CONNECTICUT ACCOUNTABILTY FOR LEARNING INITIATIVE Executive Coaching

1
(No Transcript)
2
(No Transcript)
3

• The goal of CALI is to develop and offer a
  model of state support to districts and schools
  to support the process of continuous school and
  district improvement and to accelerate the
  closing of Connecticuts achievement gaps.

4

• CALI is a model based on the research findings of
  Reeves, Marzano, Elmore, Simpson and others.
• Their work provides evidence that schools with
  student populations including high rates of
  poverty and high percentages of ethnic minorities
  can achieve high academic performance.

5
Common characteristics of high-achieving schools
include

• clear focus on achievement
• standards-based curriculum that emphasizes the
  core subject areas of reading, math and writing
• frequent assessment of student progress and
  multiple opportunities for student improvement
• an emphasis on non-fiction writing and
• collaborative scoring of student work.

6
CALI Professional Development includes

• Data-Driven Decision Making/Data Teams
• Making Standards Work
• Effective Teaching Strategies
• Common Formative Assessments

7
Data-Driven Decision Making

• Student data are reviewed by district leaders,
  building leaders, teachers and parents to
  determine strengths and areas in need of
  improvement.
• Developed by The Leadership and Learning Center
• [phone] www.leadandlearn.com

8
Data Teams

• Data Teams occur on district, school, grade
  levels and/or in content areas.
• School and District Data Teams are used to
  develop and monitor improvement plans.
• Developed by The Leadership and Learning Center
• [phone] www.leadandlearn.com

9
Data Teams, cont.

• In grade level and/or content area teams,
  teachers collaboratively analyze data from common
  formative assessments, identify strengths and
  weaknesses in student learning and determine
  which instructional strategies will best address
  students and learning objectives.
• Teachers reconvene to analyze the effectiveness
  of the instructional strategies selected and
  implemented at the previous data team meeting by
  examining common assessments.
• Developed by The Leadership and Learning Center
• [phone] www.leadandlearn.com

10
Making Standards Work

• Teachers and administrators collaboratively
  decide on Power Standards that endure, give
  students leverage in other areas and prepare them
  for the next grade.
• Power Standards can be thought of as the posts in
  a fence. Other standards are still needed to
  keep the fence standing, but may not be as
  critical.
• Developed by The Leadership and Learning Center
• [phone] www.leadandlearn.com

11
Making Standards Work, cont.

• Power Standards are unwrapped by teachers to
  deepen their understanding and to identify what
  students need to know and be able to do.
• Performance-based tasks are developed to enhance
  instruction and assess student learning.
• Rubrics to accompany tasks are created by
  teachers to ensure that all teachers are using
  the same measure of proficiency.
• Developed by The Leadership and Learning Center
• [phone] www.leadandlearn.com

12
Effective Teaching Strategies

• Researcher Robert Marzano has completed a
  meta-analysis of 35 years of educational
  research.
• Marzano, Pickering and Pollock have identified 9
  research-based instructional strategies that have
  the greatest impact on student achievement.
• The research of Douglas Reeves has resulted in
  the addition of a tenth strategy, non-fiction
  writing.
• Developed by The Leadership and Learning Center
• [phone] www.leadandlearn.com

13
Common Formative Assessments

• Common formative assessments are used as
  assessments FOR learning, as opposed to summative
  assessments OF learning.
• Common formative assessments are aligned to
  large-scale assessments, collaboratively designed
  by grade level and/or content area teachers and
  are administered prior to beginning a unit to
  inform instruction.
• Results of common formative assessments are
  analyzed in data teams.
• Developed by The Leadership and Learning Center
• [phone] www.leadandlearn.com

14
You can begin with any one of these powerful
practices
15
How Powerful Practices Work Together

• Teachers and administrators collaboratively
  analyze data from common assessments and identify
  strengths and weaknesses in student learning.
• Identify Power Standards that address skills
  and content that endures, gives leverage to other
  disciplines and make students ready for the next
  grade level.
• Unwrap those standards to identify concepts
  and skills students need to know and be able to
  do, determine Big Ideas and develop
  performance-based tasks and rubrics.
• Select effective teaching strategies to
• achieve improvement.

16
How Powerful Practices Work Together, cont.

• Teach those unwrapped concepts and skills
  through performance assessment guided by
  Essential Questions.
• Evaluate student work with rubrics to assess
  proficiency.
• Give common assessments to see improvements
  within grade, department, school, and district.
• Analyze data and repeat cycle.

17
Need Additional Information?

• Please contact
• Meghan G. Martins
• Education Consultant
• Bureau of School and District Improvement
• Connecticut State Department of Education
• [phone]
• meghan.martins_at_ct.gov

• General Information
• www.sde.ct.gov
• (Click Teachers and Administrators, Click
  School Improvement/ Connecticut Accountability
  for Learning Initiative)
• Registration
• http//sdecali.net