YAKIMA PUBLIC SCHOOLS
Is Your District Career and College Ready?
WASHINGTON STATE SCHOOL DIRECTORS’ ASSOCIATION
Annual Conference
November 21-24
Bellevue Hyatt Regency
YAKIMA SCHOOL DISTRICT
Student Demographics
Enrollment
October 2012 Student Count
15,368
May 2013 Student Count
15,186
Gender (October 2012)
Male
7,832
51.00%
Female
7,536
49.00%
155
1.00%
71
0.50%
6
0.00%
77
0.50%
155
1.00%
11,538
75.10%
3,043
19.80%
400
2.60%
12,713
83.70%
Special Education (May 2013)
2,099
13.80%
Transitional Bilingual (May 2013)
4,632
30.50%
Migrant (May 2013)
2,776
18.30%
167
1.10%
Race/Ethnicity (October 2012)
American Indian/Alaskan Native
Asian
Native Hawaiian / Other Pacific Islander
Asian/Pacific Islander
Black / African American
Hispanic / Latino of any race(s)
White
Two or More Races
Special Programs
Free or Reduced-Price Meals (May 2013)
Section 504 (May 2013)
LEARNER OUTCOMES
1. Experience a performance task to gain a deeper
understanding of the increased demand for higher
rigor and relevance
2. Identify how CCSS connect to instructional
frameworks and influences professional development
and use of time (collaboration)
3. Recognize how to support and maximize the
effectiveness of district/building wide systems and
structures to support the implementation of CCSS and
new evaluation model
COMMON CORE STATE STANDARDS INITIATIVE
Mission Statement
ROBUST
RELEVANT
REAL WORLD
http://www.corestandards.org/
Activity 1: Begin with the End in Mind
Is Your District Career and College Ready?
• 1. Read the Performance Task
• 2. Decide in which quadrant it belongs and
WHY
• Identify level of Rigor - Higher Order Thinking Skills?
• Identify level of Application - Relevance/Meaning?
• 3. What would you do to bump it to the next
level or quadrant?
Getting Ready…to transition to and
implement the CCSS
Conducted a Comprehensive Needs Assessment
As a Result of the Needs Assessment…
PRIORITY GOAL #1
Build a Culture of High Expectations for Learning
Utilize Five YSD Instructional Strategies
Complete Two Performance Tasks
PRIORITY GOAL #2
YSD will offer Healthy, Safe, Mutually Respectful and Effective Learning
Environments
Know Student Names and Interests
Utilize Students’ Names and Interests in Instructional Planning
Danielson Framework
• 5 Instructional
Strategies
• Performance Tasks
• Student
Interests/Planning
ADAMS’ P-5 ELEMENTARY SCHOOL
http://schools.yakimaschools.org/education/school/school.php?sectiondetailid=75&
ADAMS P-5 ELEMENTARY SCHOOL
Student Demographics
Enrollment
October 2009 Student Count
648
May 2010 Student Count
670
Gender (October 2009)
Male
319
49.20%
Female
329
50.80%
American Indian/Alaskan Native
8
1.20%
Asian
2
0.30%
Asian/Pacific Islander
2
0.30%
14
2.20%
582
89.80%
42
6.50%
651
97.20%
99
14.80%
Transitional Bilingual (May 2010)
417
62.20%
Migrant (May 2010)
206
30.70%
Section 504 (May 2010)
0
0.00%
Foster Care (May 2010)
0
0.00%
Race/Ethnicity (October 2009)
Black / African American
Hispanic / Latino of any race(s)
White
Special Programs
Free or Reduced-Price Meals (May 2010)
Special Education (May 2010)
Other Information (more info)
Adams: Prior to MERIT Grant
Success Percentage: MSP 2009-2010
100.0%
90.0%
80.0%
70.0%
60.0%
Reading All
50.0%
Reading ELL
40.0%
Math All
30.0%
Math ELL
20.0%
10.0%
0.0%
3rd
4th
5th
What We Know
Teachers
“Teachers are the greatest school-based influence on
student achievement.”
Nye, Konstantopolous & Hedges, 2004
Rockoff, 2004
Principals
“Leadership is second only to classroom instruction
as an influence on student learning.”
Wallace Foundation Study “Learning from Leadership” July 2010
•
•
•
•
•
•
•
•
INSTRUCTION: Danielson
Framework
5 Instructional Strategies
Performance Tasks
Student Interests/Planning
Building Selected
Instructional Oral
Language Based
Strategies
Language for Learning
Language for Thinking
Math Benchmark
Assessments
Early Exit Model
Adams Implementation Plan:
Instruction
• Language for Learning
• Language for Thinking
• Oral Based Language Strategies
• Math and Reading Benchmark Assessments
• Early Exit Model: ELL Students
ACTIVITY 2: Instruction
YSD Instructional Framework for TGEM
Teacher Growth and Evaluation Model
Domain 1: Planning and Preparation
Domain 2: Classroom Environment
1a: Demonstrating Knowledge of
Content and Pedagogy (4)
1d: Demonstrating Knowledge of Resources
(4)
2a: Creating an Environment of
Respect and Rapport (5)
Knowledge of content and the structure of the discipline
Knowledge of prerequisite relationships
Knowledge of content-related pedagogy
Resources for classroom use
Resources to extend content knowledge and pedagogy
Resources for students
Teacher interaction with students
Student interactions with other students
Expectations
Monitoring of student behavior
Response to student misbehavior
1b: Demonstrating Knowledge of Students (3)
1e: Designing Coherent Instruction (4)
2b: Establishing a Culture for
Learning (1)
2e: Organizing Physical Space (5)
Knowledge of child and adolescent development
Knowledge of the learning process
Knowledge of students' skills, knowledge, and language
proficiency
Knowledge of students' interests and cultural heritage
Knowledge of students' special needs
Learning activities
Instructional materials and resources
Instructional groups
Lesson and unit structure
Importance of the content
Expectations for learning and achievement
Student pride in work
Safety and accessibility
Arrangement of furniture and use of physical resources
1c: Setting Instructional Outcomes (4)
1f: Designing Student Assessments (6)
2c: Managing Classroom Procedures
(5)
Value, sequence, and alignment
Clarity
Balance
Suitability for diverse learners
Congruence with instructional outcomes
Criteria and standards
Design of formative assessments
Use for planning
Management of instructional groups
Management of transitions
Management of materials and supplies
Performance of non-instructional duties
Supervision of volunteers and paraprofessionals
Domain 4: Professional Responsibilities
2d: Managing Student Behavior (5)
Domain 3: Instruction
4d: Participation in Professional Community
(8)
3a: Communications with Students (1)
3d: Using Assessment in Instruction (6)
Accuracy
Use in future teaching
Relationships with colleagues
Involvement in a culture of professional inquiry
Service to the school
Participation in school and district projects
Expectations for learning and achievement
Directions and procedures
Explanations of content
Use of oral and written language
Assessment criteria
Monitoring of student learning
Feedback to students
Student self-assessment and monitoring of progress
4b: Maintaining Accurate Records (6)
4e: Growing and Developing Professionally
(8)
3b: Using Questions & Discussion
Techniques (2)
3e: Demonstrating Flexibility &
Responsiveness (3)
Student completion of assignments
Student progress in learning
Non-instructional records
Enhancement of content knowledge and
pedagogical skill
Receptivity to feedback from colleagues
Service to the profession
Quality of questions
Discussion techniques
Student participation
Lesson adjustment
Response to students
Persistence
4c: Communicating with Families (7)
4f: Showing Professionalism (8)
3c: Engaging Students in Learning (1)
Information about the instructional program
Information about individual students
Engagement of families in the instructional program
Integrity and ethical conduct
Service to students
Advocacy
Decision making
Compliance with school & district regulations
Activities and assignments
Grouping of students
Instructional materials and resources
Structure and pacing
4a: Reflecting on Teaching (2)
INSTRUCTION: Danielson
Framework
•
5 Instructional Strategies
•
Performance Tasks
•
Student Interests/Planning
•
Building Selected
Instructional Oral Language
Based Strategies
•
Language for Learning
•
Language for Thinking
•
Math/Reading Benchmark
Assessments
•
Early Exit Model
Adams’ Collaboration
Purposeful collaboration on data
Focus from teacher-driven to student-driven data
ACTIVITY 3: Collaboration
YSD Instructional Framework for TGEM
Teacher Growth and Evaluation Model
Domain 1: Planning and Preparation
Domain 2: Classroom Environment
1a: Demonstrating Knowledge of
Content and Pedagogy (4)
1d: Demonstrating Knowledge of Resources
(4)
2a: Creating an Environment of
Respect and Rapport (5)
Knowledge of content and the structure of the discipline
Knowledge of prerequisite relationships
Knowledge of content-related pedagogy
Resources for classroom use
Resources to extend content knowledge and pedagogy
Resources for students
Teacher interaction with students
Student interactions with other students
Expectations
Monitoring of student behavior
Response to student misbehavior
1b: Demonstrating Knowledge of Students (3)
1e: Designing Coherent Instruction (4)
2b: Establishing a Culture for
Learning (1)
2e: Organizing Physical Space (5)
Knowledge of child and adolescent development
Knowledge of the learning process
Knowledge of students' skills, knowledge, and language
proficiency
Knowledge of students' interests and cultural heritage
Knowledge of students' special needs
Learning activities
Instructional materials and resources
Instructional groups
Lesson and unit structure
Importance of the content
Expectations for learning and achievement
Student pride in work
Safety and accessibility
Arrangement of furniture and use of physical resources
1c: Setting Instructional Outcomes (4)
1f: Designing Student Assessments (6)
2c: Managing Classroom Procedures
(5)
Value, sequence, and alignment
Clarity
Balance
Suitability for diverse learners
Congruence with instructional outcomes
Criteria and standards
Design of formative assessments
Use for planning
Management of instructional groups
Management of transitions
Management of materials and supplies
Performance of non-instructional duties
Supervision of volunteers and paraprofessionals
Domain 4: Professional Responsibilities
2d: Managing Student Behavior (5)
Domain 3: Instruction
4d: Participation in Professional Community
(8)
3a: Communications with Students (1)
3d: Using Assessment in Instruction (6)
Accuracy
Use in future teaching
Relationships with colleagues
Involvement in a culture of professional inquiry
Service to the school
Participation in school and district projects
Expectations for learning and achievement
Directions and procedures
Explanations of content
Use of oral and written language
Assessment criteria
Monitoring of student learning
Feedback to students
Student self-assessment and monitoring of progress
4b: Maintaining Accurate Records (6)
4e: Growing and Developing Professionally
(8)
3b: Using Questions & Discussion
Techniques (2)
3e: Demonstrating Flexibility &
Responsiveness (3)
Student completion of assignments
Student progress in learning
Non-instructional records
Enhancement of content knowledge and
pedagogical skill
Receptivity to feedback from colleagues
Service to the profession
Quality of questions
Discussion techniques
Student participation
Lesson adjustment
Response to students
Persistence
4c: Communicating with Families (7)
4f: Showing Professionalism (8)
3c: Engaging Students in Learning (1)
Information about the instructional program
Information about individual students
Engagement of families in the instructional program
Integrity and ethical conduct
Service to students
Advocacy
Decision making
Compliance with school & district regulations
Activities and assignments
Grouping of students
Instructional materials and resources
Structure and pacing
4a: Reflecting on Teaching (2)
INSTRUCTION: Danielson
Framework
•
5 Instructional Strategies
•
Performance Tasks
•
Student Interests/Planning
•
Building Selected
Instructional Oral Language
Based Strategies
•
Language for Learning
•
Language for Thinking
•
Math/Reading Benchmark
Assessments
•
Early Exit Model
•
Student Critical Attributes
Coaching for Rigor and Relevance
Coaching for Student Critical Attributes
What is the
doing?
More importantly………………..
What is the
doing??
INSTRUCTION: Danielson
Framework
•
5 Instructional Strategies
•
Performance Tasks
•
Student Interests/Planning
•
Building Selected
Instructional Oral Language
Based Strategies
•
Language for Learning
•
Language for Thinking
•
Math/Reading Benchmark
Assessments
•
Early Exit Model
•
Student Critical Attributes
PARENT and COMMUNITY INVOLVEMENT
• Video Clip
• Parent Breakfast Picture
INSTRUCTION: Danielson
Framework
•
5 Instructional Strategies
•
Performance Tasks
•
Student Interests/Planning
•
Building Selected
Instructional Oral Language
Based Strategies
•
Language for Learning
•
Language for Thinking
•
Math/Reading Benchmark
Assessments
•
Student Critical Attributes
Positive Behavioral Intervention and Supports
http://www.pbis.org/
ACTIVITY 4: Growth? Evaluation?
Teacher Growth and Evaluation Model
Domain 1: Planning and Preparation
Domain 2: Classroom Environment
1a: Demonstrating Knowledge of
Content and Pedagogy (4)
1d: Demonstrating Knowledge of Resources
(4)
2a: Creating an Environment of
Respect and Rapport (5)
Knowledge of content and the structure of the discipline
Knowledge of prerequisite relationships
Knowledge of content-related pedagogy
Resources for classroom use
Resources to extend content knowledge and pedagogy
Resources for students
Teacher interaction with students
Student interactions with other students
Expectations
Monitoring of student behavior
Response to student misbehavior
1b: Demonstrating Knowledge of Students (3)
1e: Designing Coherent Instruction (4)
2b: Establishing a Culture for
Learning (1)
2e: Organizing Physical Space (5)
Knowledge of child and adolescent development
Knowledge of the learning process
Knowledge of students' skills, knowledge, and language
proficiency
Knowledge of students' interests and cultural heritage
Knowledge of students' special needs
Learning activities
Instructional materials and resources
Instructional groups
Lesson and unit structure
Importance of the content
Expectations for learning and achievement
Student pride in work
Safety and accessibility
Arrangement of furniture and use of physical resources
1c: Setting Instructional Outcomes (4)
1f: Designing Student Assessments (6)
2c: Managing Classroom Procedures
(5)
Value, sequence, and alignment
Clarity
Balance
Suitability for diverse learners
Congruence with instructional outcomes
Criteria and standards
Design of formative assessments
Use for planning
Management of instructional groups
Management of transitions
Management of materials and supplies
Performance of non-instructional duties
Supervision of volunteers and paraprofessionals
Domain 4: Professional Responsibilities
2d: Managing Student Behavior (5)
Domain 3: Instruction
4d: Participation in Professional Community
(8)
3a: Communications with Students (1)
3d: Using Assessment in Instruction (6)
Accuracy
Use in future teaching
Relationships with colleagues
Involvement in a culture of professional inquiry
Service to the school
Participation in school and district projects
Expectations for learning and achievement
Directions and procedures
Explanations of content
Use of oral and written language
Assessment criteria
Monitoring of student learning
Feedback to students
Student self-assessment and monitoring of progress
4b: Maintaining Accurate Records (6)
4e: Growing and Developing Professionally
(8)
3b: Using Questions & Discussion
Techniques (2)
3e: Demonstrating Flexibility &
Responsiveness (3)
Student completion of assignments
Student progress in learning
Non-instructional records
Enhancement of content knowledge and
pedagogical skill
Receptivity to feedback from colleagues
Service to the profession
Quality of questions
Discussion techniques
Student participation
Lesson adjustment
Response to students
Persistence
4c: Communicating with Families (7)
4f: Showing Professionalism (8)
3c: Engaging Students in Learning (1)
Information about the instructional program
Information about individual students
Engagement of families in the instructional program
Integrity and ethical conduct
Service to students
Advocacy
Decision making
Compliance with school & district regulations
Activities and assignments
Grouping of students
Instructional materials and resources
Structure and pacing
4a: Reflecting on Teaching (2)
So…How Are We Doing?
Is Our District Career and College Ready?
Priority Goal #1: Monitoring Progress
• 5,464 Elementary students completed a performance
task
• 19,349 performance tasks completed at secondary
level (students took more than one)
• About 53% of the elementary performance tasks
administered were from Next Network
30
Priority Goal #1: Monitoring Progress cont’d
5 Instructional Strategies
Build a Culture of High Expectations for Learning
Strategies
Optimal Learning Model:
10/2; 5/2:
Reflective Writing:
Think, Write, Pair, Share
Explicit Vocabulary Routine:
Number of schools
completed training
19/19
18/19
17/19
19/19
19/19
80% Staff Completion
To Be Completed In June
31
Priority Goal #2: Monitoring Progress
Student Names and Interest
Offer healthy, safe, mutually respectful and effective learning environments.
Task
Every teacher accurately knows and
uses appropriate student/Family
preferred names with their
classroom roster(s).
Each teacher knows at least one
outside of school interest of their
students and can incorporate that
knowledge to instruction.
Students accurately know and use
other student names.
Number of Yes
Due Date: June
Indicate Yes or No
18/19
To Be Completed in June
11/19
16/19
32
Adams: Prior to MERIT Grant
Success Percentage: MSP 2009-2010
100.0%
90.0%
80.0%
70.0%
60.0%
Reading All
50.0%
Reading ELL
40.0%
Math All
30.0%
Math ELL
20.0%
10.0%
0.0%
3rd
4th
5th
Adams: End of MERIT Grant
Success Percentage: MSP 2012-2013
100.0%
90.0%
80.0%
70.0%
60.0%
Reading All
50.0%
Reading ELL
40.0%
Math All
30.0%
Math ELL
20.0%
10.0%
0.0%
3rd
4th
5th
Adams: Impact of MERIT Grant
Point Change in MSP Success Percentage:
2009-2010 to 2012-2013
50.0
45.0
40.0
35.0
30.0
Reading All
25.0
Reading ELL
20.0
Math All
15.0
Math ELL
10.0
5.0
0.0
3rd
4th
5th
An Adams Example
Early Exit MSP 2012-13
100.0%
90.0%
80.0%
70.0%
60.0%
Reading All
50.0%
Reading ELL
40.0%
Math All
30.0%
Math ELL
20.0%
10.0%
0.0%
3rd
4th
What We Know
Teachers
“Teachers are the greatest school-based influence on
student achievement.”
Nye, Konstantopolous & Hedges, 2004
Rockoff, 2004
Principals
“Leadership is second only to classroom instruction
as an influence on student learning.”
Wallace Foundation Study “Learning from Leadership” July 2010
BARGE LINCOLN ELEMENTARY SCHOOL
Student Demographics
Enrollment
October 2011 Student Count
624
May 2012 Student Count
594
Gender (October 2011)
Male
329
52.70%
Female
295
47.30%
American Indian/Alaskan Native
7
1.10%
Asian
1
0.20%
Asian/Pacific Islander
1
0.20%
Black / African American
4
0.60%
572
91.70%
37
5.90%
3
0.50%
588
99.00%
77
13.00%
Transitional Bilingual (May 2012)
376
63.30%
Migrant (May 2012)
176
29.60%
Section 504 (May 2012)
9
1.50%
Foster Care (May 2012)
0
0.00%
Race/Ethnicity (October 2011)
Hispanic / Latino of any race(s)
White
Two or More Races
Special Programs
Free or Reduced-Price Meals (May 2012)
Special Education (May 2012)
Other Information (more info)
Barge Lincoln Elementary
MSP Reading Comparison: 2011-12 to 2012-13
60.0%
55.1%
50.0%
43.5%
40.0%
38.0%
43.3%
37.2%
3rd
28.6%
30.0%
4th
24.1%
20.0%
17.6%
16.0%
11.8%
10.0%
23.3%
5.8%
0.0%
2011-12 All
2012-13 All
2011-12 ELL
2012-13 ELL
5th
Barge Lincoln Elementary
MSP Reading Comparison: Single-Year Cohorts
60.0%
50.0%
4th to 5th ALL
+ 5.5 points
40.0%
3rd
30.0%
20.0%
4th
3rd to 4th ALL
+ 19.6 points
5th
to
ALL
+ 7.3 points
4th
5th
10.0%
3rd to 4th ELL
+ 18.3 points
0.0%
2011-12 All
2012-13 All
2011-12 ELL
2012-13 ELL
Barge Lincoln Elementary
MSP Mathematics Comparison: 2011-12 to 2012-13
60.0%
51.7%
50.0%
48.3%
40.0%
30.0%
40.7%
44.2%
40.0%
3rd
25.6%
25.3%
25.5%
5th
20.0%
14.1%
10.0%
10.0%
5.7%
7.8%
0.0%
2011-12 All
4th
2012-13 All
2011-12 ELL
2012-13 ELL
Barge Lincoln Elementary
MSP Mathematics Comparison: Single-Year Cohorts
60.0%
50.0%
40.0%
30.0%
3rd to 4th ALL
+ 37.6 points
3rd
4th
5th
to
ALL
+ 18.9 points
20.0%
3rd to 4th ALL
+ 35.0 points
4th
5th
4th to 5th ALL
+ 15.6 points
10.0%
0.0%
2011-12 All
2012-13 All
2011-12 ELL
2012-13 ELL
Yakima School District
State Assessment Results
http://reportcard.ospi.k12.wa.us/summary.aspx?groupLevel=District&schoolId=294&r
eportLevel=District&orgLinkId=1754&yrs=&year=2012-13&printable=true
Communication Focus
• Weekly meetings with District leadership and ICLE Instructional and
Leadership Coaches
• Principal Cohort Collaboration Sessions
• Monthly progress reports submitted to the District by ICLE
• Quarterly reports to Cabinet
• Regular School Board updates to include ENDS Report
• Monthly webinars with all ICLE Instructional and Leadership Coaches
• Regular communication with OSPI to ensure coordination with
Washington State initiatives
INSTRUCTION: Danielson
Framework
•
5 Instructional Strategies
•
Performance Tasks
•
Student Interests/Planning
•
Building Selected
Instructional Oral Language
Based Strategies
•
Language for Learning
•
Language for Thinking
•
Math/Reading Benchmark
Assessments
•
Student Critical Attributes
What We Know
Teachers
“Teachers are the greatest school-based influence on
student achievement.”
Nye, Konstantopolous & Hedges, 2004
Rockoff, 2004
Principals
“Leadership is second only to classroom instruction
as an influence on student learning.”
Wallace Foundation Study “Learning from Leadership” July 2010
LEARNER OUTCOMES
What’s the Most Important Thing You Gained from this Presentation?
1. Experience a performance task to gain a deeper
understanding of the increased demand for higher
rigor and relevance
2. Identify how CCSS connect to instructional
frameworks and influences professional development
and use of time (collaboration)
3. Recognize how to support and maximize the
effectiveness of district/building wide systems and
structures to support the implementation of CCSS and
new evaluation model
Thank You!
• Martha Rice, Board Chair
• Elaine Beraza, Superintendent
• Cece Mahre, Associate Superintendent of Teaching and Learning
• Lee Maras, Lead Principal
lastname.firstname@ yakimaschools.org