1. www.uoregon.edu/~projdata/ project DATA

2. www.uoregon.edu/~projdata/ Agenda Entry task Welcome and introductions project DATA –Background –Purpose and Goals –Theoretical Foundation Housekeeping Questions?

3. www.uoregon.edu/~projdata/ Introductions Leanne Ketterlin-Geller Kathy Jungjohann Elisa Jamgochian Nancy Nelson

4. www.uoregon.edu/~projdata/ project DATA : Background, Purpose, & Goals

5. www.uoregon.edu/~projdata/ Funding for project DATA Endowment established in 1995 by private donors through the UO College of Education (Fairway Funds) Supports outreach activities for K-12 programs and staff to support all children

6. www.uoregon.edu/~projdata/ Purpose of project DATA Collaborative partnership between Lane ESD, school sites, and UO faculty Focus on professional development to support student achievement in grades 4 - 8 Develop a model of effective math instruction and formative assessment Promote sustainability through use of teacher teams

7. www.uoregon.edu/~projdata/ Goals of project DATA Addressed across three modules: 1. Assessment (Fall): Utilize data-driven model for instructional decision making 2. Instructional Design and Delivery (Winter): Integrate research-based practices to design and deliver high-quality instructional interventions 3. Teacher Content Knowledge (Ongoing): Support deep understanding of content knowledge 4. Sustainability (Spring): Develop infrastructure to support teachers in reaching ESD and state goals

8. www.uoregon.edu/~projdata/ Alignment with NMAP 2008 National Math Advisory Panel report recommendations : –Increased focus on operations with fractions for K-8 mathematics to prepare students for Algebra –Training to support teacher knowledge in content and pedagogy –Multi-faceted focus on teaching for conceptual understanding, computational fluency, and problem-solving skills –Shift toward improved sequencing and coherence of key topics in math materials and instruction

9. www.uoregon.edu/~projdata/ Theoretical Foundation

10. www.uoregon.edu/~projdata/ project DATA Map

11. www.uoregon.edu/~projdata/ Response to Intervention Process of systematically evaluating student needs and aligning needs with high quality instruction Evaluation involves: –Identifying students who may need additional support –Frequently monitoring progress toward achievement on instructional goals High Quality Instruction involves: –Making changes to instruction based on student performance data –Implementation of best practices in instructional design and delivery Systematic involves: –Allocation of resources –Systems level support

12. www.uoregon.edu/~projdata/ Potential Benefits of Response to Intervention (RTI) Provides high quality interventions & research- based instruction Identifies students based on risk rather than deficit Links identification assessments & progress monitoring tools with instructional planning Builds a communication bridge between general and special education Allows educational decisions to be based on intervention outcomes rather than other unreliable factors

13. www.uoregon.edu/~projdata/ Data-based Decision Making Decisions about instruction and intervention should be based on student performance data Different types of assessment allow for different instructional decisions: – Summative assessment is given after teaching to measure end result Did students learn the intended goals? – Formative assessment occurs throughout instruction to illustrate learning Multiple types of formative assessment (diagnostic, screening, progress monitoring) –Are students making progress toward instructional goals? –Is instruction or intervention effective?

14. www.uoregon.edu/~projdata/ Three-tier Model Intensive 1-5% Strategic 5-10% Benchmark 80-90%

15. www.uoregon.edu/~projdata/ Factors that Support an RTI Model Professional Development Comprehensive Assessment System Engaged Building Administrators District Level Support Willingness of Staff (Redefining Roles) Sufficient Time to “make sense of” Teachers as Collaborators Fuchs & Deshler (2007)

16. www.uoregon.edu/~projdata/ Professional Development Framework Professional development is a process –Not a product or a one-time inservice –No silver or magic bullet to solve educational dilemmas Takes place over time –Takes time to build professional knowledge –We all have different strengths, experiences, starting points, and perspectives Must have good contextual fit –Needs to fit in the context of your district, class, curriculum, student population, beliefs Collaboration is essential to effective PD –project DATA is a cooperative partnership between colleagues, administrators, and UO

17. www.uoregon.edu/~projdata/ Shared Goal: Positive Impact on Student Performance project DATA role: –Provide resources, perspectives, data, manpower –Provide expertise in assessment, instructional design, content knowledge, and math instruction –Schedule time, opportunities, and content for professional collaboration Your role: –Share expertise in math instruction –Participate, discuss, and identify practices and ways you can incorporate these practices into your instruction –Collect data for decision making

18. www.uoregon.edu/~projdata/ Project Specifics

19. www.uoregon.edu/~projdata/ Screening Assessment Complete and email class roster (Excel Spreadsheet) to projdata@uoregon.eduprojdata@uoregon.edu Projected Timeline –Class roster(s) submitted by Friday 10/3 –Roster(s) uploaded to easyCBM by Wed. 10/8 –Email notification that site is ready for use – will include teacher username & login –Students can take assessment beginning Thursday 10/9

20. www.uoregon.edu/~projdata/ By October Meeting… 1.Give screening assessment 2.Follow progress monitoring schedule Other tasks?

21. www.uoregon.edu/~projdata/ CEUs/CPDs To register for continuing education units through U of O, go to: http://center.uoregon.edu/cours es/course_desc.php?CourseKey= 559174http://center.uoregon.edu/cours es/course_desc.php?CourseKey= 559174 (Also linked from projectDATA website)

22. www.uoregon.edu/~projdata/ Questions? Project Contact: projdata@uoregon.eduprojdata@uoregon.edu Website: www.uoregon.edu/~projdatawww.uoregon.edu/~projdata –Leanne Ketterlin-Geller 346-5065; lketterl@uoregon.edulketterl@uoregon.edu –Kathy Jungjohann 346-1643; kjj@uoregon.edukjj@uoregon.edu –Elisa Jamgochian 346-3560; ejamgoch@uoregon.eduejamgoch@uoregon.edu –Nancy Nelson 346-3560; nnelson3@uoregon.edunnelson3@uoregon.edu