Www.uoregon.edu/~projdata/ project DATA. projdata/ Agenda Entry task Welcome and introductions project DATA –Background –Purpose and.

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projectDATA

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Agenda

• Entry task• Welcome and introductions• projectDATA

– Background– Purpose and Goals– Theoretical Foundation

• Housekeeping• Questions?

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Introductions

• Leanne Ketterlin-Geller• Kathy Jungjohann• Elisa Jamgochian• Nancy Nelson

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projectDATA:

Background, Purpose, & Goals

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Funding for projectDATA

• Endowment established in 1995 by private donors through the UO College of Education (Fairway Funds)

• Supports outreach activities for K-12 programs and staff to support all children

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Purpose of projectDATA

• Collaborative partnership between Lane ESD, school sites, and UO faculty

• Focus on professional development to support student achievement in grades 4 - 8

• Develop a model of effective math instruction and formative assessment

• Promote sustainability through use of teacher teams

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Goals of projectDATA

Addressed across three modules:– Assessment (Fall): Utilize data-driven

model for instructional decision making– Instructional Design and Delivery

(Winter): Integrate research-based practices to design and deliver high-quality instructional interventions

– Teacher Content Knowledge (Ongoing): Support deep understanding of content knowledge

– Sustainability (Spring): Develop infrastructure to support teachers in reaching ESD and state goals

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Alignment with NMAP

• 2008 National Math Advisory Panel report recommendations:

– Increased focus on operations with fractions for K-8 mathematics to prepare students for Algebra

– Training to support teacher knowledge in content and pedagogy

– Multi-faceted focus on teaching for conceptual understanding, computational fluency, and problem-solving skills

– Shift toward improved sequencing and coherence of key topics in math materials and instruction

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Theoretical Foundation

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projectDATA Map

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Response to Intervention

• Process of systematically evaluating student needs and aligning needs with high quality instruction

• Evaluation involves: – Identifying students who may need additional support– Frequently monitoring progress toward achievement on

instructional goals• High Quality Instruction involves:

– Making changes to instruction based on student performance data

– Implementation of best practices in instructional design and delivery

• Systematic involves:– Allocation of resources– Systems level support

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Potential Benefits ofResponse to Intervention (RTI) • Provides high quality interventions &

research-based instruction• Identifies students based on risk rather than

deficit• Links identification assessments & progress

monitoring tools with instructional planning• Builds a communication bridge between

general and special education• Allows educational decisions to be based on

intervention outcomes rather than other unreliable factors

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Data-based Decision Making • Decisions about instruction and intervention

should be based on student performance data

• Different types of assessment allow for different instructional decisions:– Summative assessment is given after teaching to

measure end result• Did students learn the intended goals?

– Formative assessment occurs throughout instruction to illustrate learning• Multiple types of formative assessment (diagnostic,

screening, progress monitoring)– Are students making progress toward instructional goals?– Is instruction or intervention effective?

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Three-tier Model

Intensive1-5%

Strategic5-10%

Benchmark80-90%

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Factors that Support an RTI Model

• Professional Development• Comprehensive Assessment System• Engaged Building Administrators• District Level Support• Willingness of Staff (Redefining Roles)• Sufficient Time to “make sense of”• Teachers as Collaborators

Fuchs & Deshler (2007)

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Professional Development Framework

• Professional development is a process– Not a product or a one-time inservice– No silver or magic bullet to solve educational dilemmas

• Takes place over time– Takes time to build professional knowledge– We all have different strengths, experiences, starting

points, and perspectives

• Must have good contextual fit– Needs to fit in the context of your district, class,

curriculum, student population, beliefs

• Collaboration is essential to effective PD– projectDATA is a cooperative partnership between

colleagues, administrators, and UO

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Shared Goal: Positive Impact on Student Performance• projectDATA role:

– Provide resources, perspectives, data, manpower– Provide expertise in assessment, instructional

design, content knowledge, and math instruction– Schedule time, opportunities, and content for

professional collaboration

• Your role:– Share expertise in math instruction– Participate, discuss, and identify practices and ways

you can incorporate these practices into your instruction

– Collect data for decision making

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Project Specifics

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Screening Assessment

• Complete and email class roster (Excel Spreadsheet) to [email protected]

• Projected Timeline– Class roster(s) submitted by Friday 10/3– Roster(s) uploaded to easyCBM by Wed.

10/8– Email notification that site is ready for

use – will include teacher username & login

– Students can take assessment beginning Thursday 10/9

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By October Meeting…

1. Give screening assessment2. Follow progress monitoring schedule

• Other tasks?

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CEUs/CPDs

• To register for continuing education units through U of O, go to:

• http://center.uoregon.edu/courses/course_desc.php?CourseKey=559174

• (Also linked from projectDATA website)

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Questions?

Project Contact: [email protected]: www.uoregon.edu/~projdata

– Leanne Ketterlin-Geller• 346-5065; [email protected]

– Kathy Jungjohann• 346-1643; [email protected]

– Elisa Jamgochian• 346-3560; [email protected]

– Nancy Nelson• 346-3560; [email protected]