Roseburg District
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Roseburg District PPT

Roseburg District PPT

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Roseburg District Roseburg District Presentation Transcript

  • Roseburg Public Schools A community partnership dedicated to academic and personal success for every student… Whatever it Takes!
  • Who Are We?
    • Nine Elementary Schools, Two Middle Schools, One High School and One Charter School
    • Over 6,300 Students
    • 352 teachers with 61.7% holding a masters degree or higher
    • Total ELL population 1.3% ~ Building data ranges from 9.73% to 0%.
    • 16% of our student population is an ethnicity other than white.
    • Over 50% of our students qualify for free and reduced lunch. (High 100% and low 22%)
    • 7/9 of our elementary buildings are Title I schools.
  • Roseburg School District Adopted Curriculum - Elementary
    • Kindergarten-Second
    • Core: Bridges
    • (Math Learning Center)
    • Calendar: Number Corner
    • Third - Fifth
    • Core: Investigations in Number Data and Space (Scott Foresman)
    • Calendar: Everyday Counts
    These programs support high quality problem solving and discourse.
  • Roseburg Public Schools Adopted Curriculum - Secondary
    • Middle Schools
    • Core: Connected Mathematics Project (CMP)
    • High School
    • Core: College Prep Mathematics (CPM)
  • Powerful Teaching and Learning Our OMLI Journey “Celebrating our small victories every day”
  •  
  • How Has the OMLI Journey Impacted Students?
    • More students meeting standards: The percentage of students meeting state performance standards has increased at all grade levels by at least 5 percentage points at all schools and as much as 20% at the middle schools.
    • Better than expected number of students meeting typical growth: Over 60% of students in grades 3,4,5 and 9 met or exceeded typical growth from Fall 07 to Spring 08 as assessed by Measures of Academic Progress (MAP)
    • Improved quality and quantity of student discourse: 11 out of 12 of our schools teams reported that they have had a significant impact on the quality and quantity of student mathematical discourse.
  • How Has the OMLI Journey Impacted Professional Practice?
    • Knowledge and skills as leaders: 12 out of 12 of our school teams feel that their building staff have increased their knowledge and skills as leaders.
    • Increased math content knowledge: 11 out of 12 of our school teams feel that their building staff have deepened their math content knowledge .
    • Use of community agreements: District-wide community agreements have been adopted to be used at all team meetings.
  • Instruction “What instructional strategies, resources, and design should we use to support student learning?”
    • Student & Teacher discourse to deepen mathematical understanding
    • Deprivatization
      • 2 + 2 Protocol
      • Learning Walks
    • Lesson Planning Framework
      • Our building teams have spent significant time working through the LPF. They have built shared lessons, observed those lessons and collected data snaps. They also spend PD time reviewing those lessons in building teams.
  • Standards “What do we want students to know and be able to do?”
    • Focus on core mathematical goals in the lesson planning framework.
    • Alignment of instructional map to NCTM focal points and Oregon core standards.
    • “ It is okay if I am wrong, because if I am
    • I know I will be learning”
  • Assessment “How will we know when students have learned?”
    • OAKS
    • Measures of Academic Progress
    Formative Summative Data Walls and color coded displays of our district, building, and classroom data are used by each member of our learning team.
  • Data Card Sample
  • Data Wall - Sample These walls are being developed by grade level teams at many of our schools. They give us a place to record our questions, concerns, and celebrations.
  • Response to Instruction What do we do when students haven’t learned? What do we do when they have learned?
    • Professional Learning Communities
      • As a PLC we have begun the shift in terms of how we respond
      • when kids don’t learn. Use of
      • community agreements are a
      • district norm.
    • RTI/PBIS = Equity
      • We strive to provide high quality instruction
      • for ALL students. This goal has driven us to
      • provide “Best Practices” courses for all of our
      • special education teachers, assistants, middle
      • school, many of our high school, and this year
      • a large group of elementary teachers.
  • Communication “To whom and how do we communicate what students have learned?”
    • Moodle
      • We have created an online community called a moodle intended to help us deprivatize between buildings and give us a place to record our new learning's, questions, and celebrations.
    • Math Nights
      • Our teachers and students have planned and prepared math nights in many of our buildings. This has created a culture of inquiry with all members of our learning community.
    • School Board/Cabinet
      • Our school board has invited the members of OMLI to share their learning during their meetings. They have participated in gallery walks to learn about our summer experiences. All members of our district cabinet attend OMLI camp sessions and have become active participants during our district meetings.
  • Communication “To whom and how do we communicate what students have learned?”
    • Student-Involved Conferences
      • In grades K-8, students take responsibility to share their progress towards standards with parents at conferences and explain their learnings through work samples.
    • Standards-based Report Cards
      • Report cards communicate progress towards standards on a 1-5 scale (converted to letter grades at middle school).
  • Our OMLI Journey “Looking to the Future”
    • OMLI Best Practices
    • * Building math leadership will expand to include ALL teachers. Facilitation will be shared among buildings and within staff. District meetings will include expanded leadership.
    • * Content knowledge related to all strands of mathematics will increase through online courses and local math professional development.
    • * Student discourse will continue to be an area of focus for all buildings with data snaps, walkthroughs, and shared lesson planning becoming the norm.
    • *Deprivatization will be supported by “learning walkthroughs” at all buildings.
    • * Equal access to high quality math instruction will be supported through core instruction for all students and the development of intervention strategies for challenged students and those needing challenge.
  • Our Journey Continues… Standards *Increased teacher knowledge of standards and strands. *Deeper understanding of NCTM focal points and Oregon’s Core a deep Math Standards with application to daily instruction. Instruction -Engage in a pilot of research based instructional resources. -Apply knowledge of best practice to decision making. -Increase skills to differentiate instruction through questioning strategies Assessment -Increased understanding and implementation of formative and diagnostic assessments K-12 including primary grades. -Collaborative review of student work to improve classroom practice will be supported by professional development.
  • High Quality Math Instruction for ALL Students, Teachers, and our Community
    • “ Facing new hurdles every day”
    Photo by Courtney Hutchins (RHS)