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Art Anderson-Director of School Improvement and Instruction
Marta Turner-Professional Development Coordinator
Pam Hallvik-School Improvement Specialist Karen Durbin-School Improvement Specialist Annie Kelsey-School Improvement Specialist Marisol Jimenez-ELL & Migrant Coordinator
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Where we are located
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County District Number of Students
Clatsop AstoriaSeasideWarrenton-Hammond KnappaJewell
2,0251,580805562190County District Number of Students
Columbia
St. Helens ScappooseRainierClatskanieVernonia
3,6922,2181,212865716
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County District Number of Students
Tillamook TillamookNeah-Kah-NieNestucca Valley
2,102749571
County District Number of Students
Washington
BeavertonHillsboroTigard-TualatinForest Grove SherwoodBanksGaston
36,64019,69412,3515,9553,8371,236509
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20 Districts 170+ public schools 3,500 square miles
96,297 ADMr Both Urban and Rural
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Special Student Services
Instructional Services Technology Services Other Support Services
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versus
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A comprehensive and systemic alignment and accountability plan.
A powerful regional collaboration and consortium process.
A system where no child is more responsible than the adults.
Improved student achievement.
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Antecedents / Cause Data
Eff
ects
/ R
esul
ts D
ata
LuckyLuckyHigh results, low High results, low under-standing of under-standing of antecedents.antecedents.
Replication of success Replication of success unlikely.unlikely.LosingLosingLow results, low Low results, low under-standing of under-standing of antecedents.antecedents.
Doh!Doh!
LearningLearningLow results, high under-Low results, high under-standing of standing of antecedents.antecedents.
Replication of mistakes Replication of mistakes unlikely.unlikely.
LeadingLeadingHigh results, high High results, high under-standing of under-standing of antecedents.antecedents.
Replication of successReplication of success
likely.likely.
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“Those observable qualities in leadership, teaching, curriculum, parental engagement and other indicators that assist in understanding how results are achieved.”
Douglas B. Reeves-The Learning Leader
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The goal of NWRESD is to support districts as they create their CIP/SIP plans using the data driven-decision making for results process.
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1. System of Accountability2. Data Driven Decision Making3. Data Teams4. Making Standards Work5. Instructional Strategies
It not only aligns with CIP, it truly is continuous improvement in student achievement.
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Build Readiness
Collect &
Analyze Data
Set Goals Based
On Data
Investigate Research Based PracticesMake Action Plan
Implement & Monitor
Evaluate Effectiveness
& Sustain Efforts
Sustainable
School
Improvement
Cycle*
Graphic Developed by ODE and NWREL
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Supporting Progress Toward the Oregon Diploma
The Teaching Learning Connection
Establishes school-based processes and infrastructure to use data
The Growth Project
Builds capacity to use and apply longitudinal data
The KIDS Project
Develops a data structure to streamline data acquisition and reporting
The Oregon DATA Project
Builds capacity to apply the correct strategies, and to use the correct data at the correct time
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All standards are not equal in importance.
Narrow the voluminous standards and indicators by distinguishing the “essentials” from the “nice to know.”
What do students need to know for life, learning (school) and the test?
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“Given the limited amount of time you have with your students, curriculum design has become more and more an issue of deciding what you won’t teach as well as what you will teach. You cannot do it all. As a designer, you must choose the essential.”
Heidi Hayes Jacobs, 1997
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What are the essentials, not just the “nice-to-know”
1. Life-Endurance2. Learning-Readiness for school3. Test-Leverage
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What are students being asked to know and do?
Writing performance tasks/assessments Common assessments Used as formative assessment
Connection to Data Teams
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“Until you have data as a backup, you’re just another
person with an opinion.”
Dr. Perry Gluckman
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1. Find the data — “Treasure Hunt”2. Analyze the data3. Prioritize needs analysis4. Set, review, or revise annual SMART
goals5. Identify specific strategies to meet
goals6. Determine results indicators Action Plan Steps and Schedule
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Analyzed data and set school improvement goals
Formed a professional learning community
Focused on student work through assessment
Challenged their instructional practice accordingly to get better results
Used the continuous improvement model
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Build Readiness
Collect &
Analyze Data
Set Goals Based
On Data
Investigate Research Based PracticesMake Action Plan
Implement & Monitor
Evaluate Effectiveness
& Sustain Efforts
Sustainable
School
Improvement
Cycle*
Graphic Developed by ODE and NWREL
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Four essential questions:1. What do all students need to know and
be able to do?2. How do we teach so that all students will
learn?3. How will we know if they have learned it?4. What will we do if they don’t know or if
they come to us already knowing?
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Focus on more than test scores and include factors that are within the control of teachers
Provide focus and eliminate the clutter Remove excuses Be able to answer “Which students are
not meeting standards in _______?” Establish a plan to do something about
it – and do something about it
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Elementary
Grade 3 Teacher
Grade 3 Teacher
Grade 3 Teacher
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Middle School Math Team
Grade 6 Math Teachers
Grade 7 Math Teachers
Grade 8 Math Teachers
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Grade 9 Transition Team
Special Education
Music
Art
Grade 9 Math
Grade 9 EnglishLanguage Support
Specialist
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Common FormativeAssessment
The key to choosing effective Instructional Strategies
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“Not standardized tests, but rather teacher-created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers.”
Douglas B. Reeves Center for Leading and Learning
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They want to know if, and to what degree students are making progress toward explicit learning goals.
The true purpose of assessment must be, first and foremost, to inform instructional decision making.
Ainsworth & Viegut, Common Formative Assessments: How to Connect Standards-based Instruction and Assessment, Corwin Press, 2006, p.21
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A number of short assessments given over time will provide a better indication of a student’s learning than one or two large assessments given in the middle or at the end of a grading period.
Robert Marzano, Richard Stiggens, Paul Black, Dylan William, W. James Popham, and Douglas B. Reeves
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+ Collaboratively-developed pre-, interim, and post-assessment of priority concepts and skills
+ Collaboratively-administered, scored, and analyzed student results
+ Collaboratively-revised instructionImproved Student Learning!
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Marzano, Pickering & Pollock
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Teachers have a powerful effect on students
Certain strategies tend to produce higher student achievement than others
To better meet the needs of all students
Workshops deal not just with the theory, but the real life applicationThe “How To”
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CategoryCategory AverageAverageEffectEffectSizeSize
PercentilPercentilee
GainGain
Number of Number of StudiesStudies
Identifying Similarities & Identifying Similarities & DifferencesDifferences
1.611.61 4545 3131
Summarizing & Note TakingSummarizing & Note Taking 1.001.00 3434 179179
Reinforcing Effort & Providing Reinforcing Effort & Providing RecognitionRecognition
.80.80 2929 2121
Homework & PracticeHomework & Practice .77.77 2828 134134
Nonlinguistic RepresentationNonlinguistic Representation .75.75 2727 246246
Cooperative LearningCooperative Learning .73.73 2727 122122
Setting Objectives & Providing Setting Objectives & Providing FeedbackFeedback
.61.61 2323 408408
Generating & Testing Generating & Testing HypothesesHypotheses
.61.61 2323 6363
Cues, Questions, & Advance Cues, Questions, & Advance OrganizersOrganizers
.59.59 2222 12511251
Robert Marzano, Classroom Instruction That Works, ASCD
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How will you know if a particular strategy is effective with your students?
Results indicators (by Data Team) determine:If strategy is being implementedIf strategy is having intended
effect on student learning and improved performance
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The “Big Ideas” applied to math Build computational skills Develop mathematical reasoning and
problem-solving abilities Deepen conceptual understanding Demonstrate understanding in a variety
of assessment formats The seminar provides math educators in
elementary and middle schools with a practical framework for implementing each of the NCTM recommendations
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90-90-90 Research Improvement in reading as well as other
subject areas “I don’t have time for more writing”
Hypothesis Reality (NASSP Bulletin, Dec. 200, “Standards
Are Not Enough!”
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What do you still need to know? Which parts of the summary work mirror
what you are already doing in your district/school?
How might you work together to accomplish this work?
How do you build capacity?
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