Transcript Slide 1
Reading ARDT
Teams
September 10 & 11, 2008
Agenda
Your Role
Big Picture
PLC for ARDT
CI support
Plan on a Page
Big Rocks 08-09
Implementation Goal
Reading ARDT
Why am I here?
Increase student achievement
Leadership abilities & positive voice
What is my role on this team?
Lead & Support the implementation
Communication Bridge
District
Classroom
Analyze data
Problem-solve
Other duties as assigned
Learning Community Pillars
Mission Statement
-Vision
-Values
-Goals
--
Big Rocks 08-09
Implementation Goal
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?
Standardize
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
How do we standardize
the process of teaching reading?
Viable Curriculum
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)
Standardize
DO
Study
Act
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
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?
Reading Series: Cake mix for
teachers
Icing on the Cake: Teacher
creativity and expertise
CRCSD District Balanced Scorecard (7/22/08)
Goal 1 – Student Achievement
Goal
1.A
1.B
1.C
1.D
1.E
1.F
1.G
Indicator
Increase % of Full Academic Year students proficient (above
the 40th percentile) on ITBS/ITED in grades 4, 8 & 11 in
Reading, Math and Science
Increase % of 2nd grade students reading at/above grade level
by the end of 2nd grade using ITBS and BRI
Increase % of Full Academic Year students scoring above the
90th percentile on ITBS/ITED in grades 4, 8 & 11 in Reading,
Math and Science
Increase % of students scoring at or above 20 on the ACT test
Increase % of students who are eligible for college credit
through PSEO, AP, and dual credit.
Increase % of students graduating from high school
Decrease % of students in Level 1 Special Education
05-06
06-07 07-08 08-09
Multiple
Multiple measures and
projections available on site
76
Multiple
76/78
80
82
Multiple measures and
projections available on site
80.0/80 83.7/82
84
86
89
9.5
N/A
57.38
N/A
10.94
87.2
88
10.0/10.5
9.4/10.0
Core Value
Data Driven Decisions
ITBS
Comprehension
Vocabulary
Language Total
BRI
LAPO
Examine for:
ITBS
Trends – flat, up , down, mix, grade trends
Cohort
Target %
BRI
Trend
Correlation to ITBS
LAPO
Trend
Correlation to ITBS
Learning Community
Identify Criteria to monitor
Systematically gather information on
criteria
Share data with entire staff
Engage entire staff in collective analysis of
the information
Develop new strategies for achieving
goals
Monitor Results of implementation
PLC Crucial Questions
What do we want each student to
know or be able to do?
How do we know if they have
learned? What evidence do we
have of the learning?
How will we respond when some
students don’t learn?
Student Crucial Questions
What do I need to know?
Where am I now?
How do I get there?
What happens if I fail?
Ground Rules – What?
Standards for behavior
which all agree to follow
An opportunity for individual
ownership and responsibility
Reduces potential problems
Involves all in the process
Ground Rules – Why?
Increase communication, risk-taking,
productivity and effectiveness
Build a climate of trust and comfort
Create an atmosphere for open
communication
Particularly when discussing
controversial topics
Emphasize the importance of listening
with respect and acceptance
Ground Rules
Ground Rules
Create a list of ground rules for your table
Tools
Silent brainstorming
Affinity
Nominal Group Technique
Post on your table
3 Critical Questions
Treasures Reading Series
What do we want all building staff
to know about Treasures?
(administration, teachers, staff, and coaches)
How are we going to know if they
know it?
What are we going to do to help?
What do we want all to know
about Treasures?
Learner expectations/plan on page
Components of the program
Oral language
Word study
Comprehension
Leveled reading
Language Arts
What do we want all to know
about Treasures?
Processes
Structure of the manual
If-then statements
Maintain skills
Spiraling skills and strategies
Re-teaching
Differentiation
Integrated Approach
Assessments
How are we going to know
if they know it?
Implementation Logs
Walk Throughs
Unit Assessments
Staff Feedback
What are we going
to do to help?
Support through instructional coaches
Support from Macmillan
Grade level meetings
District meetings
Continuous Improvement Support
Address the Feedback
Continuous Improvement Support
Plan on Page for each Unit
Answer Question
What do we want each student to know or be
able to do?
Team of including teachers, reading
coaches, and facilitators
draft, edit, edit, edit, edit
"If you aim at nothing,
you'll hit it every time."
Author Unknown
If we aim
at our targets…
Reading Plan on a Page
Teacher View
Unit Plan on a Page
(Learning Expectations)
Learning Expectations taken from the red
check marked items that are tested skills
Align with Macmillan assessments
In the Process of Revising
Continually working to align to standards and
district strategic plan
increase accessibility and effectiveness
Critical Questions
What do we want each student to
know or be able to do?
What do I need to know?
What evidence do we have of the
learning?
Where am I now?
District Goal
SIP Goal
Classroom /
Curriculum Goal
Learning/
Scaffold Target
Success…….
When students know what they are
learning, their performance, on
average, has been shown to be
27 percentile points higher
than students who do not know what
they are learning.
What are the
learning targets?
Robert J. Marzano
Reading Plan on a Page
Student View
Connecting Plan on a Page
to Your Students.
I Can Statements
Goal Setting
Scaffolding
Perseverance
Success
Celebrations
How can I can
statements be used in
your school community?
Brainstorm with your ARDT
Group Like Ideas (Affinity)
Goals (I Can Statements)
Empower Students
Common focus
Target for achievement
Communicate what is important
Build community & engagement
Motivation
Ground rules
created by
students
Classroom mission
statements
Classroom &
student
measurable goals
Quality tools and
PDSA used
regularly
The Continuous
Improvement
Classroom
Classroom data
centers
Classroom
meetings facilitated
by students
Student-led
conferences
Student data
folders
CI Classroom
Unit One – Plan on a Page
Data Center
Communication
Unit Two –
Revised Plan on a Page
Student I can Plan on a Page
Next Steps….
I can statements
Data center & folder
Formative Assessment
Next Steps
Survey
September 22 to Instructional Coaches
Share the Information from today
Focus on Learning Targets
Stay Positive
Encourage one another
Believe our students can rise to the
occasion