EQUITABLE ACCELERATED LEARNING WORKING GROUP PROJECTS

KIDD (Kindergarten Innovative Design and Development) Team
 

Who: Twenty-eight (28) educators: twenty-four (24) Kindergarten Teachers, three (3) Instructional Coaches, one (1) Administrator

Where: Bend LaPine School District, fourteen (14) elementary schools and two (2) educational centers

Student Populations: all

Subject Areas: all

What: This project aimed to support teachers in making students' first experience with school a positive and rewarding one! Bend LaPine kindergarten teachers unpacked the ODE Early Learning Standards and collaborated on how to best support all students. There is a divide between students that have access to preschool and early learning experiences and those that do not. This creates an uneven playing field as students enter kindergarten, both in academics and social-emotional development. In addition, the district has moved to an inclusion model, and our teachers needed support in differentiating instruction and creating a classroom culture of belonging for students experiencing disabilities. The KIDD Team allowed teachers to connect and collaborate to best support all students.

Elementary Math Coaching
 

Who: Thirty-two (32) educators: twenty-six (26) Elementary Math Coaches/TOSAs, four (4) Elementary Teachers, one (1) Reading & Math Interventionist/Specialist, one (1) Administrator

Where: Eighteen (18) school districts and two ESDs: Ashland SD, Beaverton SD, Bend-LaPine Schools, Catlin SD, Corvallis SD, David Douglas SD, Gaston SD, Gresham-Barlow SD, Hillsboro SD, Medford SD, North Central Educational Service District, Oregon Episcopal School, Phoenix-Talent Schools, Portland PS, Redmond SD, Roseburg PS, , Silver Falls SD, Southern Oregon ESD, Woodburn SD

Student Populations: historically marginalized, all

Subject Areas: math

What: This project established a collaborative group of elementary math coaches/TOSAs within Oregon. The collaborative group discussed and unpacked ways to support teachers to meet the mathematical needs of students, especially those that have historically been marginalized from our math classrooms. They made connections and built relationships that will move learning forward for the entire state for many years to come.

Elementary Literacy Leaders (Making Complex Text Accessible to All Learners)
 

Who: Forty-nine (49) educators: thirty-five (35) K-5 Elementary Classroom Teachers, eleven (11) School-based Instructional Coaches, two (2) District Literacy TOSAs, one (1) Administrator Where: Eugene 4J, 17 schools

Student Populations: differentiation for multilingual students and students experiencing disabilities, all

Subject Areas: literacy

What: This working group developed and implemented an inclusive classroom approach that employs effective instructional strategies to scaffold complex texts, making them accessible and engaging for all learners. Through ongoing professional development and collaboration, they focused on equipping teachers with the knowledge and tools to effectively scaffold complex texts, leveraging evidence-based practices and adaptive teaching techniques. They aimed to enhance teacher capacity to provide support and scaffolding to enable access to complex texts by all students. By addressing the diverse needs of students, they fostered a supportive and equitable learning environment that empowers every student to flourish academically and become proficient readers.

Elementary School Equitable Math Practices
 

Who: Forty-two (42) educators: thirty-three (33) Elementary Teachers, two (2) Middle School Math Teachers, four (4) Instructional Coaches/TOSAs/Mentors, two (2) English Language Development Coaches, one (1) AdministratorWhere: Bend-LaPine SD, eighteen (18) elementary schools and two (2) middle schools

Student Populations: multilingual learners, students experiencing disabilities, all

Subject Area: math

What: Two cohorts, for grades K-2 grades 3-5, participated in a three-day seminar focusing on equitable practices for mathematics instruction.and in a mathematics studio focusing on equitable practices. The teams also participated in the Teacher Development Group Leadership Seminar to deepen their understanding of equitable practices and learn from leaders in the field. Through the seminar and studios, the team developed a tool to help analyze materials, systems, and practices for equitable practices that can be used when determining the next math adoption.

Elementary Interventionists
 

Who: Eighty-two (82) educators: fifty (50) Elementary Educational Assistants, twelve (12) K-5 Reading Interventionists/Specialists, seven (7) Instructional Coaches/TOSAs/Mentors, one (1) English Language Development Coach, seven (7) Classroom Teachers, three (3) K-5 Special Education Teachers, two (2) Speech Language Pathologist AssistantsWhere: Bend-LaPine SD, twenty-three (23) elementary schools and one (1) learning center

Student Populations: multilingual learners, all

Subject Areas: literacy

What: A collaborative group of elementary interventionists created a playbook of targeted instructional strategies to provide intervention teachers with evidence-based literacy instructional strategies tailored to individual student needs and aligned with Tier 1 curricular goals that outline specific learning objectives, targeted interventions, and a clear pathway for transition back to Tier 1. The team established Professional Learning Communities (PLCs) where intervention teachers and instructional coaches in the Bend LaPine School District collaborated to share best practices and develop effective literacy intervention strategies. Alongside instruction strategies, the group analyzed the current Tier 2 system for structures that limit students' access to strong instruction. The goal of this working group was to ensure that students move in and out of intervention groups that provide targeted support.

K-5 Data Reasoning and Integration
 

Who: One hundred seventeen (117) educators: one hundred five (105) K-5 Elementary Classroom Teachers, four (4) Math and Science Coaches/TOSAs/Mentors, three (3) K-5 Special Education Teachers, two (2) Title I Reading Specialists, one (1) Program Assistant one (1) Regional Math Specialist, one (1) English Language Development TeacherWhere: Lane Educational Service District [sixteen (16) school districts]

Student Populations: multilingual students, students experiencing disabilities, all

Subject Areas: interdisciplinary, math, data reasoning standards

What: The working group's problem of practice is related to the introduction of the data reasoning domain in the 2021 Oregon math standards and the support available (curricular and instructional) for K-5 teachers. In order to enact this domain and create conditions for data literate students in the K-12 system, teachers needed opportunities to unpack the standards, understand the data reasoning progression K-5, and have access to curricular tasks where students reason about data through authentic contexts related to science, social studies, Tribal History | Shared History, place-based phenomena, and/or community issues. In designing such materials, the co-design process centered the needs of multi-language students and students with disabilities through Universal Design for Learning (UDL) to create an inclusive foundation for curricular design in this domain. Data reasoning and data science are high-demand skills that will benefit all students in our system, regardless of their postsecondary plans.

Biliteracy and Bridging in Dual Language
 

Who: Seventy-one (71) educators: five (5) Bilingual Middle School Teachers, three (3) Bilingual High School Teachers, forty-five (45) Elementary Classroom Teachers, including thirty-five (35) bilingual teachers, eight (8) Instructional Coaches/TOSAS, including three (3) bilingual coaches, three (3) Reaching Interventionists/Specialists, including two (2) bilingual interventionists/specialists, three (3) administrators, including two (2) bilingual administrators, one (1) bilingual parent involvement specialist, two (2) language coordinators, including one (1) bilingual coordinator, one (1) elective teacher

Where: Woodburn SD, Ten (10) K-12 schools

Student Populations: multilingual learners in dual language programs

Subject Areas: literacy, all

What: A group of dual language teachers and instructional coaches worked in a Professional Learning Community (PLC) to address the question: What are the most effective ways to tap into students' linguistic assets and leverage them to help students access grade-level content and develop their biliteracy in a dual language system? They focused on creating bridging activities and lessons (cross-linguistic connections) and metalinguistic awareness to support students’ biliteracy development and access to grade level content.

Teaching Early Literacy from a Multilingual Perspective
 

Who: Seventy-three (73) Educators: thirty-four (34) Elementary Teachers, twenty-one (21) Coaches/TOSAs, eleven (11) Language Specialists (dual language, ELD, EL), two (2) Reading Specialists, two (2) District Administrators, one (1) District Substitute, one (1) University Faculty, one (1) Spanish Teacher

Where: West-Linn Wilsonville SD withnineteen other districts throughout the state (Greater Albany, Astoria, Baker, Beaverton, Bend LaPine, Central, Clackamas, David Douglas, Eugene, Forest Grove, Gresham-Barlow, Hood River, North Wasco, Salem-Keizer, Sherwood, Siuslaw, Springfield, Tigard-Tualatin, Woodburn), two (2) ESDs [Clackamas County ESD (10 school districts), InterMountain ESD (17 school districts)]

Student Populations: multilingual learners

Subject Areas: literacy

What: This university / district partnership developed a course focused on supporting K-2 teachers in the teaching of early literacy skills to multilingual students in English (for English-medium program) and in both English and additional languages (for dual-language programs). The course was planned in its initial stages by West-Linn Wilsonville and OSU faculty. The working group added additional districts (expanding to a larger set of geographically dispersed districts) to be involved in planning and teachers participating in the course.

Middle School Data Literacy for All 

Who: Twelve (12) educators: eight (8) Middle School Teachers, four (4) Instructional Coaches/TOSAs/Mentors

Where: Bend LaPine, four (4) middle schools

Student Populations: all, multilingual learners, students experiencing disabilities

Subject Areas: math, science, social studies

What: This project focused on the need for PD for teachers to address the new middle school Data Science standards. DataSpire engaged math, science and social science teachers, in professional development and the design of project-based lessons that allow students, especially multilingual learners, some voice, choice, and autonomy. Teachers had flexibility to use the materials in ways that are responsive to students’ mathematical strengths and needs as well as cultural and linguistic backgrounds to optimize students’ learning in mathematics.

Math Identity and Redefining Academic Discourse in K-5 General Education Math Classrooms 

Who: Seven (7) educators: three (3) Elementary Classroom Teachers (grades 1-5), one (1) K-5 teacher of the Deaf, one (1) instructional coach/TOSA/Mentor, one (1) district administrator, one (1) community design partner Where: Portland Public Schools

Student Populations: Mainstreamed General Education Students from Portland Public Schools and students from the Columbia Regional Inclusive Services Deaf and Hard of Hearing Program (CRIS), multilingual learners

Subject Area: Math

What: Through the Human-Centered Design process and using Universal Design for Learning (UDL), the project team developed multisensory ways for students to express their conceptual understanding in math, so that students can fully participate in mathematical discourse and grow their math identities. The Human-Centered Design process is centered in an equitable, shared vision and leadership amongst participating community members. The project yielded products to strengthen professional learning for math academic discourse for all learners in Portland Public Schools and developed resources available to other Oregon educators and institutions.

Grow Your Own Teachers While Growing Your Dual Language Program

Who: Ten (10) educators (languages identified English and Spanish): five (5) Bilingual K-5 Elementary Classroom Teachers, two (2) Bilingual Middle School World Language Teachers, two (2) Administrators (1 blingual), one (1) Educational Service District Administrator

Where: North Wasco SD and Columbia Gorge ESD [four (4) school districts]

Student Populations: Multilingual learners

Subject Areas: Multiple subjects and literacies

What: In this project, novice educators, in their first two years of teaching in a dual language program, worked with instructional coaches to identify their needs and generate a list of key topics for professional development. Through weekly coaching conversations and regular observations, the teachers and coaches worked to address those key topics and areas for improvement. Coaches tracked the teachers’ progress and challenges and worked collaboratively with the teachers to develop a handbook for building a dual language program while growing your own teachers. Through this process the novice teachers developed skills to continue to reflect on the program and make improvements, thereby becoming leaders of the dual language program and advocates of their own professional learning.

Ambitious Math PD and Coaching

Where: Southern Oregon Education Service District, thirteen (13) school districts: Ashland SD, Butte Falls SD, Central Point SD, Eagle Point SD, Grants Pass SD, Klamath County SD, Klamath Falls City SD, Medford SD, Phoenix-Talent SD, Pinehurst SD, Prospect SD, Rogue River SD, Three Rivers SD

Student Populations: all, multilingual learners, students experiencing disabilities

Subject Areas: math

What: This project established a community of practice for ongoing support, to increase southern Oregon educators’ use of ambitious practices that include rough draft thinking and meaningful student discourse in mathematics instruction. These ambitious practices help teachers engage all students in developing a deeper conceptual understanding of core math ideas, sense-making, and articulating generalizations and justifications about core math ideas. The ambitious teaching practices ensure that every student has a voice and the ability to engage with math as a community. Teachers who teach a high percentage of MLL or students experiencing disabilities and rural educators were prioritized for professional development. This opportunity will help each participating teacher become an advocate for every student to become a 'doer of math'.

Exploring Collaboration and Co-teaching to Integrate Content and English Language Development

Who: Twenty-three (23) educators: twelve (12) Administrators, four (4) K-5 Elementary Teachers, two (2) English Language Development Coaches/ TOSAs/ Mentors, one (1) Middle School Teacher, one (1) High School Teacher, one (1) English Language Specialist, one (1) English Language Development Coordinator, one (1) Literacy Coach

Where: 2 ESDs (Intermountain ESD, Columbia Gorge ESD) and 10 other school districts (Beaverton SD, Corvallis SC, David Douglas SD, Gresham-Barlow SD, Milton Freewater, SD North Wasco SD, Salem-Keizer SD, Sherwood SD, Springfield SDWoodburn SD

Student Populations: multilingual learners

Subject Areas: ELD + all content areas

What: A group of district leaders, teachers, and university partners have been convening monthly since Fall of 2019 to support each other in implementing integrated English Language Development (ELD) or other collaborative approaches, in which ELD instruction occurs within content area classes, predominantly (although not exclusively) in English language arts. This approach has the potential to improve multilingual students’ content, language, and literacy learning, as well as enhance students’ socio-emotional well-being. For the ALK8 project, the group created a guide for implementing integrated ELD across grade levels. The guide covers topics such as staffing, professional development, scheduling, budgeting, and assessment, among others. In addition, the group included the students’ perspectives on these integrated approaches.

Enhancing Excellence: Professional Development and Coaching for Special Education Teams in Rural School Districts

Who: Seventy-one (71) educators: twenty-five (25) K-12 Educational Assistants (Special Education, speech), fifteen (15) Special Education Teachers (K-Transition-Aged), ten (10) K-5 Elementary Classroom Teachers , five (5) Speech Language Pathologists/Pathologist Assistants, four (4) Instructional Coaches/ TOSAs, Mentors, two (2) School Psychologists, two (2) Counselors, three (3) Health & Nurse Staff, one (1) Student Services Support Specialist, one (1) Library Media Specialist, one (1) Special Education Records Manager, one (1) ELD Liaison, one (1) Administrator

Where: Jefferson County SD and Jefferson County Education Service District (four (4) school districts): seven (7) K-12 schools

Student Populations: Students Receiving Special Education Services

Subject Areas: All

What: The "Enhancing Excellence" initiative provided professional development to special education teams in four key areas: instructional practices, individual education plan (IEP) development, trauma informed classrooms, and adult wellness. A team of special education coaches and teachers co-designed a 3-day professional development opportunity for the summer of 2024 too be responsive to the needs of the teachers and instructional assistants. Ultimately Enhancing Excellence, with its focus on mitigating inequities, contributed significantly to leveling the playing field for students facing economic challenges, language barriers, and disabilities. By fostering a culture of continuous improvement and collaboration, the project aimed to create an inclusive and supportive educational environment that maximizes the potential of every student, irrespective of their background.

Expanding K-8 Teachers’ Capacity to Improve Student Well-being and Math Literacy in Rural Oregon

Who: Twenty-seven (27) educators plus nine hundred (900) on a listserv: five (5) K-5 Elementary Classroom Teachers, three (3) Middle School Teachers, one (1) Instructional Coach, three (3) Portland State University Faculty, one (1) Educational Service District Support Center Member, thirteen (13) other Oregon educators

Where: Statewide (PD opportunities in Bend, Corvallis, and Roseburg)

Student Populations: Multilingual learners and students experiencing disabilities, all

Subject Areas: math, social-emotional learning

What: This project established a collective of K-8 mathematics teachers with representatives from rural districts across Oregon. It drew on established partnerships with two key programs —school-based health centers and Oregon MESA (Oregon Mathematics, Engineering, and Science Achievement)—to support teachers’ efforts to improve student well-being and math literacy, particularly for youth who are multilingual learners and/or students experiencing disabilities. The collective provides professional development on curriculum and pedagogy that reduces students’ math anxiety. The collective also provides colleague-level emotional and social support for teachers.