Response to Instruction with: Mountain View Whisman

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    Response to Instruction with: Mountain View Whisman

    Posted by Kristina Clecak on Apr 17, 2017

    Words with Tara Vikjord, Director of Curriculum, Instruction and Assessment
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    MVWSD Mission & Vision

     Our Mission is: “We inspire, prepare and empower every student.”

    Our Vision is: “Every student, family, staff and community member is engaged and committed to learning in a collaborative, diverse and innovative partnership.”

    • How or what was your approach to providing data to the district's "Key Players" prior to SchoolCity?
      • Prior to using SchoolCity, the district utilized assessment systems that were not as user friendly and did not have the ability to review data in multiple ways.
    • How has your approach changed (data, demographics, results, etc.) since you have been using SchoolCity?
      • Using SchoolCity has put the ability to review, disaggregate, and analyze data in a variety of ways in the hands of teachers, grade level teams, and administrators in order to make all data actionable.
    • You can get more granular with your processes:
      • When we began using SchoolCity, we started with training our Educational Services team and our Director of Technology at the District office.
      • We then provided training on the system to our principals and instructional coaches.
      • A Google Folder was created and shared with all staff members in the district. This Google folder included step by step directions and videos to support staff members with logging into the system, administering assessments, and finding reports. This folder evolved and now includes information about creating and sharing assessment and reports.
      • The district also developed a data protocol that is used at all sites to analyze and reflect on district benchmark assessment data, including steps to disaggregate data, analyze standards reports, review the item analysis, observe trends, and make instructional decisions as a grade level based on the data.
      • Principals use SchoolCity to create presentations and share their site data with the leadership team twice a year. This allows all administrators in the district to review data from all schools, analyze trends at specific sites and across the district, and share effective strategies and areas for growth.  
    • Reports showing great promise? Strengths? Improving teacher reflection of needs gaps and skills in particular target areas, etc etc.
      • The four most commonly used reports in our district are the Standards Analysis, Item Analysis, Pivot Table, and Demographic Report.
        • The Standards Analysis supports teachers in planning instruction and managing fluid RTI groups focused on specific standards.
        • The Item Analysis supports teachers in understanding how students respond to different types of questions and allows them to develop different types of questions in their daily instruction. (DOK level 2-3, multiple response questions, etc)
        • Pivot Tables are used frequently to help identify students who are not making as much progress as desired from one trimester to the next.
        • The Demographic Report provides the detailed information at the classroom level for our target students.  
    • From an overall perspective, has providing the data/information enhanced/improved the classroom results?
      • Using our SchoolCity data system, teachers can run a variety of reports that highlight areas of strength and opportunities for improvement both within their own class and as a grade level.  Results can then be used to determine which students need additional support to obtain mastery and to plan instruction for the upcoming trimester.  
      • Results can also be used to determine which students need differentiated instruction as they have already mastered standards to be taught.  
      • Administrators use the data from these assessments to look for trends across the site.  These trends can help identify instructional practices that need to be replicated or adjusted due to an increase or decrease in student achievement and inform decisions for professional development.
    • Can you identify any goals and/or priorities that have surfaced as a result of the data?
      • As we become more focused on our data, we have begun to look at our English Learner data differently. This has helped us to be more strategic in our district goals for English Learners.
      • We have also been able to identify students who need targeted instruction in specific standards as well as those who have already mastered grade level standards and need enrichment. This has enabled us to develop Response to Instruction programs that are truly targeted to the needs of all students.
    • Does the usage of the reporting put the District in a "better" state for the upcoming state testing (feeling prepared?)?
      • The district benchmark assessment data allows teachers to prepare students for the upcoming state assessments. The district assessments have a high level of rigor and a variety of item types similar to those students will see on their state tests. Teachers are able to use the Standards Analysis to measure student achievement in content standards as well as in questions using different DOK levels. They also rely on the Item Analysis to determine the skills students need to be taught in order to work through difficult item types like, multiple responses, highlighting text, entering responses, both short and long, and utilizing drag and drop to demonstrate high level thinking about a question.

    District Facts

    Superintendent:   Dr. Ayindé Rudolph

    Enrollment: 5125 (October 2016)

    Languages spoken by students: 49

    Ethnicity (October 2016):

        o Hispanic or Latino 2024 39.49%

        o White 1735 33.85%

        o Asian 999 19.49%

        o Filipino 187 3.65%

        o African American 125 2.44%

        o Pacific Islander 45 0.88%

        o American Indian 10 0.20%

     Free/Reduced Lunch Program: 30.29%

     Grades: Pre-Kindergarten – Grade 8

     Employees (#/FTE) (October 2015):

        o Management: 42 (42 FTE)

        o Teachers: 279 (266.48 FTE)

        o Classified: 254 (193.81 FTE)

    Founded: Mountain View SD: 1854, Whisman SD: 1869

    Merger of Mountain View SD & Whisman SD: 2001

    Topics: K-12 education, professional development, Educators, Education Technology, Educational Reforming

    Written by Kristina Clecak

    Kristina has been in public education for nearly 20 years. Serving as Lead Principal, Equity Data Instructional Coach and Classroom teacher at various grades. Her skills set and laser-like focus of Instructional pathways, mindset and data-driven goals have been at the heart of her work. Awards winning practitioner who holds multiple Masters degrees and Nationally Board Certified & Recognized in K-12 Literacy, she is no stranger to on-going, life time learning. She will continue to say her greatest accomplishment and purpose remains with equitable and cultural responsive and enlightened instruction for ALL students. Inclusive opportunities and the greatest expectations, along with support for all students, is her daily drive. She serves as the Senior Account Manager and Educational Innovation specialist for SchoolCity, Inc and continues her passion for Student Success, Quality of Instruction and Digital Platforms that reach all Students in their learning.

    Imagine a dynamic, equitable and effective "city" full of innovation, collaboration, educational drive and inclusivity for all, while overlapping with digital brilliance. Welcome to SchoolCity Suite, a place for all professional learning communities to thrive and make an impact.

     

     

     

    SchoolCity ShortCuts

    Did you know...

    SchoolCity continues to replicate and mimic current academic technology tools and make on-going adjustments, with various Technology Enhanced Items (TEI). Thus supporting students all year round to better prepare for true mastery of all skills and standards in a given grade.
    • Constructed Response (CR Items) - Requires a written response from the students and is scored with a rubric.
    • Evidence Based Selected Response (EBSR) - Requires students to answer a two part question in which Part B provides textual evidence for the answer in Part A.
    • Explicit Constructed Response (XCR)- Requires students to type / write an exact response to a question which is then automatically scored by the system in the online assessments. (aka short answer)
    • Hot Text (HT) - Require the student to select words, phrases, or sentences within a given text to answer the question.
    • Inline Choice (IC) - Requires the student to select the correct answer from a drop down menu. Answers are automatically scored by the system.