working on the work how the olmsted falls city school district has assimilated the work of the ohio...
TRANSCRIPT
Working on the Work
How the Olmsted Falls City School District has assimilated the work of the Ohio
Leadership Advisory Council with the Ohio Improvement Process in order to continue the
excellence.
PresentersDr. Todd Hoadley—SuperintendentDr. Jim Lloyd—Assistant SuperintendentMerritt Waters—Student Services CoordinatorDr. Bob Hill—Principal, OFHSDon Svec—Principal, Fitch Intermediate SchoolJanet Venecek—Teacher, Fitch Intermediate
SchoolSally Schuler—Teacher, Fitch Intermediate SchoolNeil Roseberry—Principal, Falls-Lenox Primary Michelle LaGruth—Teacher, Falls-Lenox Primary
Going from Good to Great
Greatness is not a function of circumstance. Greatness, it turns out, is largely a matter of conscious choice, and discipline.
Collins, J. (2005). Why business thinking is not the answer: Good to great and the social sectors. A monograph to accompany good to great.
Today we will:Connect OLAC to
OIPDemonstrate how
we’ve put the above connection into practice
Discuss the focused, continuous improvement of our organization
Provide you with an overview as to how the different parts of the system are working on the work in Olmsted Falls:
Dr. Todd HoadleySuperintendent & DLT Member
J_Lloyd_2008
Student Learning
Instruction
Assessm
ent
Academic Content Standards/Learning Targets
Professional Learning Community
Eliminate competing initiatives—attract and move resources towards our
hedgehog concepts and repel those that go against it
Know what you are good at and do good only at those things that you have defined is the work
“to do the most good requires saying no to pressures to stray, and the discipline to stop doing what does not fit.” --Jim Collins, 2005
The benefits of OIP helping us change district behavior and practice on a system-wide basisDLTBLT
Dr. Jim LloydAssistant SuperintendentCurriculum, Instruction &
Assessment
Assumptions for our CIP creationThings we know:
As educators we try to do too muchAs educators we know the right things to doThe right things to do in order to increase student
achievement are not easyAs a field, we have relied on programs and quick fixes
that rarely produce successThe solutions to problems that have plagued our
profession exist within our buildings
The question becomes: Do we have the courage to focus and endure in order to experience real change.
The OIP is the implementation of the OLAC’s work
OLAC ConceptsLeadership is shared
Area 1: Data & Decision Making
Area 2: Focused Goal Setting
Area 3: Instruction and Learning
OFCS’ OIP ActionsDLTs and BLTs
Starts with the use of the Decision Framework
Revised CIP is more focused
Clear Targets & High Quality Feedback
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
Implementing OLAC through OIP
The OFCS’ Hedgehog
What are you deeply passionate about?
What can you be the best in the world at?
What drives your engine?
OFCS CIP General FocusIdentify, acknowledge and build upon previous
excellenceBuild on what happens within the classroom by working
to improve upon current teacher quality
Focus on those things that we can “control”Making learning targets clearer for learnersProviding learners with feedback
The only thing that directly impacts student achievement is teacher practice so we must focus on changing/improving/growing what teachers do in the classroom and provide them with time and support
How effective do we deliver our mission and make an impact relative to our resources?
While quantification of results is good, what matters more is our ability to assemble evidence (quantitative & qualitative data) to track our progress
Clear Standards-Based Learning Targets
High Quality Instruction
Assessment (formative & summative)
Alignment of things within the “black box”
Theory Into Practice
We’ve operationalized our CIP strategies and assimilated many concepts into a deliverable professional development sequence across the entire school district
Goal
Strategies
Action Steps (4 of them)
Tasks under the action steps
J_Lloyd_2008
Discussion of the OFCS CIP
Merritt WatersStudent Services Coordinator &
DLT Member
How does special education and student services fit into the
improvement process?
Olmsted Falls Quick Facts
2007-08 ODE Report CardStudents with Disabilities made adequate
yearly progressStill far lower than all other subgroups in
reading and math achievementStudents with Disabilities comprise 11.8% of
our student population
OIP & Special EducationOLAC Focus Area 1 – Data and the Decision
Making ProcessShared discoveryShared responsibilityStill need to gather data about at-risk kids
OIP & Special EducationOLAC Focus Area 2 - Focused Goal Setting
ProcessInclusive, aggressive district goalFamiliar territory for special educators Still need to align individual student growth
expectations with district goal
OIP & Special EducationOLAC Focus Area 3 - Instruction and the Learning Process
Sharing ideas/materials faster help for students
Strong instruction, not commercial programs
OIP & At-Risk Students•The problem-solving model vs.OIP•We don’t call it RTI, but…
Need more universal screening-academic and behavioral
Need more Tier 2 & 3 interventions-all grades
Need increased progress monitoring
Dr. Bob HillPrincipal of Olmsted Falls High School
& DLT Member
How does a building leadership team operate?
Excellence In EducationRanked “Excellent” 9-Years Running
SPDG and Change“A competitive world has two possibilities for
you. You can lose. Or, if you want to win, you can change.”
--Lester C. Thurow (1938- )American economist and educator
Building Organizational StructureInstructional Leadership Team (ILT)
Team composed of department heads Art Business Foreign Language Health/PE Language Arts Library Math Music Social Studies Special Education Science
SPDG and ChangeCultural DivideThe Healing ProcessChoosing a BLT
“Our journey has never been one of shortcuts or settling for less. It has not been the path for the faint-hearted—for those who prefer leisure over work, or seek only the pleasures of riches and fame. Rather, it has been the risk-takers, the doers, the makers of things—some celebrated
but more often men and women obscure in their labor, who have carried us up the long, rugged
path towards prosperity and freedom.”President Barack Obama
Where Are We Now?BLT FormedDecision Framework Near CompletionData and the Decision Making Process;
Focused Goal Setting; Instruction & The Learning Process The Heart of Our
CIP
Neil Roseberry &Michelle LaGruth
Falls-Lenox Primary Schools
What is the role of a DLT member from the principal & teacher perspectives and how does the DLT work with the BLT?
Benefits of DLT MembershipGet to have a voice
The district’s first attempt at real whole group collaboration between all groups.
Collaboration with others across grade levels
Provides opportunities to visit classrooms from different buildings and grade levelsTeachers sharing effective practices
DLT Liaison
Working as a DLT & BLT member provides me with a unique opportunity to intertwine DLT learning and connect that to help our building make improvements.
Work across grade level and within my buildingI’ve been able to explain the data that the DLT
analyzed to building to develop understandingCurrent BLT focus has been on analyzing data
from subgroups (ESL & Spec Ed)
JLloyd_2009
Learning CommunitiesIn first yearRe-structured building layout from grade level
hallways to clusters of 1st, 2nd and 3rd grade teachers on a team
CollaborationMeet 1 time per month for community meetings
Talk about instruction; observe each other in classrooms; discuss new ideas and how to help kids academically
Everyone has lunch at the same timeMore opportunities for class buddies and multi-
level class get togetherKids more comfortable with teachers from other
grades
Language Arts
Math Science SocialStudies
PowerIndicators
R - √
W- √
√
Unwrapping Indicators
Collaboration/ Full Day
3rd- Dec. 19/Jan 14
2nd- Dec. 16/Jan 12
1st- Dec. 18/Jan 13
K- AM Dec. 3/Jan 15
Pre-K /Jan 16
Full Day March
3rd-
2nd-
1st-
K-
Pre-K
StudentFriendlyLanguage
Finish up anything in these two boxes at February at the
February Grade Level
Mtg.
Bench-Marking(report card)
February Inservice Day
(Feb. 13)
FLIP – Falls Lenox Improvement Plan
Assessment (formative and summative) – Ongoing during mapping mtgs.
Once LA is complete, continue to work through the process with math then science and social studies.
Don Svec, Sally Schuler &Janet Venecek
Don—Principal and DLT MemberSally—5th Grade Teacher and BLT
MemberJanet—4th Grade Teacher and
Learning Team Participant
JLloyd_2009
How does a building incorporate the use of learning teams into its BLT Process?
Assessment For Learning
“Quality assessment is indistinguishable from effective classroom instruction.”
-Rick Stiggins: Portland Oregon
Assessment for LearningWhere am I going? (Alignment with District CIP Action Step 1)1. Provide a clear and understandable vision of the learning
target.2. Use examples and models of strong and weak work.
Where am I now? (Alignment with District CIP Action Step 2)3. Offer regular descriptive feedback.4. Teach students to self assess and set goals.
How can I close the gap?5. Design lessons to focus on one aspect of quality at a time.6. Teach students focused revision.7. Engage students in self-reflection, and let them keep track
of and share their learning.
The Learning Team ProcessReading and reflecting on new classroom
assessment strategiesShaping the strategies into applicationsTrying out applications, observing, and
drawing inferences about what does and doesn’t work.
Reflecting on and summarizing learning and conclusions from the experience
Sharing and problem solving with team members
Assessment for LearningWhere am I going?1. Provide a clear and understandable vision of the learning
target.2. Use examples and models of strong and weak work.
Where am I now?3. Offer regular descriptive feedback.4. Teach students to self assess and set goals.
How can I close the gap?5. Design lessons to focus on one aspect of quality at a time.6. Teach students focused revision.7. Engage students in self-reflection, and let them keep track
of and share their learning.
“What is happening differently in our classrooms as a result of what we are doing and learning in our study teams?”
Recipe for Student LearningMake Learning Targets Clear for Kids
Involve kids in the assessment process.
What does this recipe look like when implemented ?
Identify the Powerful IndicatorsPut into Kid Friendly Language Communicate goals to kids and self-assess.Teach with creativity ( Hands on activities, smart
board, partnering, games, United Streaming, projects, spiral approach, Good/Ugly , practice, rubrics ,etc.)
On going student self-assessment to gain immediate feedback using rubric (“formative assessment”)
Teacher assess – (SUMMATIVE ASSESSMENT)Shared results with Learning Teams (Collaboration)
Baby and the Bath Water?
Process Still Under ConstructionTeachers and Kids are retooling.
How Do We Look at How Do We Look at Assessment?Assessment?
Analyzed indicators under the Analyzed indicators under the Standard of HistoryStandard of History
ExplainExplain how Ohio progressed from territory how Ohio progressed from territory to statehood, including the terms of the to statehood, including the terms of the Northwest Ordinance. Northwest Ordinance.
ExplainExplain the causes and the effects of the the causes and the effects of the frontier wars of the 1790s, including the frontier wars of the 1790s, including the Battle of Fallen Timbers, on American Battle of Fallen Timbers, on American Indians in Ohio and the United StatesIndians in Ohio and the United States
Matched our Assessment Method with the Complexity of the Learning Target
Old assessments consisted of:• Multiple choice questions• Vocabulary• Minimal extended response
New assessments Heavily focused on the need for students to demonstrate the ability to “explain” . . . .
Clear Learning TargetsWe broke apart the historical sequence of Ohio becoming a state into 6
separate steps:
French and Indian War: (“Ohio Land” became a territory of England)
American Revolution (“Ohio Land” became a territory of the U.S.)
Northwest Territory and Ordinance (“Ohio Land” had rules for becoming a state)
Battle of Fallen Timbers (“Ohio Land” was fought over by Native Americans)
Ohio becomes a state on March 1,1803
War of 1812 (Battle of Lake Erie and the American win leads to Indian Removal Act)
InstructionUsing text, videos, primary resources and power point presentations, teachers presented each sequence as a story.Students were then asked to
write a “quality paragraph” and draw an illustration about each sequence presented.
“Quality paragraph” is one of our language arts power indicators.
New AssessmentOhio Becomes a StateDraw a picture of the main idea discussed in each unit. Write a quality paragraph (main idea and 2-3 supporting details) to tell about your picture. Make sure to include specific facts or dates.
French and Indian War (Chapter 4 Lesson 1 pages 100-105)
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Student Self AssessmentStudent Self Assessment Students rated their Students rated their
illustrations and illustrations and paragraphs using a paragraphs using a rubric before turning in.rubric before turning in.
Picture 2 1 0Topic sentence 2 1 0Supporting details 2 1 0
Power Indicators Vertical Articulation
4th Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history
**5th Create time lines and identify possible relationships between events.
6th Create a multiple-tier time line from a list of events and interpret the relationships between the events.
Arrange dates in order on a time line using the conventions
of B.C., A.D.
Clear Learning TargetsThose who aim at something will generally hit or come
close to the target.
If you aim at nothing, you will hit it.If you aim at something that is stationary, it is easier to
hit
Clear Learning TargetsActual Indicator: Create timelines and identify possible
relationships between events.
Student Friendly Language:I will be able to construct a timeline using
even intervals and labeled events. Then, I will be able to tell how the events
relate to each other.
Formative Assessment What do I already know about timelines?
Define: Interval ____________________________Define: Event ______________________________Define: Year, Decade, Century, millennium
Create a timeline using these dates and events
1991 WWW 1939 Jet Plane 1902 AC1907 Plastic 1879 Light bulb 1923 Traffic
Light1983 Cell Phone 1891 Zipper 1927 TV
Why Assess Prior to Instruction?Provides feedback to students
Reinforces the learning target
Guides Instructional Practice
InstructionGood, Bad, Ugly SamplesHands On Approach - Clothes line using
intervals and eventsPractice (Obama, student, dates)Share assessment rubric with kidsPresidential Timelines using rubric for
formal assessment
Summative Assessment RubricMy Presidential timeline has: Even Intervals : 0 1 2Intervals that are marked clearly : 0 1 2Events that are marked clearly: 0 1 2Graphics that represent events: 0 1 2Title: 0 1 2Identifies relationships between events: 0 1
2Neatness: 0 1 2Visual Appeal : 0 1 2
Thank you!Questions ?