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.