Presentation on theme: "COSA Principals Conference October 22,2012 Nanci Schneider, Senior Advisor Education Northwest."— Presentation transcript:
COSA Principals Conference October 22,2012 Nanci Schneider, Senior Advisor Education Northwest
To provide an introduction to the Rapid Inquiry Change Cycle To briefly explain the four parts of the RICC
Research-based, action-oriented school improvement process Process that provides quick wins Collaborative model with principal and leadership team week cycle Schoolwide model
Improvements that are: Made collectively High priority/high impact Manageable Tightly focused on a solution Often built on what teachers are already doing Part of a cycle that gets repeated
Stage 4: Recharge & Sustain Reflect and plan forwardCelebrate successCommunicate results Stage 3: Undertake Change Implement, monitor, and adjust instructional solution Implement, monitor, and adjust system supports Stage 2: Plan for Change Agree to research- based instructional solution Identify system conditions to address Plan to implement solution Plan to monitor and adjust Stage 1: Set the Focus Set common vision Examine data to determine priority Determine root causes Set goals p. 1
What barriers have kept previous efforts from succeeding?
Communication and widespread participation Clarity of roles and responsibilities Feedback, recognition, and celebration Mutually supportive and trusting relationships Collaborative learning and inquiry Collective mindsets conducive to school change Attention to shared purpose and focus for the whole school Expanded definition of family engagement and community collaboration Attention to shared purpose and focus for the whole school Representative participation Culturally responsive environment Team structuresContractual flexibility Schedule and use of time Resource allocationPoliciesClassroom resources Systematic and systemic processes SocioculturalStructural & ProceduralFamily/Community RICC focuses squarely on improving teaching and learning conditions; the remaining conditions either support or hinder those efforts. p. 2.4
Principal Leadership team Professional learning team Classroom teacher Professional learning team Classroom teacher
GroupWeekPurpose Leadership team (LT) 1Learn process; examine data; establish goals and root causes, and provide solution options for staff review (stages 1 & 2) All staff2Agree to goals, root causes, instructional solution, and pre/post assessments; administer pre- assessments this week LT3Plan to lead implementation and monitoring (stage 2) PLTs3Analyze assessments; begin implementation (stage 3) PLTs4-10Review data; reflect on and refine implementation LT7Check-in conference call with RICC coach PLTs10Plan to administer post-assessment this week PLTs11Analyze data; reflect on results and overall implementation LT12Reflect, celebrate, and plan forward (stage 4) All staff12Reflect, celebrate, and plan forward
Set common vision Examine data to determine priority Determine root causes Set goals
Set common vision – Identify a focus of inquiry (i.e., a broad student learning problem based on assessment results) Examine data to determine priority Determine root causes Set goals
Essential Pervasive High impact If addressed, likely to lead to exciting success
The percentage of students schoolwide who can cite specific textual evidence to support their conclusions about the meaning of a complex informational text (desired learning) will increase by 50 percent (how many) as measured by indicators from the Oregon Reading Scoring Guide applied to classroom work samples (performance/evidence). Additionally, the percentage of students who score at 1 or 2 (performance/evidence) in this skill (desired learning) will decrease from 20 percent to no more than 5 percent (how many).
Provide fine-grained information on the student learning challenge (i.e., will allow you to accurately determine whether students increase learning in the targeted area) Are available to use with minimum effort (e.g., common classroom tasks/assessments already in use) Are available within the time frame of the RICC Are able to be scored within reason and results can be aggregated schoolwide with relative ease (e.g., use of a common scoring guide)
Agree to research-based instructional solution Identify system conditions to address Plan to implement solution Plan to monitor and adjust RICC
Consider … Instructional practices that the staff is already working on through professional development or that are part of a broader approach you are already implementing in your school Strategies you have observed exemplary teachers using Suggestions from staff on the strategies they have seen work Existing strategies that if expanded in consistency or frequency might have an impact on the challenge Reliable resources providing guidance on general research-based strategies
Narrow your strategy to present to the PLTs PLTs choose strategy
Finalize selection of pre- and post- assessments aligned to schoolwide goal and instructional solution Administer pre-assessment Adjust RICC goal based on pre- assessment data, if needed
Be clear about what is known in the research/ literature about how to use this strategy Consider district/state guidance (e.g., principles in the Oregon K-12 Literacy Framework) Create a summary/short reading for staff that helps teachers understand how to implement: ◦ What does this strategy look like when it is correctly implemented? ◦ What does it look like when it is only partially implemented?
If the strategy is … ◦ Fairly simple, list what teachers and students should be doing during the RICC ◦ Complex or poorly understood, develop a basic rubric that defines features of full, partial, and minimal implementation Identify critical implementation factors such as grouping, frequency, or use of specific materials
1. Outcomes (student achievement) 2. Implementation ◦ Classroom use of instructional strategy ◦ Intervention ◦ System conditions
Implement, monitor, and adjust instructional solution Implement, monitor, and adjust system supports
Implementation agreements for: Schoolwide instructional strategy (core instruction) Interventions for struggling students System supports to ensure success of all strategies/interventions
Use monitoring plan: 1. Implementation of instructional strategy, interventions for struggling students, system supports ◦ Implementation agreements 2. Student achievement/outcomes ◦ Progress toward schoolwide achievement goal using common classroom assessment data throughout RICC ◦ Progress toward intervention goal using diagnostic/progress monitoring assessments
Leadership team (LT) and PLTs and Classroom Teachers
Implement strategy using agreements Collect assessment data Adjust instruction based on assessment results and PLT discussions
Collaborative Meeting Objectives: 1. Check adherence to implementation agreements 2. Use student aggregated data and work samples to problem solve and adjust instruction 3. Communicate progress and the support needed to be successful to the LT
How can the LT get a big picture of schoolwide progress, while PLTs look at progress for their students? Core instruction and intervention strategies Collect evidence of implementation that is routine, not heroic System conditions Monitor actions in implementation plan for system conditions Review and attend to support needs that emerge from PLTs and classroom teachers during implementation Impact on achievement Create common data templates to make aggregating easy Schedule time to review as LT and with whole staff
Reflect and plan forward Celebrate success Communicate results
1. Outcomes in relation to longer term goals 2. Overall implementation 3. System capacity and sustainability
Analyze data from pre- and post- assessments. Were you successful in meeting your student achievement goal? Why or why not? What is the evidence in your post- assessment for learning? What gaps remain? What does that evidence suggest about the success of your instructional strategy? How far does the outcome of this RICC get us to meeting our yearlong goal?
Did we choose an appropriate strategy to address our specific learning challenge? What did we observe/learn about implementing the strategy consistently and in a widespread manner? What was the impact of working on the same student learning challenge schoolwide? How did teacher practice shift? In what ways can we refine the work in the future?
Reflect on overall organizational capacity ◦ Specific successes that go beyond this RICC ◦ Lessons of lasting importance that we learned ◦ Sustainability agreements for this RICC ◦ Specific recommendations and agreements for the next RICC Remember to return to the LT assessment of system conditions (Stage 2)
Set the focus Plan for Change Undertake the Chage Reflect, Recharge and Sustain