Transcript PLCs to Support High Performing Schools Andrea Fletcher Administrative Retreat August 1, 2013 Purpose To create high performing schools with no fewer than 85 % of.

PLCs to Support High
Performing Schools
Andrea Fletcher
Administrative Retreat
August 1, 2013
Purpose
To create high performing schools with no
fewer than 85 % of our students proficient by
March 2016 (32 months)
Our kids deserve the fullest preparation we can give them to break the cycle of
poverty in our community.
85% Proficient
Is it possible?
Greater Newark public charter school- 90% FRL; 85%
minority
2003-2006 scores show dramatic increase
Math- 7% year 1 to 82% year 4
ELA- 46% year 1 to 80% year 4
Success Stories
Fort Worthington- MD (85% FRL; 98% minority)
Math- 44% proficient 05/06 to 86% in 07/08
ELA- 49% in 05/06 to 88% in 07/08
Morrell Park MS- MD Eighth graders
Math- 2% in 05/06 to 79% in 08/09
Rdg- 32% in 05/06 to 79% in 08/09
Common LeverData Driven Instruction
Keys:
Assessment defines the roadmap for rigor
Analysis of where students are struggling and WHY
Data guiding specific action
Systems that ensure continual data-driven improvement
WE HAVE TO BE A LEARNING ORGANIZATION!
Assessment Structure
State assessment- NMSBA (March 2014)
BOY to EOY- Discovery- state approved, district
adopted
Interim assessments rigorously aligned to CCSS
(Oct/Nov, Dec). Will only assess what has been
taught, according to pacing guides.
Full length interim (C) in February to prepare for
NMSBA
Common Formative Assessments aligned to
CCSS (ongoing)
Checks for understanding built into each
lesson
PLC vs. Data Meeting
Purely a matter of syntax. . .
Dive more deeply
School
Classroom
Student
Standard
Question
PLC vs. Data Meeting
Very specific ACTION
Principal
Teacher
Student
Very focused meeting
Seamless connection between standards, rigorous
assessments, teacher action plan, instruction and planning,
observation & feedback
Data meeting clip
http://www.youtube.com/watch?v=mi0c6mH4eEs
Trouble. . .
Reflection
Initial impressions
Structure of the meeting?
Teacher Behavior?
What was the intended outcome?
What was the actual outcome?
Cheeseburgers?
http://www.youtube.com/watch?v=L2-VY1mogHA
Observations
What was the purpose? How do you know?
Outcome?
How did teachers feel?
Structure?
What would help?
Norms
On time
Prepared
Solely focused on data-driven instruction
Respectful
Engaged
Agenda
Minutes
Focused on data and not personalities
Culture of collaboration
Hall of Fame
Share your memory of your worst PLC at
your table.
Tables will select a nomination for the PLC
Nightmare Hall of Fame, write on index
card and bring up to Andrea for voting by
applause.
Structure
1. Collect and chart data
2. Analyze the data- what does data tell you
about trends, errors, priorities?
3. Public commitment to action and what
evidence will look like (who, what, when,
where, how)
4. Review previous commitmentaccountability
Data meeting clip- Wright
Middle School
http://www.youtube.com/watch?v=L2-VY1mogHA
Structure
Collect and chart data
Analyze the data- what does data tell you
about trends, errors, priorities?
Public commitment to action and what
evidence will look like (who, what, when,
where, how)
Review previous commitmentaccountability
Leadership-Affect
What actions are taken to create an
environment of safety allowing for honest,
productive conversations?
What norms are clearly in place?
What actions are taken to keep the meeting
focused on learning?
Could this meeting lead to differentiated
walkthroughs in the coming week?
Adelphia Data Meeting
http://www.youtube.com/watch?v=pksFf9oLQfg
Structure
Collect and chart data
Analyze the data- what does data tell you
about trends, errors, priorities?
Public commitment to action and what
evidence will look like (who, what, when,
where, how)
Review previous commitmentaccountability
Leadership- Affect
What actions does the principal take to
create an environment of safety allowing
for honest, productive conversations?
What norms are clearly in place?
What actions does the principal take to
keep the meeting focused on learning?
As a principal, what would you look for
in walk-throughs in the coming week?
1. Collect and Chart Data
Clear expectations about what to bring
Process for posting before meeting starts
Possible items to chart:
Number and % proficient on CFAs
Item analysis (by teacher, how kids
answered each CFA question)
Analysis of standards covered
2. Results Analysis
Part 1- Global questions:
How well did the class do as a whole?
What are the strengths and weaknesses in the
standards- where do we need to focus?
How did the class do on old vs. new standards?
How were the results in different question
types?
Who are the strong/ weak students
2. Results Analysis
Part 2- Dig In
Look at bombed questions- did all choose same
answer?
Compare similar standards- are they related?
Break down the standard- were some harder?
Look horizontally by student- are there any
anomalies?
Effective Analysis
Let the data do the talking
Let the teacher do the talking
Always go back to the test questions
Know the data before you walk in so you
know how to guide
Helpful Phrases Leading to
Action
So, what’s the data telling you?
Congratulations on the improvement
from last time (be specific)
So, ------ (paraphrase their frustration: the
kids never listen, the questions were bad,
etc.) Where should we begin with our
action plan moving forward?
Helpful phrases leading to
action
Why did everyone miss number 2?
Questions 2 and 7 are the same standard. Why
do you think they missed 2 and not 7?
What would your students need to be able to do
to answer number 2? What would you need to
put in place? What supports do you need?
Great insight! Let’s revisit your action plan and
add these additional ideas.
3. Commitment to Action/
Evidence
Based on data and our understanding of what didn’t work, what
is our specific commitment to intervention:
Which kids? All? Some? One?
Who will provide reteaching/ intervention?
When and where?
What specific strategies will be used? Grouping?
What would I expect to see in the classroom as evidence?
How will we know the commitment affected results?
Pitfalls
Diversion tactics (venting, other business, personal, excuses,
one man show)
Too much competition- show-offs/ shut-downs
Tendency to be vague or anecdotal- prove it!
Too much background, not enough action
Revisit previous commitment
Might start each meeting with this
Should be a process to see commitment in
action: plans, observations, walkthroughs, acceleration folders, etc.
Reflection: Culture of
Learning?
Does my school or department act as a learning
organization?
Is there a spirit of curiosity about why students
are not successful?
Do all staff members constantly question if the
status quo is working and how it might be
improved?
Are we willing to engage each other in
conversations that stretch our current
understanding?
Non- Negotiables for a Culture
of Learning
We believe and act on the belief that all
students can learn.
We collectively develop clearly articulated
norms that we adhere to in our work.
We accept learning as the fundamental
purpose of the school and examine all our
practices in light of their impact on learning.
We engage in, model, and promote
collaborative practice.
All the students belong to all of us.
Non-negotiables
We establish and maintain an atmosphere of
mutual respect.
Isolation is not an option. Collaboration is a
right and a responsibility.
All adults are committed to the success of all
other adults.
We focus on results: That means we analyze
assessment results together, make data-driven
decisions, establish goals for specific measurable
skills and knowledge, identify improvement
strategies, and adapt instruction to meet student
needs.
Implementing Data
Meetings
When will you begin?
What data will you focus on?
How might the focus change through the year?
Who will lead it?
What legwork do you need to get ready? (PD,
expectations, norms, data availability, guiding
questions)
Jump in and learn from the process!