Talk Talk When Do We Eat Scaling Up
- Slides: 19
Talk, Talk When Do We Eat? : Scaling Up Effective Practices in a Small District Mc. Kenzie School District Sally Storm Elaine Bryson Brenda Cline Kevin Moore
Mc. Kenzie Excellence “Inspiring students to achieve their academic and individual potential” § § § Located 50 miles east of Eugene 65% free and reduced 230 students (Elementary, Middle, High)
First Step: Formed Data Team § Had ESD and School Psychologist Train on Data-Based Decision Making and RTI Cognitive Model § D’s and F’s § Attendance § Behavior § Test Scores § SES
Formed CARE Team for Tier 2 and 3 Students § § Academics Behavior Attendance Home Context
Strategies Implimented § § § § Coaching on Effective Instructional Practices New Reading and Math Curriculum Professional Development (Literacy, Math, Easy. CBM, Data-Based Decision Making, EBISS) 90 Minute Reading Periods 60 -75 minute Math Periods EBISS Grant Universal Screening Tool Easy. CBM
Literacy Instruction § Three Tiers § Junior Eagle College § Literacy Classes Middle/High School
Kept Board Involved and Provided Board Training § Classroom visitations by board members § Presentations at board meeting § Nine Characteristics § RTI § Curriculum Overviews § Data presentations
Teaming Frameworks § Look at the teams already in your district, PBS, RTI, EBISS, Site Councils, CIP planning teams, student support teams. § Can they be combined? YES § Mc. Kenzie Excellence § Blend your initiatives into your overall goals § District level support is key
PBS Team/School Psy. And ESD Support Data Team Reps Superintendent Building Principal-ESD Supports DATA Team Grant Coordinator Building Principal Superintendent School Psychologist Shared ESD Support Care Team Sped Teacher School Psy Too Small Only Use Building Level Team
When Problems Arise As You Go To Scale § Assume system problems first § Be slow and very mindful if dealing with suspected person problem—be willing to look for system problem again— § Example: Our original interest and analysis of special education students with D’s and F’s in the middle and high school—surface structure was person(s) problem—a more useful and functional analysis suggested system problem
Data Systems § Important to find and develop low response cost data systems § School Psychologist Very Helpful in the Identification of Data Monitoring Systems -kept focus on low response cost § Our project was not logistically possible (to do well) until easy data monitoring systems were develop (e. g. , SWIS, Easy. CBM, and OAKS data online) § School Psychologist initially helped staff understand use data—with a very user friendly approach to data analysis § EA’s often under utilized when “Going to Scale” and can be backbone of Data Monitoring Systems
Backbone of Data Collection and Organization § § § Data Input, Data Organizer, Data Output Trained on PBS, SWIS, EBISS, TIPS SWIS and Easy. CBM Coach, Implementer, and ongoing Fidelity Monitor
Tools Mc. Kenzie Excellence is Finding Helpful for Scaling Up § Team Initiated Problem Solving (TIPS) format § Goggle Calendars § Easy. CBM § SWIS § Fidelity Tools (e. g. , SET, DSSP)
Guru’s in the Backyard § ESD and the ESD’s Effective Schools Network has helped to: § Provide larger (but refined) systemic focus, § Provide exposure to expertise and specific resources, § Provide professional training and coaching staff. For example, literacy experts, data monitoring tool demonstrations and training, curriculum experts and trainers, data analysis experts (school psychologists, literacy specialists) and so on. § Provide multiple layer grant support. § State EBISS Regional Coordinator
FUNDING OF EFFECTIVE PRACTICES FOR THE SMALL DISTRICT § Designate a person in the district to seek and provide coordination of grant programs and funds § What supports and/or programs are already being implemented in your district that you can use to build your system from, i. e. PBS, RTI, Data projects, afterschool programs, family resource centers § Actively seek funding that will support your goals. Don’t chase the funds to create “new” programs, be focused. § Be ready for when funds become available. § § School Improvement funds ARRA Title Dollars Foundation RFP’s ODE initiatives
Scaling Up is “Doable” in Small Schools sstorm@mckenzie. k 12. or. us ebryson@mckenzie. k 12. or. us bcline@mckenzie. k 12. or. us kmoore@lesd. k 12. or. us
- I eat you eat he eats
- People buy me to eat but never eat me what am i
- My dog not only likes to play fetch but also chase cars
- The words use are not
- Talk, read, talk, write resources
- Amateurs discuss tactics professionals discuss logistics
- Scaling transparency hides
- Scaling law
- Uniform scaling in computer graphics
- Scaling factor in vlsi
- Scalable architecture patterns
- Measurement and scaling
- Vertical scaling
- Comparative scaling example
- Constant sum scale in research methodology
- Shifting and scaling graphs
- Horizontal scaling
- Scaling by powers of ten
- Frame yv
- Scaling method