September 28, 2011The Stories Behind the Data

John Sedgwick Junior High98.8% of 8th graders taking End of Course Exam 1 met standard83.6% of 9th graders taking End of Course Exam 1 met standard (state average for EOC1 66.2%)100% of 9th graders taking End of Course Exam 2 met standard (state average for EOC2 73.8%)

JSJH Tier 1 Math InterventionsPLC teams make instructional decisions based on

Clear priority standardsUse of formative assessments aligned to priority standardsCollect and share data based on the formative assessmentsBuilding in short amounts of time, during class, for differentiated instruction.Our PLC teams are created by subject and grade level.Year after year, teachers remain at certain grade levels

Burley Glenwood ElementaryBG only one of 20 schools state wide to get out of improvement status

3rd grade math up 17.8% from 2010

5th grade math up 30% from 2010

Collaboration Wednesdays at Burley-GlenwoodMaking a difference as a PLC

Collaboration=PLCsTeams working together to - Ensure focus is on Have to Knows vs Nice to Knows- Develop Assessments that align with Priority Standards- Analyze student assessment and data- Provide targeted and intentional interventions and enrichment from assessment data

Skill#1#2#3#4#5#6#7#8#9#10#11#12#13#14#153.1.B I can round whole numbers through 10,000 to 10s, 100s, 1000s #1#2#3#4#5#6#7#8#9#10#11#12#13#14#153.1.C I can add and subtract whole numbers using regrouping#1#2#3#4#5#6#7#8#9#10#11#12#13#14#153.2.E I know multiplication facts for 1,2,5 and 10#1#2#3#4#5#6#7#8#9#10#11#12#13#14#153.2.C I can use fact families to multiply and divide.#1#2#3#4#5#6#7#8#9#10#11#12#13#14#153.4.C I can identify and describe quadrilaterals (squares, rectangles, parallelogram, rhombi, trapezoids, and kites).#1#2#3#4#5#6#7#8#9#10#11#12#13#14#153.4.D Measure and calculate perimeters of quadrilaterals.#1#2#3#4#5#6#7#8#9#10#11#12#13#14#153.4.A I can Identify and draw parallel, intersecting, and perpendicular lines and line segments

3.1.C I can add whole numbers using the standard regrouping algorithm #pretestDate_______________ Name________________1.) 56 2.) 65 3.) 156 + 48= 4.) 3685.) 860 +32 +27 +475 +384

Addition with regrouping pretestAddition w/ regroup #__Addition w/ regroup #__Addition w/ regroup #__Addition w/ regroup #__Addition w/ regroup #__Addition w/ regroup #__

DATEteacherFirst NameLast NameMears0Anderson20Anderson20Anderson20Mears20Anderson40Anderson40

Mrs. FerencikMrs. DavidsonMrs. Anderson

Mears0Anderson20Anderson20Anderson20Mears20

Anderson40Anderson40Jones40Mears40

Anderson60Anderson60Anderson60Jones60Jones60Mears60Mears60Mears60Mears60

PLCs=SystemsPLCs -Have helped us shift our beliefs from my students to our students-Have helped us become more systematic with support and interventions- Have helped us align our current programs and systems- Support staff work collaboratively with the teams in order to provide support that is intentional and targeted (Tier 2 & 3 Interventions)- Support staff are members of our schools Childstudy Team

South Kitsap High SchoolSKHS on time graduation rate 2010 92.4% (state 76.5%)SKHS extended graduation rate 2010 97.4% (state 82.6%)SKSD special education on time graduation rate 2010 82.5% (state 62.5%)SKSD special education extended graduation rate 2010 139.1% (state 78.9%)

SKHS

Commitment of General Ed and CTE teachers to ALL students

PLC/Cross Collaboration

Student Led IEPs

Promotes self advocacy and access skills Students become more engaged in their educationProvides practice for skills needed in postsecondary education and employment settings.Parents better understand the IEP process.~Adapted from Yarrow Center for Learning Enrichment, University of Oklahoma

Student Led IEPs -

Students with Disabilities are more likely to remain in school and be successful if they are actively involved in the development of their transition plan. (Martin, 2004)

Chart1

23

70

175

210

School Year

# of Student Led IEP's

Student Led IEP's at SKHS

Sheet1

Student Led IEP's at SKHS

2008-200923

2009-201070

2010-2011175

Goal for 2011-2012210

Sheet4

Chart2

232008-2009

702009-2010

57118

52158

Partially Led

Completely Led

School Year

# of Student Led IEP's

Student Led IEP's at SKHS

Sheet2

2008-200923

2009-201070

2010-201157118

Goal for 2011-201252158

Sheet3

http://www.seattleu.edu/ccts/media.aspx

START NOW!A District-Wide Collaborative EffortWithCommon Priority Skills

STARTNOW!

START NOW!

Begin with the end in mind-Steven Covey

Skills Needed to MaximizeIndependence & Employment PotentialTransition From Dependence to IndependenceDirections-Indicate on the graph where you believe your child is in each skill.

O = SchoolX = Family* = Other

START NOW!

Birth 3

Years Old

3 6

Years Old

6-16

Years Old

16-21

Years Old

21 +

Years Old

Communication System

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Social Skills Appropriate Behaviors

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Independence w/ Personal Hygiene

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Team Work

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Dependability Follows Directions Timeliness

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Work Ethics Pre-employment Skills Academics

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Self Advocacy Self Awareness

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Community Awareness and Access

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Health / Nutrition Emotional / Mental Health

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Developing

Important

Critical

Targeted, Coordinated, Embedded Professional Development260 teachers K-10 received focused grade-level/ content professional development within their work dayK-6 special education mathematics training throughout the year250 staff were able to work with Mike Mattos over a two day period on Response to Intervention implementationInstructional Leadership Team

Curriculum, Instruction, AssessmentA transition to job-embedded, on-going professional developmentFocus on improving Tier 1 Core Instruction

Whatever It Takes to Ensure ALL Students/Teachers Learn- PLCs have changed the focus from teaching to learningFour Key Questions:1. What do we want our students to learn?Learning targetsPriority StandardsIncrease Instructional StrategiesIncrease content knowledge2. How will we know if they have learned it?Common Assessments: focus on FormativeAnalysis of Data3. What will we do if they do not learn?Intervention (the new Extended Learning)4. What will we do if they already know it?Enrichment

Priority Standards Increased Horizontal Alignment of What Matters MostInstructional Materials including gaps and overlaps

Accordion Model

National PLC Training (teams attend)--- District PLC Training (teams attend)---Building PLC Training--- Grade Level PLC Support---What should go back up on the wall to tell the story; one instructional guide for the board packet link with the website resources;

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