Transcript An NCEO Technical Assistance and Dissemination Initiative CEC 2013 CONVENTION & EXPO SAN ANTONIO, TEXAS Presented by: Laurene Christensen, Michael Tefs, & Deborah Telfer April.

An NCEO Technical Assistance and Dissemination Initiative
CEC 2013 CONVENTION & EXPO
SAN ANTONIO, TEXAS
Presented by:
Laurene Christensen, Michael Tefs, & Deborah Telfer
April 4, 2013
National Center on Educational Outcomes (NCEO)
NEW MEASURES FOR RESULTS AT
OSEP…
• New measures being developed by the Office of Special
Education Programs (OSEP) that will allow for better
monitoring of outcomes for improved student
performance.
• A process has been developed that will enable experts to
work together to provide input and then reach consensus
on the new measure.
2
NCEO “RHETORIC”
• Need high expectations for students with
disabilities
• All but a small percentage of students with
disabilities should be held to grade-level
achievement standards
• There are places where students with disabilities
are achieving
Needed new existence proofs – districts where students
with disabilities really were improving!
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With considerations for
states, districts &
schools, and parents
and families
• Built on previous work with
Ohio – values, structures,
leadership
• Focused on what adults do –
intentionally and collectively –
to include and assist all
students in learning at higher
levels
• Highlighted districts across the
U.S.
4
MYN ASSUMPTIONS
Improving outcomes for students receiving special
education services:
– Requires their inclusion and participation in statewide
assessment & accountability systems
– Requires a sustained focus on teaching and learning
– Acknowledges that consistent, high-quality
implementation is a challenge for many districts
Implementation Gap
• What is adopted is not used with fidelity and good
outcomes for consumers
• What is used with fidelity is not sustained for a useful
period of time
• What is used with fidelity is not used on a scale
sufficient to impact social problems
Source: Blasé, K., Fixsen, D., & Duda, M. (2011). Implementation science: Building
the bridge between science and practice. University of NC at Chapel Hill/NIRN.
REDESIGNING SYSTEMS TO PROMOTE
SCALABILITY & SUSTAINABILITY
• Support shared work & accountability of improvement
of instructional practice and achievement for all students
through unified system
• Redesign work at all levels to be about improving
capacity at other levels (coherence)
• Redefine leadership as set of essential practices that
must be implemented at all levels
• Provide structures & tools to support intentional use and
consistent implementation of identified strategies/actions
MYN WORK: PROCESS
DISTRICTS:
– Known to be engaged in certain
practices believed to be
associated with higher learning;
– Committed to district-wide
implementation of such
practices; &
– Committed to and showing
evidence of improving the
performance of all students and
student groups
MYN DISTRICTS
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Bartholomew Consolidated School Corp. (Columbus, IN)
Bloom Vernon Local Schools (South Webster, OH)
Brevard Public Schools (Viera, FL)
Gwinnett County Public Schools (Suwanee, GA)
Lake Villa School District #41 (Lake Villa, IL)
SAU 56 (Somersworth, NH)
Stoughton Area Schools (Stoughton, WI)
Tigard-Tualatin School District (Tigard, OR)
Val Verde USD (Perris, CA)
Wooster City School District (Wooster, OH)
ESSENTIAL PRACTICES & LESSONS LEARNED
• Use data well and on an ongoing basis
• Focus your goals
• Select and implement shared instructional
practices
• Implement deeply
• Monitor and provide feedback and support
• Inquire and learn (and build capacity)
USE DATA WELL
• Use (and require the use of)
data at all levels to focus
critical conversations,
identify needs,
gauge/monitor progress, and
make continual
improvements to
instructional practice
(ensuring that teams are
working with district-wide
data, not only school-level
data)
FOCUS YOUR GOALS
• Establish a foundation to guide all work
• Align all work across the district with the
district goals/district strategic plan to
improve student learning
• Focus all work across the district to
meet district-wide goals and strategies
• Align decisions about resource
management with district goals
• Focus PD on district goals and involve
EVERYONE
LESSONS LEARNED: Select and Implement
(deeply) Shared Instructional Practices
• Hold all adults to high standards and clearly define expectations
around the core work of teaching and learning, and for supporting
all children to learn at higher levels
• Reduce the number of initiatives and ensure that all work aligns
directly with a small number of goals and strategies
• Avoid programs or initiatives as the “answer” or silver bullet
• Support shared learning and responsibility among adults for the
success of all students
• Embed intervention as part of the district’s instructional
process/framework
TIGARD-TUALATIN SCHOOL DISTRICT
“There are two
overriding messages
from the district to all
staff – that our
systemic focus on
instruction is nonnegotiable and that I’m
a critical part of it.”
LAURA KINTZ
PRINCIPAL, ALBERTA RIDER
ELEMENTARY SCHOOL
LESSONS LEARNED: Monitor and Provide
Feedback and Support
• Measure both adult implementation and student
achievement to focus on the impact of district
actions on student performance
• Value accountability and make results the central
focus of the school system
• Provide a balance of defined autonomy and
flexibility for schools to met expectations, but require
that every single school meet them
CHANGING THE WAY ADULTS WORK
“We need to be able to
connect results to
specific action steps. We
wouldn’t be able to do
that if schools worked in
isolation.”
Alex Barbour
Assistant Superintendent
Lake Villa School District #41, IL
INQUIRE & LEARN
“It’s not what • Share leadership and support the development of
essential leadership practices across the district
we do, it’s
curriculum, instruction, and assessment in real
who we are.” • Align
ways
Bob Marquis
• Move from a focus on individual buildings to a focus
Assistant
on district-wide implementation to sustain the work
Superintendent • Make sure the district leadership team includes staff
SAU #56
from across the district, not only cabinet level
Somersworth,
personnel or administrators
NH
• Use the expertise around you, always reaching to
the next level; never be satisfied with where you are
QUESTIONS
AND
DISCUSSION
National Center on Educational Outcomes (NCEO)
1
WOOSTER CITY SCHOOLS – A 5-YEAR JOURNEY
• OLAC provided foundation for the Ohio Improvement
Process (OIP) by articulating essential practices
• OIP provides mechanism for enacting Ohio’s Leadership
Development Framework
www.ohioleadership.org
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
Who
is involved?
do these teams work in
districts and schools?
Work with leadership to develop research
based strategies and action steps focused
on critical needs identified in stage 1.
Teams use data tools to identify critical
needs
STAGE 4
Who
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
District
Leadership
Team
Building
Leadership
Teams
TeacherBased
Teams
Step 1
Collect and
chart data
Step 5
Collect, chart and
analyze post data
The Ohio
5-Step
Process:
A Cycle of Inquiry
Step 4
Implement changes
consistently across
all classrooms
Step 2
Analyze student
work specific to
the data
Step 3
Establish shared
expectations for
implementing specific
effective changes in the
classroom
OIP LEARNING CONTINUUM
PROCEDURAL
ASSESSMENT
Teaching Strategy/Adult
Practice: Dialogue with Team
Effective Teaching Strategy Shared
and Practiced with Building/District
Growth in Student Achievement!
FOR
ADDITIONAL
INFORMATION
AND
RESOURCES…
MYN RESOURCES
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District Synthesis
District Self-Assessment Guide
Regional Provider Feature
Parent/Family Companion Guide
State Education Agencies Feature
Higher Education Companion Guides
– Administrator Preparation Programs
– Teacher Preparation Programs
MYN WEBSITE www.movingyournumbers.org
FOR MORE INFORMATION ABOUT
WOOSTER CITY SCHOOLS, CONTACT:
Michael Tefs, Ed.D.,
Superintendent
Phone: 330.988.1111 (ext.
1223)
Email:
[email protected]
COMMENTS & QUESTIONS
• Visit the MYN WEB SITE at:
www.movingyournumbers.org
• Contact Laurene Christensen, NCEO, at:
[email protected]
• Contact Deb Telfer, Project Director, at:
[email protected] or
[email protected]