Direct Access to Achievement
Initiative Integration:
Getting the Most Out of CCSS
and Educator Effectiveness
This training is made possible through a partnership between Oregon Department of Education
and your ESD, and supported by a Statewide Longitudinal Data Systems grant from the U.S.
Department of Education.
When our efforts aren’t
integrated and aligned…how likely
is our actual progress?
The likelihood of progress increases
when we integrate essential elements
of new initiatives using a systems
approach to align our efforts.
Be selective about
who is trained
Be clear about your
purpose for the
training
Oregon’s
DATA
CCSS
Educator
Effectiveness
RTI
Strategically
Supporting
Student
Learning
Administration,
SustainBuild
Capacity, Monitor,
Support, Data
Start with
willingness
Have a rollout plan
Determine
how to get
coaching
support and
feedback
Staff
Coaching
OUTCOMES
(% of Participants who Demonstrate Knowledge, Demonstrate new
Skills in a Training Setting,
and Use new Skills in the Classroom)
Knowledge
Skill
Demonstration
Use in the
Classroom
Theory and
Discussion
10%
5%
0%
..+Demonstration
in Training
30%
…+ Practice &
Feedback in
Training
60%
60%
5%
…+ Coaching in
Classroom
95%
95%
95%
TRAINING
COMPONENTS
20%
0%
Joyce and Showers, 2002
www.OregonDataProject.org
Visit the Direct Access to
Achievement (DATA) Project website
to access materials and resources.
www.oregondataproject.org
2013-2014 Webinar schedule
Oct. 30, 3:30-4:30 p.m.
Initiative Integration: Getting the Most Out of CCSS and
Educator Effectiveness
Feb. 26, 3:30-4:30 p.m.
Making it Stick: Going from Training to Implementation
Practice
April 23, 3:30-4:30 p.m.
What Difference Is this Making? Evaluating Program
Effectiveness and Fidelity of Implementation
For connection information, visit the Oregon DATA Project page,
Hood River County
School District
Jane Osborne
Building a
Culture of
Data…
It’s all about
the evidence!
www.hoodriver.k12.or.us
Jane Osborne
jane.osborne@hoodriver.k12.or.us
Evaluating Student Progress
September
April
Creating common assessments…
It’s all about the
evidence!
How it all began….
Data from 2008
Building Background….
Learning about Professional
Learning Communities
 Visits
to White River School District
 Administration team attends regional
Dufour workshop
 Teacher/Admin teams attended
various Solution Tree/Dufour
conferences
 Janel Keating and Bob Eaker visit HR
At a Glance….
Year
Elementary Focus
Middle School
Focus
High School
Focus
2009-2010
Math
Implementation
Teams
By subject
Vertically aligned
Department
Teams
2010-2011
Early Release
2 hours
Math
Implementation
Teams
By subject
vertically aligned
with both middle
schools
Department
Teams
2011-2012
Writing
Teams horizontally
aligned by course
Focus on
Diploma
Requirements
2012-2013
Accountable teams by common course taught
Learning Cycle—pretest, teach, posttest, intervene
Focused on data and results
Early Release
2 hours
Early Release
2 hours
Late Starts
Weekly
1 hour
Then we read…
Every
School,
Every Team,
Every Classroom,
by Bob Eaker and
Janel Keating
PLC leadership team visited
--
+ White River
+ La Grande
We realized….
Needed
a system to gather evidence
Analyze data and plan for next steps
and set goals
Team Leaders
Team
Leader job description
Very small stipend
Training quarterly
Supported by principals and
instructional coaches
The Turning Point….
 High
School diploma requirements increase
 Essential
 Common
Skills requirements
Core Standards
 Need
to do things differently—transitioning
to more rigorous instruction and assessment
 Oregon
 17
DATA Project Certification Training
teachers and 10 administrators from each
building trained/ 100 day Plan for leaders
Oregon DATA
Project Training
Accountability
Administrators
engaged in and
modeled the same practices
expected by teachers.
During
monthly “Academic Ad
Council” meetings, principals
participated in teams using all the
same forms and structures that
teachers used on Monday
mornings
Admin Team at work
Admin Doing the work
Created a System…
Forms
Administrators
train and
model—go through
everything the teams do
Accountability
http://www.hoodriver.k12.or.us/Page/198
Agenda and Minutes Form
PLC TEAM
AGENDA AND MINUTES FORM
Meeting Date: ____________School: ______________ Team:________________
Team Members Present: __________________
PLC work to ensure learning:
1)
2)
3)
4)
What do we expect students to learn?
How will we know if they learn it?
How do we respond when students don’t learn?
How do we respond when students do learn?
Agenda Items:
Facilitator:
______________________________________
______________________________________
Team Members Absent:________________ _____
Notetaker:
Timekeeper:
1. Review Norms
2.
TO DO: (who/by when)
3.
TO DO: (who/by when)
4.
TO DO: (who/by when)
(Minutes for each agenda item should include highlights of the discussions, decisions, follow-up tasks, who is
responsible for what and by when.)
Successes from Today:
Focus for Next Meeting:
What to Bring: (data, resources, etc.):
Questions/Concerns:
Needs from Building Administrators:
Copies to: Team Leader and Building Administrators
Monthly Planning Tool
(The Black Box)
Team Analysis of Common Assessment form
7/9/13
Team Analysis of a Common Assessment
TEAM ANALYSIS OF COMMON ASSESSMENT
School
Grade Level
Subject Area
Name of Assessment
Collect data
Analyze data
Establish Goals/Instructional Strategies
Determine Results Indicators
Evaluate effectiveness
5 min
Power Standards or Learning Targets Measured
5 min
In what areas did our students do well on this assessment?
5 min
What instructional strategies helped our students do well?
(skip this question if you are using a pre-assessment)
5 min
What skill deficiencies do we see?
5 min
What patterns do we see in the mistakes and what do they tell us?
5 min
Which students did not master essential standards and will need additional time and support?
(Analyzing Student Work (ASW) form)
5 min
Which students did not master essential standards and will need additional time and support?
(Analyzing Student Work (ASW) form)
20 min
What interventions, and/or instructional strategies will be provided to address unlearned skills,
and how will we check for success? (If teachers ----------, then students will-----------.)
5 min
Do we need to tweak or improve this assessment?
10 min
Which students mastered standards and what is our plan for extension and enrichment?
Class 1
Class 2
Class 3
Class 4
Class 5
Class 6
Class 7
Total Stu
Intensive
Strategic
Approaching
Standard
Meeting
Standard
100%
Teachers fill in numbers and…
Automatically fills in graph
Middle School
Team Analysis of Common
Assessment (TACA)presentations
5th grade team
…with a District Observer
Observation Form
Observation Form
 Get Started
 Create a System
 Monitor and Be
Accountable
 Celebrate Results
It’s all about the
evidence!
Results
Centennial
School District
Cheryl Williamson
CCSS and Educator Effectiveness
It’s the Data
Centennial School District
2010 - 2011
• Developed pacing guide/”starter” curriculum
maps based on Common Core
• Invited principals to attend a 2-hour
introduction to the data teams process
• Gave slots to buildings and had them sign an
MOU agreeing to participate
– Buildings could “buy” more slots
• All buildings signed on – had 96 names
2011 - 2012
• Trainer met with principals to get sense of
staff understanding of PLCs/use of data
• Three sessions (2 elementary, 1 secondary)
– Principals participated along with their staff
• Three half-day trainings
– First day – Overview of process
– Second/third days – Guided Data Teams process
using their data
• Developed cycle notes
2012 - 2013
• Changed PLC schedule to allow for coach support
• Trained 50 additional staff in 3 half-day sessions
• Set expectation of 3 cycles for the year focused
on CCSS
• Trained building coaches to support the process
• Re-trained staff on steps 2, 4 & 5
• Worked with principals on providing feedback on
the cycle notes
• Introduced notion of running agendas
• Revised cycle notes (end of year)
2013 - 2014
• Continue with PLC building schedule
• Added Educator Effectiveness
– Data has taken on a greater sense of urgency
• Sent 52 elementary teachers and principals to ATI
training (Stiggins)
• Pair data teams/assessment literacy to train staff
how to write good classroom-based assessments
– Follow-up with guided data teams training focused on
using the assessment data to inform instruction
Lessons Learned
What Worked
Principal is key
Infrastructure was in place
(pacing guides/maps)
Persistence/ willingness to
retrain when necessary
Structure/scaffold the
conversation more at first
Ongoing coach support
Trust the process
What would we do differently
Principals had varying degrees
of comfort with leading this
process
Feedback on cycle notes made
the conversation all about the
form
Teams struggled more when
only part of the team was
trained
Be clear about the connections
between initiatives up front
Moving Forward
• Develop a clear vision for integration of CCSS and
Educator Effectiveness
– Can’t have “one more thing”
• Keep data front and center
– Use student data to inform instruction
– Use adult and student data to measure effectiveness
• Electronic version of cycle notes/feedback system
for staff
• Differentiate support for staff
David Douglas
School District
Amy McQueen
Brooke O’Neill
PROFESSIONAL
LEARNING TEAMS
David Douglas School District
Portland, OR
PRESENTED BY
Brooke O’Neill: brooke_oneill@ddouglas.k12.or.us
Amy McQueen: amy_mcqueen@ddouglas.k12.or.us
STRATEGICALLY INCREASING STUDENT ACHIEVEMENT
STUDENTS
STANDARDS
UNWRAPPING THE STANDARDS
PLT QUESTION #1: What do all
students need to know and be able
to do? (Standards)
COMMON ASSESSMENTS
ANALYZING STUDENT
WORK FOR
DIFFERENTIATION
SELECT COMMON
INSTRUCTIONAL
STRATEGIES &
DETERMINE RESULTS
INDICATORS
SUMMATIVE
EVALUATION
PROFICIENCY
FOR ALL
STUDENTS
PLT QUESTION #2: How do we
teach so that all students will learn?
(Instruction)
PLT QUESTION #3: How will we
know if they have learned it?
(Assessment)
PLT QUESTION #4: What will we do
if they don’t know or if they come
to us already knowing?
(Intervention & Enrichment)
OUR ROAD:
GET STARTED, GET BETTER
2010-11:
Administrative Training
Created and distributed a PLT Handbook to establish Vision and Process.
School Board approved weekly 1-hour late start for students to allow PLTs to meet within contract day.
Established PLTs across district, all teachers/specialists assigned to either grade level, content, or specialty PLT.
Created Google Doc as a Data Record for each step of PLT cycle.
Targeted Professional Development at both Elementary and Secondary Level (Science)
2011-12:
All staff PLT training prior to start of school year to reestablish a common message and reenergize work.
All Curriculum Team Members trained through Oregon DATA Project, Curriculum Team 100 -day Plan developed
All District Administrators trained on DATA Team Process—Resources utilized: Guest Speaker: Mickey Garrison,
Book Study: Leaders Make it Happen: An Administrator’s Guide to Data Teams (McNulty & Besser)
All District Administrators lead a DATA Team Meeting using current school data.
Targeted Professional Development at Secondary Level (ELA)
2012-13:
PLT designated as one of six DDSD Initiatives
PLT Administrative Leadership Team to oversee Initiative Work with the goal of
Scaling Up.
(EFFECTIVE PRACTICE X EFFECTIVE IMPLEMENTATION = IMPROVED OUTCOMES)
DDSD INITIATIVE WORK
DRIVING SUSTAINABLE CHANGE
PBIS
Evaluation
PLTs
Proficiency
RTI
Student
Achievement
Language
PROFESSIONAL LEARNING TEAMS
•
•
•
What:
Professional Learning Teams (PLTs) are structured collaboration with learning
as the central goal. Inherent to a PLT is a persistent disquiet with the status quo
and a constant search for a better way to achieve goals.
Why:
o PLTs/Data Teams are the strongest form of professional development and
are structured to get results in teaching, learning, and leadership.
o PLTs help us to identify specific teaching and leadership actions that have
been taken to cause gains in student achievement, helps us to replicate
success and helps us eliminate actions that do not produce intended
outcomes.
o Schools and districts, acting in alignment as a system, make improvement
through data-driven inquiry and continuous learning.
o PLTs help us inquire, learn more deeply, and provide opportunities for
developing leadership, ownership, and accountability across the district
CURRENT IMPLEMENTATION LEVEL:
EARLY CHILDHOOD – INITIAL
K-12 - CONTINUOUS IMPROVEMENT AND REGENERATION
Commitment
to
Continuous
Improvemen
t
Use and
Analyze
Data
Develop
Focused
Goals and
Strategies
Focus on
Learning
PLTs/D
ata
Teams
Results
Oriented
Action
Oriented:
Learning
by Doing
Collective
Inquiry into
Best
Practice &
Current
Reality
LINK TO MODEL CORE TEACHING
STANDARDS
● Domain I: Planning and Preparation
○ All Standards
● Domain II: Classroom Environment
○ Standard 2b: Establishing a Culture of Learning
● Domain III: Instruction
○ All Standards
● Domain IV: Professional Responsibilities
○ Standard 4a: Reflecting on Teaching
○ Standard 4d: Participating in a Professional Community
○ Standard 4e: Growing and Developing Professionally
○ Standard 4f: Showing Professionalism
● Domain V: Student Learning and Growth
○ All Standards
COMPARING SLG AND PLT PROCESS
PLT
SLG
1.
2.
3.
4.
5.
Collect and chart baseline data to
determine needs.
Create specific learning goals
based on pre-assessments.
Create and implement teaching and
learning strategies
Monitor student progress through
ongoing formative assessment
process
Determine whether students
achieved the goal
6. Monitor
and
Evaluate
results
5.
Determine
results
indicators
4. Select
common
instructional
strategies
1. Collect
and Chart
Data
2. Analyze
to
prioritize
needs
3. Set,
review, and
revise
incremental
SMART
goals
ACTIONS FOR 2013-2014 SCHOOL YEAR
● Train new staff on PLT process (Over 100 Early Childhood
Providers)
● Train Elementary Student Achievement Specialists on coaching
Data Teams
● Revise the PLT reporting document
○ Elementary aligned with Forward and new teacher evaluation
○ Middle and High School aligned with Common Core
○ Early Childhood aligned with Creative Curriculum and new
teacher evaluation
● Communicate the connection of PLT Work to Student Learning
and Growth Goals in the Evaluation System.
GOALS FOR FUTURE PLT WORK
Goal: Create a data literate culture in which teachers are able to effectively analyze
common assessments to prioritize needs, align and implement research-based
instructional practices to meet needs, and monitor the results.
• Conduct training and coaching to ensure that a solid K-12 PLT/Data Team
structure exists district-wide.
• Provide time for the Administrative PLT Initiative Team to meet to review
academic and behavioral data. Allocate resources and support based on data
from these meetings.
• Train all K-12 staff on how to effectively create and implement Common
Formative Assessments.
• Train all K-12 staff on the process of Analyzing Student Work.
• Train identified teacher leaders and coaches on the Quality Review Rubric to
ensure K-12 teachers can evaluate if their lessons are aligned to the standards
and determine the level of rigor of their lessons.
Integrate essential elements of new
initiatives using a systems approach
to align our efforts.
Questions???
+, 
Feedback
• + What worked to support your
learning and doing today?
•  What changes would improve your
learning?