Transcript From Solo to System - Education Commission of the States

Garden City’s Experience With the
Kansas Learning Network
Dr. Rick Atha, Superintendent
Dr. Darren Dennis, Director of Learning Services
ECS National Forum on Educational Policy
Portland, Oregon
August 20, 2010
With the End in Mind
Percent Proficient
GCHS Performance on Kansas
Reading Assessment 2007-2010
100
All Students
80
Free/Reduced
60
Disabilities
40
ELL
20
Hispanic
0
2007
2008
2009
Year
2010
White
Multi-Ethnic
The Results
WHAT
 AYP in reading and math for the first time
 Standard of Excellence awarded from the state
HOW
 Systematic procedures for making data-driven decisions
using continuous improvement PDSA
WHERE/CONTEXT
 District-wide use of articulated strategies for consistently
transferring research-based strategies into classroom
practices of teachers (with PD, coaching, observations)
The Context: Garden City
 Southwest Kansas community of 30,000
 Agricultural economy
 Tyson Foods is the largest employer
 Minority-majority community
The Context: USD 457
 16 schools
 11 Elementary Schools
 2 Intermediate Schools
 2 Middle Schools
 1 High School
 Changing demographics
 Ethnic minorities were 31% of students in 1990
 White students a minority by 2000
 Today, minorities account for 72.4% of students
 800% growth in English Language Learners in 20 years
 400 to 3254 ELL’s this year in the district
In the Beginning
 Kansas Learning Network needs assessment in January 2009
 “One of the main findings of the district needs analysis is that
the district lacks systemic coherence.”
 “Coherence means ‘the elements of a school district work
together in an integrated way to implement an articulated
strategy.’”
 “The district must strive to foster and sustain a more coherent
approach to improving student achievement at all levels. In
order to accomplish this, the district needs to provide the
professional development for using successful practices,
establish district-wide expectations that these practices be
used, and hold staff accountable for meeting the expectations.”
Coming Together Around Data
 Fullan: “Shared responsibility carries most of the freight of
effective accountability.”
 “Only collective engagement will get us the results we are
seeking.”
 Systemic approach to data based on four phase model
based on Deming’s “Total Quality Management” model:
 Planning Phase
 Doing Phase
 Studying Phase
 Acting Phase
4. ACT FOR CONSISTENT 1. PLAN
IMPLEMENTATION DISTRICT-WIDE a.
a.
b.
c.
a.
Provide coaching, administrative support &
extended visits to educators as skills are
demonstrated & assessed for their impact
on learning;
Review results of summative measures of learning
& make judgments to determine future professional
development practices;
b.
Select appropriate State standards & use District Curriculum
to plan what students should know & be able to do & how
learning can be expedited using practices on COF;
Develop systematic means of harvesting effective
practices for wider dissemination & replication
& allocate resources accordingly.
c.
Schedule collaborative time for teachers to use formative
assessments as planning tools to determine skills which need
to be taught.
3.
STUDY
Use student learning data to prescribe differentiated instruction
& to engage students in reflection, intervention, transition, &
extension;
b.
Plan PD program based on systematic
analysis of the extent of implementation of
research-based practices that accelerate learning
as identified on the Process for Advancing Learning
Strategies For Success (PALSS) “Classroom
Observation Form” (COF);
Schedule and conduct PD sessions based on “Findings
from PALSS Classroom Observations”;
c.
Engage in collegial exchanges in school team
meetings-dept/grade level- to analyze samples
of student work & teaching/learning practices;
d.
Provide feedback on effectiveness &
efficiency of PD using consistent
criteria identified by National Staff
Development Standards.
2. DO
a.
Present content to student implementing COF practices
with appropriate texts, resources & materials; receive
feedback on Classroom Observation Form following
walk-throughs;
b.
Administer school/classroom/district formative measures
of learning;
c.
Score student work using published criteria/rubric
& provide timely feedback to students.
Changing Practice
 Movement from collecting data to systematically
implementing data-driven decisions/actions
 Movement from compliance to support and reciprocal
accountability for the continuous implementation of
effective research-based practices
Where to Begin
 “Since what goes on in the classroom is at the heart of
instructional improvement, a key part of developing an
improvement practice is classroom observation.
Connecting classroom observations to the larger context of
the system’s improvement strategy is how to support
sustained improvement.”

Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and
Lee Teitel, Instructional Rounds in Education: A Network
Approach to Improving Teaching and Learning (Cambridge,
MA: Harvard Education Press, 2009).
Where to Begin
 “The most powerful single modification that enhances
achievement is feedback…the simplest prescription for
improving education must be ‘dollops of feedback.”

Hattie (1992)
Where to Begin
 Walkthrough instruments used prior to 2009
 Recommended form and timeline
 Some schools developed their own
 No data collection centrally
 Bringing uniformity to the walkthrough
 Based around PALSS introduced by KLN
 Purpose: data collection for professional development
 Online data collection site developed
 Feedback to teachers
Walkthrough Reports
 With online database, data instantly available
 Disaggregate by level, school, date
 Raw numbers, percentages, graphs, planning form
 Live data
appropriate
Address diverse language
needs
Planning and Preparation
Classroom Environment
Incorporate culturally
responsive
readings/perspectives/materials
SIOP objectives are posted and
appropriate
Address diverse language
needs
Teacher is alert to student
behavior at all times
Adjust for multiple learning
styles
(Auditory/visual/kinesthetic)
Incorporate culturally
responsive
readings/perspectives/materials
Teacher is alert to student
behavior at all times
Standards are clear and have
been communicated to students
Adjust for multiple learning
styles
(Auditory/visual/kinesthetic)
Transitions occur
smoothly w ith little loss of
instructional time
Activities are organized and
purposeful
Standards are clear and have
been communicated to students
Instructional Outcomes
convey high expectations
Learning activities are relevant
to students and instructional
goals
Activities are organized and
purposeful
Learning activities are relevant
to students and instructional
goals
Displays evidence of
student learning
Standards-based lesson
Safe/Orderly/Clean/Well
Managed
Standards-based lesson
0%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Instruction
Instruction
Provides f eedback and recognit ion t o st udent s
Provides f eedback and recognit ion t o st udent s
checks f or st udent underst anding
checks f or st udent underst anding
Organizes learning in groups; cooperat ive learning/ pairs/ small groups using datOrganizes
a
learning in groups; cooperat ive learning/ pairs/ small groups using dat a
Represent s knowledge in mult iple ways using dif f erent iat ed inst ruct ion
Represent s knowledge in mult iple ways using dif f erent iat ed inst ruct ion
Summarizes key concept s
Summarizes key concept s
Relat es new knowledge t o exist ing knowledge
Encourages st udent s t o clarif y, expand, and support responses
Relat es new knowledge t o exist ing knowledge
Provides appropriat e homework and pract ice opport unit ies
Encourages st udent s t o clarif y, expand, and support responses
Provides opport unit ies f or st udent s t o apply knowledge
Provides appropriat e homework and pract ice opport unit ies
Provides modeling
Provides opport unit ies f or st udent s t o apply knowledge
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100
Provides modeling
%
Classroom Environment
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100
%
We Have Data. Now What?
 Superintendent’s Advisory Council (SAC) changed from
reactive operational focus to proactive PD
 First priority based on data: cognitive levels
 Unclear that principals had same understanding of Bloom’s
Taxonomy
 Provided definitions and practice
 Principals assigned to present lessons
 Evaluated by peers
 Using Walkthrough Instrument
 Using a CPS system
Building the System
 Literacy and Math Institute in May 2010
 Dr. Debra Pickering of Marzano Research Lab
 The Art and Science of Teaching, Academic Vocabulary,
Formative Assessment and Standards-Based Grading
 Other presenters: Jeffrey Wilhelm, Jack Pikulski, Michelle
Flaming, Judy Puckett, Jane Scott, Muggins Math
 Each building brought PD Leadership Teams
 Collaborative planning time to develop action plans around
their needs
Professional Development
Modules
 Model for Advancing Student Achievement Through Data-
Driven Professional Development
Model for Advancing Student Achievement
Through Data-Driven Professional Development*
Inputs**
(Based on NSDC Standards)
CONTENT
Provide District’s Professional
Development (PD) Modules on
effective research-based pedagogical
experiences which have a high
probability of increasing achievement
gains for ALL students.
Provide District-developed common
criteria for evaluation of training to
ensure consistency of content being
targeted system-wide using
“Professional Development Feedback
Form” based on NSDC Standards.
PROCESS
Provide educators with skills to
implement research-based practices.
Provide time for collaborative exchanges
with peers & opportunities to practice
strategies/skills.
CONTEXT
Provide resources to support transferring
skills into routine research-based
classroom practices as evident during
classroom observations and
increased student & school gains.
Work in professional learning
communities to apply research in
developing lessons, assessing learning
results, and making modifications of
teaching practices in order to
continuously improve achievement
supported by coaching, peer
observations, etc.
Professional Development (PD)
Module: Research-Based
Teaching Practices
Review expected teaching
learning outcomes as stated
on District’s “Professional
Development Feedback
Form”.
Participate in learning
experiences related to
“research-based” strategies.
Gain insights during review of
models/demonstrations of
teaching strategies.
Develop implementation
practices collaboratively with
peers.
Evaluate PD Module Session
using “Professional
Development Feedback
Forms” and submit to District.
Implement research-based
practices and receive
feedback following classroom
visits.
Assess aggregated classroom
observation data using
“Walk-Through Protocol” and
plan instructional changes
during school-based grade
level/departmental
meetings/professional
learning groups and/or with
coaches, peers, etc.
Student Formative Evaluations
Interim Indicators:
Evidence-Based Learning Data
Superintendent’s
Advisory Council
Assessments administered by
teacher for assignments/tests
at the classroom, school,
District and/or state levels.
Students chart their own
learning progress on a
regular basis.
Assess evidence of student
achievement gains and use
data to plan changes in
instruction during schoolbased team learning/ grade
level/departmental
meetings/professional
learning communities or
groups/coaching/peer
support, etc.
Conduct comparative analysis
of data during Council
meetings:
a. Summary data from
“Professional Development
Feedback Forms” submitted
from each school
b. “Summary Data from
Classroom Visits”
c. “Walk-Through Protocols”
d. Common Student
Achievement Assessments
Collaborate in school-level alike
groupings with coaches and
fellow administrators to
determine future PD
practices needed to target
continuous improvement of
learning practices.
Outcomes / Indicators
Systematic analysis of datadriven decision-making
based on teaching/learning
data and PD practices.
Consistent procedures
implemented system-wide to
support continuous gains in
student learning.
Changes in practices and
student learning.
Changes in student behavior
and engagement.
Student Summative Evaluations
* = Adapted from Policy Studies Associates (January 2010) Teacher Professional Development Guide. Washington, D.C. Available through National Staff Development Council at www.nsdc.org
** = Based upon NSDC (National Staff Development Council) Standards
Modules
 First modules rolled out at Administrative Retreat in
July with “Feedback Forms”
 Academic Vocabulary
 Non-linguistic Representation
 Modules in development
 Multi-Tiered System of Supports (MTSS)
 Determined by Walkthrough Data
In Summary
 Through KLN, Garden City has developed a process for
using data as the foundation for our work
 Advance student achievement through data-driven
professional development which targets research-based
instructional practices predictably linked to improved
student performance
 Through PDSA, target continuous improvements and
actions likely to have greatest impact