Is Your District Career and College Ready? WASHINGTON STATE SCHOOL DIRECTORS’ ASSOCIATION Annual Conference November Bellevue Hyatt Regency YAKIMA PUBLIC SCHOOLS

YAKIMA SCHOOL DISTRICT Student Demographics Enrollment October 2012 Student Count 15,368 May 2013 Student Count 15,186 Gender (October 2012) Male7, % Female7, % Race/Ethnicity (October 2012) American Indian/Alaskan Native % Asian710.50% Native Hawaiian / Other Pacific Islander60.00% Asian/Pacific Islander770.50% Black / African American % Hispanic / Latino of any race(s)11, % White3, % Two or More Races % Special Programs Free or Reduced-Price Meals (May 2013)12, % Special Education (May 2013)2, % Transitional Bilingual (May 2013)4, % Migrant (May 2013)2, % Section 504 (May 2013) %

LEARNER OUTCOMES 1.Experience a performance task to gain a deeper understanding of the increased demand for higher rigor and relevance 2.Identify how CCSS connect to instructional frameworks and influences professional development and use of time (collaboration) 3.Recognize how to support and maximize the effectiveness of district/building wide systems and structures to support the implementation of CCSS and new evaluation model

COMMON CORE STATE STANDARDS INITIATIVE Mission Statement ROBUST RELEVANT REAL WORLD

Activity 1: Begin with the End in Mind Is Your District Career and College Ready? 1. Read the Performance Task 2. Decide in which quadrant it belongs and WHY Identify level of Rigor - Higher Order Thinking Skills? Identify level of Application - Relevance/Meaning? 3. What would you do to bump it to the next level or quadrant?

Getting Ready …to transition to and implement the CCSS Conducted a Comprehensive Needs Assessment

As a Result of the Needs Assessment… PRIORITY GOAL #1 Build a Culture of High Expectations for Learning Utilize Five YSD Instructional Strategies Complete Two Performance Tasks PRIORITY GOAL #2 YSD will offer Healthy, Safe, Mutually Respectful and Effective Learning Environments Know Student Names and Interests Utilize Students’ Names and Interests in Instructional Planning

Professional Development YSD Goals Monitoring and Accountability Collaboration Building Goals Two-way Communication Danielson Framework 5 Instructional Strategies Performance Tasks Student Interests/Planning

ADAMS’ P-5 ELEMENTARY SCHOOL

ADAMS P-5 ELEMENTARY SCHOOL Student Demographics Enrollment October 2009 Student Count 648 May 2010 Student Count 670 Gender (October 2009) Male % Female % Race/Ethnicity (October 2009) American Indian/Alaskan Native81.20% Asian20.30% Asian/Pacific Islander20.30% Black / African American142.20% Hispanic / Latino of any race(s) % White426.50% Special Programs Free or Reduced-Price Meals (May 2010) % Special Education (May 2010) % Transitional Bilingual (May 2010) % Migrant (May 2010) % Section 504 (May 2010)00.00% Foster Care (May 2010)00.00% Other Information (more info)

Adams: Prior to MERIT Grant Success Percentage: MSP

Teachers “Teachers are the greatest school-based influence on student achievement.” Nye, Konstantopolous & Hedges, 2004 Rockoff, 2004 Principals “Leadership is second only to classroom instruction as an influence on student learning.” Wallace Foundation Study “Learning from Leadership” July 2010 What We Know

Professional Development YSD Goals Monitoring and Accountability Collaboration Adams’ Goals Two-way Communication INSTRUCTION: Danielson Framework 5 Instructional Strategies Performance Tasks Student Interests/Planning Building Selected Instructional Oral Language Based Strategies Language for Learning Language for Thinking Math Benchmark Assessments Early Exit Model

Adams Implementation Plan: Instruction Language for Learning Language for Thinking Oral Based Language Strategies Math and Reading Benchmark Assessments Early Exit Model: ELL Students

ACTIVITY 2: Instruction YSD Instructional Framework for TGEM Teacher Growth and Evaluation Model

Professional Development YSD Goals Monitoring and Accountability Collaboration New Leadership Team: TEACHERS Building-wide Focus on Collaboration Adams’ Goals Two-way Communication INSTRUCTION: Danielson Framework 5 Instructional Strategies Performance Tasks Student Interests/Planning Building Selected Instructional Oral Language Based Strategies Language for Learning Language for Thinking Math/Reading Benchmark Assessments Early Exit Model

Adams’ Collaboration Focus from teacher-driven to student-driven data Purposeful collaboration on data

ACTIVITY 3: Collaboration YSD Instructional Framework for TGEM Teacher Growth and Evaluation Model

Professional Development Leadership Coaches Instructional Coaches YSD Goals Monitoring and Accountability Collaboration New Leadership Team: TEACHERS Building-wide Focus on Collaboration Adams’ Goals Two-way Communication INSTRUCTION: Danielson Framework 5 Instructional Strategies Performance Tasks Student Interests/Planning Building Selected Instructional Oral Language Based Strategies Language for Learning Language for Thinking Math/Reading Benchmark Assessments Early Exit Model Student Critical Attributes

Coaching for Rigor and Relevance

Coaching for Student Critical Attributes What is the doing? More importantly……………….. What is the doing??

Professional Development Leadership Coaches Instructional Coaches YSD Goals Monitoring and Accountability Collaboration New Leadership Team: TEACHERS Building-wide Focus on Collaboration Adams’ Goals Two-way Communication Parent/Com munity Involvement INSTRUCTION: Danielson Framework 5 Instructional Strategies Performance Tasks Student Interests/Planning Building Selected Instructional Oral Language Based Strategies Language for Learning Language for Thinking Math/Reading Benchmark Assessments Early Exit Model Student Critical Attributes

PARENT and COMMUNITY INVOLVEMENT Video Clip Parent Breakfast Picture

Professional Development Leadership Coaches Instructional Coaches YSD Goals Monitoring and Accountability Student Behavior TGEM Collaboration New Leadership Team: TEACHERS Building-wide Focus on Collaboration Adams’ Goals Two-way Communication Parent/Com munity Involvement INSTRUCTION: Danielson Framework 5 Instructional Strategies Performance Tasks Student Interests/Planning Building Selected Instructional Oral Language Based Strategies Language for Learning Language for Thinking Math/Reading Benchmark Assessments Student Critical Attributes

Positive Behavioral Intervention and Supports

ACTIVITY 4: Growth? Evaluation? Teacher Growth and Evaluation Model

So…How Are We Doing? Is Our District Career and College Ready?

Priority Goal #1: Monitoring Progress 5,464 Elementary students completed a performance task 19,349 performance tasks completed at secondary level (students took more than one) About 53% of the elementary performance tasks administered were from Next Network 30

Priority Goal #1: Monitoring Progress cont’d 5 Instructional Strategies Build a Culture of High Expectations for Learning Strategies Number of schools completed training80% Staff Completion Optimal Learning Model:19/19 To Be Completed In June 10/2; 5/2:18/19 Reflective Writing:17/19 Think, Write, Pair, Share19/19 Explicit Vocabulary Routine:19/19 31

Priority Goal #2: Monitoring Progress Student Names and Interest Offer healthy, safe, mutually respectful and effective learning environments. TaskNumber of YesDue Date: June Every teacher accurately knows and uses appropriate student/Family preferred names with their classroom roster(s). Indicate Yes or No 18/19 To Be Completed in June Each teacher knows at least one outside of school interest of their students and can incorporate that knowledge to instruction. 11/19 Students accurately know and use other student names. 16/19 32

Adams: Prior to MERIT Grant Success Percentage: MSP

Adams: End of MERIT Grant Success Percentage: MSP

Adams: Impact of MERIT Grant Point Change in MSP Success Percentage: to

An Adams Example Early Exit MSP

Teachers “Teachers are the greatest school-based influence on student achievement.” Nye, Konstantopolous & Hedges, 2004 Rockoff, 2004 Principals “Leadership is second only to classroom instruction as an influence on student learning.” Wallace Foundation Study “Learning from Leadership” July 2010 What We Know

BARGE LINCOLN ELEMENTARY SCHOOL Student Demographics Enrollment October 2011 Student Count 624 May 2012 Student Count 594 Gender (October 2011) Male % Female % Race/Ethnicity (October 2011) American Indian/Alaskan Native71.10% Asian10.20% Asian/Pacific Islander10.20% Black / African American40.60% Hispanic / Latino of any race(s) % White375.90% Two or More Races30.50% Special Programs Free or Reduced-Price Meals (May 2012) % Special Education (May 2012) % Transitional Bilingual (May 2012) % Migrant (May 2012) % Section 504 (May 2012)91.50% Foster Care (May 2012)00.00% Other Information (more info)

Barge Lincoln Elementary MSP Reading Comparison: to

Barge Lincoln Elementary MSP Reading Comparison: Single-Year Cohorts 4 th to 5 th ALL points 4 th to 5 th ALL points

Barge Lincoln Elementary MSP Mathematics Comparison: to

Barge Lincoln Elementary MSP Mathematics Comparison: Single-Year Cohorts 3 rd to 4 th ALL points 4 th to 5 th ALL points 3 rd to 4 th ALL points 4 th to 5 th ALL points

Yakima School District State Assessment Results eportLevel=District&orgLinkId=1754&yrs=&year= &printable=true

Communication Focus Weekly meetings with District leadership and ICLE Instructional and Leadership Coaches Principal Cohort Collaboration Sessions Monthly progress reports submitted to the District by ICLE Quarterly reports to Cabinet Regular School Board updates to include ENDS Report Monthly webinars with all ICLE Instructional and Leadership Coaches Regular communication with OSPI to ensure coordination with Washington State initiatives

Professional Development Leadership Coaches Instructional Coaches YSD Goals Monitoring and Accountability Student Behavior TGEM Collaboration New Leadership Team: TEACHERS Building-wide Focus on Collaboration Adams’ Goals Two-way Communication Parent/Commun ity Involvement INSTRUCTION: Danielson Framework 5 Instructional Strategies Performance Tasks Student Interests/Planning Building Selected Instructional Oral Language Based Strategies Language for Learning Language for Thinking Math/Reading Benchmark Assessments Student Critical Attributes

Teachers “Teachers are the greatest school-based influence on student achievement.” Nye, Konstantopolous & Hedges, 2004 Rockoff, 2004 Principals “Leadership is second only to classroom instruction as an influence on student learning.” Wallace Foundation Study “Learning from Leadership” July 2010 What We Know

LEARNER OUTCOMES What’s the Most Important Thing You Gained from this Presentation? 1.Experience a performance task to gain a deeper understanding of the increased demand for higher rigor and relevance 2.Identify how CCSS connect to instructional frameworks and influences professional development and use of time (collaboration) 3.Recognize how to support and maximize the effectiveness of district/building wide systems and structures to support the implementation of CCSS and new evaluation model

Thank You! Martha Rice, Board Chair Elaine Beraza, Superintendent Cece Mahre, Associate Superintendent of Teaching and Learning Lee Maras, Lead Principal yakimaschools.org