Transcript 1-10-12 Main PowerPoint Presentation

Building Leadership
Teams 2011-12
Session #3
January 2012
Driving Continuous Improvement Throughout the School!
• Your personal New
Year’s resolution
Your New Year’s
Resolution for your
PLC Team
Find someone from another BLT and
share (double take)
Agenda
•
•
•
•
Review BLT Key Outcomes
Share work with Harris Poll Results
PLC Check
PDSA Cycle
• Review and Next Steps
• PDSA Reflection: Tool and Activity
• Tools/Protocols for Collaborative Data
Analysis
Housekeeping…
 Future Meetings- 8:00am – 11:30pm
• March 27 & 29, 2012
• Lunch & Breaks
• 11:45
• Afternoon Planning Time
• 12:30 – 3:24
2011-12 BLT Key Outcomes
• Set and communicate direction!
• Effectively implement PLCs with
integrity and fidelity at the school
• Align the work of PLC teams with the
School Improvement Plan
• Use the Plan Do Study Act cycle and
quality tools to drive improvements
for PLC/SIP SMART goals
Review your Building Leadership
Team Norms
Harris Poll Results
• Share your Building Team’s Work
• How have you used the Harris Poll
Results?
• Plus/ Deltas of your process
• How will the Harris data be
incorporated into your Building’s SI
Plan
• Next Steps (action plan)
Banner’s Pledge for Excellence
Mission
Engaging all learners to prepare them for the 21st Century.
Vision
Dunlap students will continuously excel in a global society by being:
 Self-motivated learners
 Critical thinkers
 Effective communicators
 Skilled collaborators
 Responsible and culturally aware citizens
 Technologically capable creators
Values and Beliefs
We believe that:
 While all children can learn, they learn at different rates and in different ways.
 High expectations and an engaging, innovative, technological learning environment are
critical to the learning success of all students.
 Students must take responsibility for their own learning and achievement.
 Effective collaboration requires trust, mutual respect, open, and honest communication.
 District policies are necessary to ensure equitable and consistent implementation of
expectations.
 Goals must be specific, measurable, attainable, results-oriented, and time-bound.
 Continual stakeholder feedback guides improvement.
PLC
CLC
School Goals
GOAL 1: By the end of the 2011-2012 school year, 90% of Banner students will
meet/exceed targets on the grade level reading comprehension assessments as
measured by CARS.
GOAL 2: By the end of the 2011-2012 school year, 100% of Banner students will
achieve at least 85% on the end-of-the-year math assessment.
GOAL 3: By the end of the 2011-2012 school year, 95% of our students will remain on
green in their respective classrooms.
PDSA within a Professional Learning Community
*Note- hold down the “CTRL” key to access the underlined hyperlinks which reference resources
PLC Question #1- What do we want
students to know and be able to do?
7.) Share Success-Plan Next Steps
 Share best practices and continue PDSA.
 Select next area for improvement.
1.) Standards/Benchmarks & Learning Expectations
 Identify the standards/benchmarks that the PDSA will address
(Refer to curriculum maps).
 How do we currently teach/address this standard/benchmark?
(Use Flow Chart to document current instructional practice).
Plan For
Continuous
Improvement
PLC Questions #3- How will we respond
if students aren’t learning?
Define the
System
6.) Standardize Effective Actions
 If successful, standardize the practice and
tweak the strategy for optimum results.
 If unsuccessful, try another strategy based
on another identified root cause.
Standardize
Improvement
s
PLC Question #2- How do we know
if they’ve learned it or can do it?
ACT
2.) Formative Assessment
PLAN
STUDY
PLC Questions #3- How will we respond
if students aren’t learning?
5.) Measure Effectiveness of Actions
 Monitor the implementation of research-based
action(s) to ensure integrity and fidelity.
 Assess impact on student learning through
formative assessment (or in-process measures).
Study
the
Results
DO
Try Out
Improvement
Theory
PLC Questions #3- How will we respond
if students aren’t learning?
4.) Best Practices/Research Strategies
 Target root causes through best practices/research strategies, learning
supports, interventions & differentiation to help students learn (RTI)
 Use quality tools such as Force Field Analysis & Action Plan to
document what you will do differently to get different results.
Analyze
Causes
Assess
Current
Situation
 Review formative assessment data related to
the identified standard/benchmark.
 Identify/create “in process” measure to track
progress in data centers/folders.
 Identify “baseline” performance (Use Run
Chart, Pareto Diagram, or other tools).
 Use “PLC Data Analysis” template to
identify key findings.
 Create a SMART goal based on the data
analysis which includes target performance.
PLC Questions #3- How will we respond
if students aren’t learning?
3.) Root Causes/Barriers to Learning
 Determine root causes contributing to the current results and
identify why students aren’t learning at the expected level.
 Use quality tools to help identify root causes (Cause &
Effect Diagram, 5 Why’s, Relations Diagram, etc.)
Suggested BLT Discussion
Items
• Making Connections
• Building Plan on a Page
• Monitoring your building goals/ Building
Scorecard
• What is the data telling you?
• Using the Harris Poll Data to guide your SI Plan
• Thinking ahead about next year’s goals
• PLC Work
Where is your PLC team in the
PDSA Cycle?
Plan
Continuous
Improvement
Standardize
Improvement
Define the
System
ACT
PLAN
STUDY
Study the
Results
Assess
Current
Situation
DO
Try Out
Improvement
Theory
Analyze
Causes
Can we meet our goal of all PLC teams
completing the PDSA Cycle by March 2012?
After Break:
Sit in the Following Groups
TABLE
Grade Levels
Banner
Kindergarten
Holly/Carissa
Technology
Dunlap Grade
1st grade
Julie
2nd grade
RES
3rd grade
4th grade
Jamie
WW
5th grade
Dave
Mandy
Test your PDSA Knowledge:
Match the tool with the PDSA Step
STEPS OF PDSA:
• Step 1: Define the
System
• Step 2: Access the
Situation
• Step 3: Analyze Causes
• Step 4: Try out
Improvement Theory
• Step 5: Study the Results
• Step 6: Standardize
Improvement
• Step 7: Plan for
Continuous
Improvement
TOOLS:
• Pareto Diagram
• Relations Diagram
• Run Chart
• Assessment Tool
• Flow Chart
• Action Plan Template
• Fishbone Diagram
• Other
BUILDING A STORY BOARD
After reviewing assessment data and BLT goals, create a
SMART goal to focus on target skill(s)
Plan
Continuous
Improvement
Standardize
Improvement
Define the
System
ACT
PLAN
STUDY
Study the
Results
DO
Try Out
Improvement
Theory
Analyze
Causes
Define how your team is currently
teaching the skill
Assess
Current
Situation
5th Grade PLC SMART GOAL
• By May 2012 all students will
improve their writing skills,
specifically in the area of
Language, by 4 points based on
the Ridgeview Writing Rubric.
Student
Go to mentor text to
compare their writing
in weekly prompt
Teacher
Rigby- Scope and
Sequence
Simple, Compound,
Complex
Student Reflection
Combine sentences
for fluididty
Revise-look to add
more details
Prompt
40 minutes to write
Rubric
Define the Current Situation
Plan
Continuous
Improvement
Standardize
Improvement
Define the
System
ACT
PLAN
STUDY
Study the
Results
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
Determine what in-process
measures could be used to
gather baseline data.
Ridgeview Elementary Writing Rubric
1
Emerging
Content
(ideas/organization)



Unclear focus
Attempted organization
Ability to express ideas
2
Developing




Language
(sentence fluency, word choice,
voice)


Mechanics
(writing conventions)



Process
(writing purpose, process,
presentation)
Writing takes the form
of simple, common
words, phrases, or
sentences
Voice begins to emerge
as student adds
personal touches to
writing and illustrations
Clear words emerge
with proper spacing
Student begins to
group words together
into phrases and
sentences, arranging
them from left to right
Words spelled
phonetically
With teacher guidance
students understand
and are prompted to
use writing process







3
Proficient
Message or storyline is
present but may lack a
clear beginning or
ending
Some ideas are
supported with details
but may lack focus
Simple sequencing and
transition words
Varied simple sentence
types
Hints of voice and
personality
Experiment with less
common words

Common words spelled
correctly
Paragraphing begins to
emerge, includes a
beginning, middle, and
end
Basic punctuation and
capitalization

Beginning independent
use of the steps of the
writing process









4
Advanced
Focused and well
organized ideas
Storyline present with a
clear beginning and
ending
Understands audience
Transitional devices
strengthen organization


Increased variety of
sentence types
Effectively experiments
with new words
Voice continues to
develop as student
experiments with
language
Commonplace
understanding of
writing conventions
Application and transfer
of spelling rules
Demonstrates basic
understanding of gradelevel grammar and
usage
Independent
application of the
writing process




Focused on topic
Logical progression of
ideas
Extensive use of
transitions
Varied sentence
structure
Advanced vocabulary
Clear understanding of
audience

Mature understanding
of spelling,
punctuation, and
grammar

Effectively uses all
steps of the writing
process
Proper choice of text
form to suit purpose

Run Charts capture data over a specified time period.
Used by teams when gathering baseline data at the
beginning of a PDSA and again after the improvement
theory has been implemented.
Analyze Causes
Plan
Continuous
Improvement
Standardize
Improvement
Define the
System
ACT
PLAN
STUDY
Study the
Results
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
Review the baseline data
collected and discuss root
causes for the results.
Once root cause(s) are identified: Research best practices
related to the root cause and share with the PLC team
Try Out Improvement Theory
Plan
Continuous
Improvement
Write an action plan to implement
the improvement theory in your
classrooms. Practice newlylearned strategies (improvement
theory), and measure the
effectiveness of the strategies
Standardize
Improvement
Define the
System
ACT
PLAN
STUDY
Study the
Results
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
Action Plan Worksheet
Considerations & Connections
• How much time will you give for your
data monitoring/collection?
• How many data points will you collect ?
• How are your students connected to this
data collection & SMART Goal?
PLC
CLC
Plan
Continuous
Improvement
Standardize
Improvement
Define the
System
ACT
PLAN
Monitor student data to determine
effectiveness of strategies.
Compare to baseline.
STUDY
Study the
Results
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
Continue to use the PDSA cycle to make improvements in the realm
of your professional learning community
Reflect, observe, practice, receive
feedback, gain expertise and
standardize the new practice.
Make a new flowchart.
Plan
Continuous
Improvement
Standardize
Improvement
Define the
System
ACT
PLAN
STUDY
Study the
Results
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
PDSA Step 6: Drawing Conclusions
Instructional Practice
Evidence of Impact
Next Steps
What did you do
differently?
What are assessment
results telling you?
Practice has proven to be
successful and should be
replicated. OR
(Improvement
Theory)
(Common formative
assessments)
Practice needs continued study
because the data collected
point to inconsistent
conclusions. OR
Practice has no impact on
student growth and should be
eliminated.
Next Steps for Continuous Improvement
A) Continue with the
same SMART GOAL,
addressing the second
root cause
or
B) Move to a different
focus area and SMART
Goal
BUILD & REFLECT UPON YOU
PDSA STORY
PDSA Reflection Tool
PDSA Reflection Activity
1. Individually Complete Reflection
2. Work with a grade level/ department
partner to share your PDSA story and key
reflections
3. Provide Feedback on the Reflection Form
Plus/ Deltas
Return to Building Groups
BREAK
COLLABORATIVE DATA ANALYSIS:
STRATEGIES AND PROTOCOLS
Identify challenges that can arise
when collaboratively analyzing
data as a PLC and/or Building
Leadership Team?
Data Analysis Strategies
• Jigsaw information from pages 158-162
8 Bolded Sections to Read & Share
Create a visual in which to share with
your Building PLC Teams
Data Analysis Strategies
1.
2.
3.
4.
5.
6.
7.
8.
Start with learning related questions
Come with an open mind
Turn numbers into pictures
Leave with questions
Define the language of discussion
Use agreed upon discussion protocols
Create discussion roles
Separate personality from practice
Pages 158-162
When Collaboratively Analyzing
Data…
Don’t
Do
Protocol Examples
Protocols are designed to ensure:
 all voices are heard on the critical issue at
hand
 to help members look closely at evidence of
student learning
 to examine success as well as failure
 help all participants become skillful in
facilitating dialogue on the right work
(McDonald, Mohr, Ditchter, & McDonald, 2007)
Structuring Data Conversations
• Prepare your…
1. Thoughts
o Learning centered questions
o Identify pre-conceptions
2. Data Set:
o Spreadsheet
o Bar Graphs
Data Conversations
3. Findings:
o Stoplight Highlighting
o 5 Observations/ 5 Questions/categories
4. Next Steps:
o Discuss Patterns
o 3 to 5 Results statements
o Questions
5. Summary Statements
o Response to Prompt
Here’s What, So What, Now what
• Step 1: Here’s What (5 mins)
•
Identify specific trends, observations,
or outcomes
• Step 2: So What? (10 mins)
•
What may have led to the results and
why?
• Step 3: Now What? (15 mins)
•
Identify any changes in instructional
practices
Average Scores per Classroom
Focus
Organization & support
Sentence Fluency & Word Choice
Convention
Next Steps
• Utilize the Harris Poll Survey Data for
Building School Improvement
• Complete the steps of the PDSA Cycle
• Complete PDSA Reflection
• Share Tools & Protocols for
Collaborative Data Analysis with PLC
Teams
Please complete feedback form
Building Leadership Team Workshop – Participant Feedback
Please Circle One
High School
Middle School
Elementary
Strongly Disagree
Strongly Agree
1. Overall, the workshop was well organized.
1
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5
2. The program included an effective
level of participation and involvement.
1
2
3
4
5
3. Facilities and accommodations
were conductive to learning.
1
2
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5
4. This workshop provided the necessary
ingredients for us to have an
effective learning experience.
1
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4
5
5. We will be able to use the information
and/or skills acquired through this
workshop to improve our effectiveness
as a Building Leadership Team.
1
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4
5
6. Plus/Delta comments:
Plus
(What did you like about today’s workshop?)
Delta
(What could we have done differently?)
7. Please list any topics you would like to see addressed at Building Leadership Team workshops.
8. Because of today’s workshop, our team will: