September 28, 2011

The Stories Behind the Data

John Sedgwick Junior High

98.8% of 8th graders taking End of Course Exam 1 met standard

83.6% 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

1. Clear priority standards

2. Use of formative assessments aligned to priority standards

3. Collect and share data based on the formative assessments

4. Building 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 Elementary

BG 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 Wednesday’s at Burley-Glenwood

Making a difference as a PLC

Collaboration=PLC’s

Teams 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 #15

3.1.B I can round whole numbers through 10,000 to 10’s, 100’s, 1000’s

#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15

3.1.C I can add and subtract whole numbers using regrouping

#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15

3.2.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 #15

3.2.C I can use fact families to multiply and divide.

#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15

3.4.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 #15

3.4.D Measure and calculate perimeters of quadrilaterals.

#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15

3.4.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.) 368 5.) 860 +32 +27 +475 +384

Addition with

regroupingpretest

Addition w

/ regroup #__

Addition w

/ regroup #__

Addition w

/ regroup #__

Addition w

/ regroup #__

Addition w

/ regroup #__

Addition w

/ regroup #__

DATE

teacherFirst Name Last Name

Mears 0

Anderson 20

Anderson 20

Anderson 20

Mears 20

Anderson 40

Anderson 40

Mrs. Ferencik

Mears 0

Anderson 20

Anderson 20

Anderson 20

Mears 20

Mrs. Davidson

Anderson 40

Anderson 40

Jones 40

Mears 40

Mrs. Anderson

Anderson 60

Anderson 60

Anderson 60

Jones 60

Jones 60

Mears 60

Mears 60

Mears 60

Mears 60

PLC’s=Systems

PLC’s …-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 school’s Childstudy Team

South Kitsap High School

SKHS 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 IEP’s –

•Promotes self advocacy and access skills

•Students become more engaged in their education

•Provides 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 IEP’s -

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)

Student Led IEP's at SKHS

0

50

100

150

200

250

School Year

# of

Stu

dent

Led

IEP'

s

Completely Led 118 158

Partially Led 23 70 57 52

2008-2009 2009-2010 2010-2011 Goal for 2011-2012

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

START NOW!

A District-Wide Collaborative Effort

With

Common Priority Skills

High SchoolFOCUS

•Adult Expectations •Employment Readiness•Personal Independence•Community Connections

•Family Involvement

Junior HighCONTINUE

•High Expectations•Parent Training•Independence

•Enhance Priority SkillsINITIATE

•Workplace Skills•Community Skills

ElementaryCONTINUE

• High Expectations•Parent Activities

•Independence/Fading•Develop 9 Priority Skills

Pre-SchoolSET THE STAGE•High Expectations

•Parent Support/Activities•Promote Independence

•Introduce 9 Priority Skills

ADULT LIFE AFTER

HIGH SCHOOLAdult Agency Support

START

NOW!

START NOW!

“Begin with the end in mind”-Steven Covey

Birth – 3 Years Old

3 – 6 Years Old

6-16 Years Old

16-21 Years Old

21 + Years Old

Communication System **************** ???????????????? ?????????!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!

Social Skills Appropriate Behaviors **************** **************** ?????!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!

Independence w/ Personal Hygiene **************** **********?????? ???????!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!

Team Work **************** **************** ???????????????? !!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!

Dependability Follows Directions Timeliness

**************** **************** ????????????!!!!!! !!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!

Work Ethics Pre-employment Skills Academics

**************** **************** *************??? ?????????!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!

Self Advocacy Self Awareness **************** **************** **********?????? ?????????????!!!! !!!!!!!!!!!!!!!!!!!!!!!!

Community Awareness and Access **************** **************** ***********????? ??????!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!

Health / Nutrition Emotional / Mental Health

**************** **************** *******????????? !!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!

*********************** ??????????????????????? !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Developing Important Critical

Skills Needed to MaximizeIndependence & Employment Potential

Transition From Dependence to Independence

Directions-Indicate on the graph where you believe your child is in each skill.

O = SchoolX = Family= Other

START NOW!

Targeted, Coordinated, Embedded Professional Development

260 teachers K-10 received focused grade-level/ content professional development within their work day

K-6 special education mathematics training throughout the year

250 staff were able to work with Mike Mattos over a two day period on Response to Intervention implementation

Instructional Leadership Team

Curriculum, Instruction, AssessmentA transition to job-embedded, on-going professional development

Focus on improving Tier 1 Core Instruction

Whatever It Takes to Ensure ALL Students/Teachers Learn- PLCs have changed the focus from teaching to learning Four Key Questions:

1. What do we want our students to learn? Learning targets Priority Standards Increase Instructional Strategies Increase content knowledge

2. How will we know if they have learned it? Common Assessments: focus on Formative Analysis of Data

3. 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