Download - classroom learning community

Driving Continuous Improvement in the Classroom through a Classroom Learning

Community FrameworkTools for 21st century learning &

leadership!

Mr. Todd Jefferson & Mrs. Mandy Ellis

Dunlap School District, Dunlap, Illinois

@mandyeellis

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•Identify the 8 components of the Continuous Improvement Classroom

•Provide a foundation and examples to instill a positive and collaborate classroom environment

•Establish a classroom environment in which students are empowered to celebrate their success and identify where improvement needs to be made

Presentation Objectives

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http://www.dunlapcusd.net

Dunlap District 323

• K-12 Large Unit District

• Total Enrollment: 4,080

•527 Employees

•18 Administrators

• Serving an estimated 12,500

residents

• 62 Square Miles

• 8 Schools

Teamwork, Collaboration &

Shared Leadership; the pillars of successful organizations

Point A- “The Current State”Point B- “The Desired

State”

•Plan on a Page!

The Road- A Continuous Improvement Journey

District

Strategic

Plan“The focus is

on achieve a shared

vision, and all understand

their role in achieving the

vision”

Plan-on-a-PageBoardroom to the Classroom

DUNLAP HIGH SCHOOL STRATEGIC PLAN 2010-2015

MISSION

The Dunlap High School Community will enrich the progress of all learners to meet the challenges of 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 & 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.

GOALS

Goal 1: To continuously improve student growth and achievement Goal 2: To maintain a professional, productive environment for Dunlap High School Goal 3: To ensure a productive partnership with families and the community

DUNLAP VALLEY MIDDLE SCHOOL STRATEGIC PLAN 2010-2015

MISSION

The Dunlap Valley Middle School community will continue the process of educating and developing diverse 21st century learners.

VISION


VALUES & BELIEFS


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



GOALS

Goal 1: Students at Dunlap Valley Middle School will compile a writing portfolio exhibiting improvement toward a proficient writing sample from each class by May 1st. Proficiency will be determined by a content appropriate rubric.

Goal 2: Using benchmark data, all Dunlap Valley Middle School students will receive goal-directed reading/math interventions during SLC within the 2010-2011 school year.

DUNLAP MIDDLE SCHOOL

2010-2011

MISSION The D.M.S. community will create an atmosphere of academic and social growth through collaboration, support and communication while promoting responsible citizenship, intellectual development and individual success.

VISION


VALUES & BELIEFS


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


GOALS

100% of the middle school students at DMS will participate in a service learning activity by the conclusion of the 2010-2011 school year.

100% of the ISAT assessed students at DMS will complete one formal written assessment with a success rate of 85% by the conclusion of the third term of the 2010-2011 school year.

DUNLAP GRADE SCHOOL 2011-2012

“Excellence for All”

MISSION

The Dunlap Grade School community will promote active engagement of all members to ensure that students have the skills to succeed in the 21st century.

VISION


VALUES & 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


GOALS

DGS will improve written language skills to 80% of students meeting or exceeding the national benchmark by spring 2012, as measured by the AIMS Web Correct Writing Sequence assessment.

DGS will develop a satisfying school learning environment by implementing a school-wide behavior management plan to decrease disruptive behavior, as measured by a reduced number of reported incidences.

MISSION

Build a foundation that empowers diverse learners in their journey to

become successful 21st Century citizens. 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 & 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. We believe that students should be taught self-discipline in a safe and positive learning environment.

GOALS AND INDICATORS

Goals Math: By May 2012, 100% of Wilder-Waite students will achieve an 80% or higher on the end-of-the-year math assessment. Reading: 100% of Wilder-Waite students will achieve grade level target scores on each reading theme test. Writing: By May 2012, 100% of Wilder-Waite teachers will implement the district writing curriculum as measured by classroom walkthroughs and self-assessment.

Banner’s Pledge for Excellence

Mission

Engaging all learners to prepare them for the 21st Century.

Vision


Values and Beliefs


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


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.

RIDGEVIEW ELEMENTARY SCHOOL STRATEGIC PLAN

2010-2015

MISSION

The Ridgeview community develops lifelong learners through dedication, hard work and perseverance.

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 & 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



GOALS

Goal 1: By the end of each school year, the number of students performing

average or above on AIMSweb fluency with increase. Goal 2: By the end of each school year, all students will improve writing skills as

measured by our school wide writing rubric. Goal 3: By the end of each school year, the number of students who have

maintained all building/classroom expectations as measured by the classroom behavior system will increase.

I cannot possibly do one more thing!

2009-10

2010-11

2010-11

2011-12

2012-13

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Dunlap School DistrictDistrict Leadership Team

School BuildingBuilding Leadership Team

Professional Learning Community

ClassroomClassroom Learning Community

StudentIndividual Data Folder and Smart Goals

1 District

8 Schools

200 Classrooms

4,000 Students

Random Acts of Improvement

Goals & Measures

Aim of theOrganizatio

n

Aligned Acts of Improvement

“Everybody knows where they are going and why”

Aim of theOrganization

Goals & Measures

Building Leadership Team

Grade Level Teams

Content Area Specialists

PLC

Representatives from each PLC including

grade level and specialized teachers

BLT

Representatives from each building BLT,

administration, and parent /teacher organizations

DLT

Determines communicates, and monitors Classroom or Grade Level goals and

Plan on a Page

Determines communicates, and monitors Building

goals and Plan on a Page

Determines, communicates, and

monitors district goals and Plan on a

Page

A team with an intentional focus on

learning which

results in continuous school

improvement

What is a Professional Learning Community?

The 4 Key PLC Questions

1. What do we want each students to know or be able to do?

2. How will we know they have learned?

3. How do we respond when students don’t learn or struggle?

4. How do we respond to those who have already learned?

Professional Learning Communities

Shared values and vision

Collaborative Culture

Focus on outcomes

Supportive and Shared Leadership

Professional Practice

Job embedded opportunities for

collaboration

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System

Standardize Improvement

Study the Results

Assess Current Situation

Try Out Improvement

Theory

Analyze Causes

What do we want students to know?

How do we respond if they don’t?

HOW do we know if they have learned it?

What evidence do we have of the learning?

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“No one escapes

continuous improvement!”

Systematic Alignment

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Schoolmissio

n

Classmissio

n

Student

mission

Systematic Alignment

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SchoolGoals

ClassGoals

Student

Goals

I will get better at reading by October 2012. I will know this because I will score a 90% or higher on each of my reading theme tests.

Plan-on-a-Page

Ground Rules created by Students

Classroom Mission

Statement

Classroom & Student SMART

Goals

Quality Tools & PDSA used

regularly

Dunlap Grade School Classroom Learning

CommunitiesClassroom Data

Center

Classroom Meetings

Facilitated by Students

Student-led Conferences

Student Data Folders

Old School Ground Rules

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Classroom Ground Rules Builds a climate of trust Creates an atmosphere for

open communication Opportunity for individual

ownership and responsibility

Reduces potential discipline problems

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Establishing Ground Rules

Students quietly brainstorm on a post-it note. (Allow 2-4 minutes for this activity)

– General rule of thumb: 1 rule per post-it note

For younger students, doing the activity together may be required.

Classroom Ground Rules

After students have brainstormed individually, in groups the students share their personal rules. The group places similar rules into categories. This is referred to an affinity diagram.

As a class, the groups places their rules together, again placing similar rules with one another. Categories are then created for the rules.

Discussion over proposed rules occurs and any changes are made.