Partners 2014 Spring Expo - June 16, 2014

Agenda12pm Networking & Lunch

Welcome – Derek Mitchell, CEO Shoreway

12:15 Program Overview: How We Get Results Shoreway

12:30 Breakout Sessions: Assigned Tracks

● Alum Rock ● Franklin McKinley

● Fundamentals of ROCI ● SFUSD

1:50 Program Close Shoreway

2pm Networking and Q&A Shoreway

Fundamentals of ROCI:Partners’ Secret Sauce

Derek Mitchell, Ph.D.CEO, Partners in School Innovation

Theory of Action: Chavez (Alum Rock)

Program Implementation

STR Results (Percent of Growth target met)

CST RESULTS

99% completion Lead: 100% Systems: 100% Instruction: 92.5%

Percentage Point Gain:

+7.5%

Chavez Accolades Went from lowest

performing (in CA’s 5%) to successful in 3 years

177point API Growth Exited School

Improvement after 2 years of partnership

Most improvement of any SIG-eligible elementary School using Transformation in CA

Did it without SIG dollars

Core of our Improvement Science: ROCI

ROCI

at A

ll Le

vels

District Leadership TeamCabinet, Instructional Supports

Teachers working with Coaches & Students

Grade Level Leads & Teacher Teams

Principals & Instructional Leadership Teams

Area Superintendent Leadership Teams, District-wide Networks

Robust Partnership in Alum Rock

THANK YOU!

The Role of Instructional Coaching in School TransformationJune 16, 2014

Miguel de Loza- Supervisor, Coaching NetworkLarissa Kenny- Paul Revere Literacy Coach

Tim Burke- SF School Innovation Partner

Partners in School Innovation transforms teaching and learning in the lowest-performing public schools so that every child, regardless of background, thrives.

Partners in School Innovation transforms teaching and learning in the lowest-performing public schools so that every child, regardless of background, thrives.

Mission

Objective

To understand how a district’s aligned systems of support for instructional coaching can impact teaching and learning within schools.

Instructional Coaching at Paul RevereCoaching is a collaborative relationship between a teacher and coach. The goal of this relationship is to support teacher development and impact student learning in order to move us towards educational equity.

Teacher Professional LearningO

utco

mes

of P

rofe

ssio

nal L

earn

ing

Adapted from Joyce and Showers, 2002

SFUSD Instructional Coaching Framework

Why Site Based Coaching?

● Trust is the biggest lever for coaching

● Part of the leadership at school site

● Create systems and structures

Paul Revere Elementary School

● Pre-K -8th Grade● K-5 Spanish Dual

Language Immersion expanding to K-8

● 59% Hispanic17% African American 24% Other

● 64% Free & Reduced Lunch

The Coaching Framework● Framed the WHY● Determined the

NEED● Described the HOW

Student Learning

Coaches Engage in Cycles of Inquiry

Week AReflect on

Our PracticeROCI

Changes in Practice

Week BNew

Learning

Impact on Teachers

Instructional Core

Curriculum

AssessmentInstruction

Impact on Students My students really benefited from my experience being coached. My guided reading and mini lessons were a lot better this year thanks to the coaching, which directly influences students' reading progress.

Revere

1. Relational trust a. Goal Settingb. Diff. Conversations

2. Protected time and increased opportunities for peer observations

3. Use of Dataa. System of accountability

and shared ownership of goals

b. Quantitative student data

SFUSD1. Principals as part of the systems

of learning2. Less input and more guided

practice (content and context)

3. Differentiate learning opportunities

Key Learnings

Questions

Contact

PartnersInSchools.orgRenewing the Promise of Public Education

Contact

PartnersInSchools.orgRenewing the Promise of Public Education

Tim Burke

tburke@partnersinschools.org

School Innovation Partner

Leveraging Professional Learning Communities in Alum RockJune 16, 2014

Dr. Tom Green and Jason SorichAlum Rock District Leaders

Outcome• To understand how

Alum Rock has used district-wide professional learning communities (PLCs) to transform teaching and learning – particularly in the transition to Common Core State Standards

Why PLCs?Research on teacher learning tells us that when “teachers work together and engage in continual dialogue to examine their practice and student performance and to develop and implement more effective instructional practices” they are routinely able to make changes that impact student learning (p. 46, Darling-Hammond & Richardson, 2009).

More than PD for TeachersDistrict Transformation

Student Learning

Outcomes

Teacher PLCs

Leader PLCs

18 Elementary Schools

7 Middle Schools

Alum Rock School District• 18 Elementary Schools, 7 Middle Schools• K-8• 72.88% of total enrolled students are English

Language Learners, 60% of those are native Spanish speakers*

• The student body is 78.6% Latino, 12% Asian*

• 5 years in partnership with PSI

From CDE’s Data Quest systemhttp://data1.cde.ca.gov/dataquest/Enrollment

Designing PLCs in Alum Rock• Our current structure has taken us 4 years to

develop (see timeline handout).• There are PLCs for teachers and for leaders.• We are intentionally shifting capacity to facilitate

and lead PLCs from external support providers (PSI and others) to AR district and site leaders.

• We convened a PLC Leads team to coordinate and align the structure and content of all PLCs.

• We develop an annual scope and sequence to align all PLCs to district priorities.

District Instructional Priorities• Support transition to the Common Core State

Standards• Support language acquisition and achievement for

ELs• Provide coordinated, aligned support services for

students who are “at-risk”• Support schools to create a culture where students,

teachers, leaders, and parents are invested in the school/district

• Deepen site-based ILTs and PLCs- establishing roles, purpose, and accountability

Aligning PLCs to Impact Teaching• We align what teachers are doing and what

leaders are doing to impact student learning.

• Our PLCs are focused on content, process, and developing collaborative teams.

Teachers Leaders

Impact on Teachers and LeadersA district-wide survey completed by more than 150 teachers and leaders highlighted the following trends:• The PLCs have led to increased collaboration and

community, they have directly impacted classroom practice, and they have energized participants.– Collaborating with my grade level team and meeting

other teachers in the district teaching the same grade level has been motivating – PLC participant (from end of year survey)

• For site leaders, the PLCs have led to increased knowledge and awareness about CCSS and the focus and alignment across PLCs has been helpful.

Kinder PLC

ILT Network

Impact on StudentsStudent data confirms the impact of the PLCs and the need to focus on Els

PLC Focus of PLC Student ResultsK Writing standards

and explicit writing instruction

By EOY, K had the highest % of students scoring at benchmark or above - according to district-wide benchmark writing assessments

2nd Common Core State Standards, instructional shifts, and planning for ELA

2nd grade students showed more growth than any other grade level (across all language groups) on the ELA assessments

*In 2nd, 3rd, 4th, 5th IFEPs and RFEPs outperformed all other subgroups significantly on the writing and ELA assessments.

Successes• Teachers and leaders more frequently

speaking the same language with regards to collaborative practice and instructional shifts– eg. ROCI, backwards planning, 4 Cs, text-based

questions, constructed response, close reading…

• Teacher and leader investment in the PLCs and their impact on students– “At the beginning of the year, I was really apprehensive

about the new writing standards for my Kindergarteners but with the support of the PLC I tried it out and they have never written so much.” – Kinder PLC Participant

Lessons LearnedStructure:– Find a way to reach all teachers (additional grades and

content areas).– It’s hard to directly measure impact – we are working on a

tighter system for collecting district-wide classroom practice data.

– We need to strengthen the connection between PLCs and support back at sites.

Content:– Teachers need support learning how to backwards plan

(annually and unit by unit) using the curriculum as a resource.– Approach all content with an English Learner lens.– Strengthen learning opportunities for site leaders.

Next Year• Structure • Content

• Explicit writing instruction that supports English Language Learners

• How to develop rigorous, Common Core-based backwards plans for instruction, and consistently analyze student work to measure impact

Tips for Other Districts• Communicate, communicate, communicate!

Include all teachers, Union, Board!• Coordinate and align all PD efforts and

external support providers. Align any and all PD!

• Consider subs for release vs non-student PD days. We’ve maxed out sub capacity and releasing staff compromises instruction.

• Include any and all instructional staff beyond teachers– extended day programs, tutoring programs, etc.

Questions

Contact

PartnersInSchools.orgRenewing the Promise of Public Education

Contact

PartnersInSchools.orgRenewing the Promise of Public Education

Dr. Tom Green

thomas.green@arusd.org

Chief School Transformation Officer

Transitioning to the Common Core (CCSS) through Teacher Release Days June 16, 2014

Eve Pallansch and Sanee Ibrahim School Innovation Partners

Objective

Demonstrate how release days support teachers to make the transition to the Common Core through collaborative planning.

McKinley Elementary• Principal: Mrs. Aurora

Garcia • 492 students, K-6 and

Pre-K SDC• 82% ELs, not including

RFEPs • 87% Latino• 92% Free/reduced lunch • 2nd year of our

partnership

Why Grade Level Release DaysCommon Core

Grade Level Expectations

Common Core

Assessments

Common Core Unit

Plans

Weekly CollaborationSet Goals, Plan,

Assess, Reflect and Adjust

Grade Level Result-Oriented

Cycles of Inquiry

Release Day Logistics

• Calendaring and budgeting– 4 full days

• Design Principles: – Common objectives – Consistent agenda – Embedded opportunities for professional

learning – Direct facilitation by PSI and principal

Objectives• Being a team • Reflect and Adjust:

analyzing student learning• Set Goals• Plan: summative

assessment • Plan: CCSS unit map • Reflect and Adjust: ways of

working and team commitments

Agenda

Grade Level Release Day Agenda

Unit Overview

Unit Map Template

ImpactWe observed: • Consistent curricular

alignment • An increase in rigor of

learning objectives and assessment

• An increase in teacher investment in collaborative learning and planning around Common Core

Common Core Grade

Level Expectatio

ns

Common Core Assessments

Common Core

Unit Plans

Weekly Collaboration

Set Goals, Plan, Assess, Reflect and

Adjust

Grade Level Result-Oriented Cycles of Inquiry

Impact An increase in equitable access to rigorous teaching and learning.

Questions

Contact

PartnersInSchools.orgRenewing the Promise of Public Education

Contact

PartnersInSchools.orgRenewing the Promise of Public Education

Eve Pallansch and Sanee Ibrahim

epallansch@partnersinschools.orgsibrahim@partnersinschools.org

School Innovation Partners