Presentation on theme: "Professional Development: Critical Conversations to Address the Implementation Gap to Close the Achievement Gap."— Presentation transcript:
Professional Development: Critical Conversations to Address the Implementation Gap to Close the Achievement Gap
School Context Project Overview Case Study Results What, So What, Now What?
Urban District Elementary School School Mobility 39.35% District Mobility 25% Rapidly Growing ELL population High Poverty Rate Increasing diversity in general Monroe Elem 20072012 # of Students 524507 White36%21% African Am.39%35% Native Am.1% Asian3% Hispanic21%28% F & R Lunch62%85% ELL22%39% SPED12%11% # of Lang1424+
SINA Plan Written to endorse ALL certified staff in ESL K-12 Began in fall 2009 End in summer 2012 Long term PD focused around ELL content PLC work focused around ELL content Coaching during implementation Study of implementation data to drive PD decision making
Brainstorm ideas that come to mind when you think of Professional Development Share with your shoulder partner Share large group
A Teacher’s Prayer O, Lord, when I die please let it happen during staff development because the Transition between life and Death will be so subtle Amen!
The Teachers Staff Development Prayer Highlights Issues with PD Content What about IMPLEMENTATION?
Preliminary Results Trends What, So What, Now What?
Year 1 Baseline Implementation Study Data reveals that content teachers were implementing ELL best practices between 40%- 55%. They were notified of the day/time we would observe during the first full year of implementation.
Reading Group 2009-2010 2010 AYP Result Percent Proficient All students49Missed Low SES41Missed Students with Diabilities16.7Missed English Language Learners33.3Missed African-American42.2Missed Asian- Hispanic35.2Missed Native American- Native Hawaiian/Pacific Islander - White70.6Met Two or More Races-
Year 2 Implementation Study Data reveals that content teachers were implementing ELL best practices between 56%-78%. They were notified of the week and content area we would observe during the implementation study.
Reading Group 2009-2010 Percent Proficient 2010 AYP Result 2010-2011 Percent Proficient 2011 AYP Result All students49.0Missed58.5Met Low SES41.0Missed52.3Met Students with Diabilities16.7Missed40Met English Language Learners33.3Missed49.3Met African-American42.2Missed48.1Met Asian-- Hispanic35.2Missed58.9Met Native American-- Native Hawaiian/Pacific Islander -- White70.6Met73.5Met Two or More Races-- Mathematics Group 2009-2010 Percent Proficient 2010 AYP Result 2010-2011 Percent Proficient 2011 AYP Result All students57.4Missed55.7Missed Low SES50.7Missed50.3Missed Students with Diabilities33.3Missed48.6Met English Language Learners48.5Missed38.8Missed African-American48.4Missed48.1Met Asian-- Hispanic55.6Missed51.8Missed Native American-- Native Hawaiian/Pacific Islander -- White72.6Met73.5Met Two or More Races--
Year 3 Implementation Study Data reveals that content teachers were implementing ELL best practices between 66%-80%. They were notified of the week and content area we would observe during the implementation study.
PD that is long term and highly focused increases likelihood of implementation fidelity (2-3 years minimum) Model Components: Leadership PD Content/Delivery Professional Learning Communities Implementation Studies Coaching
What did each panel member learn based upon the results of this project?
How do we move forward in light of what we know about the implementation gap and the model implemented in the pilot school?