SCHOOL SCHOOL IMPROVEMENTIMPROVEMENT

A Presentation For The A Presentation For The OSBA State ConventionOSBA State Convention

November 11, 2006November 11, 2006byby

Northwest Regional Education Service Northwest Regional Education Service DistrictDistrict

Warrenton-Hammond School District Warrenton-Hammond School District Hillsboro School DistrictHillsboro School District

PresentersPresenters

• Jim Mabbot – Superintendent NWRESDJim Mabbot – Superintendent NWRESD• Craig Brewington – Supt. Warrenton-Craig Brewington – Supt. Warrenton-

Hammond School DistrictHammond School District• Jeremy Lyon –Supt. Hillsboro School Jeremy Lyon –Supt. Hillsboro School

DistrictDistrict• Art Anderson – Director, Department of Art Anderson – Director, Department of

School Improvement and InstructionSchool Improvement and Instruction• Marta Turner – Coordinator, Department Marta Turner – Coordinator, Department

of School Improvement and Instructionof School Improvement and Instruction

How It StartedHow It Started

• A meeting, a partnership and a new direction

• Capacity to do the right work– Research-based practices/instruction

and clear curricular goals– Powerful Learning

We Know How…We Know How…The ResearchThe Research

Strategic LeadershipStrategic Leadership

versus

The Leadership and The Leadership and Learning MatrixLearning Matrix

Antecedents / Cause Data

Eff

ects

/ R

esul

ts D

ata

LuckyLuckyHigh results, low under-High results, low under-standing of antecedents.standing of antecedents.

Replication of success Replication of success unlikely.unlikely.

LosingLosingLow results, low under-Low results, low under-standing of standing of antecedents.antecedents.

Doh!Doh!

LearningLearningLow results, high under-Low results, high under-standing of antecedents.standing of antecedents.

Replication of mistakes Replication of mistakes unlikely.unlikely.

LeadingLeadingHigh results, high under-High results, high under-standing of antecedents.standing of antecedents.

Replication of successReplication of success

likely.likely.

Antecedents of Antecedents of ExcellenceExcellence

• ““Those observable qualities in Those observable qualities in leadership, teaching, curriculum, leadership, teaching, curriculum, parental engagement and other parental engagement and other indicators that assist in indicators that assist in understanding how results are understanding how results are achieved.”achieved.”

Douglas B. Reeves-Douglas B. Reeves-The Learning LeaderThe Learning Leader

Principles of EffectiveAccountability

• Congruence• Respect for diversity• Relevance• Specificity• Feedback for continuous

improvement• Fairness (Focus on achievement,

not norms)

Accountability The Key to Public

Acceptance• The information vacuum• Straight questions deserve

straight answers– “How’s my child doing?”– “Is the school or system really

succeeding or failing?”– “What are the most effective

strategies to improve student achievement?”

Putting the Pieces Together

ONE Accountability Plan…owned by all…

Less Is MoreWeed the GardenIdentify, Monitor,

Measure

© 2005 Center for Performance Assessment Accountability Plan Development Support Documents All rights reserved. Copy only with permission. (800) 844-6599 Hillsboro School District - 1-3-06 kr

Accountability Pyramid: Data and Goal Relationships Within a Comprehensive Accountability System

What do we as a system need to do to leave no child behind? What do we as a system need to do to leave no child behind?

Comprehensive Accountability System District Level Accountability Data

Gather results data from each school Analyze “Vital signs” detailing health of district taken once a year

Provide focus for district-wide allocation of time, energy, and resources

School Improvement Plan Building Level Accountability Data

Tailor to needs/current reality of individual building Select instructional strategies, set and review yearlong goals for building

Implement practices and strategies to help building reach goals Provide multiple, ongoing measurements of student performance

Data Team Action Plan Grade Level/Team Data lead to Team Goals

Tailor to needs/current reality of grade level/department Provide multiple, ongoing performance measures

Set and review incremental goals

Classroom Data Common Assessment Data

lead to classroom goals Identify specific students

with specific needs to be met by specific

research-based strategies.

What do I need to do with my kids to

help my team meet its goal?

Where do we as a building need to focus our time, energy and resources to help our district meet its goal?

Data Driven Decision Making 1. Find the data 2. Analyze the data in REAL time 3. Prioritize needs analysis- 4. Set, review, or revise annual goals- 5. Identify specific strategies 6. Determine results indicators:

Data Teams 1. Collect data from pre-assessment, chart results 2. Analyze the strengths/obstacles and prioritize needs 3. Goal setting-SMART goals 4. Teachers select instructional strategies-best practices 5. Determine the results indicators-what evidence do you have?

Making Standards Work: Process 1. Power standards: distinguish the “essential” from the “nice to know” 2. Unwrapping standards 3. Writing Essential questions 4. Deciding on Performance Tasks 5. Writing Scoring guides (rubrics)

Making Standards Work

Making Standards Work

What do we as a system need to do to leave no child behind?

Making Standards Work

What do we need to do collaboratively to

help our building meet its goals?

Data TeamsData Teams

Why?Why?

“Until you have data as a backup, you’re just another

person with an opinion.”

Dr. Perry Gluckman

Staff and Administrators Staff and Administrators Are Trained To Use Action Are Trained To Use Action

Plan StepsPlan Steps

1. Find the data — “Treasure Hunt”1. Find the data — “Treasure Hunt”2. Analyze the data2. Analyze the data3. Prioritize needs analysis3. Prioritize needs analysis4. Set, review, or revise annual goals4. Set, review, or revise annual goals5. Identify specific strategies to meet 5. Identify specific strategies to meet

goalsgoals6. Determine results indicators6. Determine results indicators

Checkups, Not AutopsiesCheckups, Not Autopsies

• Ongoing information from MSWOngoing information from MSW• Creation of Professional Learning Creation of Professional Learning

CommunitiesCommunities

Making Standards Making Standards WorkWork

A Guaranteed and Viable A Guaranteed and Viable CurriculumCurriculum

• ““Given the limited amount of time you Given the limited amount of time you have with your students, curriculum have with your students, curriculum design has become more and more an design has become more and more an issue of deciding what you won’t teach as issue of deciding what you won’t teach as well as what you will teach. You cannot well as what you will teach. You cannot do it all. As a designer, you must choose do it all. As a designer, you must choose the essential.”the essential.”

Heidi Hayes Jacobs, Heidi Hayes Jacobs, 19971997

Identifying Power Identifying Power StandardsStandards

• All standards are not equal in All standards are not equal in importance.importance.

• Narrow the voluminous standards and Narrow the voluminous standards and indicators by distinguishing the indicators by distinguishing the “essentials” from the “nice to know.”“essentials” from the “nice to know.”

• What do students need to know for life, What do students need to know for life, learning (school) and the test?learning (school) and the test?

Unwrapping Standards Unwrapping Standards And And

Performance Performance Tasks/AssessmentsTasks/Assessments

• What are students being asked to What are students being asked to know and do?know and do?

• Writing performance Writing performance tasks/assessmentstasks/assessments– Common assessments Common assessments – Used as formative assessmentUsed as formative assessment

• Connection to Data TeamsConnection to Data Teams

Instructional StrategiesInstructional Strategies

• Identifying Similarities & DifferencesIdentifying Similarities & Differences• Summarizing & Note TakingSummarizing & Note Taking• Reinforcing Effort & Providing Reinforcing Effort & Providing

RecognitionRecognition• Homework & PracticeHomework & Practice• Nonlinguistic RepresentationNonlinguistic Representation• Cooperative LearningCooperative Learning• Setting Objectives & Providing FeedbackSetting Objectives & Providing Feedback• Generating & Testing HypothesesGenerating & Testing Hypotheses• Cue, Questions, & Advance OrganizersCue, Questions, & Advance Organizers

A Perspective From Two A Perspective From Two DistrictsDistricts

Craig Brewington, SuperintendentCraig Brewington, Superintendent

Warrenton-Hammond School DistrictWarrenton-Hammond School District

Jeremy Lyon, SuperintendentJeremy Lyon, Superintendent

Hillsboro School DistrictHillsboro School District

END RESULTEND RESULT

• A comprehensive and systemic A comprehensive and systemic alignment and accountability plan.alignment and accountability plan.

• A powerful regional collaboration A powerful regional collaboration and consortium process.and consortium process.

• A system where no child is more A system where no child is more responsible than the adults.responsible than the adults.

• Improved student achievement.Improved student achievement.

What The Future Can BeWhat The Future Can Be

• ““The image of the future would be a The image of the future would be a group of teachers sitting around a group of teachers sitting around a table talking about their students’ table talking about their students’ work, learning and asking, ‘What do work, learning and asking, ‘What do we need to do differently to get the we need to do differently to get the work we would like from the kids?”work we would like from the kids?” Dennis Sparks 1998, Dennis Sparks 1998, Executive Director Executive Director of NSDCof NSDC

SCHOOL SCHOOL IMPROVEMENTIMPROVEMENT

Implementing A System of Implementing A System of Accountability For Student Accountability For Student

LearningLearning

A Presentation ForA Presentation For OSBAOSBA

bybyNorthwest Regional ESD Northwest Regional ESD

Warrenton-Hammond School Warrenton-Hammond School District Hillsboro School DistrictDistrict Hillsboro School District

November, 2006November, 2006