Agenda For Today!



School Improvement



PDSA



PLC



Harris Poll Data

October 30, 2007

Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. 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 research based 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

Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Identify areas of strength and weakness?

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)

What do they know?

4. Study research-based best practice/improvement theory addressing areas of need

What have they learned?

Act:

1. Standardize the implementation of research based 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

Most effective/best practice teaching and learning strategies?

4. Assess student learning

Study:

1. Examine student assessment results (compare to baseline) achievement

Have they learned it?

What do we do if they don’t?

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?

What evidence do we have of the learning?

How will we respond when some students don’t learn?

Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Identify areas of What do we want students to know?

strength and weakness?

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)

HOW do we know

4. Study research-based best practice/improvement theory addressing areas of need

Act:

1. Standardize the implementation of research based 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

What evidence do we have

practice/improvement theory to insure integrity and fidelity 4. Assess student learning

Study:

1. Examine student assessment results (compare to baseline) achievement

How do we respond if they don’t?

Culture Shifts in a PLC



Shift in Fundamental Purpose …… From teaching to learning



Shift in Use of Assessments …… From summative to frequent formative



Shift in Response When Students Don’t Learn ….. From remediation to intervention



Shift in the Work of Teachers ….. From isolation to collaboration

Culture Shifts in a PLC



Shift in Focus …… From focusing on assignment completion to student learning



Shift in School Culture …… From independence to interdependence



Shift in Professional Development ….. From learning individually to collaboration & teaming

Where are we now?



Assess the current status of your SIP goal (Action Research team)

As a team…



Where are

X

you?



Mark on the continuum

Record your discussion points: Key Strengths, Opportunities & Actions/Ideas

PLC

Big Ideas & Core Values



Ensuring that students learn



Learning for all



A Culture of Collaboration



Teamwork



Focus on Results



Data-Driven Decisions

Student Crucial Questions

   

What do I need to know?

Where am I now?

How do I get there?

What happens if I fail?

What do we want each student to learn?

True Learning?

I TAUGHT STRIPE HOW TO WHISTLE

I DON’T HEAR HIM WHISTLING

From Checking for Understanding, King Features Syndicate.

I SAID I TAUGHT HIM. I DIDN’T SAY HE LEARNED IT

Crucial Distinction

Assessment OF Learning

How much have students learned as of a particular point in time?

Assessment FOR Learning

How can we use assessments to help students learn more?

Rick Stiggins

Balance day-to-day classroom assessment in support of learning with periodic assessments verifying learning.

Rick Stiggins

When the cook tastes the soup, that’s formative.

When the guest tastes the soup, that’s summative.

Robert Stake

“Teachers use formative assessment to inform instructional methods… at the very least, teachers should check for understanding every 15 minutes.” -Douglas Fisher Checking for Understanding

How do we know if they have learned it?

What evidence do we have of the learning?

•Small groups •Choose several Learning Expectations • Brainstorm ways to answer these questions BEFORE summative assessment

How do we know if students have learned?

What evidence do we have of the learning?

As you brainstorm your formative assessment ideas, write them on Post it’s and place them on the appropriate poster.

Cedar Rapids Community School District

Using Harris Survey Data to Drive Improvements

www.harrisinteractive.com

©2005, Harris Interactive Inc. All rights reserved.

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 1 Theme 2 Theme 3 Theme 5

Nominal Group Technique (option) What suggestions and ideas do you have that would help improve this issue?

Theme 4 Theme 1 Theme 2 Theme 3 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?

Announcements & Wrap-Up

 

To Do List



PLC Culture Shift



Harris data (Priorities identified)



Future Dates



January 24



March 13 Evaluation/feedback for today’s meeting

January 24

th

 

Team time!

Options:



Meet during the regularly scheduled time and location (KTOS Center)

 

Select another time/location to meet based on your needs District to cover ½ day sub costs



We will be here to provide support and assistance 1 on 1 as needed