State of Everett Public Schools’ Professional Development Instructional Leadership Team January 23, 2014 Presentation Team: Jo Anne Buiteweg, Christy Clausen,

State of Everett Public Schools Professional Development Instructional Leadership Team January 23, 2014 Presentation Team: Jo Anne Buiteweg, Christy Clausen, Brian Day, Sonja Delafosse, Paul Edwards, Carl Fender, Allison Greenberg, Georgia Lindquist, LaRae Marks, Tavis Miller, Deb Ritchhart, Jana Sanchez, Dick Sander, Katie Shook, Kathy Stilwell, Justin Tonnes-Priddy 1

Our Vision and Mission Vision Our students will lead and shape the future. They will be well-rounded, healthy, and flexible thinkers with a global perspective who can access resources and collaborate. They will demonstrate empathy, pride, and advocacy for self, school and community while respecting the diversity and worth of others. They will acquire the knowledge, attitudes and skills to adapt to the emerging needs of a changing world.Mission Inspire, educate, and prepare each student to achieve to high standards, contribute to our community, and thrive in a global society. 2

Intersections 3 Common Core learning is 21 st Century learning is STEM learning is

Nine Characteristics of High-Performing Schools: Alignment Triangle 4 Curriculum Standards, Instructional Maps & Adopted Instructional Resources Standards-Aligned Assessments Multiple Measures of Learning Instructional Strategies Pedagogy and Use of Instructional Resources Student Achievement

Depth of Knowledge 5 Webb, Norman L. and others. Web Alignment Tool 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006

State of the Curriculum, Instruction and Assessment Review 6

Instructional Facilitator and Teacher Support New Teacher Program Beginning Educators (1 st and 2 nd Year Teachers) All New Hires TPEP Support All Teachers on Comprehensive or Focused Evaluations 7

New Teacher Program 2012-2013 Teachers 2013-2014 Elementary School Middle SchoolHigh SchoolTotal 0-1 Years36101258 2 Years295539 3+ Years378853 Total1022325150 8 Teachers 2012-2013 Elementary School Middle SchoolHigh SchoolTotal 0-1 Years313741 New Teacher Induction Program 2013-2014

New Teacher Support Professional Development 0-1 Years2 Years3+ Years TPEP Training and Assistance (Aug-June) Yes 100% participation Yes 100% participation Yes 100% participation Positive Discipline Training (Sept- Feb) Yes 55% participation Yes 41% participation Yes 28% participation One-on-One Coaching (Sept-June) Yes 89 Classroom Visits Yes 42 Classroom Visits As needed 13 Classroom Visits Skillful Teacher Training (Mar-June)YesNoYes Guided Observations (Feb-June)YesAs needed 9 TPEP Support 2013-2014 2013-2014 TPEP Training Sessions 23 One-on-One Training15 Goal Writing Assistance5

New Teacher Support Professional Development 0-1 Years2 Years3+ Years TPEP Training (Aug-June)Yes 100% participation Yes 100% participation Yes 100% participation Positive Discipline Training (Sept-Feb) Yes 55% participation Yes 41% participation Yes 28% participation One-on-One Coaching (Sept-June)Yes 89 Classroom Visits Yes 42 Classroom Visits As needed 13 Classroom Visits Skillful Teacher Training (Mar-June)YesNoYes Guided Observations (Feb-June)YesAs needed 10

New Teacher Support Professional Development 0-1 Years2 Years3+ Years TPEP Training (Aug-June)Yes 100% participation Yes 100% participation Yes 100% participation Positive Discipline Training (Sept-Feb) Yes 55% participation Yes 41% participation Yes 28% participation One-on-One Coaching (Sept-June) Yes 89 Classroom Visits Yes 42 Classroom Visits As needed 13 Classroom Visits Skillful Teacher Training (Mar-June)YesNoYes Guided Observations (Feb-June)YesAs needed 11 SG 3.1 Teachers0-1 Years2 Years3+ Years One-on-One Coaching8 teachers2 teachers1 teacher Bimonthly or monthly observations Coaching conversations around areas of need based on data collected Video examples of proficient teaching Guided Observations

New Teacher Support Professional Development 0-1 Years2 Years3+ Years TPEP Training (Aug-June)Yes 100% participation Yes 100% participation Yes 100% participation Positive Discipline Training (Sept- Feb) Yes 55% participation Yes 41% participation Yes 28% participation One-on-One Coaching (Sept-June)Yes 89 Classroom Visits Yes 42 Classroom Visits As needed 13 Classroom Visits Skillful Teacher Training (Mar-June) YesNoYes Guided Observations (Feb-June)YesAs needed 12

New Teacher Support Professional Development 0-1 Years2 Years3+ Years TPEP Training (Aug-June)Yes 100% participation Yes 100% participation Yes 100% participation Positive Discipline Training (Sept-Feb) Yes 55% participation Yes 41% participation Yes 28% participation One-on-One Coaching (Sept-June)Yes 89 Classroom Visits Yes 42 Classroom Visits As needed 13 Classroom Visits Skillful Teacher Training (Mar-June)YesNoYes Guided Observations (Feb-June) YesAs needed 13 3-4 teachers at similar levels or content areas observe 2-3 master teachers in the moment learning opportunities debrief w/ question & answer sessions

Future Action Steps New Teacher Induction Program Continue with an All Teachers New to Everett Continue with Positive Discipline Stronger coordination with curriculum specialists TPEP Support Teachers new to TPEP will receive initial training before the end of the year 14 Everett Public Schools Career and Technical Education

Instructional Technology: Strategic Goals and Targets Strategic Goal: 2.3 Students and staff have access to and are encouraged to use innovative technological resources and tools to enhance student learning Strategic Target: 2.3cStrategic Target: 2.3c Students and staff have improved access to technology. Strategic Target 2.3dStrategic Target 2.3d Students and staff are technologically literate, and integrate technology into their work. 15

17 Tier 1: Teacher Focus on Productivity Tier 2: Instructional Presentation and Student Productivity Tier 3: Powerful Student-Centered 21st Century Learning Environment

18 Tier 1: Personal use and communication Tier 2: Access, collect, manage, integrate, and evaluate information Tier 3: Solve problems and create solutions

Tiers of Technology: Similarities between tiers, CCSS and TPEP 19

Services Offered Sonja will come to your school! Work with small groups of teachers Work with individual teachers Provide Whole-School PD based on what teachers want/need. 20 Examples: Excel class export assessment results from Pearson Success Net Import into Excel and color code to look for patterns Lesson Planning how to add technology to increase engagement and enthusiasm 21 st Century Skills Rubrics (www.itiresearch.com)

Indicators of Progress Graduation Requirements/Standards-aligned Assessments HSPE in Reading and Writing, Collections of Evidence in Reading and Writing, MSP in Reading and Writing (EALRs/GLEs) Standards-aligned Assessments Secondary Reading Assessments and Secondary Writing Assessments (EALRs/GLEs) 8 th and 12 th Social Studies CBAs/ Performance Assessments (EALRs/GLEs) U.A. Art and Intro to Art Visual Arts CBA/Performance Assessments EALRs/GLEs) Music CPBAs/Performance Assessments (EALRs/GLEs) 21 Everett Public Schools Mission: Everett Public Schools Mission: Inspire, educate, and prepare each student to achieve to high standards, contribute to our community, and thrive in a global society

Standards-aligned System 22 Curriculum Standards, Instructional Maps & Adopted Instructional Resources Standards-Aligned Assessments Multiple Measures of Learning Instructional Strategies Pedagogy and Use of Instructional Resources Student Achievement

23 Curriculum Standards, Instructional Maps & Adopted Instructional Resources Standards-Aligned Assessments Multiple Measures of Learning Instructional Strategies Pedagogy and Use of Instructional Resources Student Achievement 6 th 12 th English Language Arts CCSS Proficiency Scales 6 th 12 th ELA Implementation of SpringBoard (CCSS) 6 th 12 th ELA Instructional Mapping/Unit Planning (CCSS) 6 th 12 th ELA Curriculum Adoption Process (CCSS, Best Practices) 7 th Instructional Mapping/Unit Planning (CCSS) 10 th 11 th Social Studies Standards Proficiency Scales 10 th 11 th Social Studies Instructional Mapping/Unit Planning (CCSS) Current Focus TPEP: Criterion 4

24 Instructional Strategies Pedagogy and Use of Instructional Resources Standards-Aligned Assessments Multiple Measures of Learning Instructional Strategies Pedagogy and Use of Instructional Resources Student Achievement Common Core Shifts and Practices Complex Text Close Reading Text-based Evidence SpringBoard Materials and Strategies Reading Writing Literacy Across Content Areas Current Focus Writing from Sources Academic Vocabulary TPEP: Criterion 2 and 4 Speaking and Listening Collaboration

25 Standards-Aligned Assessments Multiple Measures of Learning Standards-Aligned Assessments Multiple Measures of Learning Instructional Strategies Pedagogy and Use of Instructional Resourc State Reading and Writing Assessments (HSPE, COE, MSP) District Secondary Reading and Writing Assessments (SRA, SWA, Scoring and ROE) 8 th and 12 th Grade State Social Studies Assessments (CBAs) MS and HS State/District Fine Arts Assessments (CBAs/CPBAs) ELA embedded performance assessments (CCSS; begin with the end in mind) Shifting to CCSS/SBAC Assessments and Performance Standards (ELA, SS) Current Focus TPEP: Criterion 6

Looking Ahead Literacy across the disciplines CCSS and technology standards focus and integration Scaling standards; refining scales Implementing CCSS-aligned curriculum, including complex informational text, literary nonfiction, literary text, multimedia sources CCSS shifts and instructional practices Evidence-based practices Students use of strategies Rich instructional tasks Performance assessments CCSS, SBAC, and 21 st century skills: Leveled assessments and Rubrics/Scoring Guides 1 Everett Public Schools Mission: Everett Public Schools Mission: Inspire, educate, and prepare each student to achieve to high standards, contribute to our community, and thrive in a global society

ELL- English Language Learner On-Time Graduation Plan: 1. To ensure that our ELL students graduate on time 2. To identify areas where our students need additional support 3. To help gen ed teachers support ELL students by implementing strategies in their classes Data we look at: Number of ELLs, Levels, Years in program Number of Ds & Fs Classes these grades occur in AMAOS scores MSP/HSPE scores EOC scores 27

ELL- English Language Learner Specific to ELL Summer school Extended Day Tutors Professional Dev. In CCSSs Counselors Success Coordinators ROE Days 28 Building General Ed Capacity GLAD training [Feb 11/12] Scaling of standards Use of SpringBoard in ELA [GLAD] ELL PD as part of gen ed content PD Science liaisons Modify/Accommodate classroom assignments/tests

29 1.Data Disaggregation Eight Steps LMS Department Support Insight- Ask the deeper questions

30 2.Timeline Development Eight Steps LMS Department Support Standards-Focused Course - Backwards Design Proficiency Scaling Collection Site Website into Docushare

31 Collection Site

32 3.Instructional Focus Eight Steps LMS Department Support Depth of Knowledge Leveling Instruction 4.Assessment Assessment Literacy Leveling Assessments Common Assessments - Scoring Guides Gradebook - Insight

33 STEM Common Core/Next Generation Science Standards 21 st Century Skills Intersections

34 Standards/Skills/Competencies Student Outcomes Professional Development Instructional Practices

Developing the 21 st Century Learner 35 Industry Standards Technology Standards

36 K-16 STEM Career Connections

Science Professional Development 37 Course Support Content Support Instructional Maps Instructional Calendars Formative and Summative Assessments

Next Generation Science Standards 38

NGSS vs. WA Science Standards WA State Newtons 3 rd Law Illustrate with everyday examples that for every action there is an equal and opposite reaction (e.g., a person exerts the same force on the Earth as the Earth exerts on the person).. 39

NGSS vs. WA Science Standards WA State Newtons 3 rd Law Illustrate with everyday examples that for every action there is an equal and opposite reaction (e.g., a person exerts the same force on the Earth as the Earth exerts on the person). NGSS Newtons 3rd Apply Newtons Third Law to design a solution to a problem involving the motion of two colliding objects. 40

NGSS vs. WA Science Standards WA State Human Body Systems Explain the relationship between tissues that make up individual organs and the functions the organ performs (e.g., valves in the heart control blood flow, air sacs in the lungs maximize surface area for transfer of gases). NGSS Human Body Systems Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. 41

2013-2014 Science Professional Development Build teacher capacity of NGSS in three stages: 1.General understanding of NGSS (fall) 2.Scientific/Engineering Practices professional development (winter) 3.Scaling and Leveling of NGSS Standards (spring) 42 Everett Public Schools Career and Technical Education

Leveraging Scaling/Leveling Scaling and Leveling 43 Curriculum Enhancement Rigorous, Informative Assessments Instructional Calendars Instructional Practices

Leveraging the Overlap Science Department Goal: Science teachers in all grades will collaborate to develop a rubric that measures proficiency in each grade on scientific argumentation and explanation. 44

Leveraging the Overlap Reading Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 45

Enhancing STEM Pathways: Robotics and Beyond 3D Design and modeling3D Design and modeling Energy and environmentEnergy and environment Flight and spaceFlight and space Magic of electronsMagic of electrons Microsoft ITMicrosoft IT Computer ScienceComputer Science 46

Building Capacity Building Personal Capacity (Confidence, Reflective Practice, Sense of clarity) Building Professional Capacity (21 st Century Skills and Technology Integration, Collaboration, Best Practices) Content Knowledge CCSS/SMP/NGSS Interpersonal Capacity (Collective identity, Relational Trust, Collegial Support) School Principal Leadership/Support Program Design Opportunities outside classroom Equitable access Content Knowledge 21 st Century Learning Pathways (choice & options) Access and Opportunity (higher level Math, STEM, etc.) Perseverance Post-secondary Preparation and College Readiness Proficiency Scaling Observing for Evidence of Learning (OEL) High Leverage Instructional Strategies Data-Driven Decision Making Student 8-STEP TeacherSystem TPEP Course Development & Design 21 st Century Learning STEM Awareness, Access, and Opportunity Appropriate Technology Use Rigorous, Meaningful Instruction Growth Mindset

Mathematics Professional Development 48 Proficiency Scaling CCSS Common, Leveled Assessments Instructional Maps Observing for Evidence of Learning (OEL) New Course Support Compacted Courses INSTRUCTIONAL FOCUS

49 Observing for Evidence of Learning (OEL)

Domain: Ratios and Proportions Analyze proportional relationships and use them to solve real-world and mathematical problems. (MTH.7.RPR.APR) Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. MTH.7.RPR.APR.1 Recognize and represent proportional relationships between quantities. MTH.7.RPR.APR.2 Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. MTH.7.RPR.APR.2.a Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. MTH.7.RPR.APR.2.b Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. MTH.7.RPR.APR.2.c Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. MTH.7.RPR.APR.2.d Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities. MTH.7.RPR.APR.3 Domain: Ratios and Proportions Analyze proportional relationships and use them to solve real-world and mathematical problems. (MTH.7.RPR.APR) Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. MTH.7.RPR.APR.1 Recognize and represent proportional relationships between quantities. MTH.7.RPR.APR.2 Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. MTH.7.RPR.APR.2.a Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. MTH.7.RPR.APR.2.b Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. MTH.7.RPR.APR.2.c Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. MTH.7.RPR.APR.2.d Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities. MTH.7.RPR.APR.3 7 th Grade CCSS Mathematics Focus on cognitive demand within a clusternot on discrete skills Dig deeply into the standards Asset based what kids know and can do!

Level 3 Assessment Item Proficient Standard as defined by the state including expectations for content, process, skills, and/or performance to be explicitly taught. Analyze proportional relationships and use them to solve real-world and mathematical problems. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. MTH.7.RPR.APR.1 For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. Recognize and represent proportional relationships between quantities. MTH.7.RPR.APR.2 Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. MTH.7.RPR.APR.2.a Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. MTH.7.RPR.APR.2.b Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. MTH.7.RPR.APR.2.c Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. MTH.7.RPR.APR.2.d Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities. MTH.7.RPR.APR.3 A model of a building has a height of 12.6 inches. The actual building is 50.4 meters tall. Using proportions, determine what unit rate or scale factor was used to make the model.

The cost of 50 pounds of pet food is $117.50. Which proportion(s) could be used to determine the unit rate? The cost of 50 pounds of pet food is $117.50. Which proportion(s) could be used to determine the unit rate? Level 2 Assessment Item

Level 4 Assessment Item Jeremy and Sean both went to the county fair. The entry fee to the fair was $4.00. Jeremy spent a total of $12.00. He bought 32 tickets. Sean had a coupon for 100 tickets for $20.00 and paid no entry fee. Provide an argument using words and numbers for who got a better deal, Jeremy or Sean.

Important Outcomes Teachers use of tools particularly progressions documents. Teacher discourse around the standard leads to crucial clarification of content and identifies misconceptions. Increased confidence in the content they are teaching! Increased teacher ownership of the course content Conversations about where and to what depth lessons are taught is not driven by the textbook but rather the learning progression. Positively effects math teacher participation in other professional development. Observing for Evidence of Learning Teachers use of tools particularly progressions documents. Teacher discourse around the standard leads to crucial clarification of content and identifies misconceptions. Increased confidence in the content they are teaching! Increased teacher ownership of the course content Conversations about where and to what depth lessons are taught is not driven by the textbook but rather the learning progression. Positively effects math teacher participation in other professional development. Observing for Evidence of Learning

56 124 58 66 83 23 6/7 Compacted Enrollment

Bi-weekly Wednesday Night Support Class Consistent Safe, trusting environment Logistics, content, instruction, assessment Flexible need to know 4 Full Days Calendar Instruction & content work from Wednesdays Student work review Assessment writing 57 6/7 Compacted PD

Strategic Plan Strategic Plan Priority Teaching and LearningGoals Each student receives relevant, rigorous, personalized and engaging standards-based instruction.Target Rigorous, relevant, and engaging instruction is demonstrated in all classrooms. 58

What we need Partnerships Representative participation Invitations to contribute in School Improvement work Infusing district level collaborative work from across the district within each building Shared Vision Deepening understanding of initiatives at both district and building levels 59

1 Questions ?

In Closing Thank you for all you do each day for every student! We realize our work is in your hands. Presentation Team: Jo Anne Buiteweg, Christy Clausen, Brian Day, Sonja Delafosse, Paul Edwards, Carl Fender, Allison Greenberg, Georgia Lindquist, LaRae Marks, Tavis Miller, Deb Ritchhart, Jana Sanchez, Dick Sander, Katie Shook, Kathy Stillwell, Justin Tonnes-Priddy 1

Documents

State of Everett Public Schools’ Professional Development Instructional Leadership Team January 23, 2014 Presentation Team: Jo Anne Buiteweg, Christy Clausen,