Date post: | 13-Jan-2015 |
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Agenda12pm Networking & Lunch
Welcome – Derek Mitchell, CEO Shoreway
12:15 Program Overview: How We Get Results Shoreway
12:30 Breakout Sessions: Assigned Tracks
● Alum Rock ● Franklin McKinley
● Fundamentals of ROCI ● SFUSD
1:50 Program Close Shoreway
2pm Networking and Q&A Shoreway
Fundamentals of ROCI:Partners’ Secret Sauce
Derek Mitchell, Ph.D.CEO, Partners in School Innovation
Theory of Action: Chavez (Alum Rock)
Program Implementation
STR Results (Percent of Growth target met)
CST RESULTS
99% completion Lead: 100% Systems: 100% Instruction: 92.5%
Percentage Point Gain:
+7.5%
Chavez Accolades Went from lowest
performing (in CA’s 5%) to successful in 3 years
177point API Growth Exited School
Improvement after 2 years of partnership
Most improvement of any SIG-eligible elementary School using Transformation in CA
Did it without SIG dollars
Core of our Improvement Science: ROCI
ROCI
at A
ll Le
vels
District Leadership TeamCabinet, Instructional Supports
Teachers working with Coaches & Students
Grade Level Leads & Teacher Teams
Principals & Instructional Leadership Teams
Area Superintendent Leadership Teams, District-wide Networks
Robust Partnership in Alum Rock
THANK YOU!
The Role of Instructional Coaching in School TransformationJune 16, 2014
Miguel de Loza- Supervisor, Coaching NetworkLarissa Kenny- Paul Revere Literacy Coach
Tim Burke- SF School Innovation Partner
Partners in School Innovation transforms teaching and learning in the lowest-performing public schools so that every child, regardless of background, thrives.
Partners in School Innovation transforms teaching and learning in the lowest-performing public schools so that every child, regardless of background, thrives.
Mission
Objective
To understand how a district’s aligned systems of support for instructional coaching can impact teaching and learning within schools.
Instructional Coaching at Paul RevereCoaching is a collaborative relationship between a teacher and coach. The goal of this relationship is to support teacher development and impact student learning in order to move us towards educational equity.
Teacher Professional LearningO
utco
mes
of P
rofe
ssio
nal L
earn
ing
Adapted from Joyce and Showers, 2002
SFUSD Instructional Coaching Framework
Why Site Based Coaching?
● Trust is the biggest lever for coaching
● Part of the leadership at school site
● Create systems and structures
Paul Revere Elementary School
● Pre-K -8th Grade● K-5 Spanish Dual
Language Immersion expanding to K-8
● 59% Hispanic17% African American 24% Other
● 64% Free & Reduced Lunch
The Coaching Framework● Framed the WHY● Determined the
NEED● Described the HOW
Student Learning
Coaches Engage in Cycles of Inquiry
Week AReflect on
Our PracticeROCI
Changes in Practice
Week BNew
Learning
Impact on Teachers
Instructional Core
Curriculum
AssessmentInstruction
Impact on Students My students really benefited from my experience being coached. My guided reading and mini lessons were a lot better this year thanks to the coaching, which directly influences students' reading progress.
Revere
1. Relational trust a. Goal Settingb. Diff. Conversations
2. Protected time and increased opportunities for peer observations
3. Use of Dataa. System of accountability
and shared ownership of goals
b. Quantitative student data
SFUSD1. Principals as part of the systems
of learning2. Less input and more guided
practice (content and context)
3. Differentiate learning opportunities
Key Learnings
Questions
Contact
PartnersInSchools.orgRenewing the Promise of Public Education
Contact
PartnersInSchools.orgRenewing the Promise of Public Education
Tim Burke
School Innovation Partner
Leveraging Professional Learning Communities in Alum RockJune 16, 2014
Dr. Tom Green and Jason SorichAlum Rock District Leaders
Outcome• To understand how
Alum Rock has used district-wide professional learning communities (PLCs) to transform teaching and learning – particularly in the transition to Common Core State Standards
Why PLCs?Research on teacher learning tells us that when “teachers work together and engage in continual dialogue to examine their practice and student performance and to develop and implement more effective instructional practices” they are routinely able to make changes that impact student learning (p. 46, Darling-Hammond & Richardson, 2009).
More than PD for TeachersDistrict Transformation
Student Learning
Outcomes
Teacher PLCs
Leader PLCs
18 Elementary Schools
7 Middle Schools
Alum Rock School District• 18 Elementary Schools, 7 Middle Schools• K-8• 72.88% of total enrolled students are English
Language Learners, 60% of those are native Spanish speakers*
• The student body is 78.6% Latino, 12% Asian*
• 5 years in partnership with PSI
From CDE’s Data Quest systemhttp://data1.cde.ca.gov/dataquest/Enrollment
Designing PLCs in Alum Rock• Our current structure has taken us 4 years to
develop (see timeline handout).• There are PLCs for teachers and for leaders.• We are intentionally shifting capacity to facilitate
and lead PLCs from external support providers (PSI and others) to AR district and site leaders.
• We convened a PLC Leads team to coordinate and align the structure and content of all PLCs.
• We develop an annual scope and sequence to align all PLCs to district priorities.
District Instructional Priorities• Support transition to the Common Core State
Standards• Support language acquisition and achievement for
ELs• Provide coordinated, aligned support services for
students who are “at-risk”• Support schools to create a culture where students,
teachers, leaders, and parents are invested in the school/district
• Deepen site-based ILTs and PLCs- establishing roles, purpose, and accountability
Aligning PLCs to Impact Teaching• We align what teachers are doing and what
leaders are doing to impact student learning.
• Our PLCs are focused on content, process, and developing collaborative teams.
Teachers Leaders
Impact on Teachers and LeadersA district-wide survey completed by more than 150 teachers and leaders highlighted the following trends:• The PLCs have led to increased collaboration and
community, they have directly impacted classroom practice, and they have energized participants.– Collaborating with my grade level team and meeting
other teachers in the district teaching the same grade level has been motivating – PLC participant (from end of year survey)
• For site leaders, the PLCs have led to increased knowledge and awareness about CCSS and the focus and alignment across PLCs has been helpful.
Kinder PLC
ILT Network
Impact on StudentsStudent data confirms the impact of the PLCs and the need to focus on Els
PLC Focus of PLC Student ResultsK Writing standards
and explicit writing instruction
By EOY, K had the highest % of students scoring at benchmark or above - according to district-wide benchmark writing assessments
2nd Common Core State Standards, instructional shifts, and planning for ELA
2nd grade students showed more growth than any other grade level (across all language groups) on the ELA assessments
*In 2nd, 3rd, 4th, 5th IFEPs and RFEPs outperformed all other subgroups significantly on the writing and ELA assessments.
Successes• Teachers and leaders more frequently
speaking the same language with regards to collaborative practice and instructional shifts– eg. ROCI, backwards planning, 4 Cs, text-based
questions, constructed response, close reading…
• Teacher and leader investment in the PLCs and their impact on students– “At the beginning of the year, I was really apprehensive
about the new writing standards for my Kindergarteners but with the support of the PLC I tried it out and they have never written so much.” – Kinder PLC Participant
Lessons LearnedStructure:– Find a way to reach all teachers (additional grades and
content areas).– It’s hard to directly measure impact – we are working on a
tighter system for collecting district-wide classroom practice data.
– We need to strengthen the connection between PLCs and support back at sites.
Content:– Teachers need support learning how to backwards plan
(annually and unit by unit) using the curriculum as a resource.– Approach all content with an English Learner lens.– Strengthen learning opportunities for site leaders.
Next Year• Structure • Content
• Explicit writing instruction that supports English Language Learners
• How to develop rigorous, Common Core-based backwards plans for instruction, and consistently analyze student work to measure impact
Tips for Other Districts• Communicate, communicate, communicate!
Include all teachers, Union, Board!• Coordinate and align all PD efforts and
external support providers. Align any and all PD!
• Consider subs for release vs non-student PD days. We’ve maxed out sub capacity and releasing staff compromises instruction.
• Include any and all instructional staff beyond teachers– extended day programs, tutoring programs, etc.
Questions
Contact
PartnersInSchools.orgRenewing the Promise of Public Education
Contact
PartnersInSchools.orgRenewing the Promise of Public Education
Dr. Tom Green
Chief School Transformation Officer
Transitioning to the Common Core (CCSS) through Teacher Release Days June 16, 2014
Eve Pallansch and Sanee Ibrahim School Innovation Partners
Objective
Demonstrate how release days support teachers to make the transition to the Common Core through collaborative planning.
McKinley Elementary• Principal: Mrs. Aurora
Garcia • 492 students, K-6 and
Pre-K SDC• 82% ELs, not including
RFEPs • 87% Latino• 92% Free/reduced lunch • 2nd year of our
partnership
Why Grade Level Release DaysCommon Core
Grade Level Expectations
Common Core
Assessments
Common Core Unit
Plans
Weekly CollaborationSet Goals, Plan,
Assess, Reflect and Adjust
Grade Level Result-Oriented
Cycles of Inquiry
Release Day Logistics
• Calendaring and budgeting– 4 full days
• Design Principles: – Common objectives – Consistent agenda – Embedded opportunities for professional
learning – Direct facilitation by PSI and principal
Objectives• Being a team • Reflect and Adjust:
analyzing student learning• Set Goals• Plan: summative
assessment • Plan: CCSS unit map • Reflect and Adjust: ways of
working and team commitments
Agenda
Grade Level Release Day Agenda
Unit Overview
Unit Map Template
ImpactWe observed: • Consistent curricular
alignment • An increase in rigor of
learning objectives and assessment
• An increase in teacher investment in collaborative learning and planning around Common Core
Common Core Grade
Level Expectatio
ns
Common Core Assessments
Common Core
Unit Plans
Weekly Collaboration
Set Goals, Plan, Assess, Reflect and
Adjust
Grade Level Result-Oriented Cycles of Inquiry
Impact An increase in equitable access to rigorous teaching and learning.
Questions
Contact
PartnersInSchools.orgRenewing the Promise of Public Education
Contact
PartnersInSchools.orgRenewing the Promise of Public Education
Eve Pallansch and Sanee Ibrahim
[email protected]@partnersinschools.org
School Innovation Partners