Transcript 11-1-11 Main PowerPoint Presentation

BUILDING
LEADERSHIP TEAMS
2011-12
Session #2
November 2011
Driving Continuous Improvement Throughout the School!
FIND SOMEONE FROM ANOTHER BLT TO SHARE:
An
accomplishment for
your BLT Team this
school year
A challenge for your
BLT Team this school
year.
AGENDA
•
•
•
•
•
•
•
Review BLT Key Outcomes
Harris Poll Results
PLC Check/Feedback
PDSA Cycle
Review and Next Steps
Sharing PLC Goals and PDSA
Tools for Collaborative Data Analysis
What
Update the School Improvement Plan and Balanced Score Card
Present information to all staff to set and communicate direction:
 School Improvement Plan
 School’s balanced scorecard
 Next steps for PLC teams
 School expectations for continuous improvement
implementation
HOUSEKEEPING…
Use of email
Materials (Web Site & Books)
Future Meetings- 8:00am – 11:30pm
January 10 & 12, 2012
March 27 & 29, 2012
Lunch & Breaks
Afternoon Planning Time
12:30 – 3:00
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
R E V I E W YO U R BU I LD I N G
LE A D E R SHI P T E A M N O R M S
Review your team BLT norms before we begin our work today!
Random Acts of Improvement
School Direction
Goals and Measures
School Direction
Goals and Measures
Aligned Acts of Improvement
RATE YOUR SCHOOL’S ALIGNMENT EFFORTS
10
11
Process for Identifying Areas of Improvement
School/Department: ________________________________________ Date: _________________
Team Members: ___________________________________________________________________
1.) What are the key strengths or successes found in the survey results?
a) What are the areas in which the school ratings are higher than the district?
b) What are the areas within the school that are rated high?
2.) What are the top key areas of concern or in need of improvement? Focus on the critical few.
a) Look for areas where your school’s “Percent of Problem” is most different than the overall district
“Percent of Problem”.
b) Pay attention to issues that have a high “Penalty” and a high “Impact Index”
c) Triangulate the data. Look for issues that are common among multiple stakeholder groups.
d) Only select areas for improvement that are within your school’s/department’s control or influence.
e) Combine similar issues whenever possible. This may provide greater overall results.
Identified Top Concerns
(Combine similar issues together when possible)
Stakeholder Group
(Group with problem)
Student
Staff
Parent
Within Our
Control?
1.)
2.)
3.)
12
STAKEHOLDER INVOLVEMENT
Involve stakeholders to:
 Better understand problems
 Provide improvement suggestions
Use quality tools:
 Stay objective and productive
 Everyone provides input quickly
Obtain broad representation
Involving stakeholders validates them and
will ultimately lead to higher customer
satisfaction
EXAMPLE
Issue- School rules do not keep order
and discipline
1.) Identify stakeholders with problem
Parents, Students and Staff
Gather a representative group
Arrange a time for the group to meet
ISSUE- SCHOOL RULES DO NOT KEEP
ORDER AND DISCIPLINE
2.) Ask key questions such as:
Help us understand the issue:
 How has this issue personally affected you?
 Provide examples of how school rules do not keep order and
discipline.
 What do you think is the cause of this issue at our school?
Help us solve the issue:
 What suggestions and ideas do you have that would help improve
this issue?
ISSUE- SCHOOL RULES DO NOT KEEP
ORDER AND DISCIPLINE
3.) Use quality tools to seek input on the
key questions:
Brainstorming
Generating ideas on sticky notes
Affinity Diagram
Put together like ideas/themes
Nominal Group Technique
Narrow the focus to the most important
BRAINSTORMING
What suggestions and ideas do you have
that would help improve this issue?
AFFINITY DIAGRAM
What suggestions and ideas do you have
that would help improve this issue?
Theme 4
Theme 3
Theme 1
Theme 2
Theme 5
NOMINAL GROUP TECHNIQUE (OPTION)
What suggestions and ideas do you have
that would help improve this issue?
Theme 4
Theme 3
Theme 1
Theme 2
Theme 5
ISSUE- SCHOOL RULES DO NOT KEEP
ORDER AND DISCIPLINE
4.) Clarify and summarize key learning's
from the focus group
What did you learn about the issue?
What were the key themes?
How will the team use the information?
What are the next steps?

21
HARRIS POLL UPDATE• Report out by school…
• Discuss your progress to date
regarding the Harris Poll results
• What steps has your team taken
already?
• What are the next steps?
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.)
PLC LOGISTICS
Web site for guidance
Online form/log each week
Role of PLC leadership rotated
Facilitator
Recorder
SMART Goals & PDSA
TRUE OR FALSE
All PLC teams must have SMART Goal.
All District PLC Teams must be on the same task on any
given week.
All PLC teams must collect data.
PLC teams will never get to determine how they want to
spend their PLC time?
All PLC teams must have a Pareto Diagram.
PLC’S “TO DO’S”
All teachers will:
Complete the
PDSA Cycle by
(February 1, 2012)
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 within a Professional Learning Community
*Note- hold down the “CTRL” key to access the underlined hyperlinks which reference resources
 *START HERE- Create/identify a SMART goal based
on the data analysis which includes target performance.
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 SMART Goal will
address (Refer to curriculum maps).
 How do we currently teach/address this skill/SMART Goal? (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
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
2.) Formative Assessment
 Refer to “PLC Data Analysis” template to
review key findings.
 Review summative and formative
assessment data related to the SMART Goal.
 Identify/create “in process” or formative
measure to track progress of SMART Goal.
 Use data center/data folder to track progress.
 Identify “baseline” performance (Use Run
Chart, Pareto Diagram, or other tools).
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.)
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 (flowcharts)
Assess
Current
Situation
ELEMENTS OF A SMART GOAL
By (time frame), students will (do
what with the identified skill and by
how much or with what percent
accuracy) as measured by
(monitoring tool) every (time
period).
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.
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

SHARE YOUR PLC SMART GOAL COMPONENTS
TA R G E T E D S K I L L S
MONITORING TOOL
Example: Main Idea
Example: Bi-weekly
CARS Assessment
FREQUENCY:
Every 2 weeks
FLOW CHART
Purpose
- Defines the system
being studied
- Gets agreement
- Identifies “value
added” activities
- Identifies “dead
wood” activities”
- Documents changes
to the process
DEPLOYMENT FLOW CHART
How is it made?
1. Define the process
boundaries (starting point /
stopping point).
2. Describe the process in operation.
3. Draw the People Coordinate.
4. List major steps in the process.
5. Draw the flow chart, using symbols
6. Study the flow chart.
Yes
Start
Conduct a
Meeting
Task
Report
Out
No
Make a
Decision
End of
Process
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
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. Next use a run
chart & pareto diagram to display
the data collected.
WHICH TOOLS FIT MY DATA?
Run Chart is used to
monitor 1 skill
Estimation Check Sheet
Hour 1 - Class Errors
Run Chart and
Pareto Diagram
are used to monitor
multiple skills
40
34
35
33
32
31
30
30
Estimation Check Sheet Skills
Weeks 1- 6
25
100%
97%
100%
91%
180
20
90%
160
80%
9/19
9/26
10/3
10/10
10/17
120
100
80
35%
60
40
20
70%
60%
50%
40%
30%
20%
10%
67
64
44
Application
Division
Multiplication
11
6
192
Subtraction
Addition
Total N
0
0%
Item
Percentage
9/12
This bar represents the total (N) of your pareto.
68%
140
15
Numbe of Errors
Total Number of Errors
32
RUN CHART
What is it?
A line graph (data plotted over time)
Looks at the system’s
behavior over time
Used by teams when gathering baseline data at
the beginning of a PDSA project and again
after the improvement theory has been tried
NEXT… PARETO DIAGRAM
Pareto’s Law “80/20”
Run chart = data over time
Pareto Diagram = discrepancy data
PARETO DIAGRAM
What is it?
- A bar chart which ranks
related measures in decreasing order of
occurrence
- A tool to separate the significant
aspects from the trivial ones
PARETO DIAGRAM
How is it made?
1. Collect the data.
2. Construct a frequency table.
3. Draw and scale the horizontal and
vertical axes.
4. Draw and label the bars for each
category
5. Draw the cumulative percentage line.
6. Review the results of the Pareto.
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. Use Cause &
Effect & Relations Diagrams.
Once root causes are identified, research best practices related
to the root cause and share with the PLC team
(improvement theory)
Plan
Continuous
Improvement
Standardize
Improvement
Define the
System
ACT
PLAN
STUDY
Study the
Results
PLC members coach each other & may
go into each others classroom to
observe and provide feedback
Assess
Current
Situation
DO
Try Out
Improvement
Theory
Analyze
Causes
Write an action plan to implement the improvement theory in your
classrooms. Practice newly-learned strategies (improvement theory), and
measure the effectiveness of the strategies
Action Plan Worksheet
CONSIDERATIONS & CONNECTIONS
• How much time will you give to your data
monitoring/collection?
• How many data points will you collect ?
• How are your students connected to this
data collection & SMART Goal?
PLC
CLC
MAKING CONNECTIONS
Team Norms
SMART Goals
Data Focused
Collaboration
PLC
PLC Meeting
Quality Tools/PDSA
Aligned to Plan
Research Based
Teacher Empowerment
Ground Rules
SMART Goals
Data Focused
Collaboration
CLC
Class Meeting
Quality Tools/PDSA
Aligned to Plan
Research Based
Student Empowerment
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
DATA ANALYSIS STRATEGIES
•
•
•
•
Start with learning related questions
Come with an open mind
Turn numbers into pictures
Leave with questions
Pages 158-160
DISCUSSION STRATEGIES
• Define the language of discussion
• Use agreed upon discussion protocols
 Help focus conversations on facts
 Provide a safe environment
 Ensure all voices are heard
• Create discussion roles
• Separate personality from practice
Pages 160-162
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
STRUCTURING DATA CONVERSATIONS
Prepare your…
1. Mind
 Learning centered questions
 Identify pre-conceptions
2. Data Set:
 Spreadsheet
 Bar Graphs
BPLC p. 172-174
DATA CONVERSATIONS
3. Findings:
 Stoplight Highlighting
 5 Observations/ 5 Questions/categories
4. Next Steps:
 Discuss Patterns
 3 to 5 Results statements
5. Summary Statements
 Prompt
 Response
AVERAGE SCORES PER CLASSROOM
FOCUS
ORGANIZATION & SUPPORT
SENTENCE FLUENCY & WORD CHOICE
CONVENTION
A FOCUS ON RESULTS IS ESSENTIAL TO…
•
•
•
•
Organizational effectiveness
Effectiveness of teams
Continuous Improvement
Motivation
Dufour, 2010
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: CONCLUSIONS
Instructional Practice Evidence of Impact
Next Steps
Action Plan
Practice has proven to be
successful and should be
replicated.
Common Formative
Assessment Data
Practice needs continued
study because the data
collected point to inconsistent
conclusions.
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
B) Move to a different
focus area and
SMART Goal
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
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?)
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: