““A System of Accountability A System of Accountability for Increasing Student for Increasing Student

Achievement”Achievement”

A Presentation for High Desert Education Service District

by

Northwest Regional Education Service District

Hillsboro, Oregon

Hillsboro School DistrictHillsboro, Oregon

PresentersPresenters• Jim Mabbott, Superintendent Jim Mabbott, Superintendent

Northwest Regional Education Service Northwest Regional Education Service District Hillsboro, ORDistrict Hillsboro, OR

• Jeremy Lyon, SuperintendentJeremy Lyon, Superintendent Hillsboro School DistrictHillsboro School District Hillsboro, ORHillsboro, OR• Art Anderson, Director of School Art Anderson, Director of School

Improvement and Instruction Improvement and Instruction Northwest Regional Northwest Regional Education Service District Hillsboro, OREducation Service District Hillsboro, OR

• Marta Turner, School Improvement Marta Turner, School Improvement Coordinator, Northwest Regional Coordinator, Northwest Regional Educational Service District Hillsboro, Educational Service District Hillsboro, OROR

About Our RegionAbout Our Region• Where we are locatedWhere we are located

DistrictsDistrictsCounty District Number of

StudentsClatsop Astoria

SeasideWarrenton-Hammond KnappaJewell

2,0251,580805562190County District Number of Students

Columbia

St. Helens ScappooseRainierClatskanieVernonia

3,6922,2181,212865716

DistrictsDistrictsCounty District Number of

Students

Tillamook TillamookNeah-Kah-NieNestucca Valley

2,102749571

County District Number of Students

Washington

BeavertonHillsboroTigard-TualatinForest Grove SherwoodBanksGaston

36,64019,69412,3515,9553,8371,236509

Service AreaService Area

• 20 Districts20 Districts• 170+ public schools170+ public schools• 3,500 square miles 3,500 square miles

• 96,297 ADMr 96,297 ADMr • Both Urban and RuralBoth Urban and Rural

NWRESD ServicesNWRESD Services

•Special Student Special Student ServicesServices

•Instructional ServicesInstructional Services•Technology ServicesTechnology Services•Other Support ServicesOther Support Services

The Proposal:The Proposal:Why It Was NeededWhy It Was Needed

• Breakfast and a Breakfast and a visionvision

• What it has meant What it has meant for regional for regional discussionsdiscussions– Jim Mabbott, Jim Mabbott,

SuperintendentSuperintendent

NWRESDNWRESD

“Never, ever think outside the box.”

The Components of the The Components of the School Improvement School Improvement

ProcessProcess• System of AccountabilitySystem of Accountability

• What is the impact of the adult in the system?What is the impact of the adult in the system?• Data Driven Decision MakingData Driven Decision Making

• School Improvement ProcessSchool Improvement Process• CIPCIP

• Data TeamsData Teams• Setting SMART goals & Action PlanningSetting SMART goals & Action Planning

• Data SummariesData Summaries• Identifying Power StandardsIdentifying Power Standards

• Curriculum AlignmentCurriculum Alignment• Performance Tasks-Lesson plansPerformance Tasks-Lesson plans

• Performance Assessments-formative assessmentsPerformance Assessments-formative assessments• Instructional StrategiesInstructional Strategies

• Targeted interventions based upon accurate data Targeted interventions based upon accurate data analysis and curriculum analysisanalysis and curriculum analysis

The ConsortiumThe Consortium

• Building Capacity Building Capacity

Beaverton

Hill

sbor

o

Tigard-

Tualatin

NWRESD

Consortium

Bringing Others OnboardBringing Others Onboard• School Improvement ProjectSchool Improvement Project• Building Capacity Across Multiple Building Capacity Across Multiple

DistrictsDistrictsConsortiu

m

Clatsop

County

Col

umbi

a C

ount

y

Tillamook County

Washington

County

(Remaining)NWRESD

CORE Service

The Response:The Response:Why The Districts Said YesWhy The Districts Said Yes

• What the districts What the districts saw in the proposal saw in the proposal

• What it has meant to What it has meant to themthem– Jeremy Lyon, Jeremy Lyon,

Superintendent Superintendent Hillsboro Hillsboro School DistrictSchool District

A System of A System of AccountabilityAccountability

ACCOUNTABILITYACCOUNTABILITY

• An AutopsyAn Autopsy– Statement of effectsStatement of effects

~OR~~OR~

• A PhysicalA Physical– Investigate underlying causesInvestigate underlying causes

Strategic LeadershipStrategic Leadership

versus

Principles of EffectiveAccountability

• Congruence• Respect for diversity• Accuracy• Specificity• Feedback for continuous

improvement• Universality• Fairness (Focus on achievement, not

norms)

© 2005 Center for Performance Assessment Accountability Plan Development Support Documents All rights reserved. Copy only with permission. (800) 844-6599 Hillsboro School District - 1-3-06 kr

Accountability Pyramid: Data and Goal Relationships Within a Comprehensive Accountability System

What do we as a system need to do to leave no child behind? What do we as a system need to do to leave no child behind?

Comprehensive Accountability System District Level Accountability Data

Gather results data from each school Analyze “Vital signs” detailing health of district taken once a year

Provide focus for district-wide allocation of time, energy, and resources

School Improvement Plan Building Level Accountability Data

Tailor to needs/current reality of individual building Select instructional strategies, set and review yearlong goals for building

Implement practices and strategies to help building reach goals Provide multiple, ongoing measurements of student performance

Data Team Action Plan Grade Level/Team Data lead to Team Goals

Tailor to needs/current reality of grade level/department Provide multiple, ongoing performance measures

Set and review incremental goals

Classroom Data Common Assessment Data

lead to classroom goals Identify specific students

with specific needs to be met by specific

research-based strategies.

What do I need to do with my kids to

help my team meet its goal?

Where do we as a building need to focus our time, energy and resources to help our district meet its goal?

Data Driven Decision Making 1. Find the data 2. Analyze the data in REAL time 3. Prioritize needs analysis- 4. Set, review, or revise annual goals- 5. Identify specific strategies 6. Determine results indicators:

Data Teams 1. Collect data from pre-assessment, chart results 2. Analyze the strengths/obstacles and prioritize needs 3. Goal setting-SMART goals 4. Teachers select instructional strategies-best practices 5. Determine the results indicators-what evidence do you have?

Making Standards Work: Process 1. Power standards: distinguish the “essential” from the “nice to know” 2. Unwrapping standards 3. Writing Essential questions 4. Deciding on Performance Tasks 5. Writing Scoring guides (rubrics)

Making Standards Work

Making Standards Work

What do we as a system need to do to leave no child behind?

Making Standards Work

What do we need to do collaboratively to

help our building meet its goals?

The Leadership and The Leadership and Learning MatrixLearning Matrix

Doug Reeves. (2002) Doug Reeves. (2002) The Daily Disciplines of Leadership, The Daily Disciplines of Leadership, Jossey-Jossey-Bass, San Francisco, CABass, San Francisco, CA

Antecedents / Cause Data

Eff

ects

/ R

esul

ts D

ata

LuckyLuckyHigh results, low under-High results, low under-standing of antecedents.standing of antecedents.

Replication of success Replication of success unlikely.unlikely.

LosingLosingLow results, low under-Low results, low under-standing of standing of antecedents.antecedents.

Doh!Doh!

LearningLearningLow results, high under-Low results, high under-standing of antecedents.standing of antecedents.

Replication of mistakes Replication of mistakes unlikely.unlikely.

LeadingLeadingHigh results, high under-High results, high under-standing of antecedents.standing of antecedents.

Replication of successReplication of success

likely.likely.

Superintendent Superintendent WorkshopsWorkshops

• Introduction: Fall, 2005Introduction: Fall, 2005• Overview: Spring, 2006Overview: Spring, 2006• Accountability in Action: Fall, 2006Accountability in Action: Fall, 2006• Creating Your Comprehensive Creating Your Comprehensive

Improvement Plan: TBA (For Improvement Plan: TBA (For Superintendents/Central Office and Superintendents/Central Office and Building Administrators)Building Administrators)

Data-Driven Decision Data-Driven Decision MakingMaking

& & Data TeamsData Teams

Why?Why?

“Until you have data as a backup, you’re just another

person with an opinion.”

Dr. Perry Gluckman

Staff and Administrators Staff and Administrators Are Trained To Use Action Are Trained To Use Action

Plan StepsPlan Steps

1. Find the data — “Treasure Hunt”1. Find the data — “Treasure Hunt”2. Analyze the data2. Analyze the data3. Prioritize needs analysis3. Prioritize needs analysis4. Set, review, or revise annual goals4. Set, review, or revise annual goals5. Identify specific strategies to meet 5. Identify specific strategies to meet

goalsgoals6. Determine results indicators6. Determine results indicators Action Plan Steps and ScheduleAction Plan Steps and Schedule

Desired Outcomes of Desired Outcomes of Data TeamsData Teams

• Focus on more than test scores and Focus on more than test scores and include factors that are within the control include factors that are within the control of teachersof teachers

• Provide focus and eliminate the clutterProvide focus and eliminate the clutter• Remove excusesRemove excuses• Be able to answer “Which students are not Be able to answer “Which students are not

meeting standards in _______?” meeting standards in _______?” • Establish a plan to do something about Establish a plan to do something about

it – and it – and dodo something about it something about it

Creating Capacity: Creating Capacity: Form Data TeamsForm Data Teams

Elementary:Elementary: Most data teams are Most data teams are grade level teams grade level teams

Creating Capacity: Creating Capacity: Form Data TeamsForm Data Teams

Middle School:Middle School: Two options – Two options –

1. 1. Grade level teamsGrade level teams – discussions – discussions focus more on specific students and focus more on specific students and academic needs not content specificacademic needs not content specific

2. 2. Vertical content departmentsVertical content departments – – discussions focus more on status of discussions focus more on status of student achievement in content area student achievement in content area as well as specific and effective as well as specific and effective instructional strategiesinstructional strategies

Creating Capacity: Creating Capacity: Form Data TeamsForm Data Teams

High School:High School: Departments serve as Departments serve as basis for data teams except in the basis for data teams except in the event that the team is too large for event that the team is too large for effective collaboration. In some effective collaboration. In some situations, high school departments situations, high school departments divided into smaller groups/teams by divided into smaller groups/teams by commonly taught classes or formed commonly taught classes or formed by the students they have in by the students they have in common (freshman, seniors, etc.) common (freshman, seniors, etc.)

Data ActivityData Activity

Making Standards Making Standards WorkWork

A Guaranteed and Viable A Guaranteed and Viable CurriculumCurriculum

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

Heidi Hayes Jacobs, Heidi Hayes Jacobs, 19971997

Identifying Power Identifying Power StandardsStandards

• All standards are not equal in All standards are not equal in importance.importance.

• Narrow the voluminous standards and Narrow the voluminous standards and indicators by distinguishing the indicators by distinguishing the “essentials” from the “nice to know.”“essentials” from the “nice to know.”

• What do students need to know for life, What do students need to know for life, learning (school) and the test?learning (school) and the test?

Power Standards ActivityPower Standards Activity

Big Ideas & Essential Big Ideas & Essential QuestionsQuestions

Unwrapping Standards Unwrapping Standards Performance Performance

Tasks/AssessmentsTasks/Assessments

• What are students being asked to What are students being asked to know and do?know and do?

• Writing performance Writing performance tasks/assessmentstasks/assessments– Common assessments Common assessments – Used as formative assessmentUsed as formative assessment

• Connection to Data TeamsConnection to Data Teams

Unwrapping ActivityUnwrapping Activity

LUNCHLUNCH

Description of Other Related Description of Other Related Trainings:Trainings:

Instructional StrategiesInstructional Strategies

5 Easy Steps To A Balanced 5 Easy Steps To A Balanced Math ProgramMath Program

WritingWriting

Why Workshops Dealing Why Workshops Dealing With Instructional With Instructional

Strategies?Strategies?• Teachers have a powerful effect on Teachers have a powerful effect on

studentsstudents• Certain strategies tend to produce Certain strategies tend to produce

higher student achievement than higher student achievement than othersothers

• To better meet the needs of all To better meet the needs of all studentsstudents

• Workshops deal not just with the Workshops deal not just with the theory, but the real life applicationtheory, but the real life application– The “How To” The “How To”

CategoryCategory AverageAverageEffectEffectSizeSize

PercentilPercentilee

GainGain

Number of Number of StudiesStudies

Identifying Similarities & Identifying Similarities & DifferencesDifferences

1.611.61 4545 3131

Summarizing & Note TakingSummarizing & Note Taking 1.001.00 3434 179179

Reinforcing Effort & Providing Reinforcing Effort & Providing RecognitionRecognition

.80.80 2929 2121

Homework & PracticeHomework & Practice .77.77 2828 134134

Nonlinguistic RepresentationNonlinguistic Representation .75.75 2727 246246

Cooperative LearningCooperative Learning .73.73 2727 122122

Setting Objectives & Providing Setting Objectives & Providing FeedbackFeedback

.61.61 2323 408408

Generating & Testing Generating & Testing HypothesesHypotheses

.61.61 2323 6363

Cues, Questions, & Advance Cues, Questions, & Advance OrganizersOrganizers

.59.59 2222 12511251

Robert Marzano, Classroom Instruction That Works, ASCD

Strategies and IndicatorsStrategies and Indicators

• How will you know if a particular How will you know if a particular strategy is effective with your strategy is effective with your students?students?

• Results indicators (by Data Team) Results indicators (by Data Team) determine:determine:– If strategy is being implementedIf strategy is being implemented– If strategy is having intended effect If strategy is having intended effect

on student learning and improved on student learning and improved performanceperformance

5 Easy Steps To A Balanced 5 Easy Steps To A Balanced Math ProgramMath Program

• The “Big Ideas” applied to math The “Big Ideas” applied to math • Build computational skills Build computational skills • Develop mathematical reasoning and Develop mathematical reasoning and

problem-solving abilities problem-solving abilities • Deepen conceptual understanding Deepen conceptual understanding • Demonstrate understanding in a variety of Demonstrate understanding in a variety of

assessment formats assessment formats • The seminar provides math educators in The seminar provides math educators in

elementary and middle schools with a elementary and middle schools with a practical framework for implementing each practical framework for implementing each of the NCTM recommendationsof the NCTM recommendations

WritingWriting

• 90-90-90 Research90-90-90 Research• Improvement in reading as well as Improvement in reading as well as

other subject areasother subject areas• ““I don’t have time for more writing”I don’t have time for more writing”

– HypothesisHypothesis– Reality (NASSP Bulletin, Dec. 200, Reality (NASSP Bulletin, Dec. 200,

“Standards Are Not Enough!”“Standards Are Not Enough!”

We Know How To We Know How To Improve Student Improve Student Achievement…Achievement…The ResearchThe Research

The Training Aligns The Training Aligns With State CIP ProcessWith State CIP Process

1.1. System of AccountabilitySystem of Accountability2.2. Data Driven Decision MakingData Driven Decision Making3.3. Data TeamsData Teams4.4. Making Standards WorkMaking Standards Work5.5. Instructional StrategiesInstructional Strategies

It not only aligns with C.I.P., it truly is It not only aligns with C.I.P., it truly is continuous improvement in student continuous improvement in student achievement.achievement.

What Has Been The What Has Been The Reaction?Reaction?

Questions/DiscussionQuestions/Discussion

How Are You Doing?

♦ “The measure of success is notwhether or not you have a toughproblem to deal with, but whether

it’sthe same problem you had last

year.”John Foster Dulles

Planning The Next StepsPlanning The Next StepsHigh Desert ESD and High Desert ESD and

SuperintendentsSuperintendents• What do you still need to know?What do you still need to know?• Do do you think you should implement Do do you think you should implement

this work? If so, what should the roll-out this work? If so, what should the roll-out be?be?

• How might you work together to How might you work together to accomplish this work? How do you build accomplish this work? How do you build capacity?capacity?

• Which parts of the summary work mirror Which parts of the summary work mirror or already are being implemented in your or already are being implemented in your district and ESD?district and ESD?

ContactsContacts• Jim Mabbott Jim Mabbott

– E-mail: E-mail: jmabbott@nwresd.k12.or.usjmabbott@nwresd.k12.or.us– Phone: 503-614-1401Phone: 503-614-1401

• Jeremy LyonJeremy Lyon– E-mail: E-mail: LyonJ@hsd.k12.or.usLyonJ@hsd.k12.or.us– Phone: 503-844-1500Phone: 503-844-1500

• Art AndersonArt Anderson– E-mail: E-mail: aanderson@nwresd.k12.or.usaanderson@nwresd.k12.or.us– Phone: 503-614-1443Phone: 503-614-1443

• Marta TurnerMarta Turner– E-mail: E-mail: mturner@nwresd.k12.or.usmturner@nwresd.k12.or.us– Phone: 503-614-1474Phone: 503-614-1474

• Doug Reeves and The Center for Performance Doug Reeves and The Center for Performance AssessmentAssessment– E-mail: E-mail: dreeves@makingstandardswork.comdreeves@makingstandardswork.com– Phone: 800-844-6599Phone: 800-844-6599