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Agenda For Today! School Improvement School Improvement PDSA PDSA PLC PLC Harris Poll Data Harris Poll Data October 30, 2007.

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Presentation on theme: "Agenda For Today! School Improvement School Improvement PDSA PDSA PLC PLC Harris Poll Data Harris Poll Data October 30, 2007."— Presentation transcript:

1 Agenda For Today! School Improvement School Improvement PDSA PDSA PLC PLC Harris Poll Data Harris Poll Data October 30, 2007

2 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

3 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 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?

4 Professional Learning Community Model Focus on Learning rather than Teaching Focus on Learning rather than Teaching Work Collaboratively Work Collaboratively Hold yourself accountable for the results Hold yourself accountable for the results

5 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?

6 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?

7 Culture Shifts in a PLC Shift in Fundamental Purpose …… From teaching to learning Shift in Fundamental Purpose …… From teaching to learning Shift in Use of Assessments Shift in Use of Assessments …… From summative to frequent formative Shift in Response When Students Dont Learn Shift in Response When Students Dont Learn ….. From remediation to intervention Shift in the Work of Teachers Shift in the Work of Teachers ….. From isolation to collaboration

8 Culture Shifts in a PLC Shift in Focus …… From focusing on assignment completion to student learning Shift in Focus …… From focusing on assignment completion to student learning Shift in School Culture Shift in School Culture …… From independence to interdependence …… From independence to interdependence Shift in Professional Development Shift in Professional Development ….. From learning individually to collaboration & teaming

9 Where are we now? Assess the current status of your SIP goal (Action Research team) Assess the current status of your SIP goal (Action Research team)

10 As a team… Where are you? Where are you? Mark on the continuum Mark on the continuum X

11 Record your discussion points: Key Strengths, Opportunities & Actions/Ideas

12 PLC Big Ideas & Core Values Ensuring that students learn Ensuring that students learn Learning for all Learning for all A Culture of Collaboration A Culture of Collaboration Teamwork Teamwork Focus on Results Focus on Results Data-Driven Decisions Data-Driven Decisions

13 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?

14 What do we want each student to learn?

15 True Learning? I TAUGHT STRIPE HOW TO WHISTLE

16 I DONT HEAR HIM WHISTLING

17 I SAID I TAUGHT HIM. I DIDNT SAY HE LEARNED IT From Checking for Understanding, King Features Syndicate.

18 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

19 Balance day-to-day classroom assessment in support of learning with periodic assessments verifying learning. Rick Stiggins

20 When the cook tastes the soup, thats formative. When the guest tastes the soup, thats summative. Robert Stake

21 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

22 How do we know if they have learned it? What evidence do we have of the learning?

23 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?

24 As you brainstorm your formative assessment ideas, write them on Post-its and place them on the appropriate poster.

25 ©2005, Harris Interactive Inc. All rights reserved. Cedar Rapids Community School District Using Harris Survey Data to Drive Improvements

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28 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

29 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

30 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?

31 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

32 Brainstorming What suggestions and ideas do you have that would help improve this issue?

33 Affinity Diagram What suggestions and ideas do you have that would help improve this issue? Theme 1 Theme 2 Theme 3 Theme 5 Theme 4

34 Nominal Group Technique (option) What suggestions and ideas do you have that would help improve this issue? Theme 1 Theme 2 Theme 3 Theme 5 Theme 4

35 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?

36 Announcements & Wrap-Up To Do List To Do List PLC Culture Shift PLC Culture Shift Harris data (Priorities identified) Harris data (Priorities identified) Future Dates Future Dates January 24 January 24 March 13 March 13 Evaluation/feedback for todays meeting Evaluation/feedback for todays meeting

37 January 24 th Team time! Team time! Options: Options: Meet during the regularly scheduled time and location (KTOS Center) Meet during the regularly scheduled time and location (KTOS Center) Select another time/location to meet based on your needs Select another time/location to meet based on your needs District to cover ½ day sub costs District to cover ½ day sub costs We will be here to provide support and assistance 1 on 1 as needed We will be here to provide support and assistance 1 on 1 as needed


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