1. BT Leadership PLC Team Meeting
Unwrapping the Data Team Process

2. Meeting Outline
Review the Key Elements of BT and PLC’s (Why are we meeting together today)?
Respond to FAQ (Frequently Asked Questions) – Bike Rack
Navigate through the Data Team Process
Share successes
Copy of agenda?

3. Housekeeping Items Norms and Protocols for Effective meetings
We have Snacks for you – please be comfortable
Positive Problem Solving
Sticky Note Questions/Concerns/Needs with your building name please so that we can assist you if the needs are different. 

4. Beyond Textbooks isn’t...
A canned curriculum with everything you need to provide instruction.
A silver bullet that, by itself, will make your students succeed.
A unique Vail strategy or process.
A one-stop shopping experience.
Slides from BT 101

5. A goal that can be reached.
Beyond Textbooks is...
A goal that can be reached.
An assessment strategy to provide on-going, mastery assessment in the areas of math and reading.
A collaboration between 92 Arizona school districts/schools, who all want to achieve more for their students and themselves.
A way to PLAN...TEACH...SHARE
Beyond Textbooks is the PUSD Curriculum. It is a framework that provides us a way to Plan.. Teach… Share…

6. Loose and Tight
The idea of providing loose and tight leadership focuses on the ideal that there is a “co-existence of a firm central direction and maximum individual autonomy.”
Being tight on an area means that we will be faithful to completing the tasks defined.
The loose concept applies to the implementation choices should be made at the building level not at the district level. (Eaker and Gonzalez)
The district committees on PLC, PUSD Curriculum, and PBIS established non-negotiables for all three district initiatives.
Look at the PLC Guiding Practices – those are areas that the district is going to be tight on. How you do those within your PLC will be determined at the building level.
Refer to the Non-Negotiables: Following the BT Curriculum/Fundations/Reading Mastery and collection of data are the tasks that we are tight on at the District Level. The buildings were to determine how this worked within their respective schools.

7. ___________ is Key to a Great School
What are the four qualities that separate the great schools from the rest?
Taken from the BT September newsletter written by Kevin Carney
2 minutes: 30 seconds to think individually and 1 ½ minute to discuss as a group. Be prepared to share out.

8. Four Qualities that Separate the Great Schools from the Rest
1. Outstanding Leadership
2. Effective Teachers
3. A Systematic Framework
4. High Expectations for Student Performance
A Systematic Framework is Key to a Great School 
Over a decade ago, principals in the Vail School District were able to give each teacher $500 for M&O spending and $500 for Capital spending on an annual basis.  Even with that amount of money, Vail's student achievement ranked below the state average and paled in comparison to its Southern Arizona neighbors.

9. A Systematic Framework is Key to a Great School
Graphic: all the arrows moving in the same direction…. Read portion of article regarding funding: Over a decade ago, principals in Vail School District were able to give each teacher $500 for M&O (maintenance and operations) spending and $500 for Capital spending on an annual basis. Even with that amount of money, Vail’s student achievement ranked below the state average and paled in comparison to its Southern Arizona neighbors. Fast forward to the present, where the past several years Vail teachers have received only $75 on the M&O side and $0 on the Capital side, yet we are one of the highest ranked school districts in Arizona on an annual basis. How is this possible?

10. DuFour’s Four Questions
1. What is it we want all students to learn?
2. How will we know when each student has learned the essential knowledge and skills?
3. What happens in our school when a student does not learn?
4. What happens in our school when a student meets proficiency?
First and foremost, Vail now has a Systematic Framework that gives us consistent organizational answers to Rick Dufour’s Four Questions. DuFour himself writes when districts can answer these 4 questions consistently, they’ll be in a good spot. Chelsea, one of Vail’s coordinators, writes: In Vail, once we nailed down steps 3-4, we started seeing excelling schools and increases in student achievement.

11. Quick review of the pyramid. Step 1 addressed in curriculum.
?- What’s next? Continually finding ways to improve….

12. Dufour’s 2nd question reflected in the assessment piece.
?- Project Based Learning tasks

13. Common Formatives
Formative Assessments are meant to “inform” instruction
Best practice indicates that we utilize these formatives to determine reteach and enrichment learning for the students
However, we all decided that we would provide a grade for the assessments for this school year
BT shared that the formatives, if we are going to utilize the score in a grade, should only account for 15-20% of a student’s overall grade.
Some of you are noticing the rigor
Pay particular attention to the standard in its entirety when preparing lesson task analysis

14. Question four shown in Intervention.?

15. Three Big Ideas that Drive the Work of a PLC
The essence of the PLC process is captured in three big ideas:
The purpose of our school is to ensure all students learn at high levels.
Helping all students learn requires a collaborative and collective effort.
To assess our effectiveness in helping all students learn we must focus on results-evidence of student learning-and use results to inform and improve our professional practice and respond to students who need intervention or enrichment.

16. Collective Committed to Every Student, Every Day, Every Minute.
PUSD Slogan
Collective Committed to Every Student, Every Day, Every Minute.
Why are we meeting together? PLC’s drive the work of the teachers following the PUSD curriculum. We support the same efforts

17. FAQ
Why can’t a function be added to the data collection form to calculate the % mastered?
How do I calculate the % mastered?
Is there a difference between a zero and a blank?
Can we adjust the BT form?
Should we follow the color coding system?
Will it skew the data if….?
Why do we have to enter in BT and Google?
Can I enter my “re-teach” scores for math this year even if it is not a building requirement?
Can we look at the common formative assessment before we give it to our students?
How many points are possible on the BT formative assessments?
Can we use .5’s in our grading?
When sharing data with our PLC, do we need to remove student names from spreadsheets?
Week 7 of school and these are some of the questions we have heard….

18. Process shared during summer Teacher Leader Training
Process shared during summer Teacher Leader Training. Created by Center for Performance Assessment

19. Data Team Process: Start to Finish
General Implementation
PUSD Implementation
1. Examine expectations.
2. Develop curriculum map.
3. Create a common post-assessment.
4. Administer the common post-assessment BEFORE teaching.
5. Go through the five formal and definitive steps of the Data Team Process
1. Examine expectations.
2. Follow PUSD curriculum map/pacing schedule.
3. Create a common formative assessment for subjects other than ELA and Math.
4. Administer the common formative assessment BEFORE re-teach and enrich.
5. Go through the six formal steps of the Data Team Process.
Information about the Data Team Process provided at the July Teacher Leader Training

20. Step 1: Collect & Chart Data
General Implementation
PUSD Implementation
This data is generated from the pre-assessment. Data Team leader prepares a simple graph with pre-assessment data, including total number of students, students who are proficient or higher, students who are not proficient, and percentage of students who are proficient or higher.
This data is generated from the common formative assessment. Each PLC member completes the BT Data Collection Sheet and calculate s the % mastered.
Pass out the sample data collection sheets from each of the school sites…. Practice calculating the % mastered.
FAQ’s to address: Why can’t a function be added to the data collection form to calculate the % mastered?
How do I calculate the % mastered? Is there a difference between a zero and a blank?

22. Step 2: Analyze to Prioritize Needs
General Implementation
PUSD Implementation
With actual student papers in hand, examine papers for what students are able to do, as well as for what is missing. What is present becomes strengths. What is missing becomes obstacles or challenges, which then become the priority—the FOCUS—for the teaching unit.
With actual student papers and data collection sheets in hand, examine the document for the number of students in red (re-teach) and the number in white (enrich).
Key questions to consider:
What teacher had the highest mastery? What question(s) was most commonly missed? Why? What were the common misconceptions?
FAQ’s to address:

24. Will it skew the data if?
Can I enter my reteach scores for math this year?
Can we look at the common formative assessment before we give it to students?
When sharing data with our PLC do we need to remove student names?

25. Step 3: Set/Review/Revise SMART goals
General Implementation
PUSD Implementation
. Use an exact form of goal statement to include all parts of the information needed in a SMART (Specific, Measurable, Achievable, Relevant, and Timely) goal. Example: % of Grade 7 students scoring proficient and higher in Mathematics will increase from 28% to 73% by the end of October as measured by a team-created assessment administered on October 30 (31 make-up date).
BT SMART Goal: 85% of students will meet the standard as measured by the common formative assessment.
Relevant is often now referred to as Results Driven
District Planning Goal Sheet

26. Step 4: Select Strategies
General Implementation
PUSD Implementation
Select instructional strategies (what will you do for YOUR students?) What concepts are the focus of the specific time period (unit, quarter, month, etc.)? What are student intervention needs? Drastic measures requiring drastic action? What strategies will you implement that will have greater impact student achievement? Keeping in mind the effective teaching strategies, which techniques will you select to focus on? Which strategies will help the most students and maximize learning?
Select instructional strategies: What instructional strategies were effective with students that showed mastery? Does this strategy need to be modified?
Remind of the lesson planning resources on the wiki as well as the purchased resources for instructional strategies to support lesson planning

27. Step 5: Determine Results Indicators
General Implementation
PUSD Implementation
Determine results indicators. “When WE implement the strategies/techniques identified in step 4, then WE expect the following in terms of what students will demonstrate”: Students will demonstrate: • Understanding of concepts and skills (e.g., math) • Increased confidence • Increased application when using the comparing strategy in all subjects • Improved ability to think in more complex ways
When we ______________ we expect students to ___________.

28. Step 6: Monitor and Evaluate the Results
General Implementation
PUSD Implementation
Monitoring is continuous not just at the end of the process.
Monitoring can allow for adjustments along the way.
It is important to monitor not only student successes and challenges but also adult actions and fidelity of implementation.
Monitoring is continuous not just at the end of the process.
Monitoring can allow for adjustments along the way.
It is important to monitor not only student successes and challenges but also adult actions and fidelity of implementation.

29. Where is your PLC in this process?
Where are you?
Where is your PLC in this process?

30. Top Five Tips for Effective Data Teams
Tip 1: Laugh and Cheer
Tip 2: Go Beyond Test Scores
Tip 3: Data Trumps Opinion
Tip 4: Focus on Next Steps
Tip 5: Create Time for Reflection
Closure activity. Number off Read your tip and provide examples of how this has worked at your school site and in your PLC’s. Share.

31. What’s your most important next step? Please write your one take away.

32. Video for Staff Communication
What is the one thing that you are taking away from the meeting today?