Transcript 9-1-11 Main PowerPoint Presentation

Building Leadership
Teams 2011-12
Elementary Session #4
March 27th, 2012
Driving Continuous Improvement Throughout the School!
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
Agenda
• 8:00-11:30am
•
•
•
•
Building Leadership Team Self-Assessment
Formative Assessments/PLCs
End of Year SIP Review
BLT Planning for Next Year
• 11:30am – 12:30pm
• Lunch at Double A’s
• 12:30 – 3:30pm
• Team time (Planning for the 12-13 school year)
Effective Teams Make Collective
Commitments to Each other…
-Building Leadership Team Norms
Review your team BLT norms before we begin our work today!
Characteristics of
High Performing Schools
1. Common mission, vision, values and goals.
2. Ensuring achievement for all students with
systems for prevention and intervention.
3. Collaboration focused on teaching and learning.
4. Using data to guide decision-making and
continuous improvement.
5. Gaining active engagement from family &
community
6. Building sustainable leadership capacity.
How are we doing?
• BLT self-reflection… next steps?
Building Leadership Team Reflection
School Name: ___________________________________________
Date: ___________________________
Strongly Disagree
Strongly Agree
1.) Our Building Leadership Team has set and communicated
direction effectively at our school.
Comments:
1
2
3
4
5
2.) All teachers know the SIP goals at our school.
Comments:
1
2
3
4
5
3.) Our school’s Plan on a Page is posted in all classrooms.
Comments:
1
2
3
4
5
4.) All teachers at our school have created classroom SMART
goals that are aligned to our SIP.
Comments:
1
2
3
4
5
5.) Classroom data centers are being used by all teachers to track
and monitor progress toward classroom SMART goals.
Comments:
1
2
3
4
5
6.) Students are tracking their individual progress toward
classroom SMART goals.
Comments:
1
2
3
4
5
7.) All teachers at our school understand the concept of
Professional Learning Communities and have embraced the model.
Comments:
1
2
3
4
5
8.) When reviewing our PLC progress, we identified these
indicators as strengths and improvement areas 
Comments:
Strengths- PLC
Next Steps for our Building Leadership Team
Use the back side as necessary
Improvement Areas- PLC
Instructions
• Review the BLT Self reflection document
• Complete the BLT Self reflection document
• 1st- Each individual determines a rating
• Next- Once all individuals complete the rating, come to
consensus on a “group” rating
• Capture the “consensus rating” to report out
• Be prepared to share your findings
• Select a presenter
Where is your PLC team in the
PDSA Cycle?
Plan
Continuous
Improvement
Standardize
Improvement
Define the
System
ACT
PLAN
STUDY
Study the
Results
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
Break:
Sit by Departments
After Break:
Sit in the Following Groups
TABLE
Departments
HS
Math
Science
DVMS
Language Arts FACs
DMS
Social Studies
Technology
PE
HAVE YOU CREATED & SHARED YOUR
PLC STORY BOARD?
PDSA Reflection Tool
http://www.zoomerang.com/Survey/WEB22F7AEZXJ2U
Share with your department
group
• Smart Goal
• Improvement Theory
• Assessment used to collect data
• Conclusions
• Changes in instruction
• Student achievement results
Past, Present, &
Future
Learning by Doing, Our PLC Journey
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.)
Aligning/Merging our Work:
CC, SI,PLC,BLT’s
1.
What is it we want all
students to know and be able
to do?
2.
How will we know our
students are learning?
3.
What will we do when our
students are not successful?
4.
What will we do when our
students already know?
• Developing District
Course/Grade level Maps
• Identifying Power Standards
• Creating “I can” statements
• Create Common Format
Assessments
• Studying the Common Core
Math/Language Arts
Standards
• Developing/implementing
Common Writing
Assessments
• Collaboratively analyzing
assessment data
Merging SI & PLC Work
1. What is it we want all students to know and be able to do?
• District Curriculum maps- tell what is important
• Power Standards/ “I can” statements
• Studying Common Core Standards
2. How will we know our students are learning?
• Developing Common Formative Assessments
• Collaborative Data Analysis
• Collaboratively Developing/Implementing Writing
Assessments
3. What will we do when our students are not successful?
1. What will we do when our students already know?
Departments
Math/Language Arts CC
 Identify Power Standards
 Unwrap Power Standards and
translate to student friendly
language
• Review Curriculum Maps for
Power Standards and create
District Course maps
 Create a Common Formative
Assessment for future unit
• Collaborative data analysis
• Update District Course Map as
appropriate based on
collaborative work & assessment
results
 Know the Standards
 Identify Gaps
 Identify How Gaps will be
addressed
• Resources
• Instructional Suggestions
• PD Needed
• Language Arts- April 24th
• Create District Course Maps
linked to Common Core
Standards
• Create Common Assessments to
measure how students are
achieving on the standards
Connecting the PDSA Process to your
curriculum units (from Macro to Micro)
Next Unit/New
Power Standard
Study Results,
adjust
curriculum
map as needed
Unit with Power
Standards
Common Formative
Assessments
(Pre or Baseline)
Post Formative
Assessment
Instruction based on PreAssessment Results
Collaborative Data
Analysis
Pre-assessment
Smart Technology- Clickers
React to:
• What differentiates teams in PLC’s from
traditional teams is the response. In PLC’s, when
students are identified as not yet reaching
proficiency on the skills and concepts considered
essential, there is a collective and systematic
first response within the team designed to
provide immediate support. These teams
respond to student needs simply by looking for
other teachers or staff, such as specialists, to
provide the intervention students need.
(Bailey & Jakicic, 2012)
Listen for…
• What does the World History PLC Team do at the beginning of
the year?
• What are the 4 categories on the chart shown and discussed?
• How do the teams look at data?
A Balanced Assessment System
Classroom
Assessments
Classroom
Common
Benchmark
External
Assessments Formative
Assessments
Assessments
Examples
clickers, exit
slips,
discussions,
quick checks
Chapter or
Unit exams,
projects
Performance
activity, quiz,
Aimsweb
STAR
Explore/Plan
ISAT, PSAE
Formative
/Summative
Formative
Summative
Formative
Summative
Summative
Whose
responsible
Teachers
Teachers
Collaborative Teachers
Teams
Teachers/Ad
min
Purpose
Give immediate For a grade
feedback
Determine if
students
have learned
& how to
respond
Access student
growth/
accountability
To access
student
growth/
progress
monitor
Protocol for Assessment
Development
Step 1: Decide What to Access
• Choose a future unit
• Identify critical content/skills from the unit that you will
assess
Step 2: Decide How to Access
Step 3: Design the Assessment
Step 4: Determine the Timeline
Step 5: Write the Assessment/Determine
Proficiency
Step 6: Review the Assessment & Administer
Step 3: Design the Assessment
Critical
Concept/Skill
Knowledge
Understands
hypothesis
4 M/C
Applies
hypothesis to
a given
situation
Knows the
steps of the
scientific
method
Application
Analysis
Evaluation
2 constructed
response
5 matching
questions
Step 7: Identify Proficiency Criteria and
Decide How to Gather Data
Protocol for Collaborative Data
Analysis
• Step One: Gathering the Data
• Step Two: Analyzing the Data
• Step Three: Planning the Response
• Step Four: Reviewing the Assessment
• Step Five: Next Steps
Sharing: How has your PLC Team
captured the data?
• Smart Response
• Scantron
• Spreadsheet
• Google Doc
AVERAGE
7.01
7.42
9.18
9.27
Collaborative Analysis
Student Questions
• What student questions
do you have based upon
the data?
Instructional Questions
• What instructional
questions do you have
based upon the data?
Collaborative Analysis: Examples
Student Questions
• Did the same students
miss all the learning
targets?
• What is the percent of
students needing
additional help?
• Is additional whole-class
instruction needed?
• Is additional
instruction/support needed
for only a few?
Instructional Questions
• Were results better for
any particular class or
skill?
• Did all team members use
the same instructional
strategies?
• Were there any particular
differences in
strategies/activities that
may have influenced the
results?
Step Two: Analyzing the Data
Learning Target
Need Significant
Time & Support
Need Additional Practice
Need Enrichment
Students
Students
Action Plan
Step Three: Planning the
Response
Step 4: Reviewing the
Assessment
• Review the assessment for reliability and validity
• Check for consistency in scoring among team
members
• Check for inter-rater reliability
Step Five: Next Steps
• Finding time to respond
• Intervention Time
• Tier 2
• Additional time scheduled within the unit
Post Assessment
School Improvement Plan- End Of Year Review
(Use with the School Improvement Plan Rubric)
A. Alignment of the School Improvement Plan (Our Rubric Score = ______/ 4 )
1.)
YES
NO
All SIP goals were aligned to the District plan.
Recommended changes for ALIGNMENT next year include:
B. Clearly stated SMART goals.
1.)
YES
NO
2.)
YES
NO
3.)
YES
NO
4.)
YES
NO
(Our Rubric Score = ______/ 4 )
SMART goals were written based on a thorough review of multiple data sets.
SMART goals focused on improving “skills” rather than a “test score.”
SMART goals had clear targets and/or expected measurable results.
SMART goals incorporated “in-process measures” for frequent progress monitoring.
Recommended changes for SMART GOALS next year include:
C. Action plan ensures a continuous improvement focus. (Our Rubric Score = ______/ 4 )
1.)
YES
NO
The proposed actions can be carried out as described in the school improvement plan.
2.)
YES
NO
The action plans can be regularly reviewed during the year to ensure progress.
3.)
YES
NO
The school’s data center and scorecard can help track progress of school goals.
Recommended changes for ACTION PLANS/PDSA next year include:
D. Professional development needs are addressed. (Our Rubric Score = ______/ 4 )
1.)
YES
NO
Professional development plans are complete and included in the action plan.
2.)
YES
NO
The proposed professional development plans can be carried out as described in the school
improvement action plan.
Recommended changes for PROFESSIONAL DEVELOPMENT next year include:
School Improvement Plan Rubric
CATEGORY
A. Alignment with
District strategic
plan on a page
B. Clearly stated
SMART Goals
C. Action Plan
ensures a
continuous
improvement
focus
D. Professional
Development
needs are
addressed
Commendable - 4
Sound - 3
Developing - 2
Revise - 1
Strong connections to the
District plan on a page are
identified; there is clear
evidence that the plan will
directly support the
achievement of one or more
goals.
Connections are made to the
District plan on a page; there
is some evidence that the
plan will directly support the
achievement of one or more
goals.
Some connection to the
District plan on a page. There
is little evidence that the plan
will directly support the
achievement of one or more
goals.
Connections to the District
plan on a page are not
identified. There is no
evidence that the plan will
directly support the
achievement of one or more
goals.
Goals are based on accurate
analysis of appropriate data.
The SMART goals clearly “set
and communicate direction.”
Goals are Specific,
Measurable, Attainable,
Results-oriented and Time
bound. Continuous progress
monitoring is clear and specific.
Goals are based on analysis
of data. The SMART goals
clearly “set and communicate
direction.” Goals are Specific,
Measurable, Attainable,
Results-oriented and Time
bound. Continuous progress
monitoring is evident.
Goals are based on analysis
of data. The SMART goals
may not “set and
communicate direction.”
Goals do not meet all of the
requirements of a SMART
goal including: Specific,
Measurable, Attainable,
Results-oriented and Time
bound. Continuous progress
monitoring is unclear.
Goals are not based on
analysis of data. Goals do not
clearly “set and communicate
direction.” Little evidence of
SMART goal format is
included. Continuous
progress monitoring is not
evident.
The action plan demonstrates a
continuous improvement focus.
The Plan, Do, Study, Act cycle
is used to accomplish SMART
goals. Action plan components
including: Action/Activity,
Research base, Results,
Resources and Timeline are
clear and specific.
The action plan demonstrates
a continuous improvement
focus. The Plan, Do, Study,
Act cycle is used to
accomplish SMART goals.
Action plan components
including: Action/Activity,
Research base, Results,
Resources and Timeline are
present.
The action plan demonstrates
a continuous improvement
focus. It is unclear how the
Plan, Do, Study, Act cycle is
used to accomplish SMART
goals. Action plan
components including:
Action/Activity, Research
base, Results, Resources and
Timeline may not be evident.
It is not evident that the action
plan demonstrates a
continuous improvement
focus. The Plan, Do, Study,
Act cycle is not used to
accomplish SMART goals.
Action plan components
including: Action/Activity,
Research base, Results,
Resources and Timeline are
unclear or missing.
Professional development
needs are addressed through
research-based best practices.
The professional development
component of the action plan
including: Action/Activity,
Research base, Results,
Resources, Timeline; are clear
and specific.
Professional development
needs are addressed through
research-based best
practices. The professional
development component of
the action plan including:
Action/Activity, Research
base, Results, Resources,
Timeline; are clear are
present.
Professional development
needs are addressed. The
professional development
component of the action plan
including: Action/Activity,
Research base, Results,
Resources, Timeline; may not
be evident.
It is not evident that
professional development
needs are addressed. The
professional development
component of the action plan
including: Action/Activity,
Research base, Results,
Resources, Timeline; are not
evident, are unclear or
missing.
Instructions
• Review both documents
• SIP Rubric
• SIP End of Year Review
• Complete the End of Year review
• 1st- Each individual determines a rating
• Next- Once all individuals complete the rating, come to
consensus on a “group” rating
• Capture the “consensus rating” to report out
• Be prepared to share your findings
• Select a presenter
1.) The 4 sessions scheduled this year
were…
Not
Enough
Just
Right
Comment:
Building Leadership Team Workshop – Participant Feedback
Please Circle One
High School
Too Many
Middle School
Elementary
Strongly Disagree
2.) A ½ day of “content” from the unit
office for each session was…
Not
Enough
Time
Just
Right
Too Much
Time
Comment:
Strongly Agree
1. Overall, the workshop was well organized.
1
2
3
4
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
3
4
5
4. This workshop provided the necessary
ingredients for us to have an
effective learning experience.
1
2
3
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
2
3
4
5
6. Plus/Delta comments:
Plus
(What did you like about today’s workshop?)
3.) A ½ day of “team time” planned by
the BLT was…
4.) The timing (spacing, the months
selected) of the workshops was…
Too
Spread
Out
Comment:
Just
Right
Too Close
Together
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:
5.) These were the things we really
liked about this year’s Building
Leadership Team workshops that
should be continued into next year:
Comment:
Comment:
6.) These are suggested changes for
next year’s Building Leadership Team
workshops:
7.) Next year, these are the
topics/agenda items that would be
most helpful to our team (please be
specific regarding content).
8)
Delta
(What could we have done differently?)
Comment:
Provide any other comments that will help us meet your needs in the future:
To Do
Between Today and Start of the
Year
What
Revise/update your school’s data center and balanced
scorecard and get it ready for 12-13
Revise/update the School Improvement Plan for the 1213 school year.
By the start of next school year, share with the entire
staff to set and communicate direction:
 12-13 School Improvement Plan
 12-13 School balanced scorecard and measures
 12-13 Revisions to PLC time at your school
 12-13 Expectations for continuous improvement
implementation to ensure a comprehensive
“Classroom Learning Community” (8 components)
Who
Due/When
BLT and all
teachers
BLT
By end of year
BLT
By the start of
next school year
By the start of
next school year
BLT
By end of year