colorado reading first - cde · colorado reading first leveraging resources to develop a ......
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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]
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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%
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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
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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
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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
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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
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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
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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
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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
509 children509 children
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
84 children84 children
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
370 children370 children
55.9%55.9% 31.5%31.5% 12.6%12.6%
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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
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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
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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
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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
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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
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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%
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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
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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)
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““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
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• 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
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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
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Our VisionOur Vision
We Believe EACH Bremerton Student Can Meet the Rigorous
State Standards
- Intentional, clear targets- relentless and focused on student achievement
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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
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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.
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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
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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
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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.
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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
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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%
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Well Designed Structured System for Well Designed Structured System for Secondary AdolescentsSecondary Adolescents
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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
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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
Open Court with Open Court with interventionintervention
Open Court with Open Court with interventionintervention
Open Court with Open Court with interventionintervention
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
Balanced LiteracyBalanced LiteracyExploring NatureExploring NatureRead, Write, TypeRead, Write, Type
Edmark Level 1 or 2Edmark Level 1 or 2
Balanced LiteracyBalanced LiteracyExploring NatureExploring NatureRead, Write, TypeRead, Write, Type
Edmark Level 1 or 2Edmark Level 1 or 2Edmark Functional Edmark Functional
Words Words
Balanced LiteracyBalanced LiteracyExploring NatureExploring NatureRead, Write, TypeRead, Write, Type
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
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2. Lack of Intensity/Fidelity/Persistence2. Lack of Intensity/Fidelity/Persistence
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
“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
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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.
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b) Bremerton School District’s Plan
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
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
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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
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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
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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”
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
a) Best Practices
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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
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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.
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3. Lack of Shared Values3. Lack of Shared Values
Professional learning communities – district and building focus
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
b) Bremerton School District’s Plan
“Tell the truth and give hope”Courageous Leadership
Yearly focus
Lessons Learned
Intentionally bring in new staffSurvey of perceptions – Symbol of these values
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4. Authentic 4. Authentic ““Buy InBuy In”” or or ““OwnershipOwnership””
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
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)
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4. Authentic 4. Authentic ““Buy InBuy In”” or or ““OwnershipOwnership””
Symbolism of shared values“Way of the Shepherd”Weekly early releaseThe Orchestra video
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
Lunch!
b) Bremerton School District’s Plan
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5. Lack of Alignment of the Systems5. Lack of Alignment of the Systems
a) Best Practices
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
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
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5. Lack of Alignment of the Systems5. Lack of Alignment of the Systems
b) Bremerton School District’s Plan
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
Yearly initiatives
Expectations of all staffYearly monitoring of HOPE goals
One pager
The power of professional development Common lesson design
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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
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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
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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..
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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
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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
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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
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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
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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
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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
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Professional
Development
Change in student learning
Change in classroom practice
Change in teacher
attitude and belief Guskey 1999
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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)
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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.
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6. Lack of Comprehensiveness of the 6. Lack of Comprehensiveness of the SystemSystem
a) Best Practices
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
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?
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6. Lack of Comprehension of the System6. Lack of Comprehension of the System
b) Bremerton School District’s Plan
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
Early childhood partnership / PK-3
Secondary homework and grading policyPerformance-based quality
Elementary standards-based report cards
NSBA Magna Award
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Bremerton PlanBremerton Plan
Homework & GradingHomework & GradingStandards Based Report CardStandards Based Report Card
KK--2233--5566--
Department Leadership Department Leadership Description ChangedDescription Changed
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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.
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RESPONSIBILITIES
BREMERTON SCHOOL DISTRICT 100-CJOB DESCRIPTION – MVMS CURRICULUM LEADERS/DEPARTMENT HEADS
GRADES 6-8
Reports to and evaluated by: Building Principal or Designee
• 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.
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BREMERTON SCHOOL DISTRICT 100-CJOB DESCRIPTION – MVMS CURRICULUM LEADERS/DEPARTMENT HEADS
GRADES 6-8
Reports to and evaluated by: Building Principal or Designee
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.
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BREMERTON SCHOOL DISTRICT 100-CJOB DESCRIPTION – BHS CURRICULUM LEADERS/DEPARTMENT HEADS
GRADES 9-12
Reports to and evaluated by: Building Principal or Designee
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 .
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RESPONSIBILITIES
BREMERTON SCHOOL DISTRICT 100-CJOB DESCRIPTION – BHS CURRICULUM LEADERS/DEPARTMENT HEADS
GRADES 9-12
Reports to and evaluated by: Building Principal or Designee
• 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.
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BREMERTON SCHOOL DISTRICT 100-CJOB DESCRIPTION – BHS CURRICULUM LEADERS/DEPARTMENT HEADS
GRADES 9-12
Reports to and evaluated by: Building Principal or Designee
• 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.
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BREMERTON SCHOOL DISTRICT 100-CJOB DESCRIPTION – BHS CURRICULUM LEADERS/DEPARTMENT HEADS
GRADES 9-12
Reports to and evaluated by: Building Principal or Designee
• Provide input to yearly calendar, test schedules, assembly schedules, etc .
• Facilitate solving departmental problems .
• Be involved in staff hiring .
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• Develop the building budget and monitor department budget .
• Evaluate and make decisions regarding new technology, both instructional and managerial .
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7. Lack of Ongoing Accountability7. Lack of Ongoing Accountability
a) Best Practices
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
“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!
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7. Lack of Ongoing Accountability7. Lack of Ongoing Accountability
b) Stiggins Big Ideas
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
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
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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
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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
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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
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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
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7. Lack of Ongoing Accountability7. Lack of Ongoing Accountability
c) Bremerton School District’s Plan
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
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
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7. Lack of Ongoing Accountability7. Lack of Ongoing Accountability
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
d) Our results (Crownhill WASL Trend Data 2006-08)
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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%
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7. Lack of Ongoing Accountability7. Lack of Ongoing Accountability
Overview of Why Schools/Districts FailOverview of Why Schools/Districts Fail
e) About YouWhere are you/your building/your district in terms of these
seven critical elements?
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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)