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Professional Development: Critical Conversations to Address the Implementation Gap to Close the Achievement Gap.

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Presentation on theme: "Professional Development: Critical Conversations to Address the Implementation Gap to Close the Achievement Gap."— Presentation transcript:

1 Professional Development: Critical Conversations to Address the Implementation Gap to Close the Achievement Gap

2  School Context  Project Overview  Case Study Results  What, So What, Now What?

3  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+

4  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

5  Brainstorm ideas that come to mind when you think of Professional Development  Share with your shoulder partner  Share large group

6 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!

7  The Teachers Staff Development Prayer Highlights Issues with PD Content  What about IMPLEMENTATION?

8  Preliminary Results  Trends  What, So What, Now What?

9  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.

10 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-

11  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.

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13 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--

14  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.

15  N/A

16  What?  So What?  Now What?

17  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

18  What did each panel member learn based upon the results of this project?

19  How do we move forward in light of what we know about the implementation gap and the model implemented in the pilot school?

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21  Jobi Lawrence: jobikcr2@gmail.comjobikcr2@gmail.com  Cindy Wissler: Cynthia.wissler@dmschools.orgCynthia.wissler@dmschools.org


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