Agenda2.26.10 10:30-11:30 a.m.

• Presenter Introduction/Check-in

• YCS Mission/Vision – Foundation and Context

• Introduction to the Office of Teaching and Learning

• Student Learning Improvement Initiatives– PLC Binder– Strategic Planning

Presenter Introduction

• Shawn Batstone • Family • Score Learning Centers (Palo

Alto)• Teacher Grades 4-5 (Lake

Washington)• Teacher Grade 7 Math (YMS)• Assistant

Principal/Assessment TOSA• Principal (K-6)• Director of Teaching and

Learning

Check In – How are you feeling?

SafeScaredCalmMad

SharingSelfishHappy

SadComforted

OverwhelmedHelpless

Wonderful

FrustratedCreative

DestructivePatient

ImpatientBrave

CowardlyLoveHate

PowerfulLazyKind

Mean

HurtProud

AshamedFriendlyLonely

ForgivingResentfulOutgoing

ShySatisfiedHorribleHelpful

I feel…good/great; Okay; Not so good

YCS Mission and Vision

• Mission (Why are we here?) – Communities Dedicated to Learning and

Achievement

• Vision (How are we going to get there?)– Yelm Community Schools is a welcoming,

safe, student-centered, and collaborative learning environment. In partnership with parents, students, and community leaders, YCS staff members are dedicated to helping all students meet performance expectations and achieve their full learning potential.

Introduction to the Office of Teaching and Learning

• Primary Task – To create processes and systems that will allow

schools to monitor and evaluate progress toward learning and achievement targets for students in grades K-12.

• Primary Purpose – To support schools in the process of working toward

meeting and exceeding learning and achievement targets.

• Team Members – Teachers on Special Assignment

• Laurel Robillard and Kimberly Sullivan – Office Professional

• Danielle Beyer

Professional Learning Communities (PLCs)

• Why PLCs? – If we are dedicated to learning and

achievement and we believe that we are going to get there by being collaborative, then the PLC is the tool for helping become more collaborative.

– Research on school effectiveness indicates that PLCs are the most promising strategy for sustained and significant school improvement.

– High levels of student achievement only happens when teams become greater than the sum of their parts (Synergy)…When teams work effectively to hammer out the details they make better decisions than individuals working alone.

– It works!

Professional Learning Communities (PLCs)

• How can we ensure successful PLCs? – Create a systematic framework that provides teams

the opportunity to participate in activities that promote the conditions needed for effective collaboration.

– Focus on the right things…address the essential topics within the four pillars of education

• Environment (Physical and Social/Emotional Safety) • Curriculum (State Standards and Instructional Materials)• Instruction (Instructional Strategies)• Assessment (Targeted/Common Formative and Summative

Assessments)

What do we collaborate about?

Pillars of Education

En

viron

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Cu

rriculu

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Instru

ction

Assessm

ent

PLC BinderA Systematic Framework to Support Effective Collaboration

Team Task List

Team Task List

Team Task List

Team Task List

Transaction Ability Inventory Graph (Sample)Name:Sample Smith Date: 9.01.09

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CS AR AS CR

Inventory Category

Ca

teg

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Va

lue

In this sample CR is the highest category.

Transaction Ability InventoryStrengths and Challenges (Sample)

Name: Sample Smith Date: 9.01.09

• For the purpose of today’s activity please select the highest category. If multiple categories are the same, then glance over the categories and record them below.

• Highest category(ies): Concrete Random

• Three strengths that will contribute to my work as an effective team leader– 1. See possibilities and potential…critical components w/in big picture – 2. Free from emotional bias, use data to make logical decisions– 3. Calculated risk taker…see opportunities and possibilities

• Three challenges to my work as an effective team member– 1. Perceived as unemotional, cold, aloof – 2. Jump in too quick – 3. Follow through on small details

Team Task List

Team Task List

Team Task List

Team Task List

Questions/Comments

Yelm Community Schools

Communities Dedicated to Learning and Achievement

Process to achieve the Mission

• Strategic Planning – If we believe that the mission is learning and

achievement, and collaboration is how to get there, then we need a process for organizing, monitoring, and evaluating our progress toward learning and achievement goals/targets.

– The process chosen is Gap Analysis…Why?• What is desired? • What is current? • What is the gap? • It works!

GRADES 3-5 YEARLY TARGETS

Reading Mathematics100.0

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2005 2006 2008 2010 2011 2012 2013 2014

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AYP can be made if the percent meeting standard is below the yearly target either via safe harbor or when the standard error is included in the total.

(Increments are rounded)

88.1

2009

76.1

2007

64.2

2004

52.2

29.7

2002 2003

47.3

64.9

82.4

100.0

Mathematics

Reading

Gap Analysis and Strategies

• Gap Analysis – If a gap exists, then teams work to identify why the

gap exists. Look at the facts affecting student achievement to identify a root cause (the reason the gap exists). See handouts entitled, Pillars of Education, Factors Affecting Student Achievement and Critical Questions for Team Consideration for a list of possible root causes.

• Strategies – What does our team need to do in order to reach the

desired state? For example, we need to identify and communicate the content considered essential for all students. Look for strategies that will have a high impact and low cost (effort, time, and money).

Sample Strategic Plans

Fall: Teams work to create plans

Winter: Teams monitor/reflect/adjust

Spring: Teams evaluate and reflect

SOUTHWORTH ELEMENTARYPosted: October 21, 2009

Fall Strategic Plan

Grade 3

2009-2010

Insert school logo or team graphic

here

3rd Grade Math & Reading Gap Analysis

• What is the desired state?– Reading: 84% (K-5) ( 73 out of 86 students)– Math: 77% (K-5) ( 66 out of 86 students)

• What is the current state?– Reading: 54% (47 out of 86 students)– Math: 45% (39 out of 86 students)

• What is the gap? – Reading: -30% (26 out of 86 students)– Math: -32% (27 out of 86 students)

3rd Grade Reading

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Fall Winter Spring

2009-2010

# o

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Intensive

Strategic

Benchmark/Advanced

3rd GradeReading Action Plan

• Reading Goal: By the end of 2nd quarter, the percentage of students who are at benchmark and advanced will increase from 54% to 69%.

• Reading Goal Plan: In order to achieve this goal, we will…

– Provide extra Title I time– Utilize assistants and volunteers– Walk to Read (Differentiated Instruction)– Consistent block of instructional time– Corrective Reading, Reading Mastery, Read Naturally, Phonics for Reading, HM, and HM

supplemental materials – Targeting instruction to MSP test specs– Utilizing OSPI released items– Exposure to short answer and multiple answer questions– MAP assessment- progess monitoring every 2 weeks– Cross-grade level collaboration with support staff

3rd GradeMath Action Plan

•Math Goal: By the end of 2nd quarter, the percentage of students who are at benchmark and advanced will increase from 45% to 61%. Math Goal Plan: In order to achieve this goal, we will…

•Introduce Walk to Math for a portion of math block•Focus on math standards•Teach with new curriculum•Use basic math fact timings•Utilize small group instruction•Math lab•Provide parent information and support•Homework aligned to instruction and state standards•Introduce math concepts in other core content areas•Provide opportunities for math study time and enrichment•Utilize math book initial and chapter pre-test/post-test•Present content in multiple modes and a variety of ways•Provide real world math application•MAP assessment- progress monitor every 3 weeks

3rd Grade Math

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2009-2010

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Intensive

Strategic

Benchmark/Advanced

Current State

Math Action Plan

• Math Goal: By the end of 2nd quarter, the percentage of students who are at benchmark and advanced will increase from 57.0% to 60.0%.

• Math Goal Plan: In order to achieve this goal, we are…– Ensuring that essential content from the standards

and test item specs can be addressed in the amount of time available for instruction.

– Implement common weekly assessments that provide timely feedback on specific knowledge and skills taught.

– Provide direct instruction in mathematics vocabulary terms and phrases.

School Climate Action Plan

• School Climate Goal: Our team is moving the percentage of students in my school that care about me from 60% to 70%.

• School Climate Goal Plan: In order to achieve this goal, we are…– Implementing a cooperative group activity once per

week with a focus on getting students to meet and understand each other.

– Reflections on group activities will incorporate questions about what we learned about one another and how we can use the information to make the classroom a better place.

Yelm Middle School End of Year Strategic Plan Evaluation

Grade 7 Math

41 3523

5369

55

125 119

142

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100

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200

Fall Winter Spring

2008-09

# o

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Intensive

Strategic

Benchmark/Advanced

Fall: 57.0%

Winter: 53.3%

Spring: 64.5%

Additional Samples

Art Action Plan

• Art Goal: By the end of 3rd Quarter, the percentage of students who are at benchmark and advanced will increase from 6% to 70%.

• Art Goal Plan: In order to achieve this goal, I am…– Teaching essential content multiple times using a variety of

methods. – Having students participate in art making and art analysis

discussions through cooperative learning. – Having students explain their own work in writing using

appropriate visual art vocabulary. – Implementing graphic organizers and study guides. – Using monthly assessment data to target instruction and monitor

student progress. – Conducting small group remediation during class time for

intensive and strategic students.

Art Action Plan Evaluation

• Was the art goal achieve? • No, the percentage of students at standard increased

from 6% to 67%. This is a 61% increase from the beginning of the year, yet 3% short of my goal.

• Goal Reflection: – The art vocabulary is challenging and some fifth grade students

have difficulties explaining their answers regarding art analysis. – The sequential art program introduces art vocabulary in the

younger grades so that students are learning state standards at all grade levels. Providing this foundation early on is essential to meeting the standards in the upper grades.

School Climate Action Plan

• School Climate Goal: I am moving the percentage of students that feel cared about in art class from 90% to 100%.

• School Climate Goal Plan: In order to achieve this goal, I am…– Teaching students how to respectfully

respond to the work of others. This will include providing classmates with compliments while using appropriate visual art vocabulary during discussions.

School Climate Action Plan Evaluation

• Was the 4th quarter asset goal achieved? • No, the percentage of students that feel cared about

decreased to 79%. • Goal Reflection:

– The students completed the development asset survey following the last week of the CBA.

– 79% of our entire fifth grade rotation responded that they believed other students cared about them in art. The baseline earlier this year was 90% based on one class surveyed.

– Next year, our current fifth graders will have the opportunity to learn more about art analysis and have more time to respond to each other’s work with compliments through the following GLE learning target:

• Engage in group critiques about personal work and the work of others for personal reflection and on-going improvement.

Music Action Plan

• Music Goal: By the end of 4th Quarter, the percentage of students who are at standard will increase from 37% to 70%.

• Music Goal Plan: In order to achieve this goal, I am…– Implementing effective instructional strategies which

include presenting the new content multiple times using a variety of modes.

– Sequencing and organizing the content in such a way that students have ample time to learn it.

Music Action Plan Evaluation

• Was the music goal achieved? • Yes, the percentage of students at

benchmark and advanced increased from 37% to 78%. – 40 out of 51 students scored 70% or better on

the classroom based assessment

• Goal Reflection: I did achieve my goal because I implemented assessments, rubrics, and evaluation methods that directly supported the standards.

P.E./Health Action Plan

• P.E./Health Goal: By May 30, the percentage of students who are at standard will increase from 53% to 70%.

• P.E./Health Goal Plan: In order to achieve this goal, I am…– Providing direct instruction for selected skills. – Creating and implementing individual goal charts with a focus on

test skills and health concepts. (This strategy has been deleted from my action plan.)

– Teaching vocabulary and concepts used on the CBA. (For example, cardio-respiratory v. cardio vascular)

– Creating instructional materials and assessments to fill the gaps. (For example, heart rate hand-outs and fitness components)

P.E./Health Action Evaluation

• Was the P.E./Health goal achieved? • Yes, the percentage of students who are at

standard increased from 53% to 82%. • Goal Reflection: I did achieve my goal

because…– PLC department meetings planning and feedback – Direct Instruction strategies – Teachers emphasizing P.E./Health vocabulary – Better understanding of grade level expectations and

students

Class Goal Strategies Implemented

Fenno Increase from 66% - 70%

–Provide 60 minutes of specialized, small group instruction daily utilizing Connecting Math Concepts, a Direct Instruction Program. -Progress monitor using classroom based instruction and Map testing every two weeks.- Target specific skills

Jones Maintain +70%

–Provide 60 minutes of specialized, small group instruction daily utilizing Connecting Math Concepts, a Direct Instruction Program. -Progress monitor using classroom based instruction and Map testing every two weeks.- Re-assess and regroup as needed

True Increase from 59%-70%

–Provide 60 minutes of specialized, small group instruction daily utilizing a combination of Touch Math and Basic Facts Drills and Specific Skills practice in cooperative groupings. -- Progress monitor using classroom based instruction and Map testing.-- Versatiles and Cuisinaire practice -- Preview Connecting Math Concepts program

Special Education Strategic Plan- MATH

Counselor Asset-Building

Action Plan Evaluation • I created a five-question paper/pencil test to

measure student understanding of personal safety for students in grades 1-2. – Results: 75 out of 114 (65.7%) of the students

achieved a score of 80% or better. • I also created a three-question student

perception survey to better understand the thoughts and perceptions of students in my deployment group. – Examples of responses to the question “How has

Deployment Group helped me?” – Examples of responses to suggested improvements.

Questions?/Comments