Transcript Malheur ESD
March 2, 2010
Darbie Dennison
Penny Grotting
Objectives
Work with districts that currently have a
data team/PLC structure in place.
Utilize the structure in place and make
teams more effective using the Data Team
process.
Districts and Schools
Ontario School District
5 elementary schools
1 middle school
1 high school
Nyssa School District
1 elementary
1 middle school
1 high school
Four Rivers Charter School
Setting the Stage
Both districts had administrators and teacher leaders
attend Strand 3 last year.
In August/September
Provided Strand 3 training to new administrators
Provided Strand 3 review for all other administrators
Strand 3 training October 9th for all 300 teachers in the
two districts
Focus
Ontario School District
Alameda Elementary
Aiken Elementary
Ontario Middle
Ontario High Math Department
Nyssa School District
Nyssa Elementary
Nyssa Middle
Nyssa High
Four Rivers Community School
Sustaining the work that was done last year
The Work
Customized data team process training and
facilitation.
Attendance at staff meetings and grade level/data
team meetings.
Alameda Elementary:
Rotate with principal and vice principal to facilitate or observe
at weekly grade level team meetings.
Attend full day grade level team meetings to help the
instructional coaches facilitate the data team process.
The Work, cont.
Nyssa Middle School:
Met with each department early in the year to review use of
the data team process. Common prep periods have been
incorporated into the schedule & teams meet weekly.
Ontario High School Math Department:
Attendance at half day department meetings & intensive
training on use of the data team process, formative
assessments, and intervention strategies.
Continuous facilitation & support.
Provide additional resources and strategies as
requested.
Analyzing &
Charting Data
Ontario teachers
charting DIBELS
data.
Selecting
Instructional
Strategies
Sharing strategies
that have worked
well & discussing
how to implement
successfully.
Challenges
Resistance to using the pre-test, post-test model
Insufficient time for team meetings
Incomplete prioritization of standards
Special challenges with high school
Staff is more tied to content
More difficult to make a paradigm shift
Working with schools that have a system in place vs.
starting with a clean slate
Successes
Schools fully implementing the data team process (or
well on their way) are showing:
Greater academic growth than in years prior to using a
systematic approach
Greater collegiality among personnel & open platform
for sharing intervention strategies, etc.
Next Steps
Move teams toward proficiency and conducting
meetings independently.
Using the Instructional Data Team Rubric.
Provide support for formative assessments, effective
teaching strategies and standards prioritization.
Continue to implement in the other schools, while
monitoring the progress of the current schools we are
working with.