2.  Art Anderson-Director of School Improvement and Instruction  Marta Turner-Professional Development Coordinator  Pam Hallvik-School Improvement Specialist  Karen Durbin-School Improvement Specialist  Annie Kelsey-School Improvement Specialist  Marisol Jimenez-ELL & Migrant Coordinator

3.  Where we are located

4. CountyDistrictNumber of Students ClatsopAstoria Seaside Warrenton-Hammond Knappa Jewell 2,025 1,580 805 562 190 CountyDistrictNumber of Students ColumbiaSt. Helens Scappoose Rainier Clatskanie Vernonia 3,692 2,218 1,212 865 716

5. CountyDistrictNumber of Students Tillamook Neah-Kah-Nie Nestucca Valley 2,102 749 571 CountyDistrictNumber of Students WashingtonBeaverton Hillsboro Tigard-Tualatin Forest Grove Sherwood Banks Gaston 36,640 19,694 12,351 5,955 3,837 1,236 509

6.  20 Districts  170+ public schools  3,500 square miles  96,297 ADMr  Both Urban and Rural

7.  Special Student Services  Instructional Services  Technology Services  Other Support Services

9. versus

10.  A comprehensive and systemic alignment and accountability plan.  A powerful regional collaboration and consortium process.  A system where no child is more responsible than the adults.  Improved student achievement.

11. Antecedents / Cause Data Effects / Results Data Lucky High results, low under- standing of antecedents. Replication of success unlikely. Losing Low results, low under- standing of antecedents. Doh! Learning Low results, high under- standing of antecedents. Replication of mistakes unlikely. Leading High results, high under- standing of antecedents. Replication of success likely.

12. “Those observable qualities in leadership, teaching, curriculum, parental engagement and other indicators that assist in understanding how results are achieved.” Douglas B. Reeves-The Learning Leader

13.  The goal of NWRESD is to support districts as they create their CIP/SIP plans using the data driven-decision making for results process.

14. 1. System of Accountability 2. Data Driven Decision Making 3. Data Teams 4. Making Standards Work 5. Instructional Strategies It not only aligns with CIP, it truly is continuous improvement in student achievement.

15. Build Readiness Collect & Analyze Data Set Goals Based On Data Investigate Research Based Practices Make Action Plan Implement & Monitor Evaluate Effectiveness & Sustain Efforts Sustainable School Improvement Cycle* Graphic Developed by ODE and NWREL

16. Supporting Progress Toward the Oregon Diploma The Teaching Learning Connection Establishes school-based processes and infrastructure to use data The Growth Project Builds capacity to use and apply longitudinal data The KIDS Project Develops a data structure to streamline data acquisition and reporting The Oregon DATA Project Builds capacity to apply the correct strategies, and to use the correct data at the correct time

18.  All standards are not equal in importance.  Narrow the voluminous standards and indicators by distinguishing the “essentials” from the “nice to know.”  What do students need to know for life, learning (school) and the test?

19.  “ Given the limited amount of time you have with your students, curriculum design has become more and more an issue of deciding what you won’t teach as well as what you will teach. You cannot do it all. As a designer, you must choose the essential.” Heidi Hayes Jacobs, 1997

20. What are the essentials, not just the “nice-to- know” 1. Life-Endurance 2. Learning-Readiness for school 3. Test-Leverage

23.  What are students being asked to know and do?  Writing performance tasks/assessments  Common assessments  Used as formative assessment  Connection to Data Teams

25. “Until you have data as a backup, you’re just another person with an opinion.” Dr. Perry Gluckman

26. 1. Find the data — “Treasure Hunt” 2. Analyze the data 3. Prioritize needs analysis 4. Set, review, or revise annual SMART goals 5. Identify specific strategies to meet goals 6. Determine results indicators Action Plan Steps and Schedule

28.  Analyzed data and set school improvement goals  Formed a professional learning community  Focused on student work through assessment  Challenged their instructional practice accordingly to get better results  Used the continuous improvement model

29. Build Readiness Collect & Analyze Data Set Goals Based On Data Investigate Research Based Practices Make Action Plan Implement & Monitor Evaluate Effectiveness & Sustain Efforts Sustainable School Improvement Cycle* Graphic Developed by ODE and NWREL

30. Four essential questions: 1. What do all students need to know and be able to do? 2. How do we teach so that all students will learn? 3. How will we know if they have learned it? 4. What will we do if they don’t know or if they come to us already knowing?

31.  Focus on more than test scores and include factors that are within the control of teachers  Provide focus and eliminate the clutter  Remove excuses  Be able to answer “ Which students are not meeting standards in _______? ”  Establish a plan to do something about it – and do something about it

32. Elementary Grade 3 Teacher

33. Middle School Math Team Grade 6 Math Teachers Grade 7 Math Teachers Grade 8 Math Teachers

34. Grade 9 Transition Team Special Education Grade 9 English Language Support Specialist Music Art Grade 9 Math

35. Common Formative Assessment The key to choosing effective Instructional Strategies

36.  “Not standardized tests, but rather teacher- created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers.”  Douglas B. Reeves  Center for Leading and Learning

37.  They want to know if, and to what degree students are making progress toward explicit learning goals.  The true purpose of assessment must be, first and foremost, to inform instructional decision making.  Ainsworth & Viegut, Common Formative Assessments: How to Connect Standards- based Instruction and Assessment, Corwin Press, 2006, p.21

38.  A number of short assessments given over time will provide a better indication of a student’s learning than one or two large assessments given in the middle or at the end of a grading period.  Robert Marzano, Richard Stiggens, Paul Black, Dylan William, W. James Popham, and Douglas B. Reeves

39. + Collaboratively-developed pre-, interim, and post-assessment of priority concepts and skills + Collaboratively-administered, scored, and analyzed student results + Collaboratively-revised instruction Improved Student Learning!

40. Marzano, Pickering & Pollock

41.  Teachers have a powerful effect on students  Certain strategies tend to produce higher student achievement than others  To better meet the needs of all students  Workshops deal not just with the theory, but the real life application  The “How To”

42. CategoryAverageEffectSize Percentile Gain Number of Studies Identifying Similarities & Differences 1.614531 Summarizing & Note Taking 1.0034179 Reinforcing Effort & Providing Recognition.802921 Homework & Practice.7728134 Nonlinguistic Representation.7527246 Cooperative Learning.7327122 Setting Objectives & Providing Feedback.6123408 Generating & Testing Hypotheses.612363 Cues, Questions, & Advance Organizers.59221251 Robert Marzano, Classroom Instruction That Works, ASCD

43.  How will you know if a particular strategy is effective with your students?  Results indicators (by Data Team) determine:  If strategy is being implemented  If strategy is having intended effect on student learning and improved performance

45.  The “Big Ideas” applied to math  Build computational skills  Develop mathematical reasoning and problem- solving abilities  Deepen conceptual understanding  Demonstrate understanding in a variety of assessment formats  The seminar provides math educators in elementary and middle schools with a practical framework for implementing each of the NCTM recommendations

46.  90-90-90 Research  Improvement in reading as well as other subject areas  “I don’t have time for more writing”  Hypothesis  Reality (NASSP Bulletin, Dec. 200, “Standards Are Not Enough!”

47.  What do you still need to know?  Which parts of the summary work mirror what you are already doing in your district/school?  How might you work together to accomplish this work?  How do you build capacity?