Transcript Agenda February 26, 2009 - Cedar Rapids Community School

Continuous
Improvement
in the Classroom
-Professional Learning Communities
Agenda February 26, 2009
PLC Overview
 Learning by Doing



Chapter 5
Subject Area discussion

What’s worked and what hasn’t with your low
performing students?
Team time
 Next steps
 Closing & Evaluation

Principals
Role
Resource:
BLT
Learning Council
District Inservice
PLC
Process
Formative Assessment
Process & Product
Formative Assessment
Process & Product
Learning by Doing
ETS Assessment for Student
Learning
ASCD Power of
Formative Assessment
PLC & Assessment
Vision - Process
On Common Ground
12-Aug
August
Intro- Formative Assessment
Power Point
17-Sep
September
Oc tober
Vision - Action Plan for
school framew ork
OCG -chpt 1-3
Review Formative Assessment
5 Keys &
7 Strategies (content specific)
21-Oct
PLC - Facilitating the ProcessClimate, Culture, Framew orkDevelop the Plan Set goals for
implementation
19-Nov
November
Formative ASCD w rkshop Set 3
PLC agenda format
14-Nov
3-Oct
Seven Strategies
Plan for Formative - How w ill
w e know if it is effective?
Do - Try it out
7-Nov
Middle School
Study results
Plan for formative strategies
17-Dec
OCG- c hpt 7- 8
11-Dec
21-Jan
OCG c hpt 9- 11 PLC
28-Jan
PLC - Supporting the Proc ess
Review Ac tion Plan
Review goals for
implementation
January
February
10-Oct
OCG -chpt 4-6
Dec ember
Intro- Formative Assessment
Power Point
12-Sep
Overview 08-09
CI & PDSA
PLC-Article & Formative
Assessment
15-Oct
21-Aug
12-Dec
ITBS/ITED results in context of
SIP
PLC - Supporting the Process
Review Action Plan - determine
feedback and data collection
tools
9-Jan
18-Feb
OCG c hpt 12 Ac tion
13-Feb
18-Mar
13-Mar
Feb 6 MS
Feb 16 HS
Study results
Continue to develop strategies
PLC
Big Ideas & Core Values
Continuous Improvement Philosophy
 Ensuring that
 Learning for all
A

students learn
Culture of Collaboration
Teamwork
 Focus on Results
 Data-Driven Decisions
PLC Crucial Questions
What do we want each student
to learn, know, or be able to do?
What evidence do we have of the
learning?
How will we respond when some
students don’t learn?
How will we respond to those who
have already learned?
Student Crucial Questions




What do I need to know?
Where am I now?
How do I get there?
What happens if I fail?
PLC Critical Questions

What do we want students to know and be able
to do?



How will we know if they can do it?



Standards/Student Learning Expectations
Classroom SMART goals
Formative assessments
Multiple data sets
How will we respond when they don’t? or they
already have?


Differentiated Instruction
Systems of intervention (supplemental to intensive)
What do you expect to see?
•Student learning
Expectations
•Formative
Assessment
•Collaboration
ITBS/ITED
Summative
Assessments
In-Process Measures – Summative & Formative Assessments
Pre Planning: Identification of Need
1.
2.
3.
4.
Develop/Review Student Learning Expectations
Examine alignment of learning expectations with assessments
Review assessment data
Identify areas of need based on assessment
Identify areas of
strength and weakness?
Plan:
1. Describe the current process for addressing the identified area of need (flow chart)
2. Review data to determine baseline performance in the specific area identified
(Run Chart/Pareto Diagram)
3. Identify potential root causes contributing to the identified area of need
(Cause & Effect Diagram, 5 Why’s, Relations Diagram)
4. Study research-based best practice/improvement theory addressing areas of need
What do they know?
What have they learned?
Act:
1. Standardize the implementation of researchbased best practice (improvement theory) that
improved student learning (revise the flow chart to
reflect changes made to the system)
2. If improvement theory was unsuccessful continue
the PDSA cycle (try another improvement theory
based on the next identified root causes)
Action
Research
Overview
for
Professional
Learning
Communities
DO
1. Plan for implementation of improvement theory
(Force Field Analysis, Action Plan)
2. Implement research-based best practices
improvement theory based on root causes according to
the Action Plan
3. Monitor the implementation of research-based best
practice/improvement theory to insure integrity and
fidelity
4. Assess student learning
Most effective/best practice
teaching and learning strategies?
Into your classroom
Study:
1. Examine student assessment results (compare to baseline)
2. Assess the impact of research-based best practice/improvement theory on student
achievement
Have they learned it?
What do we do if they don’t?
PLAN
ACT
BL Team
School
ITBS
Summative Assessment
DO
SIP
STUDY
PLAN
ITBS
Summative & Formative
Assessment
AR Teams
Math-Communication-SEBDO
ACT
SMART
Goal
•What to learn?
•Evidence of
learning?
•If they don’t?
•If they do?
STUDY
PLAN
ACT
Formative
Assessment
Subject Area
Teams
Std Learning
Expectations
STUDY
DO
Learning by Doing

Chapter 5






Pg 91
Collaboration focused on the right things
Critical Issues pgs 100-101
Emotional Intelligence pg 103
Where do we go from here?
Questions to guide our work
Are the strategies identified in the SIP Action
Plan improving student achievement?
How Do You Know?
 What’s worked and what hasn’t with the low
performing students?
 Share, by school, your SIP goal, improvement
theory, data and results
 Be prepared to take the information back to
your school team
Team Tasks

Preliminary SIP Planning



Share what you learned from the subject
area discussions
How might this effect your school
improvement plan for next year?
Task from last session
What is your PLC vision for this school year?
Identify 2 or 3 things you would like to have in place in
your school by the end of the year.
Choose one person to report aloud to the whole
group.