Continuous Improvement

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• Continuous Improvement
• Professional Learning Community Framework
• Where are we now?
• Where are we going?
• What is changing?

February 6, 2009
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PLC Big Ideas Core Values
Continuous Improvement Philosophy

• Ensuring that students learn
• Learning for all
• A Culture of Collaboration
• Teamwork
• Focus on Results
• Data-Driven Decisions

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Building Leadership Team
ITBS/ITED Summative Assessments
School Improvement Plan
ARD Team Communication
ARD Team SEB
ARD Team Math
SMART Goal
SMART Goal
SMART Goal
In-Process Measures Summative Formative
Assessments
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• 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 Whys,
  Relations Diagram)
• 4. Study research-based best practice/improvement
  theory addressing areas of need

What do they know? What have they learned?
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 fidelity4. Assess student learning

• 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)

Most effective/best practice teaching and
learning strategies?
Into your classroom
Study 1. Examine student assessment results
(compare to baseline) 2. Assess the impact of
research-based best practice/improvement theory
on student achievement
Have they learned it? What do we do if they dont?
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ITBSSummative Assessment
BL TeamSchool
SIP
ITBSSummative Formative Assessment
AR Teams Math-Communication-SEB
SMART Goal
Formative Assessment

• What to learn?
• Evidence of learning?
• If they dont?
• If they do?

GLT
Std Learning Expectations-I can
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• 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?
What do we want students to know?

• 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 Whys,
  Relations Diagram)
• 4. Study research-based best practice/improvement
  theory addressing areas of need

What do they know? What have they learned?
HOW do we know if they have learned it?
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 fidelity4. Assess student learning

• 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)

Most effective/best practice teaching and
learning strategies?
What evidence do we have of the learning?
Study 1. Examine student assessment results
(compare to baseline) 2. Assess the impact of
research-based best practice/improvement theory
on student achievement
Have they learned it? What do we do if they dont?
How do we respond if they dont?
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ITBSSummative Assessment
BL TeamSchool
SIP
ITBSSummative Formative Assessment
AR Teams Math-Communication-SEB Vertical
Articulation
AR Teams Math-Communication-SEB
SMART Goal
Formative Assessment

• What to learn?
• Evidence of learning?
• If they dont?
• If they do?

GLT
Std Learning Expectations-I can
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(No Transcript)
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CRCSD 3-Year Vision for PLC

• Year One -Define the Vision Build Capacity
• Year Two -Build Capacity Implement
• Year Three -Implement Review Refine
• Major areas of Focus
• Student learning expectations
• Formative assessment
• Collaboration
• Continuous Improvement

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Three Year Vision for PLC

• Year 1 Define the Vision/Build Capacity
• Define PLC establish common understanding
• Todays Agenda!
• Collaboratively build consensus on the vision
• Build capacity
• Develop Elementary Student Learning Expectations
  (SLE) (44 teachers)
• Introduce Formative Assessment
• Begin discussion of time

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Year 2 Build Capacity Implement

• Build capacity
• Implement PLC framework pre K-12
• Utilize Quality Liaison Network
• Continue to investigate time issue
• Elementary roll-out SLE and I can statements
• Develop Formative Assessments
• What do we want students to know be able to do?
• What evidence do we have of the learning?

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Year 3 Implement/Review Refine

• Refine model
• Implement systemic changes to create time for
  PLCs to meet
• Provide opportunities for teams to share best
  practices
• Address PLC Q How do we respond when students
  dont learn?
• Barriers to learning
• Differentiated instruction

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(No Transcript)
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PLC Crucial Questions
What do we want each studentto learn, know, or
be able to do?
What evidence do we have of the learning?
How will we respond when some students dont
learn?
How will we respond to those who have already
learned?
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Student Crucial Questions

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

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Professional Learning Communities Essential
Elements

• Focus on Learning
• Collaborative Culture
• Collective Inquiry
• Action Oriented
• Commitment to Continuous Improvement
• Results Oriented

Hand-out PLC - Overview
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What are Professional Learning Communities?

• Article from Learning by Doing
• Definition essential elements
• Discuss record key points using hand-out

Learning by Doing2 page hand-out
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Professional Learning Communities Essential
Elements

• How are these evident in your school?
• Select an element
• Record evidence of this element in your school or
  team
• Rotate after 2 minutes
• Last rotation select one person to report to
  group

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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 the Work of Teachers
• .. From isolation to collaboration
• Shift in Response When Students Dont Learn
• .. From remediation to intervention

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Where are we now?

• Where are you?
• Mark on the continuum

X
Hand-out2 page
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Record your discussion points Key Strengths,
Opportunities Actions/Ideas
Going well? Areas to consider?
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ITBSSummative Assessment
BL TeamSchool
SIP
ITBSSummative Formative Assessment
AR Teams Math-Communication-SEB Vertical
Articulation
AR Teams Math-Communication-SEB
SMART Goal
Formative Assessment

• What to learn?
• Evidence of learning?
• If they dont?
• If they do?

GLT
Std Learning Expectations-I can
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Next Steps

• Based on your
• Understanding of PLC framework
• Culture Shift Discussion
• What are the next steps?
• For you?
• For your GLT?
• Select 2 or 3 ideas for your focus
• Build on your strength areas

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• In a Professional Learning Community educators
  create an environment that fosters mutual
  cooperation, emotional support and personal
  growth as they work together to achieve what they
  cannot accomplish alone.
• --PLC at Work