Transcript Slide 1

Working on the Work
How the Olmsted Falls City School District has
assimilated the work of the Ohio Leadership Advisory
Council with the Ohio Improvement Process in order to
continue the excellence.
Presenters
 Dr. Todd Hoadley—Superintendent
 Dr. Jim Lloyd—Assistant Superintendent
 Merritt Waters—Student Services Coordinator
 Dr. Bob Hill—Principal, OFHS
 Don Svec—Principal, Fitch Intermediate School
 Janet Venecek—Teacher, Fitch Intermediate School
 Sally Schuler—Teacher, Fitch Intermediate School
 Neil Roseberry—Principal, Falls-Lenox Primary
 Michelle LaGruth—Teacher, Falls-Lenox Primary
Going from Good to Great
Greatness is not a function of circumstance.
Greatness, it turns out, is largely a matter of
conscious choice, and discipline.
Collins, J. (2005). Why business thinking is not the
answer: Good to great and the social sectors. A
monograph to accompany good to great.
Today we will:
 Connect OLAC to OIP
 Demonstrate how we’ve
put the above
connection into practice
 Discuss the focused,
continuous
improvement of our
organization
 Provide you with an
overview as to how the
different parts of the
system are working on
the work in Olmsted
Falls:
Dr. Todd Hoadley
Superintendent & DLT Member
Student Learning
Assessment
Instruction
Academic Content Standards/Learning Targets
Professional Learning Community
J_Lloyd_2008
 Eliminate competing initiatives—
 attract and move resources towards our hedgehog
concepts and repel those that go against it
 Know what you are good at and do good only at those
things that you have defined is the work
 “to do the most good requires saying no to pressures to
stray, and the discipline to stop doing what does not
fit.”
--Jim Collins, 2005
 The benefits of OIP helping us change district
behavior and practice on a system-wide basis
 DLT
 BLT
Dr. Jim Lloyd
Assistant Superintendent
Curriculum, Instruction & Assessment
Assumptions for our CIP creation
 Things we know:
 As educators we try to do too much
 As educators we know the right things to do
 The right things to do in order to increase student
achievement are not easy
 As a field, we have relied on programs and quick fixes
that rarely produce success
 The solutions to problems that have plagued our
profession exist within our buildings
 The question becomes: Do we have the courage to
focus and endure in order to experience real change.
The OIP is the implementation
of the OLAC’s work
OLAC Concepts
 Leadership is shared
OFCS’ OIP Actions
 DLTs and BLTs
 Area 1: Data & Decision
 Starts with the use of the
Making
Decision Framework
 Area 2: Focused Goal
 Revised CIP is more
Setting
 Area 3: Instruction and
Learning
focused
 Clear Targets & High
Quality Feedback
Ohio Improvement Process
Who
Who
is involved?
District/Building Leadership Teams
State Diagnostic Teams (SDTs) work with
selected high support districts
STAGE 1
Identify Critical Needs of
Districts and Schools
State Support Teams (SSTs) work with
districts and schools in need of improvement
is involved?
STAGE 2
Develop a
Focused Plan
District/Building Leadership Teams
State Diagnostic Teams
State Support Teams
Educational Service Centers
Educational Service Centers (ESCs) work
with other districts requesting assistance
How
do these teams work in
districts and schools?
How
do these teams work in
districts and schools?
Teams use data tools to identify critical
needs
Work with leadership to develop research
based strategies and action steps focused
on critical needs identified in stage 1.
Who
Who
is involved?
STAGE 4
STAGE 3
is involved?
District/Building Leadership Teams
State Diagnostic Teams
District/Building Leadership Teams
Regional Service Providers
External Vendors
Higher Education
State Support Teams
Educational Service Centers
Regional Managers
Single Point of Contact
How
do these teams work in
districts and schools?
Review data
Gather evidence of implementation
and impact
Revised November 2008
How
Evaluate the
Improvement Process
Implement and Monitor
the Focused Plan
do these teams work in
districts and schools?
Provide technical assistance and targeted
professional development
Leverage resources
Implementing OLAC through OIP
 Create DLT
 Learn about focused continuous improvement
 Learn about the Ohio Improvement Process
 Use Decision Framework to analyze data…consider
other data sources as well
 OIP plan development
 Use data
 Create focused goal(s)
 Strategy development
 Action step creation

Task creation
The OFCS’ Hedgehog
What are you deeply passionate
about?
Student
Achievement
Clear
Targets with
Quality
Feedback
What can you be the best in the
world at?
Teacher
Quality
What drives your engine?
OFCS CIP General Focus
 Identify, acknowledge and build upon previous
excellence
 Build on what happens within the classroom by working
to improve upon current teacher quality
 Focus on those things that we can “control”
 Making learning targets clearer for learners
 Providing learners with feedback
 The only thing that directly impacts student achievement
is teacher practice so we must focus on
changing/improving/growing what teachers do in the
classroom and provide them with time and support
 How effective do we deliver our mission and make an
impact relative to our resources?
 While quantification of results is good, what matters
more is our ability to assemble evidence (quantitative
& qualitative data) to track our progress
Alignment of things within the
“black box”
Clear
StandardsBased
Learning
Targets
High Quality
Instruction
Assessment
(formative &
summative)
Theory Into Practice
We’ve operationalized our CIP strategies and
assimilated many concepts into a deliverable
professional development sequence across the entire
school district
Discussion of the OFCS CIP
 Goal
 Strategies
 Action Steps (4 of them)
 Tasks under the action steps
J_Lloyd_2008
Merritt Waters
Student Services Coordinator &
DLT Member
How does special education and student
services fit into the improvement process?
Olmsted Falls Quick Facts
 2007-08 ODE Report Card
 Students with Disabilities made adequate yearly
progress
 Still far lower than all other subgroups in reading and
math achievement
 Students with Disabilities comprise 11.8% of our
student population
OIP & Special Education
 OLAC Focus Area 1 – Data and the Decision Making
Process
 Shared discovery
 Shared responsibility
 Still need to gather data about at-risk kids
OIP & Special Education
 OLAC Focus Area 2 - Focused Goal Setting Process
 Inclusive, aggressive district goal
 Familiar territory for special educators
 Still need to align individual student growth
expectations with district goal
OIP & Special Education
 OLAC Focus Area 3  Instruction and the Learning Process
 Sharing ideas/materials
faster help for students
 Strong instruction, not commercial programs
OIP & At-Risk Students
• The problem-solving model vs.OIP
• We don’t call it RTI, but…
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

Need more universal screening-academic and
behavioral
Need more Tier 2 & 3 interventions-all grades
Need increased progress monitoring
Dr. Bob Hill
Principal of Olmsted Falls High School
& DLT Member
How does a building leadership team
operate?
Excellence In Education
Ranked “Excellent” 9-Years Running
SPDG and Change
“A competitive world has two possibilities for you. You
can lose. Or, if you want to win, you can change.”
--Lester C. Thurow (1938- )American economist and
educator
Building Organizational Structure
 Instructional Leadership Team (ILT)
 Team composed of department heads
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
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



Art
Business
Foreign Language
Health/PE
Language Arts
Library
Math
Music
Social Studies
Special Education
Science
SPDG and Change
 Cultural Divide
 The Healing Process
 Choosing a BLT
“Our journey has never been one of shortcuts or settling for
less. It has not been the path for the faint-hearted—for
those who prefer leisure over work, or seek only the
pleasures of riches and fame. Rather, it has been the risktakers, the doers, the makers of things—some celebrated
but more often men and women obscure in their labor,
who have carried us up the long, rugged path towards
prosperity and freedom.”
President Barack Obama
Where Are We Now?
 BLT Formed
 Decision Framework Near Completion
 Data and the Decision Making Process; Focused Goal
Setting; Instruction &
 The Learning Process
The Heart of Our CIP
Neil Roseberry &
Michelle LaGruth
Falls-Lenox Primary Schools
What is the role of a DLT member from the
principal & teacher perspectives and how
does the DLT work with the BLT?
Benefits of DLT Membership
 Get to have a voice
 The district’s first attempt at real whole group
collaboration between all groups.
 Collaboration with others across grade levels
 Provides opportunities to visit classrooms from
different buildings and grade levels
 Teachers sharing effective practices
DLT Liaison
 Working as a DLT & BLT member provides me with a
unique opportunity to intertwine DLT learning and
connect that to help our building make
improvements.
 Work across grade level and within my building
 I’ve been able to explain the data that the DLT
analyzed to building to develop understanding
 Current BLT focus has been on analyzing data from
subgroups (ESL & Spec Ed)
JLloyd_2009
Learning Communities
 In first year
 Re-structured building layout from grade level
hallways to clusters of 1st, 2nd and 3rd grade teachers on
a team
 Collaboration
 Meet 1 time per month for community meetings
 Talk about instruction; observe each other in classrooms;
discuss new ideas and how to help kids academically
 Everyone has lunch at the same time
 More opportunities for class buddies and multi-level
class get together
 Kids more comfortable with teachers from other
grades
FLIP – Falls Lenox Improvement Plan
Language
Arts
Math
Science
Power
Indicators
R-√
W- √
Unwrapping
Indicators
Collaboration/ Full Day
Full Day March
3rd2nd-
Dec. 19/Jan 14
Dec. 16/Jan 12
3rd2nd-
1st-
Dec. 18/Jan 13
1st-
K- AM Dec. 3/Jan 15
Pre-K
/Jan 16
Student
Friendly
Language
Finish up anything in
these two boxes at
February at the
February Grade Level
Mtg.
BenchMarking
February Inservice
Day
(Feb. 13)
Social
Studies
√
K-
Pre-K
Once LA is complete, continue to work through the process with
math then science and social studies.
(report card)
Assessment (formative and summative) – Ongoing during mapping mtgs.
Don Svec, Sally Schuler &
Janet Venecek
Don—Principal and DLT Member
Sally—5th Grade Teacher and BLT Member
Janet—4th Grade Teacher and Learning
Team Participant
How does a building incorporate the use
of learning teams into its BLT Process?
JLloyd_2009
Assessment For Learning
“Quality assessment is indistinguishable from effective
classroom instruction.”
-Rick Stiggins: Portland Oregon
Assessment for Learning
Where am I going? (Alignment with District CIP Action Step 1)
1.
Provide a clear and understandable vision of the learning target.
2.
Use examples and models of strong and weak work.
Where am I now? (Alignment with District CIP Action Step 2)
3.
Offer regular descriptive feedback.
4.
Teach students to self assess and set goals.
How can I close the gap?
5.
Design lessons to focus on one aspect of quality at a time.
6.
Teach students focused revision.
7.
Engage students in self-reflection, and let them keep track of and
share their learning.
The Learning Team Process
 Reading and reflecting on new classroom
assessment strategies
 Shaping the strategies into applications
 Trying out applications, observing, and drawing
inferences about what does and doesn’t work.
 Reflecting on and summarizing learning and
conclusions from the experience
 Sharing and problem solving with team members
Assessment for Learning
Where am I going?
1.
Provide a clear and understandable vision of the learning target.
2.
Use examples and models of strong and weak work.
Where am I now?
3.
Offer regular descriptive feedback.
4.
Teach students to self assess and set goals.
How can I close the gap?
5.
Design lessons to focus on one aspect of quality at a time.
6.
Teach students focused revision.
7.
Engage students in self-reflection, and let them keep track of and
share their learning.
“What is happening differently in
our classrooms as a result of what
we are doing and learning in our
study teams?”
Recipe for Student Learning
 Make Learning Targets Clear for Kids
 Involve kids in the assessment process.
What does this recipe look like when
implemented ?
 Identify the Powerful Indicators
 Put into Kid Friendly Language
 Communicate goals to kids and self-assess.
 Teach with creativity ( Hands on activities, smart board,
partnering, games, United Streaming, projects, spiral
approach, Good/Ugly , practice, rubrics ,etc.)
 On going student self-assessment to gain immediate
feedback using rubric (“formative assessment”)
 Teacher assess – (SUMMATIVE ASSESSMENT)
 Shared results with Learning Teams (Collaboration)
Baby and the Bath Water?
Process Still Under
Construction
 Teachers and Kids are retooling.
How Do We Look at
Assessment?
Analyzed indicators under the
Standard of History
 Explain how Ohio progressed from territory to
statehood, including the terms of the Northwest
Ordinance.
 Explain the causes and the effects of the frontier wars
of the 1790s, including the Battle of Fallen Timbers, on
American Indians in Ohio and the United States
Matched our Assessment Method
with the Complexity of the Learning
Target
Old assessments consisted of:
• Multiple choice questions
• Vocabulary
• Minimal extended response
New assessments
Heavily focused on the need for
students to demonstrate the
ability to “explain” . . . .
Clear Learning Targets
We broke apart the historical sequence of Ohio becoming a state into 6 separate
steps:
 French and Indian War: (“Ohio Land” became a territory of England)
 American Revolution (“Ohio Land” became a territory of the U.S.)
 Northwest Territory and Ordinance (“Ohio Land” had rules for becoming a
state)
 Battle of Fallen Timbers (“Ohio Land” was fought over by Native Americans)
 Ohio becomes a state on March 1,1803
 War of 1812 (Battle of Lake Erie and the American win leads to Indian Removal
Act)
Instruction
Using text, videos, primary resources and
power point presentations, teachers
presented each sequence as a story.
Students were then asked to write a
“quality paragraph” and draw an
illustration about each sequence presented.
“Quality paragraph” is one of our language
arts power indicators.
New Assessment
Ohio Becomes a State
Draw a picture of the main idea discussed in each unit. Write a quality
paragraph (main idea and 2-3 supporting details) to tell about your
picture. Make sure to include specific facts or dates.
French and Indian War (Chapter 4 Lesson 1 pages 100-105)
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Student Self Assessment
Students rated their
illustrations and paragraphs
using a rubric before turning
in.
Picture
2
Topic sentence
2
Supporting details 2
1
1
1
0
0
0
Power Indicators
Vertical Articulation
4th Construct time lines with evenly spaced intervals for years,
decades and centuries to show the order of significant
in Ohio history
events
**5th Create time lines and identify possible relationships between
events.
6th Create a multiple-tier time line from a list of events and
interpret the relationships between the events.
 Arrange dates in order on a time line using the conventions of B.C., A.D.
Clear Learning Targets
 Those who aim at something will generally hit
or come close to the target.
 If you aim at nothing, you will hit it.
 If you aim at something that is stationary, it is
easier to hit
Clear Learning Targets
Actual Indicator:
 Create timelines and identify possible
relationships between events.
Student Friendly Language:
 I will be able to construct a timeline using even
intervals and labeled events.
 Then, I will be able to tell how the events relate to
each other.
Formative Assessment
What do I already know about timelines?
Define: Interval ____________________________
Define: Event ______________________________
Define: Year, Decade, Century, millennium
Create a timeline using these dates and events
1991 WWW
1907 Plastic
1983 Cell Phone
1939 Jet Plane
1879 Light bulb
1891 Zipper
1902 AC
1923 Traffic Light
1927 TV
Why Assess Prior to Instruction?
 Provides feedback to students
 Reinforces the learning target
 Guides Instructional Practice
Instruction
 Good, Bad, Ugly Samples
 Hands On Approach - Clothes line using intervals
and events
 Practice (Obama, student, dates)
 Share assessment rubric with kids
 Presidential Timelines using rubric for formal
assessment
Summative Assessment Rubric
My Presidential timeline has:
 Even Intervals : 0 1 2
 Intervals that are marked clearly :
 Events that are marked clearly:
 Graphics that represent events:
0 1
0 1
0 1
2
2
2
 Title:
0
1
2
 Identifies relationships between events: 0 1
 Neatness:
0 1 2
 Visual Appeal :
0
1 2
2
Thank you!
Questions ?