Stoller Omli
Upcoming SlideShare
Loading in...5
×
 

Stoller Omli

on

  • 479 views

 

Statistics

Views

Total Views
479
Views on SlideShare
479
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Stoller Omli Stoller Omli Presentation Transcript

  • OMLI @ STOLLER 2005 - 2008 + + + and more +++
  • Stoller Middle School Beaverton, Oregon
  • Our School is located near the north boundary of the Beaverton School District
    • We have
    • approximately 1100 Students
    • in Grades 6 - 8
    • 12 Core Math Teachers
    • 3 Special Education Teachers co-teaching Math
    • 1.5 ELL Teachers supporting their students in Math
  • Our First Year ‘05 - ‘06
    • Leaders:
      • Florence Richey
      • Nancy Fowler; Gail Hjorth; Cathy Windsheimer
    • Professional Development Dates 2005 – 2006
    • August Inservice
    • • Introducing Discourse When Teaching Math
    • December 2 nd Looking at Discourse in the Math Classroom
    • • Classroom Data Snaps
    • January 20 th Looking at Discourse in the Math Classroom
    • • Classroom Data Snaps
    • March 21 st , March 22 nd , April 13 th ,May 11 th, May 25 th
    • Best Practices Course for ALL Math Staff resulting in Individual & Department Action Plans
  • Year 2 ‘06 - ‘07
    • Leaders: Florence Richey; Gail Hjorth; Cathy Windsheimer
    • Professional Development Dates 2006 – 2007
    • August Revisit Best Practices & Personal Goals
    • Dec 1 st OMLI PD – Deprivatizing our classrooms
    • Jan 20 th OMLI PD - Deprivatizing our classrooms
    • Mar 2 nd OMLI PD - Deprivatizing our classrooms
    • Mar Portland Public School Visitations
    • Professional Learning Community Meetings – monthly
  • Year 3 ‘07 - ‘08
    • Leaders: Dwight Jerde; Gail Hjorth; Cathy Windsheimer
    • Professional Development Dates 2007 – 2008
    • August Inservice Consecutive Sums – Working on math together
    • October 12 th Technology in the Math Classroom (Hjorth)
    • October 15th Pool Border - Multiple Representations
    • November 6th Sharing from Grade 7–Multiple Representations
    • Dec. Jan. Classroom Study Island Instruction
    • March 18th Proficiency / Sufficiency Models
    • April 22 Looking at Student Data
    • May 6th Growing Dots - Planning a Lesson
    • PLC Meetings – monthly
            • Stoller Middle School
            • OMLI Action Plan
            • 2008 - 2011
    • Overriding Goals
    • Mathematical Goal: Implementation of assessment by using proficiency / sufficiency models for mathematical tasks grades 6 - 8
    • Socio Mathematical Goal: Doing math tasks together; justifying conjectures; looking for multiple representations multiple representations
    • Pedagogical: •Analyzing math tasks together (students and ours)
    • • Valuing justification and multiple representations
    • • Seeing ourselves as learners
    • • Shared Leadership
    • Colleagues and Mentors:
    • • Stoller Math Staff
    • • SPED; ESL; IAs
    • • Dwight Jerde
    • • Math Coach
    • Goal : • Professional Learning Community Grade Level Teams
  • 2008 - 2009 Professional Development at a Glance: Our Action Plan May Celebration April Pedagogical: Shared norms, values and leadership Mathematical: A Look Back Proficiency / Sufficiency Models "What does it mean for our teaching and students?" March Pedagogical: Shared norms, values and leadership Mathematical: Proficiency / Sufficiency Models 7th Grade leads "task" and student work for moderation February Pedagogical: Shared norms, values and leadership Mathematical: Proficiency / Sufficiency Models Grade Level moderation to assess effectiveness of Nov. work January Pedagogical: Shared norms, values and leadership Mathematical: Proficiency / Sufficiency Models 8th Grade leads "task" and student work for moderation December Celebration November Pedagogical: Shared norms, values and leadership Mathematical: Proficiency / Sufficiency Models Grade Level Work to develop a common assessment task October Pedagogical: Shared norms, values and leadership Mathematical: Proficiency / Sufficiency Models 6th Grade leads "task" and student work for moderation September Pedagogical: Shared norms, values and leadership Mathematical: Introducing Proficiency / Sufficiency Models Introduction by MS Assessment Participants
  • Scaling Up ‘08 - ‘09
    • Collaborating to define Proficiency / Sufficiency expectations for students through the study of mathematics together.
    • We have built a community of trusting professionals who can tackle difficult issues with professionalism!
  • 2009 - 2010 Professional Development at a Glance: Our Action Plan May Celebration "What does it mean for our teaching and students?" April Pedagogical: Shared norms, values and leadership Mathematical: 7th grade provides Sufficiency evidence of one Proficiency Target for team analysis March Pedagogical: Shared norms, values and leadership Mathematical: Provide grade level time for teachers to work on guidelines for evidence of sufficiency towards one Proficiency Target February Pedagogical: Shared norms, values and leadership Mathematical: 8th grade provides Sufficiency evidence of one Proficiency Target for team analysis January Pedagogical: Shared norms, values and leadership Mathematical: Provide grade level time for teachers to work on guidelines for evidence of sufficiency towards one Proficiency Target December Celebration November Pedagogical: Shared norms, values and leadership Mathematical: 6th grade provides Sufficiency evidence of one Proficiency Target for team analysis October Pedagogical: Shared norms, values and leadership Mathematical: Provide grade level time for teachers to work on guidelines for evidence of sufficiency towards one Proficiency Target September Pedagogical: Shared norms, values and leadership Mathematical: Begin discussion to Define, Articulate and Implement Sufficiency Guidelines in support of Proficiency Targets
  • Scaling Up ‘09 - ‘10
    • Collaborating to implement Proficiency / Sufficiency expectations for students through the study of mathematics together.
    • We have built a community of trusting professionals who can tackle difficult issues with professionalism!
  • 2010 - 2011 Professional Development at a Glance: Our Action Plan May Celebration "What does it mean for our teaching and students?" April Pedagogical: Shared norms, values and leadership Mathematical: All grades evaluate student proficiency / sufficiency work (reflecting and refining work we have done) March Pedagogical: Shared norms, values and leadership Mathematical: Grade Level Collaboration doing math with parents to establish baseline informational setting February Pedagogical: Shared norms, values and leadership Mathematical: Cross-Grade level moderation to evaluate student proficiency / sufficiency work (reflecting and refining work we have done) January Pedagogical: Shared norms, values and leadership Mathematical: Grade Level Collaboration doing math with parents to establish baseline informational setting December Celebration November Pedagogical: Shared norms, values and leadership Mathematical: Grade level moderation to evaluate student proficiency / sufficiency work (reflecting and refining work we have done) October Pedagogical: Shared norms, values and leadership Mathematical: Grade Level Collaboration doing math with parents to establish baseline informational setting September Pedagogical: Shared norms, values and leadership Mathematical: Year Goal: Part I Sufficiency / Proficiency to be the norm for evaluating student performance Part II Establish parent communication
  • Scaling Up ‘10 - ‘11
    • Collaborating to refine the cycle of Proficiency / Sufficiency expectations for students through the study of mathematics together.
    • We have built a community of trusting professionals who can tackle difficult issues with professionalism!