1. September 28, 2011 The Stories Behind the Data

2. John Sedgwick Junior High 98.8% of 8 th graders taking End of Course Exam 1 met standard 83.6% of 9 th graders taking End of Course Exam 1 met standard (state average for EOC1 66.2%) 100% of 9 th graders taking End of Course Exam 2 met standard (state average for EOC2 73.8%)

3. JSJH Tier 1 Math Interventions PLC teams make instructional decisions based on 1. Clear priority standards 2. Use of formative assessments aligned to priority standards 3. Collect and share data based on the formative assessments 4. Building in short amounts of time, during class, for differentiated instruction. Our PLC teams are created by subject and grade level. Year after year, teachers remain at certain grade levels

4. Burley Glenwood Elementary BG only one of 20 schools state wide to get out of improvement status 3 rd grade math up 17.8% from 2010 5 th grade math up 30% from 2010

5. Collaboration Wednesday’s at Burley-Glenwood Making a difference as a PLC

6. Collaboration=PLC’s Teams working together to… - Ensure focus is on “Have to Knows” vs “Nice to Knows” - Develop Assessments that align with Priority Standards - Analyze student assessment and data - Provide targeted and intentional interventions and enrichment from assessment data

7. Skill #1#2#3#4#5#6#7#8#9#10#11#12#13#14#15 3.1.B I can round whole numbers through 10,000 to 10’s, 100’s, 1000’s #1#2#3#4#5#6#7#8#9#10#11#12#13#14#15 3.1.C I can add and subtract whole numbers using regrouping #1#2#3#4#5#6#7#8#9#10#11#12#13#14#15 3.2.E I know multiplication facts for 1,2,5 and 10 #1#2#3#4#5#6#7#8#9#10#11#12#13#14#15 3.2.C I can use fact families to multiply and divide. #1#2#3#4#5#6#7#8#9#10#11#12#13#14#15 3.4.C I can identify and describe quadrilaterals (squares, rectangles, parallelogram, rhombi, trapezoids, and kites). #1#2#3#4#5#6#7#8#9#10#11#12#13#14#15 3.4.D Measure and calculate perimeters of quadrilaterals. #1#2#3#4#5#6#7#8#9#10#11#12#13#14#15 3.4.A I can Identify and draw parallel, intersecting, and perpendicular lines and line segments

8. 3.1.C I can add whole numbers using the standard regrouping algorithm #pretest Date_______________ Name________________ 1.) 56 2.) 65 3.) 156 + 48= 4.) 3685.) 860 +32 +27 +475 +384

9. Addition with regrouping pretest Addition w/ regroup #__ DATE teacher First NameLast Name Mears0 Anderson20 Anderson20 Anderson20 Mears20 Anderson40 Anderson40

10. Mrs. Ferencik Mears0 Anderson20 Anderson20 Anderson20 Mears20 Mrs. Davidson Anderson40 Anderson40 Jones40 Mears40 Mrs. Anderson Anderson60 Anderson60 Anderson60 Jones60 Jones60 Mears60 Mears60 Mears60 Mears60

11. PLC’s=Systems PLC’s … -Have helped us shift our beliefs from “my students” to “our students” -Have helped us become more systematic with support and interventions - Have helped us align our current programs and systems - Support staff work collaboratively with the teams in order to provide support that is intentional and targeted (Tier 2 & 3 Interventions) - Support staff are members of our school’s Childstudy Team

12. South Kitsap High School SKHS on time graduation rate 2010 92.4% (state 76.5%) SKHS extended graduation rate 2010 97.4% (state 82.6%) SKSD special education on time graduation rate 2010 82.5% (state 62.5%) SKSD special education extended graduation rate 2010 139.1% (state 78.9%)

13. SKHS Commitment of General Ed and CTE teachers to ALL students PLC/Cross Collaboration

14. Student Led IEP’s – Promotes self advocacy and access skills Students become more engaged in their education Provides practice for skills needed in postsecondary education and employment settings. Parents better understand the IEP process. ~Adapted from Yarrow Center for Learning Enrichment, University of Oklahoma

15. Student Led IEP’s - Students with Disabilities are more likely to remain in school and be successful if they are actively involved in the development of their transition plan. (Martin, 2004)

17. http://www.seattleu.edu/ccts/media.aspx

18. START NOW! A District-Wide Collaborative Effort With Common Priority Skills

19. ADULT LIFE AFTER HIGH SCHOOL Adult Agency Support Pre-School SET THE STAGE High Expectations Parent Support/Activities Promote Independence Introduce 9 Priority Skills Elementary CONTINUE High Expectations Parent Activities Independence/Fading Develop 9 Priority Skills Junior High CONTINUE High Expectations Parent Training Independence Enhance Priority Skills INITIATE Workplace Skills Community Skills High School FOCUS Adult Expectations Employment Readiness Personal Independence Community Connections Family Involvement START NOW!

20. START NOW! “Begin with the end in mind” -Steven Covey

21. Skills Needed to Maximize Independence & Employment Potential Transition From Dependence to Independence Directions- Indicate on the graph where you believe your child is in each skill. O = School X = Family  = Other START NOW!

22. Targeted, Coordinated, Embedded Professional Development 260 teachers K-10 received focused grade- level/ content professional development within their work day K-6 special education mathematics training throughout the year 250 staff were able to work with Mike Mattos over a two day period on Response to Intervention implementation Instructional Leadership Team

23. Curriculum, Instruction, Assessment A transition to job-embedded, on-going professional development Focus on improving Tier 1 Core Instruction Whatever It Takes to Ensure ALL Students/Teachers Learn- PLCs have changed the focus from teaching to learning Four Key Questions: 1. What do we want our students to learn? Learning targets Priority Standards Increase Instructional Strategies Increase content knowledge 2. How will we know if they have learned it? Common Assessments: focus on Formative Analysis of Data 3. What will we do if they do not learn? Intervention (the new Extended Learning) 4. What will we do if they already know it? Enrichment Priority Standards Increased Horizontal Alignment of What Matters Most Instructional Materials including gaps and overlaps Accordion Model