Agenda For Today!

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Agenda For Today!

• School Improvement
• PDSA
• PLC
• Harris Poll Data

October 30, 2007
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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

• 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

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)

Study 1. Examine student assessment results
(compare to baseline) 2. Assess the impact of
research-based best practice/improvement theory
on student achievement
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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?
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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Professional Learning Community Model

• Focus on Learning rather than Teaching
• Work Collaboratively
• Hold yourself accountable for the results

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PLC Crucial Questions
What do we want each student to learn?
What evidence do we have of the learning?
How will we respond when some students dont
learn?
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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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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 Response When Students Dont Learn
• .. From remediation to intervention
• Shift in the Work of Teachers
• .. From isolation to collaboration

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Culture Shifts in a PLC

• Shift in Focus From focusing on assignment
  completion to student learning
• Shift in School Culture
• From independence to interdependence
• Shift in Professional Development
• .. From learning individually to
  collaboration teaming

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Where are we now?

• Assess the current status of your SIP goal
  (Action Research team)

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As a team

• Where are you?
• Mark on the continuum

X
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Record your discussion points Key Strengths,
Opportunities Actions/Ideas
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PLC Big Ideas Core Values

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

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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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What do we want each student to learn?
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True Learning?
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From Checking for Understanding, King Features
Syndicate.
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Crucial Distinction

• Assessment OF Learning
• How much have students learned as of a particular
  point in time?

Assessment FOR Learning How can we use
assessments to help students learn more?
Rick Stiggins
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• Balance day-to-day classroom assessment in
  support of learning with periodic assessments
  verifying learning.

Rick Stiggins
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• When the cook tastes the soup, thats formative.

When the guest tastes the soup, thats summative.

Robert Stake
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• Teachers use formative assessment to inform
  instructional methods at the very least,
  teachers should check for understanding every 15
  minutes.
• -Douglas Fisher
• Checking for Understanding

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How do we know if they have learned it?What
evidence do we have of the learning?
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• Small groups
• Choose several Learning Expectations
• Brainstorm ways to answer these questions BEFORE
  summative assessment

How do we know if students have learned? What
evidence do we have of the learning?
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• As you brainstorm your formative assessment
  ideas, write them on Post-its and place them on
  the appropriate poster.

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Cedar Rapids Community School District

• Using Harris Survey Data to Drive Improvements

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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

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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

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Issue- School rules do not keep order and
discipline

• 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?

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Issue- School rules do not keep order and
discipline

• 3.) Use quality tools to seek input on the key
  questions
• Brainstorming
• Generating ideas on sticky notes
• Affinity Diagram
• Put together like ideas/themes
• Nominal Group Technique
• Narrow the focus to the most important

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Brainstorming
What suggestions and ideas do you have that would
help improve this issue?
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Affinity Diagram
What suggestions and ideas do you have that would
help improve this issue?
Theme 4
Theme 1
Theme 2
Theme 3
Theme 5
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Nominal Group Technique (option)
What suggestions and ideas do you have that would
help improve this issue?
Theme 4
Theme 1
Theme 2
Theme 3
Theme 5
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Issue- School rules do not keep order and
discipline

• 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?

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Announcements Wrap-Up

• To Do List
• PLC Culture Shift
• Harris data (Priorities identified)
• Future Dates
• January 24
• March 13
• Evaluation/feedback for todays meeting

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January 24th

• Team time!
• Options
• Meet during the regularly scheduled time and
  location (KTOS Center)
• Select another time/location to meet based on
  your needs
• District to cover ½ day sub costs
• We will be here to provide support and assistance
  1 on 1 as needed