Post on 22-Dec-2015
www.uoregon.edu/~projdata/
projectDATA
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Agenda
• Entry task• Welcome and introductions• projectDATA
– Background– Purpose and Goals– Theoretical Foundation
• Housekeeping• Questions?
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Introductions
• Leanne Ketterlin-Geller• Kathy Jungjohann• Elisa Jamgochian• Nancy Nelson
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projectDATA:
Background, Purpose, & Goals
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Funding for projectDATA
• Endowment established in 1995 by private donors through the UO College of Education (Fairway Funds)
• Supports outreach activities for K-12 programs and staff to support all children
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Purpose of projectDATA
• Collaborative partnership between Lane ESD, school sites, and UO faculty
• Focus on professional development to support student achievement in grades 4 - 8
• Develop a model of effective math instruction and formative assessment
• Promote sustainability through use of teacher teams
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Goals of projectDATA
Addressed across three modules:– Assessment (Fall): Utilize data-driven
model for instructional decision making– Instructional Design and Delivery
(Winter): Integrate research-based practices to design and deliver high-quality instructional interventions
– Teacher Content Knowledge (Ongoing): Support deep understanding of content knowledge
– Sustainability (Spring): Develop infrastructure to support teachers in reaching ESD and state goals
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Alignment with NMAP
• 2008 National Math Advisory Panel report recommendations:
– Increased focus on operations with fractions for K-8 mathematics to prepare students for Algebra
– Training to support teacher knowledge in content and pedagogy
– Multi-faceted focus on teaching for conceptual understanding, computational fluency, and problem-solving skills
– Shift toward improved sequencing and coherence of key topics in math materials and instruction
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Theoretical Foundation
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Response to Intervention
• Process of systematically evaluating student needs and aligning needs with high quality instruction
• Evaluation involves: – Identifying students who may need additional support– Frequently monitoring progress toward achievement on
instructional goals• High Quality Instruction involves:
– Making changes to instruction based on student performance data
– Implementation of best practices in instructional design and delivery
• Systematic involves:– Allocation of resources– Systems level support
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Potential Benefits ofResponse to Intervention (RTI) • Provides high quality interventions &
research-based instruction• Identifies students based on risk rather than
deficit• Links identification assessments & progress
monitoring tools with instructional planning• Builds a communication bridge between
general and special education• Allows educational decisions to be based on
intervention outcomes rather than other unreliable factors
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Data-based Decision Making • Decisions about instruction and intervention
should be based on student performance data
• Different types of assessment allow for different instructional decisions:– Summative assessment is given after teaching to
measure end result• Did students learn the intended goals?
– Formative assessment occurs throughout instruction to illustrate learning• Multiple types of formative assessment (diagnostic,
screening, progress monitoring)– Are students making progress toward instructional goals?– Is instruction or intervention effective?
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Three-tier Model
Intensive1-5%
Strategic5-10%
Benchmark80-90%
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Factors that Support an RTI Model
• Professional Development• Comprehensive Assessment System• Engaged Building Administrators• District Level Support• Willingness of Staff (Redefining Roles)• Sufficient Time to “make sense of”• Teachers as Collaborators
Fuchs & Deshler (2007)
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Professional Development Framework
• Professional development is a process– Not a product or a one-time inservice– No silver or magic bullet to solve educational dilemmas
• Takes place over time– Takes time to build professional knowledge– We all have different strengths, experiences, starting
points, and perspectives
• Must have good contextual fit– Needs to fit in the context of your district, class,
curriculum, student population, beliefs
• Collaboration is essential to effective PD– projectDATA is a cooperative partnership between
colleagues, administrators, and UO
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Shared Goal: Positive Impact on Student Performance• projectDATA role:
– Provide resources, perspectives, data, manpower– Provide expertise in assessment, instructional
design, content knowledge, and math instruction– Schedule time, opportunities, and content for
professional collaboration
• Your role:– Share expertise in math instruction– Participate, discuss, and identify practices and ways
you can incorporate these practices into your instruction
– Collect data for decision making
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Project Specifics
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Screening Assessment
• Complete and email class roster (Excel Spreadsheet) to projdata@uoregon.edu
• Projected Timeline– Class roster(s) submitted by Friday 10/3– Roster(s) uploaded to easyCBM by Wed.
10/8– Email notification that site is ready for
use – will include teacher username & login
– Students can take assessment beginning Thursday 10/9
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By October Meeting…
1. Give screening assessment2. Follow progress monitoring schedule
• Other tasks?
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CEUs/CPDs
• To register for continuing education units through U of O, go to:
• http://center.uoregon.edu/courses/course_desc.php?CourseKey=559174
• (Also linked from projectDATA website)
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Questions?
Project Contact: projdata@uoregon.eduWebsite: www.uoregon.edu/~projdata
– Leanne Ketterlin-Geller• 346-5065; lketterl@uoregon.edu
– Kathy Jungjohann• 346-1643; kjj@uoregon.edu
– Elisa Jamgochian• 346-3560; ejamgoch@uoregon.edu
– Nancy Nelson• 346-3560; nnelson3@uoregon.edu