1. Using Your Data to Forge a Plan of Action Sue Gendron, President November 19, 2015

2. Pillars in District Instruction Focus Plan 1. Culturally Responsive Teaching/Learning 2. Collaboration and Accountability for ALL 3. High Expectations for ALL 4. Safe Climate and Strong Relationship with Family and Community

3. Our Guiding Principles  Supporting a Systemwide Approach  Increasing Rigorous Learning Opportunities for ALL students  Focusing on Data Analytics

4. ICLE’s Philosophy Relationships Relevance Rigor For All Students

5. 5 Engagement Model

6. Continuous Improvement

7. 1. 2. 3. 4. 5. 6. 1. We Surveys 2. August 4 & 5 Discussions 3. Needs Assessments 4. Strategic Plan 5. Professional Development

8. Oak Grove District Needs Assessment Report Fall 2015

9. Daggett System for Effective Instruction Alignment for Rigorous Student Learning

10. DSEI rubric BeginningDevelopingMeetingExceeding This practice has been introduced or staff have awareness of the practice. This practice exists to a limited degree or is inconsistent across the school. This practice is well established and consistent across the school. The school has demonstrated exemplary practice in this area for multiple years.

11. Create a culture of high academic expectations and positive relationships. Establish a shared vision and communicate to all constituent groups. Align organizational structures and systems to the vision. Organizational Leadership 1 2 3

12. Build leadership capacity through an empowerment model. Align teacher/leader selection, support, and evaluation. Support decision making with relevant data systems. Organizational Leadership 4 5 6

13. Use research and establish the urgent need for change to promote higher academic expectations and positive relationships Instructional Leadership 1 2 3 Develop, implement and monitor standards-aligned curriculum and assessments Integrate literacy, math and technology across all disciplines

14. Facilitate data-driven decision making to inform instruction Instructional Leadership 4 5 6 Provide opportunities for professional learning, collaboration and growth focused on high-quality instruction and increased student learning Engage family and community in the learning process

15. Build effective instruction based on rigorous and relevant expectations. Teaching 1 2 3 Possess and continue to develop content area knowledge and make it relevant to the learner. Create and implement an effective learning environment that is engaging and aligned to learner needs.

16. Plan and provide learning experiences using effective research-based strategies that are embedded with best practices, including the use of technology. Teaching 4 5 6 Use assessment and data to guide and scaffold instruction. Further content and instructional knowledge through continuous professional learning that is both enriching and collaborative.

17. Aggregate Summary Report/Component Rating by Total Schools DSEI Segments N Schools* Beginning Developing Meeting Exceeding Teaching 21 2 16 3 0 Instructional Leadership 21 6 12 3 0 Organizational Leadership 21 7 12 2 0 * Excludes the Oak Grove Academy

18. Reflection (100 Minutes) 1.Read the District Report (10 minutes) 2.As you read the report please identify which observations you agree and disagree with as cited by the observers (10 minutes) 3.Working in small groups identify 2-3 strengths and 2-3 gaps you feel are essential to achieving your vision (30 minutes) 4.Report out by groups (30 minutes) 5.Arrive at consensus as a leadership team (20 Minutes)

19. Observations 1. Lack of research-based approaches to follow-up support for effective implementation in the following areas: Professional development: Proper scaffolding for all new district initiatives has not been properly broken down and provided in all schools according to effective implementation approaches. Example: District training and support for teachers on EngageNY in ELA and Math curricula and instructional strategies aligned with the CCSS and NGAs. Collaborative debriefing Progress monitoring Mini-professional development in specific areas Targeted, job-embedded coaching

20. Observations 2. Lack of clear expectations for teachers and school leaders. Many initiatives are being implemented without a systemic approach and effective implementation PBIS has been implemented well and should serve as a model for the district 3. Lack of effective, consistent follow-through support and monitoring of implementation of current initiatives Written feedback to teachers and school leaders is limited. Protocols and systems are vague. For example, classroom walk- through protocol and collection documents, and means to analyze the data to make decisions are inconsistent. Systems to gather evidence that the district and schools are working as intended to ensure district and school initiatives are limited.

21. Observations 4. Limited goal setting for schools/teachers and leaders Need comprehensive goal setting 5. Inconsistent, unclear, and limited communication from district to schools Communication is limited from district to stakeholders/community on goals, initiatives, as well as how the community can support these efforts. One exception is the PBIS work 6. Limited opportunities to engage and have input from the district Outdated, unsafe, or limited facility issues were of high concern, as well as maintenance responsiveness An apparent gap exists between elementary and middle schools needs and priorities

22. Recommendations Use consistent, district-wide tools, such as the CIR and the DSEI rubrics Apply DSEI rubric to assess and set strategic goals for sustainability, systemic implementation of rigor and relevance through systems tied to Organizational Leadership, Instructional Leadership and Teaching Provide district-wide training and systemic implementation support for site leadership teams and administrators on school-wide; data-driven decision making training for data teams Prioritize professional development in: – DOK – Project-Based Learning Determine three-four priority initiatives Focus on high expectations and student achievement

23. Elements and Methodology of School Reports

24. Daggett System for Effective Instruction Alignment for Rigorous Student Learning

25. 25 Rigor/Relevance Framework PG page 34

26. Rigor/Relevance Framework TM Knowledge Taxonomy Relevance Makes Rigor Happen! Application Model Evaluation 6 “Judge the Outcome” Synthesis 5 “Putting Together” Analysis 4 “Taking Apart” Application 3 “Making use of Knowledge” Comprehension 2 “Confirming” Knowledge 1 “Information Gathering” 1 Knowledge in ???? Discipline 2 Apply Knowledge in ???? Discipline 3 Apply Knowledge Across Disciplines 4 Apply Knowledge to Real World Predictable Situations 5 Apply Knowledge to Real World Unpredictable Situations Assimilation Students extend and refine their knowledge so they can use it automatically and routinely to analyze and solve problems and create solutions Student Thinks (Relationships Important) Acquisition Teacher Works (Relationship of little Importance) Students gather and store bits of knowledge and information and are expected to remember or understand this acquired knowledge. Application Student Works (Relationships Important) Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply appropriate knowledge to new and unpredictable situations. Adaptation Student Thinks and Works (Relationships Important) Students have the competence, that when confronted with perplexing unknowns they are able to use their extensive knowledge base and skills to create unique solutions and take action that further develops their skills and knowledge. PG page 11

27. Rigor Rubric - Indicators

29. Relationship Data We Learn, We Teach Survey Items Total in Agreement T14. Students can apply what I am teaching to their everyday lives. L2. I can apply what I learn in my classes to my everyday life. http://www.leadered.com/Wesurveys.html PG page 9 89.9% 61.1%

33. Unaligned Systems Produce Random Acts of Improvement = Programs Vision

34. ICLE’s Philosophy Vision, Mission, Core Values, Non-Negotiables Relationships Relevance Rigor For All Students

35. Aligned Acts of Improvement In an aligned system... Vision … improvement efforts are focused and everyone speaks the same language!

36. Reflection ( 60 minutes) 1. Before reading your report, please turn to the Appendix and review the three rubrics for rigor, relevance and engagement. 2. In small groups discuss the type of evidence you believe demonstrates the type of learning described. 3. How would you rate the overall performance of your school? Record your response on a separate piece of paper. 4. Read your report 5. Review your strengths and needs, do you agree? Would your teachers agree? 6. In small groups discuss strengths and needs 7. Are their commonalities with the District Report? 8. Brainstorm your top three issues

37. Teaching Instructional Leadership

38. 38 Teaching IL OL Alignment Is the Key

39. Transforming Organizational Leadership From a Traditional Approach Vision set by top leadership Priorities based on short-term results Rigid structures to accommodate adult needs Top-down management for ease of administration Teachers are object of change To a Transformed Approach Vision set by all Priorities based on long-term results Flexible structures to support learner needs Top-down support for bottom-up change Teachers are agents of change

40. Transforming Instructional Leadership From a Traditional Approach Principal leads Manage the current system Use experience to solve problems Replicate practices with fidelity Authority To a Transformed Approach Look to supervisors for answers Rely on individual expertise Family engagement focused on logistics Team leads Change the system Learn new ways to adapt Choose practices to meet needs Collaboration Empower staff to take action Share each other’s expertise Family engagement focused on the learning process

41. Transforming Teaching From a Traditional Approach Teacher-centered Classroom learning Standardized approach Learn to do Teaching segmented curriculum To a Transformed Approach Content focused Looking for the right answer Passive learning opportunities Student-centered Learning anytime/anywhere Personalized, differentiated Do to learn Integrating curriculum Application focused Develop thinking Active learning opportunities “Deliver” Instruction“Facilitate” learning

42. Next Steps  By January 27  Share your Needs Assessment with your staff  Meet with your leadership team  Review you Instructional Focus Plan  Be prepared to share you instructional focus on January 27th

43. Implementation Graphic Organizer Develop Action Steps – System/Building Who should be reponsibible

44. THANK YOU! International Center for Leadership in Education 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 www.leadered.com info@leadered.com Sue Gendron Sgendron@leadered.com

45. Establishing a Shared Vocabulary

46. Common Vocabulary Rigor Success Literacy Intervention Team PG page 13

47. Organizational Leadership Create a shared vision and a culture of high expectations; align organizational systems to support student achievement. Instructional Leadership Define instructional priorities, using data in a systematic way to drive decision making; provide ongoing opportunities for professional growth. Daggett System for Effective Instruction PG page 6

48. Teaching Convey a deep knowledge of content; use effective research-based strategies embedded with best practices to drive student achievement; further instructional knowledge through continuous professional learning. Daggett System for Effective Instruction PG page 7

49. Building a Systemwide Approach to Increasing Student Achievement

50. Comparing Frameworks Traditional Teaching FrameworksDSEI What teachers should doWhat the entire system should do Teacher focusedStudent focused Teachers deliver instructionTeachers facilitate learning Vision is set by top leadersVision is built more inclusively Define vision primarily in terms of academic measures Defines vision as strong academic and personal skills and the ability to apply them Rigid structures support adult needs Flexible structures support student needs Focus on teachingFocus on learning

51. Bump It Up Verb List by Quadrant Student Work Product List by Quadrant Teacher Question Stems by Quadrant Application Model Decision Tree Instructional Strategies

52. Verb List by Quadrant PG page 27

53. Application Model Decision Tree PG page 28

54. Student Work Products by Quadrant PG page 29