Directions: Once a year, we ask each team within a collaboration to provide their peers with a written update on their work within the collaboration. We hope this written update helps each team reflect on their progress towards their goals and provide team members with an another opportunity to learn from each other's work.
Name of Your Collaboration Team
Vision for Team's Work
What are your team's desired outcomes for this year?
Vision: The percentage of OUSD students scoring “below standard” on the communicating reasoning claim will decrease by 10%
Process: The PD provided to teachers and admin is aligned to our vision, develops mathematical literacy, and is related to sources of evidence (e.g. classroom observations, assessment data).
Content: All teachers will provide feedback prompting students reflection as part of formative assessment practices to catalyze their shifts in instructional practice.
D&I: How might we create opportunities for teachers to use technology into instruction to provide feedback to enhance learning?
Do you think you will be able to accomplish your desired outcomes this year?
Vision: We do believe we will meet this outcome. Our observation tool data indicates an increase in the number of students who are responding to teachers' feedback by revising or extending their thinking.
Process: The PD provided to teachers is aligned to our vision, and does develop mathematical literacy. We will continue to revise our PD and data collection processes to ensure the PD is responding directly to what the data is telling us.
Content: While we have made progress districtwide with this outcome we still have work to do before we can claim 100% of our students are communicating their reasoning.
D&I: Our D&I team has constructed a plan to build the capacity of a pilot cohort of teachers to increase students' abilities to communicate their reasoning of mathematics. Our pilot will begin in May.
How are you measuring progress towards these desired outcomes?
Our primary sources of data include:
- Observation tool-Revised from Santa Ana's work and trimmed down, the tool focuses on collecting data related to the relationship of teachers' feedback to students revising their thinking. The tool includes a rubric to assess the quality of the "look for" described above.
- Teacher reflection forms from PD events-Following every PD event teachers are prompted to describe their experience, take-aways, and learnings. These responses are reviewed by our project specialists and upcoming events are tailored to address the needs.
- Admin reflection forms from PD events-Same as above
- Monthly principal meetings-Directors convene with principals monthly/bi-monthly to support principals in leading their staff. Included in such discussions are topics related to shifting teaching and learning.
What progress is your team making towards your desired outcomes for this year? If possible, use evidence to describe your progress.
Vision: Our MiC structure including our outcome statements, observation tool, and PD are all related to prompting students to communicating reasoning. With a singular focus we anticipate experiencing measurable progress in the number of students improving in their abilities to communicate their reasoning of mathematics effectively.
Process: As described above have greatly improved the alignment and coherence of our work. Our next steps involve responding more specifically to "sources of evidence" when designing our support for teachers.
Content: According to the data from our observation tool, there is an increasing trend in teachers providing feedback to students which prompts them to revise or extend their thinking. Still, our tool will continue to be revised to ensure our data is valid and reliable.
D&I: We will achieve this outcome. Already we have identified digital tools to support this work, and have captured several examples of students communicating their reasoning with the technology. Our next step is to pilot our "prototype" with a group of teachers to determine how we might expand this work on a larger scale.
Please describe anything you have learned from other teams in the collaboration? Has what you learned from other teams helped your team achieve its objectives? If so, how?
As part of the collaborative element of this community, OUSD has learned, and adopted actions/items, from several other teams.
- The use of a continuous cycle of improvement to advance teaching and learning (Ca Ed Partners structure)
- A narrow and well-defined observation tool to collect data to assess progress towards our outcomes (Sac City, West Ed)
- Identifying a limited number of powerful strategies to support, measure, and respond to (e.g. tool kit for teachers; Oakland, San Francisco)
- Observation tools can capture many types of data in a way efficient for the user (Dinuba)
Is your district’s participation in this collaboration leading to programmatic improvements? How will those improvements be sustained over time? Please explain your answer.
Our district’s participation in this collaboration has led to programmatic improvements that will be sustained over time.
- Continuous cycle of improvement - Our district has sent several members to Carnegie's improvement science institute to gain a better understanding of how the process works and how we might utilize the process in our district to maintain consistent advancement in teaching and learning. We are partnering with West Ed to initiate some small pilot projects designed to test certain facets of CCSS-M implementation. If successful, these pilot projects will be expanded to accommodate more of our staff.
- Observation tool - It is likely we will continue to use our tool, or some version of it, to monitor progress in advancing learning in our district.
What is the biggest challenge your team has confronted this year?
We have experienced several challenges this year including:
- Changes in personnel. Sometimes when personnel changes, there are changes in direction resulting in a lack of common understanding of our work
- Difficulty in securing substitutes has negatively impacted attendance in our trainings and PD events. This has a detrimental effect on developing united and coherent actions toward our outcomes
- The overwhelming number of initiatives in our district results in competition for time and resources of teachers and administrators thereby contributing to a lack of focus and reduced rate of progress towards our outcomes
Responses to challenges:
- Communication is vital to progress. When new personnel come into the picture, it is important they are updated on current work and understand how they best support progress towards our outcomes.
- Substitutes: We have scheduled some summer events teacher can voluntarily attend, and be compensated for, in order to bypass the sub issue.
- Our district has undertaken a process to streamline the number of initiatives and actions we are taking in order to maximize the rate of advancing learning.