Continuous Improvement Professional Learning Community Framework Where are we now? Where are we going? What is changing? February 6, 2009

PLC Big Ideas & Core Values Continuous Improvement Philosophy Ensuring that students learn Learning for all A Culture of Collaboration Teamwork Focus on Results Data-Driven Decisions Same as PDSA

In-Process Measures – Summative & Formative Assessments Building Leadership Team ITBS/ITED Summative Assessments School Improvement Plan ARD Team Communication ARD Team SEB ARD Team Math SMART Goal SMART Goal SMART Goal In-Process Measures – Summative & Formative Assessments

Most effective/best practice teaching and learning strategies? 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 Identify areas of strength and weakness? 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 need What do they know? What have they learned? Action Research Overview for Professional Learning Communities 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 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) Most effective/best practice teaching and learning strategies? Into your classroom Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Have they learned it? What do we do if they don’t?

What to learn? Evidence of learning? If they don’t? If they do? PLAN DO STUDY ACT ITBS Summative Assessment BL Team School SIP ITBS Summative & Formative Assessment PLAN DO STUDY ACT AR Teams Math-Communication-SEB SMART Goal Formative Assessment What to learn? Evidence of learning? If they don’t? If they do? PLAN DO STUDY ACT Grade Level team Using I can statements to look at what students know and evidence of the learning What does the teacher do if students aren’t learning – regroup students as needed GLT Std Learning Expectations-”I can”

What do we want students to know? Identify areas of 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 What do we want students to know? Identify areas of strength and weakness? 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 need HOW do we know if they have learned it? What do they know? What have they learned? Action Research Overview for Professional Learning Communities 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 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) What evidence do we have of the learning? Most effective/best practice teaching and learning strategies? Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Have they learned it? What do we do if they don’t? How do we respond if they don’t?

What to learn? Evidence of learning? If they don’t? If they do? PLAN DO STUDY ACT ITBS Summative Assessment BL Team School SIP ITBS Summative & Formative Assessment PLAN DO STUDY ACT AR Teams Math-Communication-SEB Vertical Articulation AR Teams Math-Communication-SEB SMART Goal Formative Assessment What to learn? Evidence of learning? If they don’t? If they do? PLAN DO STUDY ACT Grade Level team Using I can statements to look at what students know and evidence of the learning What does the teacher do if students aren’t learning – regroup students as needed GLT Std Learning Expectations-”I can”

Matrix for 08-09 school year district level Pockets of things happening previous – document what is happening this year Integration of the work of Principals, Action Research Teams, SLE, District in-service sessions

CRCSD 3-Year Vision for PLC Year One -Define the Vision & Build Capacity Year Two -Build Capacity & Implement Year Three -Implement – Review – Refine Major areas of Focus Student learning expectations Formative assessment Collaboration Continuous Improvement

Three Year Vision for PLC Year 1 – Define the Vision/Build Capacity Define PLC & establish common understanding Today’s Agenda! Collaboratively build consensus on the vision Build capacity Develop Elementary Student Learning Expectations (SLE) (44 teachers) Introduce Formative Assessment Begin discussion of time Developed collaboratively in the office of learning and leadership Where are we going with PLC? PreK-12 = are in different spots in the process and that will continue Elementary district focus is on developing SLE Elementary building focus on grade level team discussions using data from the reading implementation Secondary focus is on formative assessment and revising the SLE’s Feedback will be an essential component as we move forward SLE = vertical teams including PACT & SpEd

Year 2 – Build Capacity & Implement Implement PLC framework pre K-12 Utilize Quality Liaison Network Continue to investigate time issue Elementary – roll-out SLE and “I can” statements Develop Formative Assessments What do we want students to know & be able to do? What evidence do we have of the learning?

Year 3 – Implement/Review & Refine Refine model Implement systemic changes to create time for PLC’s to meet Provide opportunities for teams to share best practices Address PLC Q – How do we respond when students don’t learn? Barriers to learning Differentiated instruction

Input from these groups Superintendent's Cabinet & OLL Graphs represent input from 67 individuals

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 don’t learn? Frame our conversations and allow us to drill deeper Introduced these Q’s during the 07-08 school year How will we respond to those who have already learned?

Student Crucial Questions What do I need to know? Where am I now? How do I get there? What happens if I fail?

Professional Learning Communities Essential Elements Focus on Learning Collaborative Culture Collective Inquiry Action Oriented Commitment to Continuous Improvement Results Oriented Reference document Hand-out PLC - Overview

What are Professional Learning Communities? Article from Learning by Doing Definition & essential elements Discuss & record key points using hand-out Learning by Doing 2 page hand-out

Professional Learning Communities Essential Elements How are these evident in your school? Select an element Record evidence of this element in your school or team Rotate after 2 minutes Last rotation – select one person to report to group Write one element on each of 6 pieces of large paper and post around the room. Assign a group to each element. Participants have 3 minutes to record ways in which the element is evident Move to next element and add Repeat until return to original element Select a person to report out Report out

Culture Shifts in a PLC Shift in Fundamental Purpose …… From teaching to learning Shift in Use of Assessments …… From summative to frequent formative Shift in the Work of Teachers ….. From isolation to collaboration Shift in Response When Students Don’t Learn ….. From remediation to intervention Let’s look at Culture Shifts for the PLC Framework Read the slide

Where are you? Mark on the continuum Where are we now? Hand-out 2 page X Activity 2 – Culture Shift When we evolving into groups that use PLC framework culture shifts occur. Hand-out Culture Shift in a Professional Learning Community -teachers should answer individually by marking on a continuum where they are in relation to the shift from..to…For each item mark where you are in the shift. -Continuum on Purpose, Assessments, Student learn, Work of teachers -We may move back and forth along this continuum, Where are you? Hand-out 2 page

Key Strengths, Opportunities & Actions/Ideas Record your discussion points: Key Strengths, Opportunities & Actions/Ideas Going well? Areas to consider? Groups use the Culture Shift Summary to identify strengths in the group and opportunity areas Use the continuum as data collection – where are we as a group – compare responses Questions: Similar responses? Areas for opportunities evident? Group strengths? Topics to consider?

What to learn? Evidence of learning? If they don’t? If they do? PLAN DO STUDY ACT ITBS Summative Assessment BL Team School SIP ITBS Summative & Formative Assessment PLAN DO STUDY ACT AR Teams Math-Communication-SEB Vertical Articulation AR Teams Math-Communication-SEB SMART Goal Formative Assessment What to learn? Evidence of learning? If they don’t? If they do? PLAN DO STUDY ACT Grade Level team Using I can statements to look at what students know and evidence of the learning What does the teacher do if students aren’t learning – regroup students as needed GLT Std Learning Expectations-”I can”

Next Steps: Based on your : What are the next steps? Understanding of PLC framework Culture Shift Discussion What are the next steps? For you? For your GLT? Select 2 or 3 ideas for your focus Build on your strength areas

In a Professional Learning Community educators create an environment that fosters mutual cooperation, emotional support and personal growth as they work together to achieve what they cannot accomplish alone. --PLC at Work