Transcript Level 2 - Cedar Rapids Community School District

Introductions & Welcome!
 Binder with Materials
 Parking - across the street
 Email & Web Page
 Future Dates
 October 30 & November 1
 January 23 & 24
 March 12 & 13
Essential Outcomes
 Applying effective school research
for Continuous Improvement
 Utilize PLC as model for AR teams
 Clarifying Core Values
 Action Research/PDSA to
implement the SIP
Agenda For Today!
 Where have we been?
 Review work from ‘06-’07
 Where are we going?
 The Vision
 Effective Schools Research
 How will we get there?
 SIP
 PLC
 Harris Poll Data
Where have we been?
PDSA
SIP
School Plan on a Page
Review work from ‘06-’07
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
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
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
Study:
1. Examine student assessment results (compare to baseline)
2. Assess the impact of research-based best practice/improvement theory on student
achievement
Thinking about school improvement this
past year… what’s in your “top 3”?
Top 3 Successes
Top 3 Struggles
How will we address those struggles this year?
Where are we going?
 The Vision
 Effective/High Performing
Schools Research
Why?
 To Provide rigor and relevance for all
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students as opposed to a system that
selected and sorted students
A different set of core knowledge is
necessary – 21st Century skills
Global Competition
Elimination of unskilled jobs
Advancement in technology
9 Common Characteristics of
Successful Schools
From: What we know about successful school leadership (2003).
- American Education Research Association (AERA)
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Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Collaboration & Communication
Curriculum, Instruction & Assessment Aligned
with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Community and Parent
Involvement
Blue Ribbon Schools Criteria
 Student Focus & Support
 Challenging standards, curricula
 Active teaching & learning
 School Organization and culture
 Professional community
 Leadership & educational vitality
 Family & community relations
 Indicators of academic success
Factors Influencing Achievement
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
School
4. Safe and Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies
7. Classroom Management
Teacher
8. Classroom Curriculum Design
9. Home Environment
10. Learning Intelligence/ Background Knowledge
Student
11. Motivation
Marzano
Characteristics that Guide
Student Achievement
High Performing Schools
1. Common mission, vision, values and goals.
2. Ensuring achievement for all students with
3.
4.
5.
6.
systems for prevention and intervention.
Collaboration focused on teaching and
learning.
Using data to guide decision-making and
continuous improvement.
Gaining active engagement from family &
community
Building sustainable leadership capacity.
Nine Central Characteristics of
High Performance in Schools
International Center for Leadership in Education Willard R Daggett, Ed. D
http://www.leadered.com/index.shtml
1.
2.
3.
4.
5.
6.
7.
8.
9.
Instruction focused on student’s interests, learning styles, &
aptitudes through a variety of small learning community
approaches.
Unrelenting commitment to excellence for all students
Commitment of resources & attention to 9th grade students.
Rigorous and relevant twelfth grade year.
Laser-like focus on data at the classroom level to make daily
instructional decisions for individual students.
High-quality curriculum & instruction that focuses on
rigor and relevance.
Provide students with adults with whom they can develop
personal relationships and be allowed the opportunity to use
reflective thought.
Professional development focused around a limited number of
high-impact initiatives.
Solid and dedicated leadership.
The Vision for Your School
Beginning with the end in mind
 First, identify and list the common
elements in the models.
 Secondly, make a list of characteristics
that will serve as the vision of
your high performing school.
20 minutes
Key Question: Are those
elements present and to
what degree?
Student
 In the CRCSD?
 In your school?
 In the
classroom?
Classroom
Department
School
District
Driving the Vision
 What are the drivers?
 Plan Page
 Elements of effective schools in
your Plan on a Page
 SIP teams
 Elements in SIP
 Using PDSA for improvements
 How effective are your SIP teams?
 Quality Levels
How will we get there?
 PDSA process
 Bridge from ARDT
teams to PLC
 Refine group process
 Framework for group
procedures
 Common language
What is a
Professional Learning Community?
 How would you explain the concept of
a professional learning community?
 Maybe include:
 The purpose
 The organization
 The tasks
 If time, review the PLC article in the
resources section
5 minutes
Professional Learning
Community Model
 Focus on Learning rather
than Teaching
 Work Collaboratively
 Hold yourself accountable
for the results
PLC Crucial Questions
 What do we want each student
to learn?
 How will we know when each
student has learned it?
 How will we respond when a
student experiences difficulty
in learning?
Student Crucial Questions
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What do I need to know?
Where am I now?
How do I get there?
What happens if I fail?
PLC Core Principles
(Big Ideas & Core Values)
 Ensuring that students learn
 Learning for all
 A Culture of Collaboration
 Teamwork
 Focus on Results
 Data-Driven Decisions
Characteristics of Professional
Learning Communities
1. Shared mission, vision and values.


The foundation of a learning community
Collective commitment
2. Collective Inquiry

The engine of improvement
3. Collaborative Teams

Share a common purpose & structure
4. Action Orientation & Experimentation

PDSA
5. Continuous Improvement


The heart of a learning community
Discomfort with status quo
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
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
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
Study:
1. Examine student assessment results (compare to baseline)
2. Assess the impact of research-based best practice/improvement theory on student
achievement
Where are we now?
 Assess the
current
status of
your SIP
goal (Action
Research
team) prior
to next
meeting
Deciding to enter into a quality process
in education is not because good
things are not happening but because
of a desire to have good things happen
regularly, consistently, and predictable
at every level of the school system.
Random acts of excellence have little
effect on the desired strategic results.
~Margaret Byrnes
Cedar Rapids Community
School District
Using Harris Survey Data to Drive
Improvements
www.harrisinteractive.com
©2005, Harris Interactive Inc.
All rights reserved.
Team work time
 Planning for Action
Research/PDSA implementation
 What are your team’s next steps?
 Teams & Timeline?
 When will teams meet? How
often?
Announcements & Wrap-Up
 To Do List
 PLC audit
 Article
 Harris data
 Other announcements
 Quality Level Deployment Tool
 Quality Liaison
 Staff Development Update
 Evaluation/feedback for today’s meeting