agenda for today! school improvement school improvement pdsa pdsa plc plc harris poll data harris...

Agenda For Today!Agenda For Today!

School ImprovementSchool ImprovementPDSAPDSAPLCPLC

Harris Poll DataHarris Poll DataOctober 30, 2007

Pre Planning: Identification of Need1. Develop/Review Student Learning Expectations2. Examine alignment of learning expectations with assessments3. Review assessment data4. 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

DO1. 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 Plan3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. 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

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 ResearchOverview

for Professional

Learning Communitie

s





student achievement



for Professional

Learning Communitie

s

Identify areas of Identify areas of strength and weakness?strength and weakness?

WhatWhat do they know? do they know?WhatWhat have they learned? have they learned?

Most effective/best practice Most effective/best practice teaching and learning strategies?teaching and learning strategies?

Have they learned it?Have they learned it?What do we do if they don’t?What do we do if they don’t?

Professional Learning Professional Learning Community ModelCommunity Model

Focus on Learning rather than Focus on Learning rather than TeachingTeaching

Work CollaborativelyWork CollaborativelyHold yourself accountable for Hold yourself accountable for

the resultsthe results

PLC Crucial QuestionsPLC Crucial Questions

What do we want What do we want each student to learn?each student to learn?

What evidence do we have of What evidence do we have of the learning?the learning?

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





student achievement



for Professional

Learning Communitie

s

Identify areas of Identify areas of strength and weakness?strength and weakness?What do we want students to know?What do we want students to know?

WhatWhat do they know? do they know?WhatWhat have they learned? have they learned?

Most effective/best practice Most effective/best practice teaching and learning strategies?teaching and learning strategies?

Have they learned it?Have they learned it?What do we do if they don’t?What do we do if they don’t?How do we respond if they don’t?How do we respond if they don’t?

HOW do we know HOW do we know if they have learned it?if they have learned it?

What evidence do we have What evidence do we have of the learning?of the learning?

Culture Shifts in a PLCCulture Shifts in a PLC Shift in Fundamental PurposeShift in Fundamental Purpose

…… From teaching to learning…… From teaching to learning

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

Shift in Response When Shift in Response When Students Don’t LearnStudents Don’t Learn

…….. From remediation to intervention.. From remediation to intervention

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

Culture Shifts in a PLCCulture Shifts in a PLC Shift in FocusShift in Focus

…… From focusing on assignment …… From focusing on assignment completion to student learningcompletion to student learning

Shift in School CultureShift in School Culture …… …… From independence to From independence to interdependenceinterdependence

Shift in Professional Shift in Professional DevelopmentDevelopment…….. From learning individually to .. From learning individually to

collaboration & teamingcollaboration & teaming

Where are we now?Where are we now? Assess the Assess the

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

As a team…As a team…Where are Where are you? you?

Mark on Mark on the the continuumcontinuum

X

Record your Record your discussion discussion points:points:

Key Key Strengths, Strengths, Opportunities Opportunities & & Actions/IdeasActions/Ideas

PLC PLC Big Ideas & Core ValuesBig Ideas & Core Values

Ensuring that students learnEnsuring that students learn Learning for allLearning for all

A Culture of CollaborationA Culture of Collaboration TeamworkTeamwork

Focus on ResultsFocus on Results Data-Driven DecisionsData-Driven Decisions

StudentStudent Crucial QuestionsCrucial Questions

What do I need to know?What do I need to know? Where am I now?Where am I now? How do I get there?How do I get there? What happens if I fail?What happens if I fail?

What do we want What do we want each student each student

to learn?to learn?

True Learning?True Learning?

I TAUGHT STRIPE HOW TO WHISTLE

I DON’T HEAR HIM WHISTLING

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

From Checking for Understanding, King Features Syndicate.

Crucial DistinctionCrucial DistinctionAssessment OF LearningAssessment OF LearningHow much have students learned as of How much have students learned as of

a particular point in time?a particular point in time?

Assessment FOR LearningAssessment FOR Learning

How can we use assessments to help students learn more?

Rick Stiggins

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

Rick Stiggins

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

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

Robert StakeRobert Stake

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

-Douglas Fisher-Douglas FisherChecking for Checking for

UnderstandingUnderstanding

How do we know if How do we know if they have learned it?they have learned it?

What evidence do we What evidence do we have of the learning?have of the learning?

•Small groups

•Choose several Learning Expectations

• Brainstorm ways to answer these questions BEFORE summative assessment

How do we know if How do we know if students have learned?students have learned?

What evidence do we What evidence do we have of the learning?have of the learning?

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

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


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?


3.) Use quality tools to seek input on the key questions:

–BrainstormingGenerating ideas on sticky notes

–Affinity DiagramPut together like ideas/themes

–Nominal Group TechniqueNarrow the focus to the most important

Brainstorming

What suggestions and ideas do you have that would help improve this issue?

Affinity Diagram


Theme 1

Theme 2Theme 3

Theme 5

Theme 4

Nominal Group Technique (option)


Theme 1

Theme 2Theme 3

Theme 5

Theme 4


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-UpAnnouncements & Wrap-Up

To Do ListTo Do List PLC Culture Shift PLC Culture Shift Harris data (Priorities identified)Harris data (Priorities identified)

Future DatesFuture Dates January 24 January 24 March 13March 13

Evaluation/feedback for today’s meetingEvaluation/feedback for today’s meeting

January 24January 24thth Team time!Team time! Options:Options:

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

Select another time/location to meet Select another time/location to meet based on your needsbased on your needs

District to cover ½ day sub costsDistrict to cover ½ day sub costs We will be here to provide support We will be here to provide support

and assistance 1 on 1 as neededand assistance 1 on 1 as needed

agenda for today! school improvement school improvement pdsa pdsa plc plc harris poll data harris...

Documents

student learning study

implementation of research

study research

areas of need

assessment plan

learning strategies

action plan

impact of research