PLC Big Ideas & Core Values Ensuring that students learn Learning for all A Culture of Collaboration Teamwork Focus on Results Data-Driven Decisions Continuous Improvement Philosophy
PLC Crucial Questions What 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 dont learn? How will we respond to those who have already learned?
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?
PLC Critical Questions What do we want students to know and be able to do? Standards/Student Learning Expectations Classroom SMART goals How will we know if they can do it? Formative assessments Multiple data sets How will we respond when they dont? or they already have? Differentiated Instruction Systems of intervention (supplemental to intensive)
Student learning Expectations Formative Assessment Collaboration What do you expect to see?
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? Into your classroom
PLAN DO STUDY ACT PLAN DO STUDY ACT PLAN DO STUDY ACT BL Team School SIP ITBS Summative Assessment AR Teams Math-Communication-SEB SMART Goal ITBS Summative & Formative Assessment Subject Area Teams Std Learning Expectations Formative Assessment What to learn? Evidence of learning? If they dont? If they do?
Learning by Doing Chapter 5 Pg 91 Collaboration focused on the right things Critical Issues pgs 100-101 Emotional Intelligence pg 103 Where do we go from here? Questions to guide our work
Are the strategies identified in the SIP Action Plan improving student achievement? How Do You Know? Whats worked and what hasnt with the low performing students? Share, by school, your SIP goal, improvement theory, data and results Be prepared to take the information back to your school team
Team Tasks Preliminary SIP Planning Preliminary SIP Planning Share what you learned from the subject area discussions How might this effect your school improvement plan for next year? Task from last session Task from last session What is your PLC vision for this school year? 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.