1

WorkingontheWork

HowtheOlmstedFallsCitySchoolDistricthasassimilatedtheworkoftheOhioLeadershipAdvisoryCouncilwiththeOhioImprovementProcessinorder

tocontinuetheexcellence.

Presenters Dr.ToddHoadley—Superintendent Dr.JimLloyd—AssistantSuperintendent MerrittWaters—StudentServicesCoordinator Dr.BobHill—Principal,OFHS DonSvec—Principal,FitchIntermediateSchool  JanetVenecek—Teacher,FitchIntermediateSchool  SallySchuler—Teacher,FitchIntermediateSchool NeilRoseberry—Principal,Falls‐LenoxPrimary MichelleLaGruth—Teacher,Falls‐LenoxPrimary

GoingfromGoodtoGreat

Greatness is not a function of circumstance. Greatness, it turns out, is largely a matter of conscious choice, and discipline. 

Collins,J.(2005).Whybusinessthinkingisnottheanswer:Goodtogreatandthesocialsectors.Amonographtoaccompanygoodtogreat.

Todaywewill: ConnectOLACtoOIP Demonstratehowwe’veputtheaboveconnectionintopractice

 Discussthefocused,continuousimprovementofourorganization

 ProvideyouwithanoverviewastohowthedifferentpartsofthesystemareworkingontheworkinOlmstedFalls:

Dr.ToddHoadleySuperintendent&DLTMember

J_Lloyd_2008

Student Learning

Instruction

Assessm

ent

Academic Content Standards/Learning Targets

Professional Learning Community

2

 Eliminatecompetinginitiatives—  attractandmoveresourcestowardsourhedgehogconceptsandrepelthosethatgoagainstit

  Knowwhatyouaregoodatanddogoodonlyatthosethingsthatyouhavedefinedisthework

  “todothemostgoodrequiressayingnotopressurestostray,andthedisciplinetostopdoingwhatdoesnotfit.”‐‐JimCollins,2005

 ThebenefitsofOIPhelpinguschangedistrictbehaviorandpracticeonasystem‐widebasis DLT  BLT

Dr.JimLloydAssistantSuperintendent

Curriculum,Instruction&Assessment

Assump@onsforourCIPcrea@on Thingsweknow:

  Aseducatorswetrytodotoomuch  Aseducatorsweknowtherightthingstodo  Therightthingstodoinordertoincreasestudentachievementarenoteasy

  Asafield,wehavereliedonprogramsandquickfixesthatrarelyproducesuccess

  Thesolutionstoproblemsthathaveplaguedourprofessionexistwithinourbuildings

 Thequestionbecomes:Dowehavethecouragetofocusandendureinordertoexperiencerealchange.

TheOIPistheimplementa@onoftheOLAC’swork

OLACConcepts  Leadershipisshared

 Area1:Data&DecisionMaking

 Area2:FocusedGoalSetting

 Area3:InstructionandLearning

OFCS’OIPActions DLTsandBLTs

  StartswiththeuseoftheDecisionFramework

 RevisedCIPismorefocused

 ClearTargets&HighQualityFeedback

3

Implemen@ngOLACthroughOIP CreateDLT  Learnaboutfocusedcontinuousimprovement  LearnabouttheOhioImprovementProcess UseDecisionFrameworktoanalyzedata…considerotherdatasourcesaswell

 OIPplandevelopment Usedata

  Createfocusedgoal(s)  Strategydevelopment

  Actionstepcreation  Taskcreation

TheOFCS’Hedgehog

StudentAchievement

TeacherQuality

ClearTargetswith

QualityFeedback

What are you deeply passionate about?

What can you be the best in the world at?

What drives your engine?

OFCSCIPGeneralFocus  Identify,acknowledgeandbuilduponpreviousexcellence

 Buildonwhathappenswithintheclassroombyworkingtoimproveuponcurrentteacherquality

  Focusonthosethingsthatwecan“control” Makinglearningtargetsclearerforlearners  Providinglearnerswithfeedback

 Theonlythingthatdirectlyimpactsstudentachievementisteacherpracticesowemustfocusonchanging/improving/growingwhatteachersdointheclassroomandprovidethemwithtimeandsupport

 Howeffectivedowedeliverourmissionandmakeanimpactrelativetoourresources?

 Whilequantificationofresultsisgood,whatmattersmoreisourabilitytoassembleevidence(quantitative&qualitativedata)totrackourprogress

Clear Standards-

Based Learning Targets

High Quality Instruction

Assessment (formative & summative)

Alignment of things within the “black box” TheoryIntoPrac@ce

We’veoperationalizedourCIPstrategiesandassimilatedmanyconceptsintoadeliverableprofessionaldevelopmentsequenceacrosstheentireschooldistrict

4

 Goal

 Strategies

 ActionSteps(4ofthem)

 Tasksundertheactionsteps

J_Lloyd_2008

Discussion of the OFCS CIP

5

MerriIWatersStudentServicesCoordinator&

DLTMember

Howdoesspecialeducationandstudentservicesfitintotheimprovementprocess?

OlmstedFallsQuickFacts

  2007‐08ODEReportCard   StudentswithDisabilitiesmadeadequateyearlyprogress

  Stillfarlowerthanallothersubgroupsinreadingandmathachievement

  StudentswithDisabilitiescomprise11.8%ofourstudentpopulation

OIP&SpecialEduca@on OLACFocusArea1–DataandtheDecisionMakingProcess  Shareddiscovery  Sharedresponsibility  Still need to gather data about at‐risk kids 

OIP&SpecialEduca@on OLACFocusArea2‐FocusedGoalSettingProcess

  Inclusive,aggressivedistrictgoal  Familiarterritoryforspecialeducators  Still need to align individual student growth expectations with district goal

OIP&SpecialEduca@on OLACFocusArea3‐   InstructionandtheLearningProcess

  Sharingideas/materials fasterhelpforstudents  Stronginstruction,notcommercialprograms

OIP&At‐RiskStudents•  Theproblem‐solvingmodelvs.OIP• Wedon’tcallitRTI,but…

 Need more universal screening‐academic and behavioral 

 Need more Tier 2 & 3 interventions‐all grades  Need increased progress monitoring

6

Dr.BobHillPrincipalofOlmstedFallsHighSchool

&DLTMember

Howdoesabuildingleadershipteamoperate?

ExcellenceInEduca@onRanked“Excellent”9‐YearsRunning

SPDGandChange“Acompetitiveworldhastwopossibilitiesforyou.Youcanlose.Or,ifyouwanttowin,youcanchange.”

‐‐LesterC.Thurow(1938‐)Americaneconomistandeducator

BuildingOrganiza@onalStructure  InstructionalLeadershipTeam(ILT)

  Teamcomposedofdepartmentheads  Art  Business  ForeignLanguage  Health/PE  LanguageArts  Library  Math  Music  SocialStudies  SpecialEducation  Science

SPDGandChange

  CulturalDivide  TheHealingProcess  ChoosingaBLT

“Ourjourneyhasneverbeenoneofshortcutsorsettlingforless.Ithasnotbeenthepathforthefaint‐hearted—forthosewhopreferleisureoverwork,orseekonlythe

pleasuresofrichesandfame.Rather,ithasbeentherisk‐takers,thedoers,themakersofthings—somecelebratedbutmoreoftenmenandwomenobscureintheirlabor,whohavecarriedusupthelong,ruggedpathtowards

prosperityandfreedom.”President Barack Obama 

WhereAreWeNow? BLTFormed DecisionFrameworkNearCompletion DataandtheDecisionMakingProcess;FocusedGoalSetting;Instruction&

 TheLearningProcess The Heart of Our CIP 

7

NeilRoseberry&MichelleLaGruth

Falls‐LenoxPrimarySchools

WhatistheroleofaDLTmemberfromtheprincipal&teacherperspectivesandhowdoestheDLTworkwiththeBLT?

BenefitsofDLTMembership Gettohaveavoice

  Thedistrict’sfirstattemptatrealwholegroupcollaborationbetweenallgroups.

 Collaborationwithothersacrossgradelevels

 Providesopportunitiestovisitclassroomsfromdifferentbuildingsandgradelevels  Teacherssharingeffectivepractices

DLTLiaison

 WorkingasaDLT&BLTmemberprovidesmewithauniqueopportunitytointertwineDLTlearningandconnectthattohelpourbuildingmakeimprovements.

 Workacrossgradelevelandwithinmybuilding  I’vebeenabletoexplainthedatathattheDLTanalyzedtobuildingtodevelopunderstanding

 CurrentBLTfocushasbeenonanalyzingdatafromsubgroups(ESL&SpecEd)

JLloyd_2009

LearningCommuni@es  Infirstyear Re‐structuredbuildinglayoutfromgradelevelhallwaystoclustersof1st,2ndand3rdgradeteachersonateam

 Collaboration Meet1timepermonthforcommunitymeetings

  Talkaboutinstruction;observeeachotherinclassrooms;discussnewideasandhowtohelpkidsacademically

  Everyonehaslunchatthesametime Moreopportunitiesforclassbuddiesandmulti‐levelclassgettogether

 Kidsmorecomfortablewithteachersfromothergrades

Language Arts

Math Science Social Studies

Power Indicators

R - √ W- √

√

Unwrapping Indicators

Collaboration/ Full Day

3rd- Dec. 19/Jan 14 2nd- Dec. 16/Jan 12

1st- Dec. 18/Jan 13

K- AM Dec. 3/Jan 15 Pre-K /Jan 16

Full Day March

3rd- 2nd-

1st- K- Pre-K

Student Friendly Language

Finish up anything in these two boxes at February at the February Grade Level Mtg.

Bench- Marking (report card)

February Inservice Day (Feb. 13)

FLIP – Falls Lenox Improvement Plan

Assessment (formative and summative) – Ongoing during mapping mtgs.

Once LA is complete, continue to work through the process with math then science and social studies.

DonSvec,SallySchuler&Janet VenecekDon—PrincipalandDLTMember

Sally—5thGradeTeacherandBLTMemberJanet—4thGradeTeacherandLearning

TeamParticipant

JLloyd_2009

How does a building incorporate the use of learning teams into its BLT Process?

8

AssessmentForLearning

“Qualityassessmentisindistinguishablefromeffectiveclassroominstruction.”

‐RickStiggins:PortlandOregon

AssessmentforLearningWhere am I going? (Alignment with District CIP Action Step 1) 1.  Provideaclearandunderstandablevisionofthelearningtarget.2.  Useexamplesandmodelsofstrongandweakwork.

Where am I now? (Alignment with District CIP Action Step 2) 3.  Offerregulardescriptivefeedback.4.  Teachstudentstoselfassessandsetgoals.

How can I close the gap? 5.  Designlessonstofocusononeaspectofqualityatatime.6.  Teachstudentsfocusedrevision.7.  Engagestudentsinself‐reflection,andletthemkeeptrackofand

sharetheirlearning.

TheLearningTeamProcess Readingandreflectingonnewclassroomassessmentstrategies

 Shapingthestrategiesintoapplications Tryingoutapplications,observing,anddrawinginferencesaboutwhatdoesanddoesn’twork.

 Reflectingonandsummarizinglearningandconclusionsfromtheexperience

 Sharingandproblemsolvingwithteammembers

AssessmentforLearningWhere am I going? 1.  Provideaclearandunderstandablevisionofthelearningtarget.2.  Useexamplesandmodelsofstrongandweakwork.

Where am I now? 3.  Offerregulardescriptivefeedback.4.  Teachstudentstoselfassessandsetgoals.

How can I close the gap? 5.  Designlessonstofocusononeaspectofqualityatatime.6.  Teachstudentsfocusedrevision.7.  Engagestudentsinself‐reflection,andletthemkeeptrackofand

sharetheirlearning.

“Whatishappeningdifferentlyinourclassroomsasaresultofwhatwearedoingandlearninginourstudyteams?”

RecipeforStudentLearning

 MakeLearningTargetsClearforKids

  Involvekidsintheassessmentprocess.

9

Whatdoesthisrecipelooklikewhenimplemented?

  IdentifythePowerfulIndicators  PutintoKidFriendlyLanguage  Communicategoalstokidsandself‐assess.  Teachwithcreativity(Handsonactivities,smartboard,partnering,games,UnitedStreaming,projects,spiralapproach,Good/Ugly,practice,rubrics,etc.)

 Ongoingstudentself‐assessmenttogainimmediatefeedbackusingrubric(“formativeassessment”)

  Teacherassess–(SUMMATIVEASSESSMENT)  SharedresultswithLearningTeams(Collaboration)

BabyandtheBathWater?

ProcessS@llUnderConstruc@on TeachersandKidsareretooling.

Matched our Assessment Method with the Complexity of the Learning Target Old assessments consisted of: •  Multiple choice questions •  Vocabulary •  Minimal extended response

New assessments Heavily focused on the need for students to demonstrate the ability to “explain” . . . .

10

ClearLearningTargetsWe broke apart the historical sequence of Ohio becoming a state into 6 separate 

steps: 

  FrenchandIndianWar:(“OhioLand”becameaterritoryofEngland)

  AmericanRevolution(“OhioLand”becameaterritoryoftheU.S.)

  NorthwestTerritoryandOrdinance(“OhioLand”hadrulesforbecomingastate)

  BattleofFallenTimbers(“OhioLand”wasfoughtoverbyNativeAmericans)

  OhiobecomesastateonMarch1,1803

  Warof1812(BattleofLakeErieandtheAmericanwinleadstoIndianRemovalAct)

Instruction

Using text, videos, primary resources and power point presentations, teachers presented each sequence as a story.

Students were then asked to write a “quality paragraph” and draw an illustration about each sequence presented.

“Quality paragraph” is one of our language arts power indicators.

New Assessment Ohio Becomes a State Draw a picture of the main idea discussed in each unit. Write a quality paragraph (main idea and 2-3 supporting details) to tell about your picture. Make sure to include specific facts or dates.

French and Indian War (Chapter 4 Lesson 1 pages 100-105)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Picture 2 1 0 Topic sentence 2 1 0 Supporting details 2 1 0

PowerIndicatorsVer@calAr@cula@on

4th Constructtimelineswithevenlyspacedintervalsforyears,decadesandcenturiestoshowtheorderofsignificant events

inOhiohistory

**5thCreatetimelinesandidentifypossiblerelationships betweenevents.

6thCreateamultiple‐tiertimelinefromalistofeventsandinterprettherelationshipsbetweentheevents.

  ArrangedatesinorderonatimelineusingtheconventionsofB.C.,

A.D.

ClearLearningTargets

 Thosewhoaimatsomethingwillgenerallyhitorcomeclosetothetarget.

  Ifyouaimatnothing,youwillhitit.  Ifyouaimatsomethingthatisstationary,itiseasiertohit

11

ClearLearningTargetsActualIndicator: Createtimelinesandidentifypossiblerelationshipsbetweenevents.

StudentFriendlyLanguage:  Iwillbeabletoconstructatimelineusingevenintervalsandlabeledevents.

 Then,Iwillbeabletotellhowtheeventsrelatetoeachother.

Forma@veAssessmentWhatdoIalreadyknowabouttimelines?

Define:Interval____________________________Define:Event______________________________Define:Year,Decade,Century,millennium

Createatimelineusingthesedatesandevents

1991WWW 1939JetPlane 1902AC1907Plastic 1879Lightbulb1923TrafficLight1983CellPhone 1891Zipper 1927TV

WhyAssessPriortoInstruc@on?

 Providesfeedbacktostudents

 Reinforcesthelearningtarget

 GuidesInstructionalPractice

Instruc@on Good,Bad,UglySamples HandsOnApproach‐Clotheslineusingintervalsandevents

 Practice(Obama,student,dates)  Shareassessmentrubricwithkids PresidentialTimelinesusingrubricforformalassessment

Summa@veAssessmentRubricMy  Presidential timeline has: 

  EvenIntervals:012  Intervalsthataremarkedclearly:0 12  Eventsthataremarkedclearly:0 12  Graphicsthatrepresentevents:0 12  Title: 0 1 2  Identifiesrelationshipsbetweenevents:01 2  Neatness: 0 12  VisualAppeal:0 12

12

Thankyou!Questions?