Transcript Action Research Deployment Teams

Action Research
Deployment Teams
May - 2007
Agenda
 Pulling
it all together!
 Best Practices/Improvement
Theories
 Team planning for continuous
improvement
 Workshop evaluation &
planning for next year
(Your Department’s Mission Statement Here)
(Your Department’s SMART Goals Here)
Hoover School Improvement Plan
2006-2007
VISION
Excellence for All
HOOVER MISSION
The mission of the Hoover community is to develop
life-long learners and responsible citizens through continuous
improvement and excellence for all.
CORE VALUES
Customer Satisfaction
Data-Driven Decisions
Learning for All
Teamwork
Visionary Leadership
HOOVER SCHOOL IMPROVEMENT GOALS
Reading Comprehension
During the 2006-2007 school year the number of K-5 students at Hoover who improve
their reading comprehension skills will increase by 5% in each grade level as measured
by the District Benchmark Reading Assessments (LAPO & ERA).
Math Computation
During the 2006-2007 school year, the percentage of students scoring in the high and
intermediate proficiency levels will increase in math computation at Hoover Elementary
as measured by the district math assessments and the ITBS.
Social, Emotional, Behavioral- School Climate
During the 2006-2007 school year, Hoover students in grade 2-5 will increase their level
of student respect based on the Hoover student satisfaction survey.
GUIDING PHILOSOPHY
Continuous Improvement
Random Acts of Improvement
School Direction
Goals and Measures
School Direction
Goals and Measures
Aligned Acts of Improvement
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 PDSA this past
year… what’s in your “top 3”?
Top 3 Successes
Top 3 Struggles
What changes will be made to next year’s PDSA efforts?
Research Based
Best Practices
SEB
An Overview of CRCSD
Social / Emotional/
Behavioral
Components
March, 2007
Basic Human Needs
from William Glasser’s Control Theory
•
•
•
•
•
Survival
Love and belonging
Power
Freedom
Fun
Start with a Purpose in Mind
☼ Glenn: Raising Self-Reliant Children in a
Self-Indulgent World
☼ “People with an internal locus of control have the
following perceptions of themselves: ‘What
happens to me is largely a result of the decisions I
make and the effort I put forth. I believe I can
usually find a way to work out problems or
improve relationships, often by talking to people.
I believe that a correlation exists between what I
do and what happens to me, between the effort I
put forth and the rewards I reap from life. And
when I can’t influence what happens, I can still
decide how I will let circumstances affect me’.”
☼Rothstein: Class
and Schools
☼“Those personal qualities that we
hold dear - resilience and courage
in the face of stress, a sense of
craft in our work, a commitment to
justice and caring in our social
relationships, a dedication to
advancing the public good in our
communal life - are exceedingly
difficult to assess.”
“It used to be thought that
the brain was hard-wired
and that it didn’t
change….(but) positive
environments can actually
produce physical changes
in the developing brain”.
-
Frederick Goodwin(Kotulak 1996, p. 46)
During the early years,
children’s brains are
undergoing a massive
reorganization:
•Building millions of new connections
•Unused connections are pruned away
“Which synapses are kept and which ones
are pruned depends largely on whether
they are reinforced by experience.”
“Building the Reading Brain, PreK-3”
Pat Wolfe and Pamela Nevills, 2004
Neuroplasticity….the
ability of the human
brain to sculpt itself
based on its
experiences.
• Teachers provide these experiences
through structured social, academic,
interactive work and play.
Today….consensus tells
us that anywhere from
40-70% of our brain’s
wiring is provided by
environmental impact
depending on what trait
or behavior is being
considered….
“Teaching With the Brain in Mind”,
Eric Jensen, 1998
Social / Emotional / Behavioral (SEB)
Learning links academic achievement
with skills necessary for succeeding
in school and in life through…..
• Enhancing social, emotional, and
academic skills (capacities)
• Teaching skills and providing for
application in supportive, caring
learning environments
• Providing opportunities and
practice
CASEL (Collaborative for Social and Emotional Learning) website
STEP 1
• Assess the current status: Do we
have a system?
• Are all the components present in
all classrooms/learning
environments?
• Are the components fully
deployed?
• How would we know?
STEP 2
• What do the data tell us are the
most in need of improvement?
– Satisfaction and enthusiasm survey
– SWIS aggregate data
– Building surveys
– Staff observation
– Report card SEB ratings
– Other
STEP 3
• Select an improvement theory
– What component would we as a staff
want to get fully deployed, with
fidelity and integrity, in order to get
better results?
STEP 4
• Implement the improvement
theory
– Training through summer
workshops, modules, collegial
leadership and coaching, supports
– Keep implementation data
STEP 5
• Check the results
– After time for the strategy to work,
what do we see in results?
– What do new data tell us?
STEP 6
• Institutionalize the strategy
– Expect its use in every learning
setting
– Help new staff implement the
strategy and understand the
rationale for it
STEP 7
• Determine appropriate
interventions for students who
demonstrate the need for more
intense supports
Procedures
COMPONENT
LEVEL I
LEVEL II
LEVEL III
LEVEL IV
PROCEDURES
Procedures are
developed
by the
classroom
teacher
and
communic
ated to
students
Procedures are developed
by the classroom
teacher with student
involvement, written
for all students to
have, and are
reinforced regularly
Procedures are developed
collaboratively with
students. A menu of
classroom-designed options
is used by teachers in
response to violations.
Reteaching and support
strategies replace
punishment and rewards as
interventions.
Procedures are practiced and
reinforced regularly, and
daily or weekly monitoring
checks completed by
students and staff. Charting
of success is evident at
classroom and building
levels.
4.D- Standardize key processes in the
classroom using flow charts or
other tools to communicate to
stakeholders (displayed in the
classroom)
2.E- Collect data that measures
progress toward classroom
SMART goals (displayed in the
classroom)
Student feedback tools (plus/delta,
quality Quadrant)
•Building-wide expectations
•Direct teaching of procedures
•Student input regarding procedures
•Menu of choices
•SWIS system and office referrals
Agenda
AGENDA
Verbal outlines of the
school day are
shared with
children.
Written agendas are displayed
on the board or via video
screen. Teacher walks
through agenda at start
of day.
Written agenda is referred to
throughout the day,
with alterations noted.
Written agenda is regularly visited
through the day, and students
participate with the teacher in
creating the daily/weekly
agenda.
Class Meetings /
Community Circle
CLASS MEETINGS /
COMMUNITY CIRCLE
3.E- Implement classroom meetings on a
regular basis. Students lead the
meeting and facilitate the
discussion around the progress
toward class goals, measures and
mission. Student feedback is used
to drive the class meetings.
Class meetings are
held at the
teacher’s
discretion.
Class meetings are
conducted on a
daily basis, with a
purpose clearly
stated each day.
Class meetings occur
daily, as well as
on as-needed
basis to problem
solve, to review
curriculum, and
to enhance a
positive climate
for all.
•Structured opportunity for all students to be included
•Goal setting
•Teaching procedures
•Problem solving
•Conducting class business meetings
•Reflection
Students participate in
the agenda design
for class meetings
and assist with the
actual
management of
the meetings.
Common Language /
Social Skills Instruction
COMMON LANGUAGE/SOCIAL
SKILLS INSTRUCTION
2.C- Involve students in the
creation of classroom
ground rules/expectations
(displayed in the
classroom)
Teacher uses
common
language of
Building
Guidelines.
Social skills are
taught as
concerns arise.
Teachers use and
reinforce common
language and
social skills
through direct
teaching.
Interventions are
documented for
major offenses.
Common language and
social skills are
taught and
reinforced on a
regular basis as an
integral part of
classroom
instruction. Use of
the language is
prevalent.
Interventions are
documented.
Evidence of the common
language is heard
coming from students,
parents and teacher.
Reteaching takes many
forms. Supplemental
and intensive plans are
kept to a manageable,
but effective number.
•5 Report card guidelines
•Teach through: target talk, posters, literature, community circle,
multiple attributes, assemblies, Tribes® strategies and energizers,
modeling
•Social Skills: Skills for Growing, Boys Town, Lifeling Guidelines /
Lifeskills, Character Counts, Tribes® agreements, Skillstreaming,
Second Step
Problem Solving /
Conflict Resolution
COMPONENT
LEVEL I
LEVEL II
LEVEL III
LEVEL IV
PROBLEM SOLVING /
CONFLICT RESOLUTION
Students are
encouraged to
resolve their
own concerns
with words.
Problem
solving
strategies are
taught in the
classroom.
Classrooms engage in
regular “how are we
doing?” checks.
Conflicts are openly
discussed and
resolved using
community circle and
individual mediation
techniques.
A menu of building-designed
intervention options is
used by teachers to
model conflict
resolution for students,
and to guide students
in the use of
strategies. Students
with more frequent
conflict issues are
provided additional
support through adults
and/or peers.
As needed, teachers and students
use the PDSA cycle to improve
behaviors identified as
interfering with learning.
Teachers collaborate with the
building ART to monitor
student rates of bullying and
harassment, responding
through the PDSA process to
minimize conflict.
3.G- Utilize PDSA to improve a
process in the classroom
(displayed in the classroom)
3.E- Implement classroom meetings
on a regular basis.
Students lead the meeting
and facilitate the discussion
around the progress toward
class goals, measures and
mission. Student feedback
is used to drive the class
meetings.
•Direct teaching of skills
•Community circle / class meetings
•Re-teaching
•Teacher intervention
•Administrative intervention
Data Driven
Decisions
DATA DRIVEN
DECISIONS
4B- Monitor student and
stakeholder
satisfaction and
use data to drive
classroom
improvements
(displayed in the
classroom)
3B and 2F Class data
center and student
data folders.
Instructional
decisions are
based on the
teacher’s
knowledge of
the child and
the teacher’s
past
experiences.
•Class data centers
•Student data folders
•Student input
•Office referrals
•Suspensions
Teachers maintain anecdotal
records of student S/E/B
skills exhibited on a daily
basis. Classroom and
individual programming
are adjusted according
to these records.
The teacher submits
recorded classroom
data to the building
ART and
participates in
building-wide
implementation
strategies.
Parent, student, and staff
satisfaction data are
used to determine
improvement theories for
S/E/B. Classroom data
centers publicly display
evidence of continuous
improvement.
Quality Tools
QUALITY TOOLS
3I- Use at least 9 quality tools
(brainstorming, affinity
diagram, nominal group
technique, run chart,
flow chart, cause and
effect diagram, force
field analysis, pareto
diagram, relations
diagram)
2F- Implement student data
folders in the classroom
Teachers use basic tools
such as
histograms,
brainstorming, and
plus/delta to
engage students in
the classroom
operations.
Teachers use quality
tools to
identify areas
for
improvement,
to select
strategies, and
to monitor
progress.
•Continuous PDSA in
relationships, climate
•Action Research Team work
Student involvement in the
data collection is used
as a motivation
strategy. Tools, goal
setting, and data folders
help replace the use of
punishment and reward.
Teachers and students
demonstrate the use of
quality tools to
coordinate with the
building ART mission
and goals.
Implementation of
building improvement
strategies is evident.
Differentiation
Strategies
DIFFERENTIATION
STRATEGIES
(INCLUDING
SUPPLEMENTAL AND
INTENSIVE PLANS)
3B- Create a Classroom Data Center
( May include: District
Strategic Plan, SIP goals,
classroom ground rules,
classroom mission
statement, SMART
classroom goals, graphic
displays of progress toward
SMART goals)
2F- Implement student data folders
in the classroom
Classroom
practices
allow for
adequate time,
choices, and
meaningful
curriculum
that fit
individual
learners.
Teachers plan for
differentiated
strategies that fit
students’ S/E/B skill
levels. Individualized
social skill instruction
is made available to
students who
demonstrate the need.
•Core instruction
•IDM process
•Grouping strategies
•Adjustments for individual needs
•Interventions
Students are involved in the
design of classroom
interactions and in
learning
methodologies.
Students monitor and
chart their own
behavior and
satisfaction on a daily
or weekly basis. Class
meetings focus on the
data from student
reporting and
adjustments are made
to improve results.
Teachers collaborate in the
design of building
improvement efforts.
Supplemental and
intensive programming
choices are applied for
students who
demonstrate the need
for S/E/B supports.
C.R.C.S.D. CORE Components for Social/Emotional/Behavioral Programming
Component
Resources
Data Sources
Interventions
Procedures
Modules
Getting Started/Meeting the Challenge
Exceeding Expectations by Kovalik and Olsen
Brain Based Learning by Jensen
ITI: The Model
Procedure Pads
Positive Behavior Supports initiative
Colleagues
Observations
Team discussions
Walk Throughs
Class data folders
Pads
Student handbooks
Class procedure posters
Teach/Reteach
Target Talk
Procedure pads
Self assessments
Class data folders
Small group practice
Alternative Recess
Trouble Free Playground
Agenda
Modules
Exceeding Expectations
Colleagues
Observations
Picture Agenda
Pre-transition notification
Class Meetings/Community Circle
Modules
Tribes by Jeannie Gibbs
Continuous Improvement District workshops
Getting Started/Meeting the Challenge
William Glasser workshops/books
Don't Laugh At Me by Peter Yarrow
Colleagues
Observations
Implementation logs
Team discussions
Content area listing
Small group community circle
Common Language/Social Skills
Report card language
Modules
Megaskills by Dorothy Rich
Tribes by Jeannie Gibbs
Getting Started/Meeting the Challenge
Girls and Boys Town Social Skills
Character Counts
Skillstreaming
Second Step
Colleagues
Target Talk
Literature ties
Posters
Inclusion activities
Walk Throughs
Current events ties
Lesson plans
Observations
Skillstreaming lessons
Activities That Teach
Second Step lessons
Boys and Girls Town lessons
Where did those 8
components come
from?
…and numerous other research-based
sources...
…all based on the
following…
CASEL (The Collaborative for Social
and Emotional Learning) website:
www.casel.org
• University of Illinois at Chicago
• Has compiled hundreds of
research studies in this area
• Reviewed 80 SEB programs
• Makes recommendations for
schools based on findings from
research
• TRIBES® was one of the SEB
programs chosen as a CASEL
Select program based on its
components
Some of their findings include:
• Multi-year initiatives had
more enduring benefits
• School climate should be
central focus
• Should be infused into
regular academic
curriculum
• Stand alone programs not
as effective
• Students should be
engaged actively and
experientially in learning
process
• TRIBES® is a group
process that develops a
positive environment to
help promote human
growth and learning. It is all
about building community
through 3 stages of group
development, using a set of
agreements.
• This process is based on 30
years of human
development and resiliency
research.
Common language has been adopted by
elementary schools and has been
aligned with the report form.
From Class and Schools,
by John Rothstein, p.96
• In a 1994 study by Johnson and
Immerwahr: “over 2/3 of Americans
said that teaching values was a role of
public schools more important than
teaching academic subjects”
• In a recent survey, the highest ranked
school purpose was “preparing
responsible citizens”
• An Illinois focus group study concluded
“preparing good citizens, not academic
Research Based
Best Practices
Math
BIG IDEAS
IN MATHEMATICS
Use Writing in Math

Helps
students
think
Informs
teacher
Increases
math
vocabulary
Writing
in
Math
Allows time
to process
Offers
extended
learning
opportunities
“Students who have
opportunities,
encouragement, and
support for…
writing in math reap
dual benefits: They
communicate to
learn mathematics
and they learn to
communicate
mathematically.

NCTM Principles and Standards 2000
What the Research says…
When asked to explain their problemsolving processes or to discuss how
the math they learned might be used in
the real world, students deepen their
understanding of concepts and clarify
their thinking (Goldsby & Cozza, 2002; Sjoberg, Slavit, and
Coon, 2004)
But how can we collect data on
student writing?
 Data
folders could include student writing
samples over time
 Rubrics for scoring student writing give a
numeric value to student writing
Meaningful Distributed Practice

What the research says…
Distributing
study time over
several sessions generally leads
to better memory of the
information than conducting a
single study session.

(Ebbinghaus, 1885; Keppel, 1981; Bloom and Schuell, 1981; Donovan & Radosevich, 1999)
Opportunities
For
Distributed
Practice
Math
Boxes
Everyday
Math
Games
“Down”
Time
Writing
Prompts
How can we collect data on distributed practice?

Teachers keep log of minutes spent on games,
“down” time practice.

Track progress on identified skills using slate
assessments, mini-quizzes, specific problems on the
math boxes, or writing prompts.
Increase Teachers’
Knowledge of
Mathematics
What the research says….
“Improving teachers’ mathematical
knowledge and their capacity to use it to
do the work of teaching is crucial in
developing students’ mathematical
proficiency. National Research Council, 2001
Now don’t take offense…
We’re aware that:



Every teacher takes required math courses in
high school and college
The math education that we received may not
have provided us with sufficient opportunities
to really LEARN mathematics.
We may know the facts or procedures but we
may also have a relatively weak
understanding of the conceptual basis for that
knowledge.
How can we increase our
content knowledge?




Assess teacher knowledge.
Identify an area to learn more about.
Start a study group of teachers in the building that
want to learn more about similar concepts.
After working together, re-assess.
What data could we collect on increasing
teacher understanding of math concepts?
I figured it
out!!!!!!



A log of the group’s topics and work
Teacher journals that record problem solving and replies to
affective prompts
(If you’re really brave…) Pre-test and Post-test Scores
Other ideas for math ART’s to
consider:
 Increasing
Student Math
Vocabulary
 Teaching Math through Problem
Solving
 A Strategic Look at Basic Facts
 Meaningful Use of Manipulatives
Whatever you do…
Try to come up with a plan that:

Will benefit all kids, and harm none…

Will excite teachers

Will improve student achievement in
mathematics
And…
Don’t be afraid to
Think
outside
the box!
Research Based
Best Practices
Reading
TEACHING READING
REALLY IS
ROCKET SCIENCE.
IT IS AN
ENORMOUSLYCOMPLEX ACT.
Donald N. Langenberg, Chair
National Reading Panel
Chancellor, University of Maryland
Speaking and listening come first.
But learning to read is, without
question, the top priority in elementary
education.
Boyer, 1995, p.69
“Yes, parents may have the greatest
impact on how their children come to
us. But we have the greatest impact
on how they leave us.”
Superintendent, North Carolina
High Home
Support
Low Home
Support
Consistent High Quality
Classroom Support Instruction
100%
100%
Mixed Classroom Support
100%
25%
Consistent Low Classroom Support
60%
0%
The Simple View of Reading
R=DxC
(Phil Gough)
Fluency
Word Recognition & Comprehension
What are the Essential
Components?





Phonemic Awareness
Phonics
Vocabulary development
Reading fluency
Reading comprehension

Classroom organization

Matching pupils and texts

Access to interesting texts, choice, and
collaboration

Writing and reading
What are the Major Findings?






Most children need explicit instruction in decoding and
comprehension.
While fluency isn’t sufficient for comprehension, it is absolutely
necessary for good comprehension.
Assessment and instruction are inextricably linked.
Writing, spelling, and reading are highly related, especially in
the early stages of learning to read.
Children should spend more time independently reading and
writing.
Children not reaching benchmarks benefit from daily intensive
instruction.
Chall’s Stages of Reading Development
Changing Emphasis of Big Ideas
K
1
2
3
Phonological
Awareness
Alphabetic
Principle
Letter Sounds
& Combinations
Multisyllables
Automaticity
and Fluency
with the Code
Vocabulary
Listening
Reading
Comprehension
Listening
Reading
The Effects of Weaknesses in Oral Language
on Reading Growth/Academic Achievement
Reading Age Level
16
High Oral Language
15
in Kindergarten
14
13
5.2 years difference
12
11
10
9
Low Oral Language
8
in Kindergarten
7
6
5
5
6
7
8
9
10 11
12 13 14 15
Chronological Age
16
(Hirsch, 1996)
Children must become accurate
readers as a first step toward
becoming fluent readers.
An accurate, fluent reader will
read more.
The Failure Cycle
Percentage of youngsters in
the school who can read
grade level material
The Reading Gap
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Target
The Reading Gap
PreK
K
1
2
3
4
Target: 85-90% of students can handle grade level material.
Actual: Where schools say they are.
The difference between the Target and Actual levels is the Reading Gap that can only be
closed by comprehensive literacy strategies at the school level.
5
Importance of Independent
Reading
100%
Percentile Rank
80%
60%
40%
20%
0%
0.0
1.0
4.3
9.2
Minutes Per Day
16.9
33.4
76.3
Importance of Independent
Reading
Minutes/Day
Percentile Rank
(Books, Magazines, Newspapers)
Words/Year
98th
67.3
4,733,000
90th
33.4
2,357,000
70th
16.9
1,168,000
50th
9.2
601,000
30th
4.3
251,000
10th
1.0
51,000
2nd
0.0
--
Reading rate is strongly correlated
with comprehension.
Reading rate (fluency) is causally
related to reading comprehension.
Reading rate is correlated with many
other student characteristics that also
influence reading comprehension.
Vocabulary = .99
% F/R Lunch = .97
% Minority = .97
% ELL = .96
How much fluency (rate) is enough to
facilitate good reading comprehension?
DIBELS
Norms
H&T
Norms
Aimsweb
Norms
1st
45 wpm
43 wpm
45 wpm
2nd
91 wpm
79 wpm
85 wpm
3rd
110 wpm
96 wpm
102 wpm
Oral Reading Fluency Goals
Grades 1 – 2
2-3 words per week
Grades 3 – 5
1½-2 words per week
The role of vocabulary becomes
increasingly important as students
progress in school.
Kindergarten vocabulary (PPVT) is closely related
to later reading comprehension
End of Grade One -- .45
End of Grade Four -- .62
End of Grade Seven -- .69
The relationship of vocabulary to reading
comprehension gets stronger as texts become
more complex.
(Snow, 2002)
Comprehensive Vocabulary
Development
1.
Wide reading
2. Direct teaching of important words
3. Teaching word learning strategies
4. Fostering word consciousness
Magic Number
=
1,000,000 words
read per year
For a child who reads 15-200 words per minute,
reading 20 minutes per day will yield 1,000,000
words read in a year.
Anticipated vocabulary growth:
1,000 – 4,000 new words learned
Tier One:
 The most basic words
 Rarely require instruction in school
 Examples: happy, bed, school
Tier Two:
 High-frequency words for mature
language users
 Instruction adds productivity to an
individual’s language ability
 Examples: coincidence, absurd,
industrious
Tier Three:
 Words whose frequency of use is
quite low, often limited to specific
domains
 Best learned when needed in a
content area
 Examples: isotope, lathe,
peninsula
Prior Knowledge . . .
Better than I.Q. for predicting success
on inferential comprehension.
Types of Prior Knowledge

Topic knowledge

Text structure and organization

Vocabulary
The punter kicked the ball.
The baby kicked the ball.
The golfer kicked the ball.
How did the ball change?
Mary Lou’s heart was pounding as
she stood on the highest portion of
the platform, flanked by a Japanese
and a Rumanian. The last two years
had been worth it!
Today’s Cricket
The batsmen were merciless against the
bowlers. The bowlers placed their men in
slips and covers, but to no avail. The
batsmen hit one foul after another with an
occasional six. Not once did a ball look
like it would hit their stumps or be caught.
Proficient comprehension of text is
influenced by:

Accurate and fluent word reading skills

Oral language skills

Extent of conceptual and factual knowledge



Knowledge and skill in use of cognitive strategies to
improve comprehension or repair it when it breaks
down.
Reasoning and inferential skills
Motivation to understand and interest in task and
materials
Three Major Strategies to Teach
Comprehension
1.
Reading a lot
2.
Strategic reading
3.
Deep discussions about
books or articles
Two Approaches
1.
Competent reader strategies
2. Text structure strategies
The Big Five

Predict and Infer

Self-Question

Monitor and Clarify

Evaluate and Determine Importance

Summarize and Synthesize
Narrative Structure (Story Grammar)
Expository (Informational) Structure
The effectiveness of instruction
in comprehension strategies
depends critically on how they are
taught, supported, and practiced.
1.
An explicit description of the strategy and when and
how it should be used.
2. Teacher and/or student modeling of the strategy in
action.
3. Collaborative use of the strategy in action to
construct meaning of text.
4. Guided practice using the strategy with gradual
release of responsibility – scaffolding by the teacher.
5. Independent use of the strategy.
Engaged Readers

Meaningful conceptual content in reading instruction
increases motivation for reading and text
comprehension.

Giving students choices of texts, responses, or
partners during instruction.

Have an abundance of interesting texts available at
the right reading level for every student.

Allow students the opportunity to work collaboratively
with ample opportunities for discussion, questioning,
and sharing.
Team Planning
Use
the
planning
tool
Leave
with
a plan!
Next steps…
• Use the “Organizing and Planning for
Continuous Improvement” tool to guide your
planning
• Update your SIP by June 30th
• Have your school’s “plan on a page” ready for
the start of the school year
• Set and communicate direction!
• Please complete the evaluation for today’s
session
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
GOAL
STATEMENT
SMART GOAL
INDICATORS
MEASURES
TARGETS
ACTION PLAN









SMART Goals
S – Specific (What do we want to measure?)
M – Measurable (How are we going to measure it?)
A – Attainable (Is this a reasonable goal?)
R – Results-oriented (What will the goal look like when it has been reached?)
T – Time-Bound (When should we meet the goal?)
Specific:
Measurable:
Attainable:
Results-oriented:
Time-bound:
Your SMART Goal:
SMART Goals
S – Specific (What do we want to measure?)
M – Measurable (How are we going to measure it?)
A – Attainable (Is this a reasonable goal?)
R – Results-oriented (What will the goal look like when it has been reached?)
T – Time-Bound (When should we meet the goal?)
Specific:
Math sub-test 11th grade
Measurable:
Attainable:
Math subtest ITED NPR
Target 85% based on trend data
Results-oriented:
Proficient above 40th NPR
Time-bound:
Fall 2008 ITED
Your SMART Goal:
By the fall of 2008, 85% of all 11th
grade students will score above the
40th NPR on the ITED math subtest.