Initiative Integration: Getting
the most out of CCSS and
Educator Effectiveness
2013-2014 Webinar series
October 30, 2013
3:30 – 4:30 p.m.
This training is supported by a Statewide Longitudinal Data Systems grant
from the U.S. Department of Education.
Webinar Focus
• Establish rationale for integrating initiatives.
• Identify Direct Access to Achievement content and
processes that support effective integration of CCSS
implementation and educator effectiveness systems.
• Demonstrate the use of Action Research as a framework
for integration.
When our efforts aren’t integrated
and aligned…how likely is
actual progress?
The likelihood of progress increases when
we integrate essential elements of new
initiatives, using a systems
approach to align our efforts.
DISCUSSION QUESTION:
To what extent do educators in your district/school view
CCSS and educator effectiveness as mutually
supportive elements of a comprehensive system
geared to improving student outcomes?
A. Not at all.
B. To some extent.
C. More than they don’t.
D. To a great extent.
HOW DO WE ENCOURAGE
INTEGRATION AND
ALIGNMENT OF INITIATIVES
RATHER THAN LAYERING?
Use a framework that works across
initiatives!
DATA Project Flashback!
Critical Questions That Guide the Work
1. What do we want our students to learn?
2. How will we know what students have
learned?
3. How do we respond when they don't learn?
4. How do we respond when they do learn?
DATA Project Flashback!
:
What Do We Want Students to Learn?
•
State Standards/Common Core Standards
Identified
• District Teams Determine Power Standards &
Pacing
• Standards
Learning Targets
• Where are they going?
• How will they get there?
DATA Project Flashback!
How Will We Know What Students Have Learned?
• Data Driven Instruction
Monitor Learning Using CFA’s (Common
Formative Assessments)
• SMART Goal: 80/80
• Teacher Assessment Goals, SB 290
• Analyze Instructional Strategies, Tools and
Resources
•
DATA Project Flashback!
Common Formative Assessments
CFA’s ARE
•
•
•
•
Thermometers
Quick & Painless
Defined by their use
Given Frequently
What do they look like?
CFA’s come from a variety of
sources
• Quick checks
• Item analysis
• Common means common!
Both tool and administration
•
CFA’s ARE NOT:
•
•
Summative
Assessments
OAKS
DATA Project Flashback!
How Do We Respond When They Don’t Learn?
•
Flexible groups based on specific needs for
skill/concept
• What do they need...
• Intervention?
• More practice?
• Extension/Enrichment?
• Who is most qualified to teach specific
groups?
• Tier III Intervention: The “Triple Dip”
• Check out our POST INTERVENTION
data!!
DATA Project Flashback!
How Do We Respond When They Do Learn?
•
Standards Focused
• Go Deeper In Standard- Bloom’s
• Examples:
• Research Projects
• Computer Lab Activities
• Individualized Plans
• Open Ended Problem Solving
• Student Designed Learning
DATA Project Flashback!
Data Team Process
1. Collect and chart data
2. Analyze strengths and obstacles
3. Establish goals: set, review, revise
4. Select instructional strategies
5. Determine results indicators
6. Monitor and evaluate results
DATA Project Flashback!
Action Research—how might we use this framework for
integration of data teams/ PLCs, CCSS implementation, and
educator effectiveness?
Observe &
Question
Explain
Hypothesize
Analyze Data
for patterns,
trends, and
clues
Gather Data
Pre-post &
Multiple
measures
Predict
Test
Hypothesis
DATA Project Flashback!
Action research encourages an
inquiry mindset
How?
Why?
When?
For whom?
Under what
conditions?
Action research
framework provides a
process for
investigating data for
answers. It also leads
to new questions!
Educators can promote and model this!
DATA Project Flashback!
Observe &
Question
Explain
Hypothesize
Analyze Data
for patterns,
trends, and
clues
Gather Data
Pre-post &
Multiple
measures
Predict
Test
Hypothesis
Connection to CCSS Implementation
CCSS Implementation Challenges
• Setting appropriate CCSS aligned goals for learning and
growth.
• Learner development and differences
• Content and application of content
• Planning instructional strategies and assessment
• Engaging students in CCSS aligned instructional
strategies.
• Creating and/or selecting measures that assess students’
learning and growth relative to CCSS.
• Analyzing results data to make meaning about student
learning and progress.
• Repeating the cycle.
DATA Project Flashback!
TEACHERS AND LEADERS
WILL NEED STRUCTURES
THAT PROVIDE SUPPORT TO
MEET THE CHALLENGES
For which of the following do you believe
teachers will need the most support?
A. Collecting evidence to determine students’ learning
B.
C.
D.
E.
needs for CCSS-based grade level curriculum.
Determining students’ learning needs based on the
evidence.
Setting SMART goals for improving student
achievement based on the evidence and CCSS.
Setting student learning objectives/goals.
Identifying, selecting or creating formative measures to
assess student learning and growth for CCSS-based
curriculum.
Connect and Integrate
ACTION RESEARCH + DATA TEAMS/PLCS =
SYSTEM FOR INTEGRATION AND
IMPLEMENTATION SUPPORT!
Connect and Integrate
Dedicated team time and effective team processes
provide supportive environment for using action
research framework. Data Teams/PLCS provide:
• Structures—focused agenda, inquiry process (DATA
Project Toolkit for Accountability)
https://sites.google.com/site/oregontoolkit/
• Interpersonal processes—norms and roles for facilitating
the inquiry process
• Procedures—Action Research—observe/question,
hypothesize, predict, test hypothesis, gather data, analyze
and explain.
• Teachers use data/evidence to reflect on challenges, successes
and resources they brought to specific instructional task or
situation.
Connect and Integrate
How do you support teams in doing action
research as part of the teaming process?
Use the Direct Access
to Achievement
Implementation Rubric
and Team Observation
Tool!
Observe &
Question
Explain
Hypothesize
Analyze Data
for patterns,
trends, and
clues
Predict
Gather Data
Test
Hypothesis
DATA Project Flashback!
Direct Access to Achievement
Implementation Rubric
Implementation Areas:
Indicators Grouped as:
• Leadership
• Structures
• Problem-solving through
• Processes and
•
•
•
•
data analysis.
Curriculum and instruction
Assessment
Positive school climate
Family and community
partnering
procedures
• Professional development
DATA Project Flashback!
Team Observation Tool
Team Steps:
• Agenda and Minutes
• Norms and Participation
• Data Organization and
•
•
•
•
•
Analysis
Analysis of Strengths and
Obstacles
Goals
Instructional Strategies
Results Indicators
Meeting Self-Reflection
Indicators provided:
• Descriptions of team
actions that indicate
Proficient or Exemplary
behaviors.
Connect and Integrate
ACTION RESEARCH STEP:
OBSERVE AND QUESTION
Teams within a junior high school have been
given the task of assessing the alignment of the
complexity of science texts/readings used at
each grade level with expectations for text
complexity as specified in CCSS.
Connect and Integrate
Observe & analyze data for trends,
patterns and clues
• Do recent assessment data reflect that students are
able to comprehend text that is written on a grade
appropriate level of complexity?
• 45% of students are comprehending texts that are at appropriate
complexity for grade level.
• Science texts and other readings assigned by teachers in the teams
range from 35% to 75% of readings are at appropriate complexity for
grade level.
• For which students?
• Pre-Advanced Placement and Honors students tend to have more
complex readings and higher % of students comprehending.
• Under what conditions?
Connect and Integrate
Hypothesize & Predict:
• If we increase texts/readings of sufficient
complexity to at least 60% for all assignments
regardless of pre-AP or honors enrollment, and
we scaffold students who need support, then our
students will improve their ability to comprehend
complex texts aligned to grade level.
• Set a SMART goal for the improvement expected:
• 57% of students will demonstrate proficiency with grade
level science comprehension on the post-assessment
science reading task as compared to 45% on the preassessment science reading task.
Connect and Integrate
Test Hypothesis
• Grade level teams assess the text-based and/or other
source reading selections for the curriculum unit and
select readings that reflect alignment with CCSS grade
level complexity.
• Teams decide on instructional strategies, supports for
students and timeframe for post-assessment.
• Teams decide on indicators that will help them know
whether they implemented with fidelity.
• Teachers implement the planned actions.
Connect and Integrate
Gather Data
• Teachers monitor their implementation by
collecting data on adult actions.
• Percent of science reading assignments at the appropriate
complexity for grade level.
• Teachers administer and score the student post-
assessment following the unit of instruction.
Connect and Integrate
Analyze Data & Explain
• Analyze data for patterns, trends and clues
• Did students improve their scores on
comprehension on the post assessment?
• Who improved? Who didn’t? To what extent?
• Was improvement or lack of improvement
associated with certain conditions? (adult data)
The team determines new questions or clarifications based
on their action research.
Observe &
Question
Explain
Continue the
Cycle!
Hypothesize
Analyze Data
for patterns,
trends, and
clues
Predict
Gather Data
Test
Hypothesis
Connection to Educator Effectiveness
The Evaluation and Professional Growth Cycle
supports an inquiry mindset.
Evaluation and Professional Growth Cycle:
• Self-reflection
• Goal-setting
• Observation/collection of evidence
• Formative assessment/evaluation
Observe &
Question
Explain
• Summative evaluation
Hypothesize
Analyze Data
for patterns,
trends, and
clues
Predict
Gather Data
Test
Hypothesis
Connection to Educator Effectiveness
How does Action Research connect to educator
effectiveness standards?
Educational Leadership/
Administrator Standards
1. Visionary Leadership
Model Core Teacher Standards
A.
• Learner Development,
Learning Differences, Learning
Environments
2. Instructional
3.
4.
5.
6.
Improvement
Effective Management
Inclusive Practice
Ethical Leadership
Socio-Political Context
The Learner and Learning
B.
Content
• Content Knowledge &
Application of Content
C.
Instructional Practice
• Assessment, Planning for
Instruction, & Instructional
Strategies
D.
Professional Responsibility
• Professional Learning & Ethical
Practice and Leadership &
Collaboration
For which of the following do you believe
leaders will need the most support?
A. Collecting evidence to determine teacher’s needs for
B.
C.
D.
E.
professional practice.
Determining teacher’s needs for improvement based on
the evidence.
Setting teacher goals for improving professional
practice based on evidence of teachers’ needs.
Identifying, selecting and/or approving formative
measures to assess student learning and growth for
teacher goal setting.
Setting appropriate teacher goals for student learning
and growth.
Integration
Leaders can use Action Research for a
framework for instructional improvement and
implementation of CCSS.
• Teacher goal setting for professional practice,
professional responsibilities, and student learning
and growth.
• Identify/create/select formative measure to
assess student learning and growth based on
CCSS.
• Start with relevant student learning data or
artifacts
• Use the Action Research framework to consider
student data and artifacts
In Summary
• Action Research is a procedure that can be
embedded into the work of data teams/PLCs to
• Increase effectiveness and reduce fatigue
during implementation, and
• Ensure integration of efforts in implementing
CCSS and educator effectiveness.
Future Webinars
Making it Stick: Going from Training to
Implementation Practice
• February 26, 2014 3:30 – 4:30 p.m.
What Difference Is this Making? Evaluating
Program Effectiveness and Fidelity of
Implementation
• April 23, 2014 3:30 – 4:30 p.m.