This video is available as a NAESPA membership benefit or for a limited time as a conference attendee.
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Empowering Student Success: Harnessing the Power of PDSA Cycles, MTSS, and Data Protocols
Experience exponential student growth through a four-step continuous improvement process known as the Plan-Do-Study-Act (PDSA) cycles, coupled with intentional focus on MTSS and the use of Data Protocols. By analyzing research and data, we will explore effective strategies by reflecting on our team's journey through this process. You'll have the opportunity to immediately begin planning the implementation of this process with your staff, equipped with supporting materials and resources. Leave the conference with a head start, armed with visual tools, graphic organizers, and various additional resources essential to kickstarting this process in your district or school.
This talk was presented at:
2024 National ESEA Conference
February 2024
in
Portland, OR
For more information:
jenniferbufford@anderson5.net
Speakers
Malura Shady
Malura Shady, an experienced and dedicated educator, has contributed her expertise to the field for an impressive span of 30 years. Throughout her career, she has held various roles, including classroom teacher, related arts teacher, guidance counselor, instructional facilitator, assistant principal, and currently, principal. Each position has served as a building block, equipping her with valuable skills and knowledge that have prepared her for the next stage in her educational journey. Malura's passion for education continues to grow with each passing year, as she remains committed to making a positive impact on the students and families she serves. She recognizes the pivotal role educators play in shaping the lives of young learners and strives to provide them with the necessary support and guidance along their own educational journeys. As a classroom teacher, Malura honed her instructional skills and developed a deep understanding of the diverse needs of students. Her experience as a related arts teacher allowed her to foster creativity and provide a well-rounded education for her students. In her role as a guidance counselor, she gained insight into the social and emotional challenges faced by students, enabling her to provide holistic support to their overall well-being. Taking on the position of an instructional facilitator further enhanced Malura's ability to support educators in their professional growth. She recognized the importance of equipping teachers with the tools, resources, and knowledge needed to deliver high-quality instruction. Her experience as an assistant principal provided her with valuable insights into school leadership and administration, preparing her for her current role as a principal. As a principal, Malura's primary goal is to positively impact the lives of her students and their families. She creates a nurturing and inclusive learning environment where every student can thrive academically, socially, and emotionally. Malura emphasizes the importance of collaboration, establishing strong partnerships with her staff, parents, and the community. She understands that by working together, they can create a supportive network that fosters student success. Malura Shady remains dedicated to her mission of making a difference in education.
Erin Landreth
Erin, an experienced educator with 19 years of teaching across various grade levels, is preparing to embark on a new role as an instructional coach at a different school. Throughout her teaching career, she has developed a deep understanding of the importance of using different types of data points to inform her instructional practices. This intentional use of data has allowed Erin to effectively meet the individual needs of her students and promote their growth and success. Recognizing the value of collaboration, Erin regularly engages with administrators, colleagues, and parents to ensure a comprehensive approach to student support. By leveraging different data sources, such as formative assessments, standardized test scores, and qualitative feedback, Erin gains valuable insights into student performance and areas of improvement. These data points enable her to tailor her instructional strategies to address the specific needs of each student. Erin's collaborative approach extends beyond data analysis. She actively engages with administrators to align instructional goals and strategies with the overall vision of the school. By working closely with her colleagues, Erin fosters a supportive professional learning community where educators can share best practices, collaborate on instructional strategies, and provide ongoing support to one another. Erin values the partnership between educators and parents in supporting student growth. She regularly communicates with parents, seeking their input and sharing insights regarding their child's progress. By involving parents in the educational process, Erin ensures that there is a shared responsibility in meeting the needs of the students. Erin's commitment to using data intentionally and collaborating with various stakeholders has resulted in significant student growth throughout her career. By analyzing data, she identifies areas of strength and areas where students may need additional support. This targeted approach allows her to design and implement interventions and instructional strategies that effectively address individual student needs, leading to improved academic performance and overall growth.
Jennifer Bufford
Jennifer Bufford, a transformative principal, possesses extensive experience in working collaboratively with teachers and colleagues to enhance student achievement across all school levels. With over seventeen years as a school administrator, she has developed a keen proficiency in data analysis, even at intricate levels. For the past nine years, she has served as a principal in Anderson District Five, where she has consistently employed data to inform instruction and align with the schools' mission. During the challenging period of declining test scores exacerbated by the onset of the COVID-19 pandemic, Jennifer recognized the need for strategies that could sustain continuous improvement even during the most adverse circumstances. To address this, she engaged in discussions with teachers, the Executive Director of Early Childhood and other colleagues, which led her to identify a clear focus for her efforts—a system that ensures all students consistently experience growth and achieve higher levels of success. By leveraging her expertise in data analysis, Jennifer collaborates with teachers and colleagues to identify trends, patterns, and areas of improvement in student performance. She employs various data sources, such as standardized test scores, formative assessments, and qualitative feedback, to gain a comprehensive understanding of student needs and instructional effectiveness. Jennifer utilizes this data-driven approach to guide instruction and develop targeted interventions that support students at all levels. Furthermore, Jennifer remains attuned to the specific challenges posed by the COVID-19 pandemic and tailors her strategies to address the unique needs of students during these times. She recognizes the importance of addressing the social-emotional well-being of students, along with academic growth, and advocates for a comprehensive approach that considers the holistic development of each student. In summary, Jennifer Bufford, prioritizes data analysis to inform her instructional leadership. By leveraging her experience and collaborating with teachers and colleagues, she fosters continuous improvement, ensuring that all students experience growth and achieve higher levels of success, even in the face of challenging circumstances.
ESEA Network
The National Association of ESEA State Program Administrators (formerly the National Title I Association) is dedicated to building the capacity of education professionals to provide disadvantaged children with a high quality education. Their ESEA Network website provides a host of resources to educators at all levels.
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About Us
The National Association of ESEA State Program Administrators (formerly the National Title I Association) is dedicated to building the capacity of education professionals to provide disadvantaged children with a high quality education. Their ESEA Network website provides a host of resources to educators at all levels.
Connect with Us
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