2019 Poster Session

The 2019 Carnegie Summit features more than 60 posters that represent a range of improvement efforts impacting educational outcomes for students. Poster presentations are organized in seven areas of focus, listed below. Click on the areas of focus headings to see the titles, descriptions, and presenters of the related posters.

Data & Measurement

Case Study: Designing Data Structures That Build a Culture of Improvement at Youngstown City Schools

When the Youngstown City School District (YCSD) adopted its gradual release of responsibility instructional framework, a crucial lever of its implementation was non-evaluative walkthroughs. The poster covers YCSD lessons learned: translating indicators into practical measures, intervening mid-year to build observer alignment, investing teachers in feedback, and protecting against variability in the face of leadership turnover.

Gregory Kibler, Deputy Chief of Data, Youngstown City School District
Sasha Kapur, Senior Client Success Manager, KickUp

Data Analytics for Leadership Improvement in Education

The poster describes for leaders the importance of digital tool use and analytics to improve innovative education project performance. When leading new projects, data is collected to support decision making, including that of economic rationale and growth. Highlighted are examples of leadership program data that pinpoints target areas for improvement strategies at large institutions and the use of analytics to support educational project growth as a core feature driving leadership for improvement.

Xyanthine Parillon, Founder, Principal, Biomed Careers

Improving the Faculty Evaluation Process and Outcome One Aspect at a Time

We surveyed the faculty at a health sciences graduate college regarding their evaluation experiences. They reported that meaningful evaluations were rare and that the evaluators frequently based their conclusions only on the information submitted in the faculty’s self-evaluation. The primary complaint involved the ambiguity of the rating scale. As a result, a team took on the challenge of drafting a new rating scale, presented it to faculty, and used an iterative approach to settle on a pilot version. Come find out what happened next!

Paulette Di Angi, Executive Director of Institutional Effectiveness, MGH Institute of Health Professions

Leading with Knowledge: Understanding What Works and for Whom With Rapid Cycle Evaluation

The key to data-driven decision making is timely and actionable findings. The poster discusses the Rapid Cycle Evaluation Coach tool and the ways that it can be leveraged to quickly and efficiently assess progress and provide findings that can be shared with stakeholders.

Mikia Manley, Research Analyst, Mathematica Policy Research
Kristin Hallgren, Senior Researcher, Mathematica Policy Research

The Observable Correlates of the Aha! Moment and Surface to Deep Processing

Observable correlates of Aha! moments have been documented with evidence of the effects of surface to deep processing. The poster describes the way in which Aha! moments were captured—specifically, research from eight instruments that confirm data surrounding surface- and deep-learning implications, teacher narratives, and evidence of these moments in schools.

Jason Berckley, Dean of Arts and Innovation, Episcopal High School

Strategic Data Project: Putting the “Prove” in School System Improvement

The Strategic Data Project is a network of more than 300 analysts in over 120 education agencies, making it the most expansive and sophisticated network of data analysts in the field of education.The project seeks to build data capacity in education organizations by recruiting, selecting, and placing data fellows in organizations and, over the course of two years, training them to use analytical tools in their agencies to elicit evidence of what works. Fellows build data infrastructure and use data to diagnose problems, predict outcomes for students and teachers, and influence policymakers.

Miriam Greenberg, Strategic Data Project Director, Center for Education Policy Research at Harvard University

Trust the Data: A Framework for Taking Action With Confidence

With better and richer data than ever before, the opportunity to use data to drive decision making and improve education has never been greater. But people have questions about whether they can trust data. Does this data capture the full story? Does this really measure what it claims? How do I make decisions when faced with conflicting information? For people to take action with confidence, they must understand the story behind the data. Leaders and policymakers have a unique responsibility to be transparent and clear with educators and the public about how data collection, analysis, and interpretation inform the decisions that are made.

Rachel Anderson, Director, Policy and Practice, Data Quality Campaign

Educator Development

CENTRS: Collaboration to Ensure New Teacher Retention and Success

CENTRS is an improvement science network formed by collaborative labor-management teams from three school districts: Madison and Green Bay, WI, and Missoula, MT. Team members are composed of school district administrators, association leaders, and National Education Association staff. The NIC strives to impact teacher retention by increasing teacher workforce diversity, improving workplace satisfaction, and comprehensive induction.

Andrea Giunta, Senior Policy Analyst, National Education Association
Theresa Willems, Executive Director, Green Bay Area Public Schools

Deliberate Haste: Designing a Multiple-Measure Evaluation Process for Non-Classroom Teachers

The Los Angeles Unified School District (LAUSD) has expanded its multiple-measure evaluation process to include non-classroom teacher groups. These groups have the potential to impact the outcomes of both classroom teachers and students by providing instructional coaching and coordinating services for targeted student populations.The poster describes the process by which staff from LAUSD designed a robust and rigorous evaluation process for its instructional, non-classroom coaches and coordinators.

Martha V. Cortes, Program and Policy Development Coordinator, Los Angeles Unified School District
Jolene Chavira, Program and Policy Development Advisor, Los Angeles Unified School District
Nancy Concha, Educator Development and Support Coordinator, Los Angeles Unified School District

Demystifying Civil Service for New York City Department of Education Staff and Leveraging the System for their Career Advancement

Civil service law requires that staff demonstrate their merit for roles through competitive examinations. A previous hiatus on these exams for roles in the education system has resulted in a lack of knowledge about civil service. The exams are now being used again, and the poster highlights the NYC Department of Education’s work to inform and engage staff in their efforts to retain their employment and promote their career development.

Brian Hartle, Associate Director, Talent, New York City Department of Education, Division of Teaching and Learning
Verlene Davidson, Senior Analyst, Finance and Procurement, New York City Department of Education, Division of Teaching and Learning

First Things First: Getting Clear on the Problem to Be Solved

The Network to Transform Teaching is a growing networked improvement community in 10 states, 52 districts, and more than 130 schools. The poster will explore how being clear from a user’s perspective about the problem to be solved opened up a potential pathway to scaling accomplished teaching.

Laura Benedetto, Senior Manager of Network Engagement, National Board for Professional Teaching Standards

The Dynamic Transformation of a Principal Preparation Program

Principal preparation programs must provide the most current best practice to candidates as they move forward in serving the nation’s youth. The poster showcases an Educational Leadership M.Ed. transformation stemming from a university-district collaborative. The components that contributed to the transformation include foundational needs, stakeholders involved, course sequence redesign, course and syllabi revision process, co-teaching model, internship, culminating experience, and current funding sources.

Salwa Zaki, Professional Learning Director, Washoe County School District

Neither Bottom-Up nor Top-Down: How a Teachers’ Network Is Transforming a Public Education System

Learn. Improve. Achieve. Make all stakeholders participant and aware. This is what an evolutionary learning-based teachers’ network does. Get to know the work of the Lemann Foundation in building a strong teacher-to-teacher network across Brazil to advance a shared vision in which equal opportunity is guaranteed to all students.

Carlos Uehara, Project Coordinator, Lemann Foundation
Scheherazade Salimi, Consultant, Center for Public Research and Leadership at Columbia University

Principal Talent Management: Keeping Our Principals

Get an update on the George W. Bush Institute’s School Leadership Initiative in which four districts are working to improve how they prepare, support, and retain their most effective school principals. Reviewing progress halfway through a three-year initiative, the team will share lessons learned about readiness factors and first steps in improving principal talent management in a district. The Bush Institute will share tools created for the four districts, including a principal evaluation guidebook and effective implementation tools.

Anne Wicks, Director of Education Reform, George W. Bush Institute

Pushing Historic Boundaries: Expanding a Statewide Networked Improvement Community of Universities to Include P–12 Environments

In this session, faculty from two teacher preparation programs involved in the Michigan Program Network, a NIC focused on reforming university teacher education toward a practice-based approach, share how they replicated and extended their work to include P–12 partners, breaching a long standing chasm between universities and schools.

Sean Lancaster, Professor, Grand Valley State University

Supporting Teachers to Improve Their Practice

Through the poster, you will learn how the Network to Transform Teaching is supporting teachers in building their practice to an accomplished level, working collaboratively to solve problems around student learning, and sharing their instructional expertise and wisdom with their colleagues.

Lisa Clarke, Director of Improvement, National Board for Professional Teaching Standards

Teachers Leading Change: Elevating Collective Efficacy Through Action Research

The poster highlights a Teacher Leadership initiative in an urban school district elevating collective efficacy for K–12 educators to impact teaching, learning, and collaboration across the district. The poster offers practical structures for designing a teacher leadership cohort that advances the collective efficacy of participants through deepened understanding of coaching, observation and feedback, leadership attributes, and individualized action research projects.

Nicolette Smith, K–12 Professional Learning Facilitator, Northwest Regional Professional Development Program
Angela Orr, K–12 Social Studies Coordinator, Washoe County School District
Kristin Campbell, K—12 Professional Learning Facilitator, Northwest Regional Professional Development Program

Using Improvement Science to Prepare Principals in Paradise

The New Principal Academy in Hawaii coordinates teams of principals to travel to colleagues’ schools where they talk and learn about their theories of action. With an emphasis on community contexts and improvement science, principals study and iteratively improve their practices during each school visit.

Steve Nakasato, Director, Policy, Innovation, Planning, and Evaluation (PIPE)

Equity & Achievement Gaps

Better Together: Improving Educational Opportunities Through Collaborative P–20 Networks

The poster shares a P–20 network of collaborating organizations designed to ameliorate opportunity gaps for females and underrepresented students of color. This poster focuses on two of the network’s strategies that leverage: (1) a newly developed mathematics pathway that accelerates students’ ability to learn important mathematics concepts and improves their progress in attaining an undergraduate degree and (2) an NSF-supported computing education center that prepares P–12 teachers to teach computational thinking skills at all levels of the educational continuum.

Dewayne Morgan, P–20 Director, University System of Maryland

Building Equitable Learning Environments (BELE) Network

The BELE network contributes to, learns from, tests, and spreads proven conditions that transform the experience of school and create equitable outcomes for all students. The poster describes our Key Driver Diagram; elements of an equitable learning environment; and the library we developed to document impact, tools, and key insights. (Sponsored by the Raikes Foundation)

Shay Bluemer Miroite, Lead Improvement Advisor, Shift-Results; Partner, BELE Network Learning

Creating an Improvement Network to Enhance an English Language Learning Program in a Rural Community

We Learn encourages the teaching of English in rural areas of Chile to contribute to students’ prospects of global citizenship. The continuous improvement model has been fundamental to the creation of an improvement network, with different types of expertise coming together to work toward a shared goal. (Sponsored by Fundación Educacional Oportunidad)

María Paz Collao, We Learn Program Coordinator, Fundación Educacional Oportunidad
Marcela Marzolo, Executive Director, Fundación Educacional Oportunidad
Yali Horta, We Learn Program Director, Fundación Educacional Oportunidad

Establishing a Networked Improvement Community to Prepare Teachers for Multilingual Students

The poster describes the establishment of a NIC across the University of California campuses to improve the preparation of teachers in leveraging the assets of multilingual students as a core practice in teacher education for a traditionally marginalized population of students.

Carlos Sandoval, Doctoral Student, UC Irvine

Evidenced-Based Storytelling in Improvement Science

Pomona Unified School District and the Center for Teaching Quality are using evidence-based storytelling by teachers and administrators to document the impact of leadership strategies on closing opportunity and achievement gaps. The poster demonstrates how improvement science can be improved with teacher voice and how choice in professional learning and expert practices can be spread across a district.

Barnett Berry, Founder, Center for Teaching Quality
Kathrine Morillo-Shone, Director, Equity and Professional Learning, Pomona Unified School District

Global Competency: Preparing Students for 2030 and Beyond

Global competency for nearly 80,000 students in 266 pre-K-12 Catholic schools in the Archdiocese of Los Angeles is a question of equity and social justice, especially for students of color, first-generation Americans, and immigrants. Alignment to the 2030 Sustainable Development Goals (2030 SDGs) and Catholic Social Justice Teachings (CSJT) are essential ingredients to improving the outcomes for young leaders. The Catholic Education for Global Competency Networked Improvement Community (CE4GC NIC) uses a critical lens to address urgency, relevance and scalability of global competency, while focusing on the optimization of the full human potential for each 21st Century learner.

Beate Winkler Nguyen, Principal and Global Competency Expert, Archdiocese of Los Angeles/St. Augustine School

Leading for Equity Through Continuous Improvement

The poster explores the intersection of leading for equitable outcomes and continuous improvements. It will address how the Center for Leadership and Educational Equity (CLEE) uses both leading for equity dispositions and improvement science to close equity gaps in the instructional core for Rhode Island’s Black, Latinx, and Indigenous students and those from low-income families.

Barbara Mullen, Director, The Learning Leader Network , CLEE, Center for Leadership and Educational Equity
Michelle Li, Continuous Improvement Coach and Facilitator, Center for Leadership and Educational Equity

Leading From Within to Better Serve Targeted Populations: Understanding Educator Dispositions about Diverse Learners

Through English language learner (ELL) focused professional development and coaching, along with targeted PDSA cycles for continuous improvement, the iTeachELLs project’s research team has continuously refined its approach to developing educators on six dispositions towards teaching ELLs.

Malissa Thibault, Instructional Coach, Arizona State University
Calvin Stocker, Director of Partnerships, YES Prep
Melanie Baca, Business Analyst, Arizona State University

PDSA Cycles in Action: Promising Practices for Real-World Application

The Gateway to College Success Network is made up of middle and high schools from mid-sized cities in Massachusetts and serves majority Latino and high-need populations. The poster illustrates successes and challenges encountered in implementing PDSA cycles in schools and provides suggestions for putting improvement science to work in real-world settings.

Nora Guyer, Engagement Manager, Mass Insight Education & Research
Hilary Kopp, Consultant, Mass Insight Education & Research

Race to Submit: Supporting All Students to Complete the Free Application for Federal Student Aid

Since 2014, Riverside County has increased its FAFSA and California Dream Act application by 6,000 additional applications a year. The poster showcases the county’s financial aid application initiative Race to Submit, which has now been adopted by the California Student Aid Commission and the California Department of Education as a statewide campaign.

Julie Zierold, Director of Curriculm and Instruction, Perris Union High School District
Catalina Cifuentes, Executive Director of College and Career Readiness, Riverside County Office of Education
Mark LeNoir, Assistant Superintendent, Val Verde Unified School District

Scaling a Network of Teacher Educators Focused on Culturally and Linguistically Diverse Learners

A team of instructional coaches rallied a network of teachers around a theory of improvement to advance English language learners’ educational outcomes. Facilitation of an annual STEM Camp accelerated network participation and has created a cycle of feedback that ensures continuous improvement. Leveraging the expertise of teachers and ambassadors, this team has exponentially scaled a model for supporting an underserved demographic in today’s student population.

Silvia Aparicio, Instructional Coach, Arizona State University
Wendy Farr, Director, Arizona State University

School-Based Capacity-Building From the Outside: How to Use Improvement Science in Central Administration to Support School-Level Change

How are central administration teams leveraging improvement science tools to impact the on-the-ground work of schools to increase student access to college and career pathways? New York City’s innovative grades 9–14 early college and career P-TECH schools, in partnership with CUNY colleges and industry, are removing barriers to earning a college degree for students traditionally underrepresented in higher education and entry into high-demand STEM careers. The unique 6-year model presents many challenges and opportunities to redesigning the high school experience. Support leaders of this initiative will discuss how using PDSA cycles and testing change ideas has led school leaders to shift their practice and impacted school-based work.

Liliana Donchik Belkin, Director of School Support, Grades 9–14 Early College and Career Schools, Office of Postsecondary Readiness, New York City Department of Education

Seeing the System of Adult Learning: Using Evidence to Advance Equity

Partners School Transformation Framework guides our support for building systems of powerful adult learning. The poster shows the link between evidence about adult practice and student learning. We will make explicit the chain of evidence associated with improving outcomes for underserved students.

Christopher Thorn, Chief of Program and Operations, Partners in School Innovation

Summit Public Schools Networked Improvement Community and Site-Based Research

Summit Public Schools has been applying networked improvement principles to betteroutcomes for students furthest behind their grade-levels in literacy and numeracy. The poster shares the structures, strategies, and approaches leveraged in pursuit of our aim.

Giovanna Santimauro, Manager of Continuous Improvement, Summit Public Schools
Kyle Moyer, Director of Continuous Improvement, Summit Public Schools

System-Level Leadership for Equity: Nurturing a Community of Learning and Practice

System level leaders hold very important roles within school districts, but they often lack the support and investment for their own development and growth. The poster describes the journey of PDK International in designing, launching, and facilitating the work of a community of learning and practice for teams of central office leaders in six diverse school districts who are navigating the complexities of leading for equity and excellence in sustainable ways. By examining the latest research, districts in this national network work with each other and PDK International to apply concepts to bring about radical and systematic opportunities in service of creating the conditions for adult and student success, especially in our most vulnerable populations.

Joshua Starr, CEO, PDK International
Reginald JohnsonChief Program Officer, PDK International

Higher Education

Completing Statway in High School: A Networked Approach to Improving College Access and Math Success

The Higher Aims Improvement Network is a California-based effort to improve college degree attainment by strengthening high school-community college dual-enrollment partnerships. In its first two years, the network has focused on helping high school students enroll in and successfully complete the Carnegie Math Pathways Statway course. (Sponsored by WestEd)

Karen Miles, California Partnership Director, Higher Aims/Carnegie Math Pathways, WestEd
Alicia Bowman, Improvement Specialist, WestEd
Kate Hirschboeck, Improvement Specialist, WestEd
Corey Donahue, Improvement Specialist, WestEd

Network Improvement Communities: Implications for Collaboration Formation and Sustained Organizational Change

This study examines how a postsecondary NIC forms and in what ways its organizations change to achieve its goals. Data was gathered from a NIC supported by NSF funding. This study yields insights regarding principles of NIC formation and barriers to NIC collaborations.

Alexander Gardner, Research Associate, Michigan State University
Marilyn Amey, Faculty, Michigan State University

Improvement Capability

Creating and Sustaining Networked Improvement Communities in Schools and Districts

The relationships of adults in NICs is a cornerstone of East Carolina University’s Educational Doctorate. The poster focuses on how NICs accelerate deeper learning for school leaders, including engaging in PDSA cycles, garnering and sustaining social trust, identifying problems of practice, and collecting and analyzing practice-based evidence.

Lynda Tredway, Program Coordinator, East Carolina University
Matthew Militello, Professor, Educational Leadership, East Carolina University

Different Strokes for Different Folks: Unique Network Improvement Community Characteristics and Challenges

The Placer County Office of Education has implemented grant-funded, voluntary, and accountability-driven NICs. Attendees will learn about how the conditions under which several different types of NICs networks were created and maintained directly correspond to the areas of challenge and successes for that particular NIC.

Heidi Espindola, STEM Coordinator, Placer County Office of Education
Kathryn Ferreira, Director, Continuous Improvement and Support, Placer County Office of Education

An Examination of the Selection Process of Schools for Networked Improvement Community Participation

The poster examines the selection process of schools for a NIC using quantitative and qualitative measures. The study analyzes competing theories of action used by the district in the selection process and lessons learned from the beginning of the NIC.

Shelley Vail-Smith, Deputy Superintendent, Jefferson County
Rana Al-Khatib Eloubeidi, Instructor, Birmingham Southern College

How District Staff Use Improvement Science to Enhance Their Specialized Work

While framed as a “school-based” improvement process to explore problems and test solutions, district leaders may also see value in using improvement science’s tools and methods to enhance their inquiry. The poster describes how district staff explored, applied, adapted, and assessed improvement science in adding more or less support to program needs.

Marian Robinson, Assistant Professor of Educational Leadership, George Washington University

How to Track Improvement in a Meta-Network: Sharing Lessons Learned and Best Practices

Learn how a network hub supported members in crafting their own aims and developing their own driver diagrams. The poster will explore how we supported members in tracking improvement and progress toward their local aims and the larger network in tracking improvement toward its global aim.

Dereck Norville-Bowie, Senior Manager of Improvement Analytics, National Board for Professional Teaching Standards

Improvement InQuiry: An Empirical Approach to Leading Community-Engaged Improvement

Improvement InQuiry is a mixed-methods approach that engages community stakeholders as improvement partners. The approach uses story-mapping informed by the central law of improvement, system-mapping, axioms of community learning exchanges that foster cross-sector collaboration, working assumptions of a collective action network, and Q-methodology.

Rick McCown, Professor, Duquesne University
Matt Militello, Professor, East Carolina University
Peter Mathis, Assistant Head of Junior School, Shady Side Academy

Increasing English Learner Redesignation Rates: Journey of a Professional Learning Network

Learn about one professional learning network’s journey to increase the redesignation rate for English learners in four Central Valley districts. With a focus on the continuous improvement cycle, the professional learning network used specific protocols to examine the system including root cause analysis and process maps. Facilitators used a combination of strategies such as large group network meetings and district onsite coaching, which allowed for a differentiated approach along with network sharing. The poster shares results from disciplined inquiry cycles (i.e., PDSAs), specific protocols used, lessons learned, and artifacts collected during the process.

Angelina McNamara, Executive Leadership Coach, Fresno County Superintendent of Schools
Amber Jacobo-Roush, Data & Improvement Specialist, Fresno County Superintendent of Schools

Leveraging Human-Centered Design Approaches to Initiating a Networked Learning Community Focused on Ambitious Learning

Ambitious teaching and learning that allows students to interact with, make meaning of, and reflect on learning in real-world contexts requires the understanding and commitment of an entire community to be successful. The poster describes the human-centered design approach collaboratively developed and facilitated by individuals from the K–12 and higher education, business, and economic development arenas in order to initiate a NIC focused on a common vision of ambitious learning. Attendees will have the opportunity to view and discuss practical protocols and strategies for initiating and growing collective energy across the community.

Jason Pasatta, Director of Innovation Services, Ottawa Area Intermediate School District
Lisa Miller, Director, Meijer Campus in Holland, Grand Valley State University

Leveraging Improvement Science to Drive School Improvement Planning in the ACTION Zone

The leaders of Aurora Public School’s ACTION Zone, an autonomous innovation zone, have integrated improvement science principles and tools into their School Improvement Planning (SIP) work for the 2018–19 school year. The poster illustrates their SIP design and monitoring processes, as well as lessons learned throughout the capacity-building, planning, and implementation phases.

Connor Allman, Director, Aurora Public Schools
Andrea Wolfe, Managing Director, Mass Insight Education & Research

Preparing Schools to Successfully Participate in Networked Improvement Communities

The UCLA Partner School network launched in 2017–18 with a focus on engaging middle students in mathematical instruction. The poster describes our process for building teacher improvement science capacity, including how mathematics instructional professional development was paired with improvement science to accelerate this process.

Kristen Rohanna, Director of Evaluation & Learning, UCLA
Theodore Sagun, Associate Director of Mathematics, Center X, UCLA
Sarah Bang, Director of TIES-IN, UCLA

The Science of Supporting Instructional Change Through a Networked Improvement Community

Networked Improvement Communities (NICs) provide a promising means for improving instructional practice across various contexts. Continuous improvement science provides a methodological structure for the work of a NIC; however, establishing and maintaining a NIC requires careful facilitation, progress monitoring, and development of interpersonal relationships among members in order to provide a stable platform for improving instructional practice. The poster provides insight into the practices used to create and maintain a NIC developed to improve technology use in instructional practice in two Iowa school districts. We share progress of the NIC member’s initiatives over time, practices employed to facilitate collaboration, tools to support continuous evaluation, and implementation challenges and solutions developed over the lifetime of the NIC. (Sponsored by the American Institutes for Research)

Dominique Bradley, Researcher, American Institutes for Research

Sensemaking in Action: How One Networked Improvement Community Began to Understand Its Chosen Problem of Practice

Sensemaking research was paired with the first three core principles of improvement to explore how one newly formed networked improvement community sought to understand its problem of practice. Practical implications and recommendations for supporting new networked improvement communities will be shared.

Bethany Fillers, Director of Improvement Networks, Tennessee Early Literacy Network

Start Small, Learn Fast: Improving High School Readiness at a High-Poverty Middle School

Improvement science is new at the United Schools Network. The poster documents the journey in learning improvement science’s methodology and applying it to a problem of practice in two 8th grade classrooms. The United Schools Network is starting small, learning fast, and sharing lessons learned as new practitioners of the science.

John Dues, Chief Learning Officer and SPI Director, United Schools Network

A Study of Networked Improvement Communities

This mixed-methods study intended to develop a model for the successful initiation and implementation of a NIC that school districts can use. The quantitative findings revealed that a school’s level of professional learning community engagement predicts its NIC readiness. The qualitative findings identified challenges and strategies to address them.

Rana Al-Khatib Eloubeidi, Instructor, Birmingham Southern College
Peggy Connell, Associate Professor, Samford University

Transforming Culture: First Accountability, Then Improvement

Learning how to be accountable to one another, to students, and to the community has driven a cultural transformation at South Louisiana Community College. The poster illustrates how SLCC has applied and consistently executes an evidence-based leadership framework that promotes aligned goals and actions across all levels of the college, resulting in continuous organizational improvement.

Natalie Harder, Chancellor, South Louisiana Community College
Charles Miller, Associate Vice Chancellor, South Louisiana Community College

Using Rapid Prototyping to Drive Innovation and Results

Learn to use design thinking and agile management to plan, create, and refine programs and materials for your organization. The Literacy Design Collaborative and the eMINTS National Center share their experiences applying these business processes to the education sector and help you discover applications to your organization.

Chad Vignola, Executive Director, Literacy Design Collaborative
Megan Jensen, I3 Grant Director, Los Angeles, Literacy Design Collaborative
Michelle Kendrick, Program Coordinator, eMINTS National Center

Using the Right Tools for the Challenge at Hand

The School District of Menomonee Falls has embedded the principles of improvement science across all schools and divisions in the district. To maintain agility while still assuring fidelity to the improvement process, Menomonee Falls uses a simple decision matrix to assure that the right set of tools are applied to each improvement effort.

Corey Golla, Superintendent, School District of Menomonee Falls
Suzanne Thomas, Director of Quality and Analytics, School District of Menomonee Falls

Work Smarter, Not Harder: Building Capacity at All Levels for a Strong, Sustainable Multi-Tier System of Supports Model

Learning to implement change that endures is challenging. The implementation of plans that start small, collect feedback, and make improvements before scaling up is always stronger. Learn about our district’s journey to implementation of a strong MTSS model, including elements such as structures to equip all levels of stakeholders, lessons learned, and tools that accelerate the impact of the framework on teachers and students.

Melanie Taylor, Deputy Superintendent of Curriculum and Instruction, Iredell-Statesville Schools
Kim Rector, Director of Curriculum Support, Iredell-Statesville Schools

Instruction & Assessment

Engaged, Enriched, Empowered

Explore the one thing that dramatically improves student achievement in schools— engagement! Collect and use learner engagement data in seven learning environments to spark meaningful conversations that lead to effective classroom instruction. Engage your students and you will enrich student learning and empower students to excel!

Nicole Reeves, Specialist, AdvancED/Measured Progress

Fostering Excellent Teaching and Learning Practices Through Networked Improvement Communities

At the heart of the Oklahoma State Department of Education’s Champions of Excellence program is a commitment to achieving excellence, advancing equity, and building collective efficacy. Learn how OSDE and Regional Education Laboratory Southwest are using NICs to identify and scale promising practices that advance well-rounded education in safe and healthy schools.

Levi Patrick, Assistant Executive Director of Curriculum and Instruction, Oklahoma State Department of Education
Dawn Irons, Director, Oklahoma Excel, Oklahoma State Department of Education
Kirk Walters, Managing Researcher, American Institutes for Research

Leading the Change: Using Improvement Strategies to Implement Instructional Materials

Effective district and school leaders regularly examine the impact of curricular issues on student achievement and what measures they can take to better support students and teachers. Yet if these leaders do not include in this consideration the tools they provide to teachers and students, they are missing an important improvement lever. We know high-quality instructional materials matter, and how districts engage with those materials matters even more.The poster will describe how the California Curriculum Collaborative leverages instruction materials to support districts in their improvement work.

Elizabeth Maki, Program Manager, Pivot Learning
Shannah Estep, Outreach Specialist, EdReports
Allison Carter, Vice President of Networks and Innovation, Pivot Learning
Stephanie Gregson, Executive Director, Instructional Quality Commission and Director, Curriculum Frameworks & Instructional Resources Division, California Department of Education

Multi-Level, Job-Embedded Coaching as a Foundation for Future Literacy Success

The Pajaro Valley Unified School District (PVUSD) is focusing intensely on the fundamentals of reading instruction in a systematic way—differentiated to meet the need of all levels of learners—by using a mastery approach that works for both the challenged reader and those who will learn to read without any great difficulty. A reboot garnered shifts in students’ scores, spurred excitement among grade-level teacher teams at pilot school sites, and created a networked community of teachers focused on accelerating early literacy improvements for students. PVUSD created a comprehensive model of professional support for teachers and administrators that it used to unveil the role of the orthographic mapping process of readers. The voices and collective efficacy of all involved in Year 1 catalyzed a highly effective end-of-year evaluation that reshaped the Year 2 pilot.

Michelle Rodriguez, Superintendent of Schools, Pajaro Valley Unified School District
Lynda Pate, Coordinator, Early Literacy, Pajaro Valley Unified School District
Andrea Willy, Grant Writer, Pajaro Valley Unified School District

A Next Generation Approach to Professional Learning Communities: Visibly Improving Teaching and Learning Through Collaboration

Visibly Improving Teaching and Learning (VITAL) through Collaboration is a four-part process used to collectively improve teaching and learning across an entire school system. The poster describes how school leaders and teachers engage in the process as an essential component of any strategic plan for improvement.

Robert Rosenfeld, Senior Manager, Field Services, WestEd

Scaling Personalized Student-Centered Learning Through Future Ready Schools Networked Communities

Future Ready Schools (FRS) created a networked community of educators dedicated to increasing the capacity of its leaders to leverage technology as a tool for enhancing learning outcomes among K–12 students. Learn how FRS leaders envision, plan, and implement high-quality teaching and learning strategies that prepare students for the global workforce.

Avril Smart Goggans, Research and Engagement Manager, Alliance for Excellent Education

Systems for Progress Monitoring and Continuous Improvement in a Large New York City Network

Teaching Matters leads the Assessment Matters Community, a growing network of 36 NYC public schools working to improve formative assessment practice reliably at scale. The poster illustrates the ways in which specific measures, tools, and processes were used to track and continuously improve this large network’s progress over time.

Jennie Brotman, Director of Service Design, Teaching Matters
Jen Gleason, Senior Educational Consultant, Teaching Matters

Using Disciplined Inquiry to Personalize Learning

LEAP Innovations supports educators and leaders in their efforts to implement personalized learning. The poster describes how school teams engage in a combination of aligned professional development and coaching, disciplined inquiry cycles, and network building, with the goal of providing students more targeted instruction and greater agency in the classroom.

Erin Figula, Director of Professional Learning, LEAP Innovations
Brian Johnson, Senior Manager of School Supports, LEAP Innovations

Spread & Scale

Restructuring College System to Improve Outcomes

Efforts to implement “One College”—a standardized model that transforms the colleague and student experience—is occurring across 20 locations in 8 states. The poster describes the strategy and tactics embedded in this operational model that address redundancies and variations with business processes in order to optimize systems for peak efficiency.

Ravinder Dayal, Vice President, Provost, Carrington College
Shelly DuBois, Chief Operating Officer, Carrington College

Will It Work Here? Generalizing Education Evidence From One Context to Another

The generalizability framework provides a process for understanding whether evidence from existing impact evaluations can be successfully applied in new and different contexts. The poster describes how comparative analysis of local conditions, generalized lessons on human behavior, and local implementation can provide an abundance of information to improve educational programs.

Vincent Quan, Policy Manager/Education Sector Manager, J-PAL North America at MIT