Reading ARDT Reading ARDT TeamsTeams

September 10 & 11, 2008September 10 & 11, 2008

AgendaAgendaYour RoleYour RoleBig PictureBig PicturePLC for ARDTPLC for ARDTCI supportCI supportPlan on a PagePlan on a Page

Big Rocks 08-09Big Rocks 08-09

Implementation GoalImplementation Goal

Reading ARDTReading ARDT Why am I here?Why am I here?

Increase student achievementIncrease student achievement Leadership abilities & positive voiceLeadership abilities & positive voice

What is my role on this team?What is my role on this team? Lead & Support the implementationLead & Support the implementation Communication BridgeCommunication Bridge

District Classroom District Classroom Analyze dataAnalyze data Problem-solveProblem-solve Other duties as assigned Other duties as assigned

Learning Community Pillars Learning Community Pillars

Mission StatementMission Statement

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VisionVision

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ValuesValues

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GoalsGoals

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Big Rocks 08-09Big Rocks 08-09

Implementation GoalImplementation Goal

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

Standardize1. 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)

Standardize

DO Study

Act

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

How do we standardize How do we standardize the process of teaching reading?the process of teaching reading?

Viable CurriculumViable Curriculum

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?

Reading Series: Cake mix for Reading Series: Cake mix for teachersteachers

Icing on the Cake: Teacher Icing on the Cake: Teacher creativity and expertisecreativity and expertise

Core Value Core Value Data Driven DecisionsData Driven Decisions

ITBSITBS ComprehensionComprehension VocabularyVocabulary Language TotalLanguage Total

BRIBRI LAPOLAPO

ITBSITBS Trends – flat, up , down, mix, grade trendsTrends – flat, up , down, mix, grade trends Cohort Cohort Target %Target %

BRIBRI TrendTrend Correlation to ITBSCorrelation to ITBS

LAPOLAPO TrendTrend Correlation to ITBSCorrelation to ITBS

Examine for:Examine for:

Learning CommunityLearning Community

Identify Criteria to monitorIdentify Criteria to monitor Systematically gather information on criteriaSystematically gather information on criteria Share data with entire staffShare data with entire staff Engage entire staff in collective analysis of Engage entire staff in collective analysis of

the informationthe information Develop new strategies for achieving goalsDevelop new strategies for achieving goals Monitor Results of implementationMonitor Results of implementation

PLC Crucial QuestionsPLC Crucial QuestionsWhat do we want each student What do we want each student to know or be able to do?to know or be able to do?

How do we know if they have How do we know if they have learned? What evidence do learned? What evidence do we have of the learning?we have of the learning?

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

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?

Ground Rules – Ground Rules – What?What?

Standards for behavior Standards for behavior which all agree to followwhich all agree to follow

An opportunity for individual An opportunity for individual ownership and responsibility ownership and responsibility

Reduces potential problems Reduces potential problems Involves all in the processInvolves all in the process

GroundGround Rules – Rules – Why?Why?

Increase communication, risk-taking, Increase communication, risk-taking, productivity and effectivenessproductivity and effectiveness

Build a climate of trust and comfortBuild a climate of trust and comfort Create an atmosphere for open Create an atmosphere for open

communicationcommunication Particularly when discussing controversial Particularly when discussing controversial

topicstopics Emphasize the importance of listening with Emphasize the importance of listening with

respect and acceptancerespect and acceptance

Ground RulesGround Rules Ground RulesGround Rules

Create a list of ground rules for your tableCreate a list of ground rules for your table

ToolsTools Silent brainstormingSilent brainstorming AffinityAffinity Nominal Group TechniqueNominal Group Technique

Post on your tablePost on your table

3 Critical Questions3 Critical QuestionsTreasures Reading SeriesTreasures Reading Series

What do we want all building staff What do we want all building staff to know about to know about TreasuresTreasures? ? (administration, teachers, staff, and coaches)(administration, teachers, staff, and coaches)

How are we going to know if they How are we going to know if they know it? know it?

What are we going to do to help?What are we going to do to help?

What do we want all to know What do we want all to know

about about TreasuresTreasures?? Learner expectations/plan on pageLearner expectations/plan on page Components of the programComponents of the program

Oral languageOral languageWord studyWord studyComprehensionComprehensionLeveled readingLeveled readingLanguage ArtsLanguage Arts

ProcessesProcessesStructure of the manualStructure of the manual If-then statementsIf-then statementsMaintain skillsMaintain skillsSpiraling skills and strategiesSpiraling skills and strategiesRe-teachingRe-teachingDifferentiationDifferentiation

Integrated ApproachIntegrated Approach AssessmentsAssessments

What do we want all to know What do we want all to know about Treasures?about Treasures?

How are we going to know How are we going to know if they know it?if they know it?

Implementation LogsImplementation LogsWalk ThroughsWalk ThroughsUnit AssessmentsUnit AssessmentsStaff FeedbackStaff Feedback

What are we going What are we going to do to help?to do to help?

Support through instructional coachesSupport through instructional coaches Support from MacmillanSupport from Macmillan Grade level meetingsGrade level meetings District meetingsDistrict meetings Continuous Improvement SupportContinuous Improvement Support Address the FeedbackAddress the Feedback

Continuous Improvement SupportContinuous Improvement Support

Plan on Page for each UnitPlan on Page for each Unit Answer QuestionAnswer Question

What do we want each student to know or be What do we want each student to know or be able to do?able to do?

Team of including teachers, reading Team of including teachers, reading coaches, and facilitatorscoaches, and facilitators draft, edit, edit, edit, editdraft, edit, edit, edit, edit

"If you aim at nothing, "If you aim at nothing, you'll hit it every time."you'll hit it every time."

Author UnknownAuthor Unknown

If we aim If we aim at our targets…at our targets…

Reading Plan on a PageReading Plan on a PageTeacher ViewTeacher View

Unit Plan on a Page Unit Plan on a Page (Learning Expectations)(Learning Expectations)

Learning Expectations taken from the red Learning Expectations taken from the red check marked items that are tested skillscheck marked items that are tested skills

Align with Macmillan assessmentsAlign with Macmillan assessments In the Process of RevisingIn the Process of Revising

Continually working to align to standards and Continually working to align to standards and district strategic plandistrict strategic plan

increase accessibility and effectiveness increase accessibility and effectiveness

Critical QuestionsCritical Questions

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

What do we want each student What do we want each student to know or be able to do?to know or be able to do?

What do I need to know?What do I need to know?

Where am I now?Where am I now?

Success…….

SIP Goal

Classroom / Curriculum Goal

Learning/Scaffold Target

District Goal

When students know what they are learning, their performance, on average, has been shown to be

27 percentile points higher

than students who do not know what they are learning.

What are the learning targets?Robert J. Marzano

Reading Plan on a PageReading Plan on a PageStudent ViewStudent View

I can…!

Connecting Plan on a Page Connecting Plan on a Page to Your Students.to Your Students.

I Can Statements

Goal Setting

Scaffolding

Perseverance

Success

Celebrations

How can How can I canI can statements be used in statements be used in

your school community?your school community?

Brainstorm with your ARDT Brainstorm with your ARDT Group Like Ideas (Affinity)Group Like Ideas (Affinity)

Goals (I Can Statements) Goals (I Can Statements) Empower StudentsEmpower Students

Common focusCommon focus Target for achievementTarget for achievement Communicate what is importantCommunicate what is important Build community & engagementBuild community & engagement MotivationMotivation

Ground rules Ground rules created by created by studentsstudents

Classroom mission Classroom mission statementsstatements

Classroom & Classroom & student student

measurable goalsmeasurable goals

Quality tools and Quality tools and PDSA used PDSA used

regularlyregularly

The Continuous The Continuous Improvement Improvement

ClassroomClassroom

Classroom data Classroom data centerscenters

Classroom Classroom meetings facilitated meetings facilitated

by studentsby studentsStudent-led Student-led conferencesconferences

Student data Student data foldersfolders

CI ClassroomCI Classroom Unit One – Plan on a PageUnit One – Plan on a Page

Data CenterData Center CommunicationCommunication

Unit Two – Unit Two – Revised Plan on a PageRevised Plan on a Page Student Student I canI can Plan on a PagePlan on a Page

Next Steps….Next Steps…. I can statementsI can statements

Data center & folderData center & folder Formative AssessmentFormative Assessment

Next StepsNext Steps

SurveySurvey September 22 to Instructional CoachesSeptember 22 to Instructional Coaches

Share the Information from todayShare the Information from today Focus on Learning Targets Focus on Learning Targets Stay PositiveStay Positive Encourage one anotherEncourage one another Believe our students can rise to the Believe our students can rise to the

occasionoccasion