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MOVING YOUR NUMBERS
National Center on Educational Outcomes (NCEO)
An NCEO Technical Assistance and Dissemination Initiative
CEC 2013 CONVENTION & EXPOSAN ANTONIO, TEXAS
Presented by:
Laurene Christensen, Michael Tefs, & Deborah TelferApril 4, 2013
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NEW MEASURES FOR RESULTS AT OSEP… • New measures being developed by the Office of Special
Education Programs (OSEP) that will allow for better monitoring of outcomes for improved student performance.
• A process has been developed that will enable experts to work together to provide input and then reach consensus on the new measure.
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NCEO “RHETORIC”• Need high expectations for students with
disabilities• All but a small percentage of students with
disabilities should be held to grade-level achievement standards
• There are places where students with disabilities are achieving
Needed new existence proofs – districts where students with disabilities really were improving!
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FOCUS ON EFFECTIVE DISTRICTS
• Built on previous work with Ohio – values, structures, leadership
• Focused on what adults do – intentionally and collectively – to include and assist all students in learning at higher levels
• Highlighted districts across the U.S.
With considerations for states, districts & schools, and parents and families
MYN ASSUMPTIONSImproving outcomes for students receiving special education services:
– Requires their inclusion and participation in statewide assessment & accountability systems
– Requires a sustained focus on teaching and learning
– Acknowledges that consistent, high-quality implementation is a challenge for many districts
Implementation Gap
• What is adopted is not used with fidelity and good outcomes for consumers
• What is used with fidelity is not sustained for a useful period of time
• What is used with fidelity is not used on a scale sufficient to impact social problemsSource: Blasé, K., Fixsen, D., & Duda, M. (2011). Implementation science: Building the bridge between science and practice. University of NC at Chapel Hill/NIRN.
REDESIGNING SYSTEMS TO PROMOTE SCALABILITY & SUSTAINABILITY
• Support shared work & accountability of improvement of instructional practice and achievement for all students through unified system
• Redesign work at all levels to be about improving capacity at other levels (coherence)
• Redefine leadership as set of essential practices that must be implemented at all levels
• Provide structures & tools to support intentional use and consistent implementation of identified strategies/actions
MYN WORK: PROCESS
DISTRICTS:– Known to be engaged in certain
practices believed to be associated with higher learning;
– Committed to district-wide implementation of such practices; &
– Committed to and showing evidence of improving the performance of all students and student groups
MYN DISTRICTS• Bartholomew Consolidated School Corp. (Columbus, IN)• Bloom Vernon Local Schools (South Webster, OH)• Brevard Public Schools (Viera, FL)• Gwinnett County Public Schools (Suwanee, GA)• Lake Villa School District #41 (Lake Villa, IL)• SAU 56 (Somersworth, NH)• Stoughton Area Schools (Stoughton, WI)• Tigard-Tualatin School District (Tigard, OR)• Val Verde USD (Perris, CA)• Wooster City School District (Wooster, OH)
ESSENTIAL PRACTICES & LESSONS LEARNED
• Use data well and on an ongoing basis• Focus your goals• Select and implement shared instructional
practices• Implement deeply• Monitor and provide feedback and support• Inquire and learn (and build capacity)
USE DATA WELL
• Use (and require the use of) data at all levels to focus critical conversations, identify needs, gauge/monitor progress, and make continual improvements to instructional practice (ensuring that teams are working with district-wide data, not only school-level data)
FOCUS YOUR GOALS
• Establish a foundation to guide all work• Align all work across the district with the
district goals/district strategic plan to improve student learning
• Focus all work across the district to meet district-wide goals and strategies
• Align decisions about resource management with district goals
• Focus PD on district goals and involve EVERYONE
LESSONS LEARNED: Select and Implement (deeply) Shared Instructional Practices
• Hold all adults to high standards and clearly define expectations around the core work of teaching and learning, and for supporting all children to learn at higher levels
• Reduce the number of initiatives and ensure that all work aligns directly with a small number of goals and strategies
• Avoid programs or initiatives as the “answer” or silver bullet• Support shared learning and responsibility among adults for the
success of all students• Embed intervention as part of the district’s instructional
process/framework
TIGARD-TUALATIN SCHOOL DISTRICT
“There are two overriding messages from the district to all staff – that our systemic focus on instruction is non-negotiable and that I’m a critical part of it.”LAURA KINTZPRINCIPAL, ALBERTA RIDER ELEMENTARY SCHOOL
LESSONS LEARNED: Monitor and Provide Feedback and Support
• Measure both adult implementation and student achievement to focus on the impact of district actions on student performance
• Value accountability and make results the central focus of the school system
• Provide a balance of defined autonomy and flexibility for schools to met expectations, but require that every single school meet them
CHANGING THE WAY ADULTS WORK
“We need to be able to connect results to specific action steps. We wouldn’t be able to do that if schools worked in isolation.”Alex BarbourAssistant SuperintendentLake Villa School District #41, IL
INQUIRE & LEARN
“It’s not what we do, it’s who we are.”
Bob MarquisAssistantSuperintendentSAU #56Somersworth, NH
• Share leadership and support the development of essential leadership practices across the district
• Align curriculum, instruction, and assessment in real ways
• Move from a focus on individual buildings to a focus on district-wide implementation to sustain the work
• Make sure the district leadership team includes staff from across the district, not only cabinet level personnel or administrators
• Use the expertise around you, always reaching to the next level; never be satisfied with where you are
QUESTIONS ANDDISCUSSION
National Center on Educational Outcomes (NCEO)18
WOOSTER CITY SCHOOLS – A 5-YEAR JOURNEY
• OLAC provided foundation for the Ohio Improvement Process (OIP) by articulating essential practices
• OIP provides mechanism for enacting Ohio’s Leadership Development Framework
www.ohioleadership.org
District/Building Leadership Teams
State Diagnostic Teams (SDTs) work with selected high support districts
State Support Teams (SSTs) work with districts and schools in need of improvement
Educational Service Centers (ESCs) work with other districts requesting assistance
is involved?
Teams use data tools to identify critical needs
do these teams work in districts and schools?
District/Building Leadership Teams Regional Service Providers External Vendors Higher Education
is involved?
District/Building Leadership Teams State Diagnostic Teams State Support Teams Educational Service Centers
is involved?
District/Building Leadership Teams
State Diagnostic Teams
State Support Teams
Educational Service Centers
Regional Managers
Single Point of Contact
is involved?
Review data Gather evidence of implementation and impact
Provide technical assistance and targeted professional development
Leverage resources
Work with leadership to develop research based strategies and action steps focused on critical needs identified in stage 1.
How
Who
How
Who
How
How
Who
do these teams work in districts and schools?
do these teams work in districts and schools?
do these teams work in districts and schools?
Who
STAGE 1
STAGE 3
STAGE 2
Implement and Monitor the Focused Plan
Evaluate the Improvement Process
Identify Critical Needs of Districts and Schools
Develop a Focused Plan
Ohio Improvement Process
STAGE 4
Revised November 2008
District Leadershi
p Team
Building Leadership
Teams
Teacher- Based Teams
Step 1Collect
and chart data
Step 2Analyze student
work specific to
the dataStep 3
Establish shared
expectations for
implementing specific effective
changes in the
classroom
Step 4Implement changes
consistently across all classrooms
Step 5Collect,
chart and analyze
post data
The Ohio 5-Step
Process:A Cycle of Inquiry
OIP LEARNING CONTINUUM
PROCEDURAL
ASSESSMENTTeaching Strategy/Adult Practice: Dialogue with Team
Effective Teaching Strategy Shared and Practiced with Building/District
Growth in Student Achievement!
FOR ADDITIONAL INFORMATION AND RESOURCES…
MYN RESOURCES• District Synthesis• District Self-Assessment Guide• Regional Provider Feature• Parent/Family Companion Guide• State Education Agencies Feature• Higher Education Companion Guides
– Administrator Preparation Programs– Teacher Preparation Programs
MYN WEBSITE www.movingyournumbers.org
FOR MORE INFORMATION ABOUT WOOSTER CITY SCHOOLS, CONTACT:
Michael Tefs, Ed.D., Superintendent
Phone: 330.988.1111 (ext. 1223)
Email: [email protected]
COMMENTS & QUESTIONS
• Visit the MYN WEB SITE at: www.movingyournumbers.org
• Contact Laurene Christensen, NCEO, at: [email protected]
• Contact Deb Telfer, Project Director, at: [email protected] or [email protected]
