

of th

e sc

hool

.♦

Ensu

re cr

oss-

grad

e-le

vel w

ork

impr

oves

to im

plem

ent t

he v

ision

and

RtI

cons

isten

tly, a

nd to

also

ensu

re th

at a

cont

inuu

m o

f lea

rnin

g m

akes

sens

efo

r the

stud

ents

.

MA

RYLI

N A

VEN

UE

ELEM

ENTA

RY S

CH

OO

L

INST

RUC

TIO

NA

SSES

SMEN

TPR

OFE

SSIO

NA

LLE

ARN

ING

•C

lari

fy a

bal

anc e

das

sess

men

t sys

tem

.

•W

e ne

ed to

mak

e su

rete

ache

rs k

now

wha

t the

new

stud

ents

kno

w a

nd a

re a

ble

to d

o w

hen

they

arr

ive,

sow

e do

not

lose

inst

ruct

iona

ltim

e.

•W

e ne

ed to

col

lect

mor

esy

stem

atic

form

ativ

e da

ta in

wri

ting

and

mat

h.

•C

o ntin

ue o

ur p

rofe

ssio

nal

lear

ning

in m

eetin

g th

ene

eds o

f our

stud

ents

,es

peci

ally

stud

ents

with

Engl

ish

as a

seco

ndla

ngua

ge, t

hose

who

live

inpo

vert

y, a

nd m

ales

,sp

ecifi

cally

in E

LA a

ndM

ath

lear

ning

, and

for R

tI.

•Sc

hool

per

sonn

el n

eed

cons

iste

nt tr

aini

ng a

ndim

plem

enta

tion

ofbe

havi

or a

nd m

otiv

atio

nst

rate

gies

.

VIS

ION

/ P

LAN

•Te

ache

rs n

eed

to st

reng

then

thei

r ins

truc

tiona

l str

ateg

ies

in E

LA a

nd M

ath.

•T

here

nee

ds to

be

deep

erim

plem

enta

tion

of R

tI.

•C

ontin

ue to

ens

ure

that

all

teac

hers

are

teac

hing

tost

anda

rds a

nd a

ll st

uden

tsar

e m

eetin

g st

anda

rds i

n al

lsu

bjec

t are

as.

•C

lari

fy w

hat s

taff

doe

s whe

nst

uden

ts a

re p

rofic

ient

.

CU

RRIC

ULU

MBE

HAV

IOR

•T

he v

isio

n ne

eds t

o be

fully

impl

emen

ted.

•St

aff n

eeds

to n

arro

w th

efo

cus o

f the

pla

n an

d st

ayfo

cuse

d on

it; a

lway

s hav

ene

xt st

eps i

n fr

ont o

f the

m;

crea

te a

nd p

ost a

gra

phic

orga

nize

r to

hel

p us

stay

focu

sed.

•W

e ne

ed to

syst

emat

ical

lyin

clud

e ou

r pa

rent

s in

qual

ity

plan

ning

.

•W

e ne

e d a

pos

itive

,co

nsis

tent

beh

avio

r sy

stem

scho

olw

ide.

•A

re m

ater

ials,

pro

gram

s, an

dlib

rary

boo

ks a

ppro

pria

te fo

rth

e st

uden

t pop

ulat

ion?

(EL,

pove

rty,

mob

ile, s

peci

aled

ucat

ion)

•W

e ne

ed to

doc

umen

t and

cont

inue

to im

prov

e R

tIim

plem

enta

tion.

CO

LLA

BORA

TIO

NLE

AD

ERSH

IPRt

I / S

PEC

IAL

EDU

CATI

ON

CLI

MAT

EPA

RTN

ERSH

IPS

DAT

A

•C

omm

unic

atio

n ne

eds t

oim

prov

e am

ong

staf

f and

with

par

ents

.

•Ev

eryo

ne n

eeds

to b

e a

part

of p

rofe

ssio

nal l

earn

ing

and

lead

ersh

ip.

•W

e ne

ed to

impr

ove

shar

edle

ader

ship

.

We

need

to:

•Lo

ok in

to sp

eech

and

lang

uage

refe

rral

s.•

Stre

amlin

e PR

T p

roce

ss.

•G

et a

ll st

aff

unde

rsta

ndin

g R

tI in

the

sam

e w

ay.

•St

reng

then

leve

l one

RtI

.•

Eval

uate

and

impr

ove

RtI

impl

emen

tatio

n.

•St

aff n

eed

to st

reng

then

pee

rco

achi

ng a

nd m

ake

it an

dth

e fe

edba

ck st

ruct

ure

mor

esy

stem

atic

and

def

ined

.

•W

e ne

ed to

sche

dule

scho

olw

ide

artic

ulat

ion

mor

e of

ten

and

mak

e cr

oss-

grad

e-le

vel a

rtic

ulat

ion

mee

tings

mor

e sy

stem

atic

.

•St

aff n

eed

to co

ntin

ue c

ross

-gr

ade-

leve

l art

icul

atio

n,in

clud

ing

agre

emen

ts a

bout

stud

ent b

ehav

ior

in te

rms

of m

otiv

atio

n, a

ttitu

de, a

ndef

fort

—al

so a

s rel

ated

toSt

uden

ts C

omm

itted

toEx

celle

nce.

•W

e ne

ed a

syst

em to

wel

com

e ne

w st

uden

ts a

ndth

eir

pare

nts t

o th

e sc

hool

.

•St

aff n

eed

to c

ontin

uecr

oss-

grad

e-le

vel

artic

ulat

ion,

incl

udin

gag

reem

ents

abo

ut st

uden

tbe

havi

or in

term

s of

mot

ivat

ion,

att

itude

, and

effo

rt—

also

as r

elat

ed to

Stud

ents

Com

mitt

ed to

Exce

llenc

e.•

Staf

f nee

d to

con

tinue

toco

mm

unic

ate

and

colla

bora

te.

•W

here

do

our

mob

ilest

uden

ts g

o? D

o th

ey st

ay in

the

dist

rict

?

•W

e ne

ed to

con

tinue

usi

ngsc

hool

wid

e da

ta te

ams.

•St

aff n

eed

to b

ecom

e as

tute

in k

now

ing

wha

t wor

ks so

they

can

pre

dict

and

ens

ure

succ

esse

s.

•St

aff a

cces

sibi

lity

to d

ata

tool

s nee

ds to

be

impr

oved

.

•W

e ne

ed to

con

nect

stud

ent

achi

evem

ent d

ata

topa

rtne

rshi

ps, a

nd lo

ok in

tore

latio

nshi

ps th

at m

ight

affe

ct st

uden

t ach

ieve

men

t,ba

sed

on o

urm

issi

on/v

isio

n/ p

lan.

•W

e ne

ed to

doc

umen

tdi

ffere

nt w

ays t

heco

mm

unit

y is

con

trib

utin

gto

the

scho

ol, a

nd h

owpa

rent

invo

lvem

ent a

ffect

sst

uden

t ach

ieve

men

t.

•W

e ne

ed to

mak

e su

repa

rent

s kno

w h

ow to

hel

pm

eet t

he le

arni

ng n

eeds

of

thei

r ch

ildre

n.

CU

RRIC

ULU

M♦

Stat

e an

d na

tiona

l sta

ndar

ds a

nd b

ench

mar

ks w

illbe

use

d to

rea

ch c

omm

on o

utco

mes

(st

anda

rds-

base

d)♦

Will

be

com

preh

ensi

ve K

-6♦

Effe

ctiv

enes

s w

ill b

e m

easu

red

♦W

ill a

ddre

ss a

ll le

arni

ng s

tyle

s♦

Rel

evan

t to

need

s of

toda

y an

d to

mor

row

♦U

p-to

-dat

e an

d gl

obal

♦Te

ache

rs a

ctiv

ely

teac

hing

to c

urri

culu

m st

anda

rds

and

benc

hmar

ks♦

Will

be

com

fort

able

eno

ugh

to th

e st

uden

ts th

atth

ey a

re n

ot a

frai

d to

try

for

fear

they

mig

ht fa

il,ye

t it i

s ch

alle

ngin

g—no

leve

ling—

all

hete

roge

neou

s gr

oupi

ng♦

Use

up-

to-d

ate

inst

ruct

iona

l mat

eria

ls, t

echn

olog

y,an

d en

rich

men

t act

ivit

ies

♦N

eeds

to s

pira

l and

be

inte

grat

ed♦

Kee

p ex

pect

atio

ns h

igh

♦St

uden

t-ce

nter

ed♦

Bas

ed o

n th

e le

vel o

f stu

dent

s in

the

clas

sroo

m♦

Fun

♦C

omm

unit

y ac

tive

ly p

arti

cipa

tes

♦Li

fe-l

earn

ing

skill

s♦

Inte

grat

e m

ulti

cult

ural

mat

eria

ls♦

Cle

arly

def

ined

—ea

sy to

follo

w a

nd u

nder

stan

d♦

Coo

rdin

ated

♦Se

quen

tial

♦C

aree

r aw

aren

ess

♦In

vest

igat

ive

♦

Cha

lleng

ing

♦En

gagi

ng

INST

RUC

TIO

N♦

Mul

tipl

e in

telli

genc

e/di

ffer

enti

ated

inst

ruct

iona

l str

ateg

ies

♦R

esea

rch-

base

d♦

Self-

refle

ctio

n by

inst

ruct

ors

♦D

rive

n by

stu

dent

nee

ds

A sh

ared

vis

ion

mus

t inc

lude

wha

t cur

ricu

lum

, ins

truc

tion

, ass

essm

ent,

and

envi

ronm

ent w

ill lo

oklik

e, s

ound

like

, and

feel

like

whe

n th

e m

issi

on o

f Lit

tle R

iver

Sch

ool i

s im

plem

ente

d.

INST

RUC

TIO

N (C

onti

nued

)♦

Teac

hing

to s

tude

nts’

stre

ngth

s♦

Att

ache

d to

pri

or k

now

ledg

e♦

Mak

e co

nnec

tion

s♦

Teac

h fo

r a

purp

ose

♦Fl

exib

le a

nd c

reat

ive

♦Fo

ster

ris

k-ta

king

♦Fu

n♦

Rel

ate

to li

felo

ng le

arni

ng♦

Act

ive

lear

ning

♦In

nova

tive

—m

otiv

atin

g♦

Peer

coa

chin

g an

d de

mon

stra

tion

less

ons

♦In

quir

y-ba

sed

♦H

ands

on

♦Te

ache

rs k

now

ledg

eabl

e ab

out t

heir

sub

ject

are

as♦

Inst

ruct

ion

base

d on

act

ive

invo

lvem

ent,

coop

erat

ive

lear

ning

, han

ds-o

n an

d no

isy,

wit

hlo

t of e

ngag

ed ti

me

on ta

sk♦

The

teac

her

as “

a gu

ide

on th

e si

de, n

ot a

sag

e on

the

stag

e”♦

Inve

stig

ativ

e ve

rsus

lect

ure/

teac

her-

cent

ered

♦C

oope

rati

ve le

arni

ng♦

Stud

ent r

espo

nsib

ility

and

ow

ners

hip

of le

arni

ng♦

Teac

h to

dif

fere

nt le

arni

ng s

tyle

s♦

Non

-int

erru

pted

lear

ning

tim

e

ASS

ESSM

ENT

♦O

ngoi

ng♦

Use

d fo

r im

prov

emen

t♦

Teac

h ab

ove

and

beyo

nd b

ench

mar

ks a

ndst

anda

rds

♦R

efle

ctio

n (t

each

er) “

wha

t did

I m

iss?

”♦

Tim

ely

stud

ent f

eedb

ack

♦Te

st h

ow s

tude

nts

are

taug

ht♦

Test

wha

t stu

dent

s ar

e le

arni

ng♦

Jour

nals

to s

how

stu

dent

s’ un

ders

tand

ing

♦Pe

riod

ic a

sses

smen

ts to

trac

k pr

ogre

ss a

ndde

term

ine

inst

ruct

iona

l nee

ds♦

Teac

her

obse

rvat

ions

Goa

ls

CU

RRIC

ULU

MM

ust—

♦U

se st

uden

t con

tent

stan

dard

s to

reac

h co

mm

on o

utco

mes

♦U

se u

p-to

-dat

e in

stru

ctio

nal m

ater

ials

, tec

hnol

ogy,

and

enri

chm

ent a

ctiv

itie

s♦

Spir

al a

nd b

e in

tegr

ated

♦K

eep

expe

ctat

ions

hig

h♦

Be

stud

ent-

cent

ered

♦B

e ba

sed

on th

e le

vel o

f stu

dent

s in

the

clas

sroo

m♦

Be

rele

vant

♦B

e fu

n♦

Hav

e th

e co

mm

unit

y ac

tive

ly p

arti

cipa

ting

♦In

clud

e lif

e-le

arni

ng s

kills

♦B

uild

a c

onti

nuum

of l

earn

ing

that

mak

es s

ense

for

all

stud

ents

♦In

tegr

ate

cult

ural

mat

eria

ls♦

Be

clea

rly

defi

ned

– ea

sy to

follo

w a

nd u

nder

stan

d♦

Be

impl

emen

ted

wit

h a

mea

ns o

f acc

ount

abili

ty

INST

RUC

TIO

NM

ust i

nclu

de th

e fo

llow

ing

elem

ents

—♦

Mul

tipl

e in

telli

genc

e st

rate

gies

♦D

iffe

rent

iate

d in

stru

ctio

n♦

Res

earc

h-ba

sed

stra

tegi

es♦

Self-

refle

ctio

n by

inst

ruct

ors

♦D

rive

n by

stu

dent

nee

ds♦

Teac

hing

to s

tude

nts’

stre

ngth

s♦

Att

ache

d to

pri

or k

now

ledg

e♦

Mak

e co

nnec

tion

s♦

Flex

ibili

ty a

nd c

reat

ivit

y♦

Fost

er r

isk-

taki

ng♦

Prof

essi

onal

♦Fu

n♦

Rel

ate

to li

felo

ng le

arni

ng♦

Act

ive

lear

ning

♦In

nova

tive

—m

otiv

atin

g♦

Mul

tifa

cete

d♦

Effe

ctiv

e m

odel

ing

♦Pe

er c

oach

ing

and

dem

onst

rati

on le

sson

s♦

Han

ds o

n♦

Teac

hers

kno

wle

dgea

ble

abou

t the

ir s

ubje

ct a

reas

ASS

ESSM

ENT

Mus

t—♦

Be

ongo

ing

♦Te

st h

ow s

tude

nts

are

taug

ht♦

Test

wha

t stu

dent

s ar

e le

arni

ng♦

Be

used

for

impr

ovem

ent

♦In

clud

e ti

mel

y fe

edba

ck♦

Use

a v

arie

ty o

f ass

essm

ents

The

follo

win

g ar

e th

e cu

rric

ulum

, ins

truc

tion

, ass

essm

ent,

and

envi

ronm

enta

l fac

tors

that

all

staf

f mem

bers

agr

eesu

ppor

t effe

ctiv

e le

arni

ng fo

r Li

ttle

Riv

er st

uden

ts, a

long

wit

h ho

w d

ata

will

supp

ort t

hese

fact

ors:

ASS

ESSM

ENT

(Con

tinu

ed)

Mus

t—♦

Incl

ude

clas

sroo

m a

sses

smen

ts th

at lo

ok li

ke a

nd p

redi

ctth

e st

ate

test

s♦

Hav

e hi

gh e

xpec

tati

ons

♦B

e ab

out t

each

ing

abov

e an

d be

yond

ben

chm

arks

and

stan

dard

s♦

Incl

ude

refle

ctio

n (t

each

er) “

wha

t did

I m

iss?

”♦

Supp

ort s

tude

nt fe

edba

ck♦

Incl

ude

peri

odic

ass

essm

ents

to tr

ack

prog

ress

and

dete

rmin

e in

stru

ctio

nal n

eeds

♦In

clud

e ti

mel

y fe

edba

ck♦

Incl

ude

teac

her

obse

rvat

ions

ENV

IRO

NM

ENT

Shal

l inc

lude

—♦

Opp

ortu

niti

es fo

r al

l stu

dent

s to

lear

n♦

Aw

aren

ess

of c

ultu

ral b

elie

fs♦

Team

wor

k♦

Alte

rnat

ive

inst

ruct

ion

and

even

loca

tion

to m

otiv

ate

all t

ole

arn

♦B

eing

saf

e/se

cure

♦R

elia

ble/

stru

ctur

ed fl

exib

ility

♦R

efle

ctio

n of

indi

vidu

alit

y♦

Com

fort

able

, em

otio

nally

and

phy

sica

lly s

afe,

app

ealin

gcl

assr

oom

s♦

Hon

est a

nd o

pen

com

mun

icat

ion

♦R

espe

ct: t

each

er-t

o-te

ache

r, st

uden

t-to

-stu

dent

, tea

cher

-to

-stu

dent

, stu

dent

-to-

teac

her,

teac

her-

to-p

aren

t, pa

rent

-to

-tea

cher

, tea

cher

-to-

adm

inis

trat

or, a

dmin

istr

ator

-to-

teac

her,

adm

inis

trat

or to

stu

dent

, adm

inis

trat

or to

par

ent

DAT

A U

SEW

ill in

clud

e—♦

Scho

olw

ide

data

to s

how

how

we

can

impr

ove

the

syst

em♦

Eval

uati

ons

that

will

sho

w u

s w

hat p

rogr

ams/

stra

tegi

es a

rew

orki

ng a

nd w

hat p

rogr

ams/

stra

tegi

es a

re n

ot w

orki

ng♦

Mon

itor

ing

of th

e de

gree

to w

hich

the

visi

on is

bei

ngim

plem

ente

d to

hel

p ev

eryo

ne st

ay fo

cuse

d an

d co

mm

itted

to th

e vi

sion

♦Te

ache

rs w

orki

ng to

geth

er in

col

legi

al g

roup

s to

reg

ular

lyre

view

stud

ent w

ork

and

stud

ent d

ata

to im

prov

e in

stru

ctio

nan

d he

lp e

ach

teac

her

reac

h al

l stu

dent

s♦

Stud

ent,

staf

f, an

d pa

rent

que

stio

nnai

res

com

plet

ed e

ach

year

, wit

h re

com

men

dati

ons

impl

emen

ted

to s

how

how

the

syst

em c

an b

e im

prov

ed♦

Dec

isio

ns b

ased

on

data

Val

ues

and

Bel

iefs

♦St

uden

ts a

re te

sted

so

thei

r te

ache

rs c

an d

esig

nle

arni

ng o

ppor

tuni

ties

app

ropr

iate

to m

eet t

heir

need

s♦

Invo

lve

stud

ents

in g

oal s

etti

ng♦

Bui

ld o

n st

uden

t per

form

ance

♦A

pplic

atio

n of

ski

lls a

nd k

now

ledg

e♦

Dif

fere

nt fo

rms/

vari

etie

s of

ass

essm

ents

♦V

arie

d an

d be

yond

sta

ndar

dize

d te

sts

♦St

uden

t inv

olve

men

t in

the

who

le p

roce

ss♦

Inqu

iry

and

perf

orm

ance

♦A

war

enes

s of

cul

tura

l bel

iefs

♦Te

amw

ork—

will

ingn

ess

to w

ork

toge

ther

♦M

otiv

atin

g♦

Safe

/sec

ure

♦R

elia

ble/

stru

ctur

ed fl

exib

ility

♦C

omfo

rtab

le, e

mot

iona

lly a

nd p

hysi

cally

saf

e,

The

Mis

sion

of M

aryl

in A

venu

e El

emen

tary

Sch

ool

is fo

r al

l to

deve

lop

the

conf

iden

ce to

ris

k, to

acc

ept c

halle

nges

,an

d to

suc

ceed

. We

wil

l lea

rn fr

om o

ur e

xper

ienc

es,

show

com

pass

ion

for

othe

rs, a

nd g

row

thro

ugh

the

joy

of d

isco

very

.Le

arni

ng a

t Mar

ylin

Ave

nue

Elem

enta

ry S

choo

l wil

l ena

ble

ALL

to a

chie

ve th

eir

pers

onal

bes

t and

to b

e re

spec

tful

,th

ough

tful

, and

inde

pend

ent l

earn

ers.

Mis

sion

♦St

uden

ts a

re te

sted

so

thei

r te

ache

rs c

an d

esig

nle

arni

ng o

ppor

tuni

ties

app

ropr

iate

to m

eet t

heir

need

s♦

Invo

lve

stud

ents

in g

oal s

etti

ng♦

Bui

ld o

n st

uden

t per

form

ance

♦A

pplic

atio

n of

ski

lls a

nd k

now

ledg

e♦

Dif

fere

nt fo

rms/

vari

etie

s of

ass

essm

ents

♦V

arie

d an

d be

yond

sta

ndar

dize

d te

sts

♦St

uden

t inv

olve

men

t in

the

who

le p

roce

ss♦

Inqu

iry

and

perf

orm

ance

♦A

war

enes

s of

cul

tura

l bel

iefs

♦Te

amw

ork—

will

ingn

ess

to w

ork

toge

ther

♦M

otiv

atin

g♦

Safe

/sec

ure

♦R

elia

ble/

stru

ctur

ed fl

exib

ility

♦C

omfo

rtab

le, e

mot

iona

lly a

nd p

hysi

cally

saf

e,

Vis

ion W

hat

it w

ould

look

like

Com

pone

nts

Cu

rric

ulu

m is

sta

nda

rds

base

d.

Cur

ricu

lum

:M

aryl

in A

ven

ue

teac

hers

pla

n in

stru

ctio

nal

con

ten

t an

dle

arn

ing

goal

bas

ed o

n C

alif

orn

ia S

tate

Sta

nda

rds.

Teac

her

s pl

an in

stru

ctio

n t

hat

mee

tsC

alif

orn

ia s

tate

sta

nda

rds

for

liter

acy,

mat

hem

atic

s, s

ocia

l stu

dies

, an

d sc

ien

ce.

Th

e co

llabo

rati

ve p

lan

nin

g of

inst

ruct

ion

, an

d th

eim

plem

enta

tion

of

inst

ruct

ion

, for

Mar

ylin

Ave

nu

est

ude

nts

is d

eep,

not

just

bro

ad.

All

grad

e-le

vel t

eam

s ha

ve d

efin

ed E

ssen

tial

Stan

dard

s an

d Su

per

-Pow

er S

tan

dard

s.

Th

e co

llabo

rati

ve p

lan

nin

g of

inst

ruct

ion

, an

d th

eim

plem

enta

tion

of

inst

ruct

ion

, for

Mar

ylin

Ave

nu

est

ude

nts

tak

es in

to a

ccou

nt

the

prer

equ

isit

e sk

ills

and

con

cept

s re

quir

ed fo

r su

cces

sfu

l lea

rnin

g (u

nwra

pped

stan

dard

s).

•All

grad

e le

vel t

eam

s h

ave

unw

rapp

edth

e E

ssen

tial

and

Sup

er-P

ower

Sta

ndar

dsto

feat

ure

th

e n

eede

d pr

ereq

uis

ite

skill

san

d co

nce

pts

.•A

s pa

rt o

f in

stru

ctio

n, t

each

ers

info

rmst

ude

nts

of

the

stan

dard

bei

ng

tau

ght,

the

obje

ctiv

e of

the

less

on th

at a

ddre

sses

the

stan

dard

, an

d th

e im

port

ance

of

the

stan

dard

.

Inst

ruct

ion

at

Mar

ylin

Ave

nu

e Sc

hoo

l is

hor

izon

tally

(agr

eem

ent

amon

g gr

ade

leve

l tea

m m

embe

rs)

and

vert

ical

ly (

agre

emen

t ac

ross

th

e gr

ades

) al

ign

ed.

•Gra

de-l

evel

tea

ms

com

e to

agr

eem

ent

abou

t th

e m

ean

ing

and

con

ten

t of

stan

dard

s; E

ssen

tial

Sta

nda

rds;

an

dSu

per

-Pow

er S

tan

dard

s.•C

ross

-gra

de-l

evel

tea

ms

hav

e al

ign

edth

e E

ssen

tial

Sta

nda

rds.

•Lit

erac

y Le

ads

act

as t

he

cros

s-gr

ade-

leve

l com

mu

nic

atio

n s

tru

ctu

re a

rou

nd

agre

emen

t in

rea

din

g an

d w

riti

ng

stan

dard

s.

Cu

rric

ulu

m is

map

ped

an

d pa

ced

for

the

sch

ool y

ear.

•Gra

de-l

evel

tea

ms

draf

t an

d ag

ree

onye

ar-l

ong

curr

icu

lum

map

s to

pac

ein

stru

ctio

n.

Cu

rric

ulu

m im

plem

enta

tion

is b

ased

on

res

earc

hed

-ba

sed

prog

ram

s an

d sy

stem

sL

iter

acy

prog

ram

s an

d re

sou

rces

incl

ude

:•D

istr

ict-

adop

ted

Lan

guag

e A

rts

prog

ram

.

•Dis

tric

t-ad

opte

d St

ep-U

p to

Wri

tin

gpr

ogra

m.

•Sys

tem

ic I

nst

ruct

ion

in P

hon

ics

and

Ph

onem

ic A

war

enes

s (S

IPP

S).

Mee

tin

g T

imes

for

Staf

fA

ll st

aff

mem

bers

hav

e co

mm

itte

d to

mee

t on

Wed

nes

days

aft

er s

choo

l, w

ith

th

e Le

ader

ship

Team

mee

tin

g ad

diti

onal

ly o

n th

e fi

rst T

ues

day

of e

ach

mon

th a

nd

the

thir

d W

edn

esda

y af

ter

the

grad

e-le

vel m

eeti

ng.

Ou

r fo

cus

is s

tand

ards

—le

arn

ing

them

, im

ple

men

tin

g, a

sses

sin

g,an

d u

nde

rsta

nd

ing

the

imp

act

of t

each

ing

to t

hem

. Sin

ce g

rade

leve

l an

d c

ross

-gra

de-l

evel

team

mee

tin

gs a

re o

ne

hou

r in

len

gth,

an

age

nda

will

be

prov

ided

bef

oreh

and.

The

dat

es a

nd

tim

es a

re a

s fo

llow

s:

Rol

es a

nd

Res

pon

sib

ilit

ies

It is

eac

h s

taff

mem

ber’

s re

spon

sibi

lity

to im

plem

ent

the

stan

dard

s in

her

/his

cla

ssro

om. A

llst

aff

mem

bers

wil

l mee

t in

gra

de

leve

l tea

ms,

cro

ss-g

rad

e le

vel s

ubj

ect-

area

tea

ms,

or

as a

wh

ole

staf

f ev

ery

wee

k. I

n a

dd

itio

n, s

ome

staf

f m

embe

rs w

ill p

arti

cip

ate

on t

he

Lead

ersh

ipTe

am. T

he

role

s an

d re

spon

sibi

litie

s of

eac

h t

eam

are

def

ined

bel

ow.

Gra

de-l

evel

Tea

ms

The

pur

pose

s of

gra

de-l

evel

team

s ar

e to

mai

nta

in u

nit

y of

cur

ricu

lum

, in

stru

ctio

n, a

sses

smen

t,an

d to

impl

emen

t th

e st

anda

rds

at e

ach

gra

de le

vel.

♦Ev

ery

teac

her

will

par

tici

pate

in m

eeti

ngs

wit

h h

er o

r h

is g

rade

leve

l.♦

Teac

her

s w

ill c

oach

an

d su

ppor

t th

e im

plem

enta

tion

of

the

stan

dard

s an

d th

e vi

sion

in e

ach

oth

er’s

cla

ssro

oms.

♦G

rade

-lev

el t

eam

s w

ill s

eek

supp

ort

from

th

e su

bjec

t-ar

ea t

eam

s.♦

Teac

her

s w

ill s

tudy

an

d su

ppor

t ea

ch o

ther

’s im

plem

enta

tion

of

best

pra

ctic

es.

♦Su

ppor

t st

aff

will

be

assi

gned

to

appr

opri

ate

grad

e le

vel t

eam

s.♦

Gra

de le

vel m

eeti

ngs

will

tak

e pl

ace

in t

he

grad

e le

ader

’s c

lass

room

.

Cro

ss-g

rade

-lev

el T

eam

sC

ross

-gra

de-l

evel

mee

tin

gs w

ill ta

ke p

lace

in th

e su

bjec

t are

a le

ader

’s cl

assr

oom

. The

pu

rpos

esof

the

cros

s-gr

ade-

leve

l tea

ms

are

to m

ain

tain

un

ity

of c

urri

culu

m, i

nst

ruct

ion

, an

d as

sess

men

tin

eac

h s

ubj

ect

area

, sp

ecif

ical

ly t

o:A

ll st

aff

mem

bers

hav

e co

mm

itte

d to

mee

t on

Wed

nes

days

aft

er s

choo

l, w

ith

th

e Le

ader

ship

Team

mee

tin

g ad

diti

onal

ly o

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e fi

rst T

ues

day

of e

ach

mon

th a

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thir

d W

edn

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ter

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eeti

ng.

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r fo

cus

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tand

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arn

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ple

men

tin

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sses

sin

g,an

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nd

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imp

act

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each

ing

to t

hem

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ce g

rade

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l an

d c

ross

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team

mee

tin

gs a

re o

ne

hou

r in

len

gth,

an

age

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prov

ided

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oreh

and.

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dat

es a

nd

tim

es a

re a

s fo

llow

s:

Rol

es a

nd

Res

pon

sib

ilit

ies

It is

eac

h s

taff

mem

ber’

s re

spon

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lity

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plem

ent

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stan

dard

s in

her

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cla

ssro

om. A

llst

aff

mem

bers

wil

l mee

t in

gra

de

leve

l tea

ms,

cro

ss-g

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vel s

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ect-

area

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ms,

or

as a

Con

tinu

ous

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ovem

ent

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valu

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tin

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imes

for

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fA

ll st

aff

mem

bers

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e co

mm

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t on

Wed

nes

days

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choo

l, w

ith

th

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ader

ship

Team

mee

tin

g ad

diti

onal

ly o

n th

e fi

rst T

ues

day

of e

ach

mon

th a

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the

thir

d W

edn

esda

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ter

the

grad

e-le

vel m

eeti

ng.

Ou

r fo

cus

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tand

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arn

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them

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ple

men

tin

g, a

sses

sin

g,an

d u

nde

rsta

nd

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imp

act

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each

ing

to t

hem

. Sin

ce g

rade

leve

l an

d c

ross

-gra

de-l

evel

team

mee

tin

gs a

re o

ne

hou

r in

len

gth,

an

age

nda

will

be

prov

ided

bef

oreh

and.

The

dat

es a

nd

tim

es a

re a

s fo

llow

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Rol

es a

nd

Res

pon

sib

ilit

ies

It is

eac

h s

taff

mem

ber’

s re

spon

sibi

lity

to im

plem

ent

the

stan

dard

s in

her

/his

cla

ssro

om. A

llst

aff

mem

bers

wil

l mee

t in

gra

de

leve

l tea

ms,

cro

ss-g

rad

e le

vel s

ubj

ect-

area

tea

ms,

or

as a

wh

ole

staf

f ev

ery

wee

k. I

n a

dd

itio

n, s

ome

staf

f m

embe

rs w

ill p

arti

cip

ate

on t

he

Lead

ersh

ipTe

am. T

he

role

s an

d re

spon

sibi

litie

s of

eac

h t

eam

are

def

ined

bel

ow.

Gra

de-l

evel

Tea

ms

The

pur

pose

s of

gra

de-l

evel

team

s ar

e to

mai

nta

in u

nit

y of

cur

ricu

lum

, in

stru

ctio

n, a

sses

smen

t,an

d to

impl

emen

t th

e st

anda

rds

at e

ach

gra

de le

vel.

♦Ev

ery

teac

her

will

par

tici

pate

in m

eeti

ngs

wit

h h

er o

r h

is g

rade

leve

l.♦

Teac

her

s w

ill c

oach

an

d su

ppor

t th

e im

plem

enta

tion

of

the

stan

dard

s an

d th

e vi

sion

in e

ach

oth

er’s

cla

ssro

oms.

♦G

rade

-lev

el t

eam

s w

ill s

eek

supp

ort

from

th

e su

bjec

t-ar

ea t

eam

s.♦

Teac

her

s w

ill s

tudy

an

d su

ppor

t ea

ch o

ther

’s im

plem

enta

tion

of

best

pra

ctic

es.

♦Su

ppor

t st

aff

will

be

assi

gned

to

appr

opri

ate

grad

e le

vel t

eam

s.♦

Gra

de le

vel m

eeti

ngs

will

tak

e pl

ace

in t

he

grad

e le

ader

’s c

lass

room

.

Cro

ss-g

rade

-lev

el T

eam

sC

ross

-gra

de-l

evel

mee

tin

gs w

ill ta

ke p

lace

in th

e su

bjec

t are

a le

ader

’s cl

assr

oom

. The

pu

rpos

esof

the

cros

s-gr

ade-

leve

l tea

ms

are

to m

ain

tain

un

ity

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urri

culu

m, i

nst

ruct

ion

, an

d as

sess

men

tin

eac

h s

ubj

ect

area

, sp

ecif

ical

ly t

o:♦

impr

ove

inst

ruct

ion

an

d st

ude

nt

ach

ieve

men

t re

sult

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hoo

lwid

e♦

ensu

re th

e im

plem

enta

tion

of

stan

dard

s w

ithi

n s

ubj

ect a

reas

an

d ac

ross

the

grad

e le

vels

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vise

th

e le

ader

ship

tea

m o

f pr

ogre

ss a

nd

con

cern

s of

gra

de-l

evel

an

d cr

oss-

grad

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vel

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mee

tin

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coac

h a

nd

supp

ort

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qual

ity

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emen

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mon

stra

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fter

sch

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wit

h t

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Lead

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am m

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firs

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nes

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ur

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nda

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t of

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de

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de-

leve

lte

am m

eeti

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are

on

e h

our

in le

ngt

h, a

n a

gen

da w

ill b

e pr

ovid

ed b

efor

ehan

d. T

he

date

s an

dti

mes

are

as

follo

ws:

Day

T

ime

Tea

ms

1st

Tues

day

3:45

to

5:00

Lead

ersh

ip1s

t Wed

nes

day

3:45

to

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Gra

de L

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2nd

Wed

nes

day

3:45

to

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bjec

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ader

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4th

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nes

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to

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ss-g

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el K

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edn

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o 4:

45C

eleb

rati

on o

f P

rogr

ess

Rol

es a

nd

Res

pon

sib

ilit

ies

It is

eac

h s

taff

mem

ber’

s re

spon

sibi

lity

to im

ple

men

t th

e st

and

ard

s in

her

/his

cla

ssro

om. A

llst

aff

mem

bers

wil

l m

eet

in g

rad

e le

vel

team

s, c

ross

-gra

de

leve

l su

bjec

t-ar

ea t

eam

s, o

r as

aw

hol

e st

aff

ever

y w

eek.

In

ad

dit

ion

, som

e st

aff

mem

bers

wil

l par

tici

pat

e on

th

e Le

ader

ship

Team

. Th

e ro

les

and

resp

onsi

bilit

ies

of e

ach

tea

m a

re d

efin

ed b

elow

.

Gra

de-l

evel

Tea

ms

The

pur

pose

s of

gra

de-l

evel

team

s ar

e to

mai

nta

in u

nit

y of

cur

ricu

lum

, in

stru

ctio

n, a

sses

smen

t,an

d to

impl

emen

t th

e st

anda

rds

at e

ach

gra

de le

vel.

♦Ev

ery

teac

her

will

par

tici

pate

in m

eeti

ngs

wit

h h

er o

r h

is g

rade

leve

l.♦

Teac

her

s w

ill c

oach

an

d su

ppor

t th

e im

plem

enta

tion

of

the

stan

dard

s an

d th

e vi

sion

inea

chot

her

’s c

lass

room

s.♦

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de-l

evel

tea

ms

will

see

k su

ppor

t fr

om t

he

subj

ect-

area

tea

ms.

♦Te

ach

ers

will

stu

dy a

nd

supp

ort

each

oth

er’s

impl

emen

tati

on o

f be

st p

ract

ices

.♦

Supp

ort

staf

f w

ill b

e as

sign

ed t

o ap

prop

riat

e gr

ade

leve

l tea

ms.

♦G

rade

leve

l mee

tin

gs w

ill t

ake

plac

e in

th

e gr

ade

lead

er’s

cla

ssro

om.

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ss-g

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el T

eam

sC

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tin

gs w

ill ta

ke p

lace

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bjec

t are

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ader

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lass

room

. The

pu

rpos

esof

the

cros

s-gr

ade-

leve

l tea

ms

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to m

ain

tain

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ity

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urri

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m, i

nst

ruct

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d as

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men

t

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ders

hip Le

ader

ship

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mD

epar

tmen

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ams

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l Gro

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ams

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her

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ocia

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folio

Lead

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ipTe

am

Pers

on(s

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spon

sible

Mea

sure

men

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rate

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Act

iviti

esFu

ndin

gSo

urce

Impr

ovem

ent o

f ins

truc

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ateg

ies a

ndm

ater

ials:

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ll te

ache

rs w

ill u

se th

e un

wra

pped

ess

entia

lst

anda

rds t

o ta

rget

inst

ruct

ion.

A.L

earn

ing

obje

ctiv

es w

ill b

e ba

sed

onas

sess

men

t dat

a.

B.Le

arni

ng o

bjec

tives

will

be

clea

rly

stat

ed.

C.S

tude

nts w

ill u

nder

stan

d th

e im

port

ance

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e le

arni

ng o

bjec

tive.

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each

ers w

ill fr

eque

ntly

che

ck fo

run

ders

tand

ing

and

adju

st in

stru

ctio

n as

need

ed.

2.Ea

ch g

rade

leve

l use

s ass

essm

ents

that

are

com

mon

, for

mat

ive,

and

adm

inis

tere

dfr

eque

ntly

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rade

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ls as

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ata

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akes

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stud

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now

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t to

do w

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are

pro

ficie

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© E

duca

tion

for

the

Futu

re, C

hico

, CA

(ht

tp:/

/eff

.csu

chic

o.ed

u)


QUALITY PLANNINGQUALITY PLANNING

“Vision without action is merelya dream. Action without vision

just passes the time. Vision withaction can change the world”

Joel A. Barker

QUALITY PLANNINGQUALITY PLANNING

Mission, vision, goals.

One action plan to vision.

Budget matches action plan.



LEADERSHIPLEADERSHIP

“An essential factor in leadership

is the capacity to influence and

organize meaning for the

members of the organization.”

Tom Peters


Assists everyone in theorganization in implementingthe vision.

Structures in alignment withthe vision.

Roles and responsibilities.

Effective meetings.



PROFESSIONAL LEARNINGPROFESSIONAL LEARNING

“It’s easy to get the players.

Getting ‘em to play together,

that’s the hard part.”

Casey Stengel

PROFESSIONAL LEARNINGPROFESSIONAL LEARNING

Includes everyone on the staff.

How to implement the vision.

Imbedded into the workweek.


EXAMPLE: Marylin Avenue Professional Development Calendar

The first month of the Marylin Avenue 2009-10 Professional Development Calendar is shown in theexample below.

July 27-31All day

August 20-218:00 AM to 4:00 PM

August 253:05 to 4:15 PM

September 1

September 13:00 to 4:00 PM





September 14



September 21









Attend the Education for the Future Summer Data Institute.

Expectations for the year. Select team members and team leaders.Review standards. Model how to unwrap standards to feature neededprerequisite skills and concepts, how to vertically align, map, pace forall curricular areas, and review assessment data. Grade-level teamscontinue with standards.

Establish a system to monitor assessment data and ensure the alignmentof standards across grade levels.

Conduct literacy assessment.

Verify Language Arts standards across grade levels.

Map Language Arts standards to the curriculum. Review assessmentdata. Create learning objectives.

Planning for the year.

Map Math standards to the curriculum. Review assessment data. Createlearning objectives.

Continue planning for the year.

Content standards English Language Arts and Math Practice.

Verify Language Arts standards across grade levels.

Work on Vision with Vickie and Brad from Education for the Future.

District writing assessment.

Monitor assessment data and ensure the alignment of standards acrossgrade levels.

Review progress.

Determine assessment reports that will assist staff in implementingand assessing standards.

Determine how to lead staff in developing common formativeassessments.

Inservice on ELA/RtI/Assessments.

Translate inservice idea to all grade levels.

Ensure implementation.

Ensure implementation.

Leadership Team andLiteracy Leads

Professional developmentfor all staff

Cross-Grade-Level Teams

All teachers

Literacy Leads

Grade-Level Team

Leadership Team

Grade-Level Team

Leadership Team

All teachers

Literacy Leads

Whole staff

All teachers

Cross-Grade-Level Teams

Grade-Level Team

Leadership Team

Data Team

Professional development forall staff

Literacy Leads

Grade-Level Team

Leadership Team

Date Who Should Attend Purpose

2009-10 CALENDAR

EXAMPLE PROFESSIONAL DEVELOPMENT CALENDAR

© Education for the Future Initiative, Chico, CA (http://eff.csuchico.edu)


“The key to effective

partnerships—Both parties

must contribute and both

parties must benefit.”

Jere Jacobs

PARTNERSHIP DEVELOPMENTPARTNERSHIP DEVELOPMENT

PARTNERSHIP DEVELOPMENTPARTNERSHIP DEVELOPMENT

Start with what we expectstudents to know and be ableto do.

Collaborate with: Parents Community Businesses


Marylin Avenue staff members are aware that parents have unique insights about their child's strengthsand challenges and are eager to help with interventions at home. Involvement at school begins withcommunication. Marylin Avenue has developed good relationships with frequent communicationamong classroom teachers, support staff, and parents. Teachers do not hesitate to ask colleagues andsupport personnel for assistance in communicating with families, or in seeking clarification whenmiscommunications happen. (Throughout, the use of the term “parent” includes guardians.)

Marylin Avenue has realized this communication is critical for continued implementation of effectiveRtI processes and even more critical for evaluating the system. With this in mind, teachers are formallycommunicating with parents the multi-level interventions and the strategies or approaches used toaddress areas of concern for individual students. During parent-teacher conferences, individual studentdata are shared in visual form to highlight areas of progress and areas of concern. Teachers can thendescribe specific locations, frequencies, durations, and focuses of interventions that will be deliveredfor a student determined in need. Parents can also learn of specific activities for supporting theseefforts from home. To learn more about parent perceptions, Marylin Avenue School administers parentquestionnaires.

Teachers discuss additional ways to communicate with parents and give them strategies as a part ofprimary instruction-before students are in need of additional intervention. Ideas involve hostingstrategy workshops for parents in the evening or game nights where the focus is for parents andstudents to learn games and activities that can be done at home to support the learning as it occursin the classroom.

This could involve making or purchasing some board games, card games, music CDs, and othermaterials that allow early literacy, comprehension and vocabulary building, writing, and numeracyor math skills to be practiced at home. These materials are available at school for parents or studentsto check out, or for teachers to send home at strategic times based on individual student needs.

To better accommodate parent involvement, Marylin Avenue is looking to expand opportunities forparents to be at the school. Conferences are held during extended hours for parents who work; schoolpersonnel team up and make home visits to ensure parents are included whenever possible; andplanning parent contacts and communication with awareness and sensitivity to community or othergrade level activities, especially for families with multiple children, are just a few examples. Staffcontinually explore and discuss ways to enhance this component with each other, with the community,and especially with families.

EXAMPLE: Marylin Avenue Elementary School Partnerships

EXAMPLE PARTNERSHIP PLAN



CONTINUOUS IMPROVEMENTCONTINUOUS IMPROVEMENTAND EVALUATIONAND EVALUATION

“Continuous improvementcauses us to think about

upstream process improvement;not downstream damage control.”

Teams & Tools

CONTINUOUS IMPROVEMENTCONTINUOUS IMPROVEMENTAND EVALUATIONAND EVALUATION

Align elements to vision.

Systems thinking.

Next steps.

Evaluate all parts of the system.


VISION

Where arewe now?(Assess current situation)

How arewe going to implement? (Leadership, Professional Learning, Partnership Development)

Is what we aredoing makinga difference?(Evaluate programs, processes, systems)

How can we keepdoing the things that make a difference?(Improve processes, standardize improvements)

MissionPurpose

Values & BeliefsStandards

Where do we wantto be? (Develop vision)

How did we get to where we are?(Gap and contributingcause analysis)How are

we goingto get to where we want to be? (Short- and long-term plans)


CONTINUOUS SCHOOLIMPROVEMENT FRAMEWORK

PLAN

IMPROVE

IM

PLEMENT

EVA

LUA

TE


CONTINUOUS IMPROVEMENTCONTINUOUS IMPROVEMENTis the process of using

data to continually improveall aspects of the

learning organization.

Clarify whom they have as students. Understand where the learning organization

is right now on all measures. Consider processes, as well as results. Create a vision that will make a difference

for whom they have as students. Help everyone get on the same page with

understanding how to achieve a vision. Know if what the learning organization is

doing is making a difference.

CONTINUOUSLY IMPROVINGCONTINUOUSLY IMPROVINGSCHOOLS USE DATA TOSCHOOLS USE DATA TO——

If you are not monitoringand measuring program

implementation, theprogram probably

does not exist.

EVALUATING SCHOOLEVALUATING SCHOOLPROGRAMS AND PROCESSESPROGRAMS AND PROCESSES


Challenge current processes with data.

Inspire a shared vision.

Enable others to act.

Model the way.

Encourage the heart.

The Leadership Challenge


THANK YOU!THANK YOU!Victoria L. Bernhardt, Ph.D.Victoria L. Bernhardt, Ph.D.Executive DirectorExecutive DirectorEducation for the FutureEducation for the [email protected]@csuchico.eduhttp://http://eff.csuchico.edueff.csuchico.edu


© Education for the Future,Chico, CA (http://eff.csuchico.edu)

PROCESS/SYSTEM OUTCOME/RESULTSINPUT/GIVENS

Leadership/Policies

Curriculum

Parent–Community

Relationships

Program Offeringsand Access

PhysicalEnvironment

StudentAchievement

Results

Student andTeacher

Attendance

StudentBehaviors

StudentBackground

Learning StylesPreferences

Teaching StylesPreferences

Staff Backgroundand Qualifications

Perceptions:Preconceived

Notions,Expectations

Student Attitudes

Graduation RatesDropout Rates

Teacher Attitudes

Student Careers

Student Successin College

Core Valuesand Beliefs

Purpose,Mission,

and Vision

Parent–CommunityCharacteristics

StudentLearning Standards

Parent–CommunityAttitudes

District / SchoolClimate

ProfessionalLearning, Planning,and Collaboration

StaffingAssignments

AssessmentStrategies and

Materials

InstructionalStrategies and

Materials

FinancialAllocations

Documents

DATA, DATA EVERYWHERE - nesacenter.org DATA EVERYWHERE BRINGING ALL THE DATA TOGETHER FOR CONTINUOUS SCHOOL IMPROVEMENT VICTORIA L. BERNHARDT Executive Director, Education for the