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Enhancing our guiding philosophy of continuous improvement -Professional Learning Communities.

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Presentation on theme: "Enhancing our guiding philosophy of continuous improvement -Professional Learning Communities."— Presentation transcript:

1 Enhancing our guiding philosophy of continuous improvement -Professional Learning Communities

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3 Plan Do Study Act (PDSA) Integration of Continuous Improvement & Curriculum for Student Achievement Building Leadership Teams (BLT) SIP Teaching & Learning

4 Plan Do Study Act (PDSA) Action Plan Building Leadership Teams (BLT) Action Research Teams (ARDT) Integration of Continuous Improvement & Curriculum for Student Achievement SIP Smart Goals Teaching & Learning

5 Plan Do Study Act (PDSA) Action Plan PLC Building Leadership Teams (BLT) Action Research Teams (ARDT) Classroom Teachers Integration of Continuous Improvement & Curriculum for Student Achievement SIP Smart Goals Student Learning Expectations Teaching & Learning

6 Professional Learning Communities Not a new initiative, a way of going moving from School goals to Classroom goals with continuous improvement A framework for results-focused discussions Opportunities for grade level and like- content teams to focus on improvement PLCs use data and the PDSA process to focus on the success of each student

7 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 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 fidelity 4. 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) Action Research Overview for Professional Learning Communities Identify areas of strength and weakness? What do we want students to know? What do they know? What have they learned? Most effective/best practice teaching and learning strategies? Have they learned it? What do we do if they dont? How do we respond if they dont? HOW do we know if they have learned it? What evidence do we have of the learning?

8 PLC Critical Questions What do we want students to know and be able to do? What do we want students to know and be able to do? Standards/Benchmarks (Learning Outcomes) Standards/Benchmarks (Learning Outcomes) Classroom SMART goals Classroom SMART goals How will we know if they can do it? How will we know if they can do it? Formative assessments Formative assessments Multiple data sets Multiple data sets How will we respond when they cant? How will we respond when they cant? Differentiated Instruction Differentiated Instruction Systems of intervention (supplemental to intensive) Systems of intervention (supplemental to intensive)

9 Student Crucial 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?

10 CRCSD Areas of Focus & ongoing CRCSD Student Learning Expectations Iowa Professional Development Model Formative Assessment Learning Communities

11 Learning Target Instruction Assessment District Focus for the Year Refinement of Practice

12 Whats the purpose for assessment?

13 Two Purposes for Assessment SUMMATIVE Assessments OF LearningAssessments OF Learning –How much have students learned as of a particular point in time? FORMATIVE Assessments FOR LearningAssessments FOR Learning –How can we use assessment information to help students learn more?

14 Purpose: Assess to meet whose needs? Classroom Instructional Support Policy StudentsTeachersParents Teacher Teams Curriculum Coordinators PrincipalsSuperintendent School Board TaxpayersLegislators

15 Balanced Assessment: Meeting the Needs of All Stakeholders Administer annual accountability testingAdminister annual accountability testing Develop interim, short-cycle or benchmarkDevelop interim, short-cycle or benchmark Ensure ongoing, accurate classroom assessments for and of learningEnsure ongoing, accurate classroom assessments for and of learning Consider the student as the most influential user of assessment informationConsider the student as the most influential user of assessment information

16 Assessment for Learning Rick Stiggins

17 Overview SummativeFormative Reason To Inform Focus Assessment OF Learning Assessment FOR Learning Check Status Improve Learning Others about students Students about themselves Standards Enabling Targets

18 Example Place in Time Use Assessment OF Learning Assessment FOR Learning High Stakes External Assessments Assessments that diagnose needs or help students see themselves improve An event after learning A process during learning SummativeFormative

19 Key IDEA: Formative assessment can and should be done BY STUDENTS, as well as by teachers. The key to improvement is how students and teachers use assessment information.

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

21 Balanced Assessment FORMATIVE Formal and informal processes teachers & students us to gather evidence for the purpose of improving learning SUMMATIVE Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness. ASSESSMENT FOR LEARNING Use assessments to help students assess & adjust their own learning. ASSESSMENT FOR LEARNING Use formal & informal classroom assessments to inform teachers decisions. FORMATIVE USES OF SUMMATIVE DATA Use summative results to inform what comes next for individuals or groups of students.

22 Keys to Classroom Assessment Key 1: Clear PurposeKey 1: Clear Purpose Key 2: Clear targetsKey 2: Clear targets Key 3: Sound Assessment DesignKey 3: Sound Assessment Design Key 4: Effective CommunicationKey 4: Effective Communication Key 5: Student InvolvementKey 5: Student Involvement

23 Seven Strategies of Assessment FOR Learning 1.Clear & Understandable Vision of Target 2.Examples/models of strong & weak work 3.Regular Descriptive feedback 4.Teach Students to Self-Assess & Set Goals. 5.Focus on One Aspect 6.Teach Focused Revision 7.Engage students in Self-Reflection

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25 %ile improvement increase Starting percentile 50th Starting percentile 50th Teacher assessment effectiveness Student Achievement Increase of 34%ile to 84%ile 13%ile increase to 63%ile

26 %ile improvement increase Starting percentile 50th Starting percentile 50th Teacher assessment effectiveness Student Achievement Increase of 49%ile to 99%ile 28%ile increase to 78%ile

27 John Hattiereviewed 7,827 studies on learning and instruction. Conclusion… The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback.

28 Like most things in education, classroom assessment enhances student achievement under certain conditions only. Feedback from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve Feedback from classroom assessment should encourage students to improve. Classroom assessment should be formative in nature. Formative classroom assessments should be quite frequent.

29 Why Assessment for Learning Works When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves. When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves. --Black and Wiliam, 1998; Sternberg, 1996; Young, 2000

30 Key IDEA: Formative assessment can and should be done BY STUDENTS, as well as by teachers. The key to improvement is how students and teachers use assessment information.


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