Presentation on theme: "Agenda December 11, 2008 Learning by Doing Break"— Presentation transcript:
1Agenda December 11, 2008 Learning by Doing Break Chapters 1-3 activitiesBreakWhat does the data tell us?ITBS/ITED resultsSIP GoalsData Questions & PlanningNext stepsClosing & Evaluation
2PLC Crucial QuestionsWhat do we want each student to learn, know, or be able to do?What evidence do we have of the learning?How will we respond when some students don’t learn?How will we respond to those who have already learned?
3Student Crucial Questions What do I need to know?Where am I now?How do I get there?What happens if I fail?
4PLC Critical Questions What do we want students to know and be able to do?Standards/Benchmarks (Learning Outcomes)Classroom SMART goalsHow will we know if they can do it?Formative assessmentsMultiple data setsHow will we respond when they can’t?Differentiated InstructionSystems of intervention (supplemental to intensive)
5Where are we now?Assess the current status of your SIP goal (Action Research team)
6Record your discussion points: Key Strengths, Opportunities & Actions/Ideas
9Contact the help desk to install CD Learning By DoingBook FormatCDStudy GuideContact the help desk to install CD
10Learning by Doing Format of the Book for each chapter: Part One: The Case StudyPart Two: Here’s HowPart Three: Here’s WhyPart Four: Assessing Your Place on the PLC JourneyPart Five: Tips for Moving ForwardPart Six: Questions to Guide Your Work of Professional Learning Community
11Professional Learning Communities Essential Elements Focus on LearningCollaborative CultureCollective InquiryAction OrientedCommitment to Continuous ImprovementResults OrientedHandout
12Schools that take the plunge and actually begin doing the work of a PLC develop their capacity to help all students learn at high levels far more effectively than schools that spend years preparing to become PLCs through reading or even training.
13Learning by Doing – Chapter One Chapter One activity guide. Questions 1-6.Activity – (pg 4 of activity guide)6 essential elements – one per sheet of paperDiscuss & record the ways in which the element is evident in your school in small groups. (2 minutes)Rotate papers until each element is discussedSelect one person to report out for each elementDiscuss next steps
14Learning by Doing – Chapter Two “Clear & Compelling Purpose”Chapter Two activity guide. Discussion Questions Each team member is assigned a question.Prepare to share the Q.In what ways would you use this question? For what purpose?How would it increase staff understanding of PLC concepts?Activity 1 – count off by 3’sFollow directions on page 10 of activity guideShare with team and select one to share with large group.
15Learning by Doing – Chapter Two “Clear & Compelling Purpose”Resources from the book - pagesData Picture34-35 Continuum36 Where do we Go From Here?Moving Forward40-42 Questions to Guide
16Learning by Doing – Chapter Three “Creating a Focus on Learning”Case Study - Reflection:Consider Principal Matthews’ efforts & efforts of the task force to engage teachers in clarifying the essential outcomes of their courses and developing common assessments. If you were called upon to consult with the school, what advice would you offer?Page 44 of the text
17Learning by Doing – Chapter Three “Creating a Focus on Learning”Part Two: Here’s HowLoose & TightIdentify some ‘loose’ principles and practicesIdentify some “tight” principles and practices -page 45 of the textPart Three: Here’s whyWhat about the concept of intended curriculum vs implemented curriculum?Do you see this as an issue?-page 51 of the text
18Learning by Doing – Chapter Three “Creating a Focus on Learning”Activity- (Adapted from activity guide – pg 3)What is your PLC vision for this school year?Using silent brainstorming and the affinity process:Identify 2 or 3 things you would like to have in place in your school by the end of the year.Choose one person to report aloud to the whole group.
19Learning by Doing – Chapter Three “Creating a Focus on Learning”Resources from the book - pagesContinuumWhere do we Go From Here?Tips for moving forwardQuestions to Guide
20Final ThoughtsThe consideration of these questions can help staff lay the foundation for a professional learning community, but important work remains to be done. A staff that embraces the premise that the very purpose of the school is to help all students learn will face very challenging question of, “Learn what?” and “How will we know if each student has learned?”Pg 42 in the text
22Agenda December 11, 2008 Learning by Doing Break Chapters 1-3 activitiesBreakWhat does the data tell us?ITBS/ITED resultsSIP GoalsData Questions & PlanningNext stepsClosing & Evaluation
23SIP Data Review1. Did you achieve your improvement goals based on the fall ’08 ITBS/ITED ?What will you do if you didn’t ?Who are the low performing students?Have the strategies implemented worked? If not, what will you do next/
24What do we want students to know? Pre Planning: Identification of Need1. Develop/Review Student Learning Expectations2. Examine alignment of learning expectations with assessments3. Review assessment data4. Identify areas of need based on assessmentIdentify areas ofstrength 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 Why’s, Relations Diagram)4. Study research-based best practice/improvement theory addressing areas of needHOW do we knowif they have learned it?What do they know?What have they learned?Action ResearchOverviewforProfessionalLearning CommunitiesDO1. 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 Plan3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learningAct: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)What evidence do we haveof the learning?Most effective/best practiceteaching and learning strategies?The questions are essentially the same as PDSA is applied to answer the key questions at the classroom level. The emphasis is on student learning expectations, evidence of learning and responses to struggling learners.Study:1. Examine student assessment results (compare to baseline)2. Assess the impact of research-based best practice/improvement theory on student achievementHave they learned it?What do we do if they don’t?How do we respond if they don’t?
25If not, what needs to be done? Are the strategies identified in the SIP Action Plan improving student achievement?How Do You Know?Increase in percentage of students proficientAcross all grade levelsAll studentsSub-groupsWithin cohort groupsSubgroupsResources:SIP 07-08GWAEA longitudinal data & School SummariesQuestion 1If not, what needs to be done?
26If not, what needs to be done? Are the strategies identified in the SIP Action Plan improving student achievement?How Do You Know?Do the strategies specifically address the skills assessed?Across all grade levelsAll studentsSub-groupsWithin cohort groupsSubgroupsResources:SIP 07-08Item Analysis – School & Individual studentQuestion 2If not, what needs to be done?
27Are the strategies identified in the SIP Action Plan improving student achievement? How Do You Know?Are some strategies more effective than others for:All studentsSpecific sub-groupsIf so, which strategies should be implemented:More broadlyReplaced/droppedQuestion 3
28Are the strategies identified in the SIP Action Plan improving student achievement? What will you do?Who are the students who need additional support, alternative strategies to be proficient?What are the specific skill needs of each student?What needs to be done?
29Are the strategies identified in the SIP Action Plan improving student achievement? What will you do?What is the role of the teachers in all curricular areas in improving reading and mathematics?What needs to be done?
30Next Steps Learning by Doing What does the data tell us? Build shared knowledgeShare information & activities with staffWhat does the data tell us?Share information & Data Questions with staffSubmit an action planaccomplish these next stepsBe prepared to share at our next meeting the outcomes of the processNext MeetingsFebruary 26April 27