Garden City’s Experience With theKansas Learning Network

Dr. Rick Atha, Superintendent

Dr. Darren Dennis, Director of Learning ServicesECS National Forum on Educational Policy

Portland, Oregon

August 20, 2010

With the End in MindGCHS Performance on Kansas Reading Assessment 2007-2010

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2007 2008 2009 2010

Year

Per

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All Students

Free/Reduced

Disabilities

ELL

Hispanic

White

Multi-Ethnic

The Results

WHATAYP in reading and math for the first timeStandard of Excellence awarded from the state

HOWSystematic procedures for making data-driven

decisions using continuous improvement PDSA

WHERE/CONTEXTDistrict-wide use of articulated strategies for

consistently transferring research-based strategies into classroom practices of teachers (with PD, coaching, observations)

The Context: Garden CitySouthwest Kansas community of 30,000Agricultural economyTyson Foods is the largest employerMinority-majority community

The Context: USD 45716 schools

11 Elementary Schools2 Intermediate Schools2 Middle Schools1 High School

Changing demographicsEthnic minorities were 31% of students in 1990White students a minority by 2000Today, minorities account for 72.4% of students

800% growth in English Language Learners in 20 years

400 to 3254 ELL’s this year in the district

In the BeginningKansas Learning Network needs assessment in January

2009“One of the main findings of the district needs analysis

is that the district lacks systemic coherence.” “Coherence means ‘the elements of a school district

work together in an integrated way to implement an articulated strategy.’”

“The district must strive to foster and sustain a more coherent approach to improving student achievement at all levels. In order to accomplish this, the district needs to provide the professional development for using successful practices, establish district-wide expectations that these practices be used, and hold staff accountable for meeting the expectations.”

Coming Together Around DataFullan: “Shared responsibility carries most of the

freight of effective accountability.”“Only collective engagement will get us the

results we are seeking.”Systemic approach to data based on four phase

model based on Deming’s “Total Quality Management” model:

Planning PhaseDoing PhaseStudying PhaseActing Phase

4. ACT FOR CONSISTENT IMPLEMENTATION DISTRICT-WIDE

a. Provide coaching, administrative support & extended visits to educators as skills are

demonstrated & assessed for their impact on learning;

b. Review results of summative measures of learning & make judgments to determine future professional

development practices;

c. Develop systematic means of harvesting effective practices for wider dissemination & replication

& allocate resources accordingly.

1. PLAN

a. Plan PD program based on systematic analysis of the extent of implementation of research-based practices that accelerate learning as identified on the Process for Advancing Learning Strategies For Success (PALSS) “Classroom Observation Form” (COF);

b. Select appropriate State standards & use District Curriculum to plan what students should know & be able to do & how learning can be expedited using practices on COF;

c. Schedule collaborative time for teachers to use formative assessments as planning tools to determine skills which need to be taught.

3. STUDY a. Use student learning data to prescribe differentiated instruction

& to engage students in reflection, intervention, transition, & extension;

b. Schedule and conduct PD sessions based on “Findings from PALSS Classroom Observations”;

c. Engage in collegial exchanges in school team meetings-dept/grade level- to analyze samples of student work & teaching/learning practices;

d. Provide feedback on effectiveness & efficiency of PD using consistent

criteria identified by National Staff Development Standards.

2. DO a. Present content to student implementing COF practices

with appropriate texts, resources & materials; receive feedback on Classroom Observation Form following walk-throughs;

b. Administer school/classroom/district formative measures of learning;

c. Score student work using published criteria/rubric & provide timely feedback to students.

Changing PracticeMovement from collecting data to systematically

implementing data-driven decisions/actions Movement from compliance to support and

reciprocal accountability for the continuous implementation of effective research-based practices

Where to Begin“Since what goes on in the classroom is at the

heart of instructional improvement, a key part of developing an improvement practice is classroom observation. Connecting classroom observations to the larger context of the system’s improvement strategy is how to support sustained improvement.”

Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel, Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning (Cambridge, MA: Harvard Education Press, 2009).

Where to Begin“The most powerful single modification that

enhances achievement is feedback…the simplest prescription for improving education must be ‘dollops of feedback.”

Hattie (1992)

Where to BeginWalkthrough instruments used prior to 2009

Recommended form and timelineSome schools developed their ownNo data collection centrally

Bringing uniformity to the walkthroughBased around PALSS introduced by KLNPurpose: data collection for professional

developmentOnline data collection site developedFeedback to teachers

Walkthrough ReportsWith online database, data instantly available

Disaggregate by level, school, dateRaw numbers, percentages, graphs, planning

formLive data

We Have Data. Now What?Superintendent’s Advisory Council (SAC)

changed from reactive operational focus to proactive PD

First priority based on data: cognitive levelsUnclear that principals had same understanding

of Bloom’s TaxonomyProvided definitions and practicePrincipals assigned to present lessonsEvaluated by peers

Using Walkthrough InstrumentUsing a CPS system

Building the SystemLiteracy and Math Institute in May 2010Dr. Debra Pickering of Marzano Research Lab

The Art and Science of Teaching, Academic Vocabulary, Formative Assessment and Standards-Based Grading

Other presenters: Jeffrey Wilhelm, Jack Pikulski, Michelle Flaming, Judy Puckett, Jane Scott, Muggins Math

Each building brought PD Leadership TeamsCollaborative planning time to develop action

plans around their needs

Professional Development ModulesModel for Advancing Student Achievement

Through Data-Driven Professional Development

Model for Advancing Student Achievement Through Data-Driven Professional Development*

* = Adapted from Policy Studies Associates (January 2010) Teacher Professional Development Guide. Washington, D.C. Available through National Staff Development Council at www.nsdc.org ** = Based upon NSDC (National Staff Development Council) Standards

Inputs** (Based on NSDC Standards)

CONTENT Provide District’s Professional

Development (PD) Modules on effective research-based pedagogical experiences which have a high probability of increasing achievement gains for ALL students.

Provide District-developed common criteria for evaluation of training to ensure consistency of content being targeted system-wide using “Professional Development Feedback Form” based on NSDC Standards.

PROCESS Provide educators with skills to

implement research-based practices. Provide time for collaborative exchanges

with peers & opportunities to practice strategies/skills.

CONTEXT Provide resources to support transferring

skills into routine research-based classroom practices as evident during classroom observations and increased student & school gains.

Work in professional learning communities to apply research in developing lessons, assessing learning results, and making modifications of teaching practices in order to continuously improve achievement supported by coaching, peer observations, etc.

Professional Development (PD) Module: Research-Based

Teaching Practices

Review expected teaching learning outcomes as stated on District’s “Professional Development Feedback Form”.

Participate in learning experiences related to “research-based” strategies.

Gain insights during review of models/demonstrations of teaching strategies.

Develop implementation practices collaboratively with peers.

Evaluate PD Module Session using “Professional Development Feedback Forms” and submit to District.

Implement research-based practices and receive feedback following classroom visits.

Assess aggregated classroom observation data using “Walk-Through Protocol” and plan instructional changes during school-based grade level/departmental meetings/professional learning groups and/or with coaches, peers, etc.

Interim Indicators: Evidence-Based Learning Data

Assessments administered by teacher for assignments/tests at the classroom, school, District and/or state levels.

Students chart their own learning progress on a regular basis.

Assess evidence of student achievement gains and use data to plan changes in instruction during school-based team learning/ grade level/departmental meetings/professional learning communities or groups/coaching/peer support, etc.

Superintendent’s Advisory Council

Conduct comparative analysis of data during Council meetings:

a. Summary data from “Professional Development Feedback Forms” submitted from each school

b. “Summary Data from Classroom Visits”

c. “Walk-Through Protocols” d. Common Student

Achievement Assessments

Collaborate in school-level alike groupings with coaches and fellow administrators to determine future PD practices needed to target continuous improvement of learning practices.

Outcomes / Indicators

Systematic analysis of data-driven decision-making based on teaching/learning data and PD practices.

Consistent procedures implemented system-wide to support continuous gains in student learning.

Changes in practices and student learning.

Changes in student behavior and engagement.

Student Formative Evaluations Student Summative Evaluations

ModulesFirst modules rolled out at Administrative

Retreat in July with “Feedback Forms”Academic VocabularyNon-linguistic Representation

Modules in developmentMulti-Tiered System of Supports (MTSS)Determined by Walkthrough Data

In SummaryThrough KLN, Garden City has developed a

process for using data as the foundation for our work

Advance student achievement through data-driven professional development which targets research-based instructional practices predictably linked to improved student performance

Through PDSA, target continuous improvements and actions likely to have greatest impact