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