1. BENCHMARK #3 “ASKING THE RIGHT QUESTIONS TO GUIDE THE RIGHT WORK” PLC YEAR 2 DAY 2 INQUIRY CYCLE

2. POLL EVERYWHERE Partners: What step of the inquiry cycle do you think is the most important for ensuring high quality action/interventions plans that will maximize student achievement?

4. “If you are not looking at data, you are not doing Professional Learning Communities (PLCS)” - Richard DuFour Task for the Year How can PLCs in Pasco County systematically analyze and make decisions based upon student and instructional data? In our training, you will prepare for data conversations utilizing student data. Specifically, you will: 1.Develop a common formative assessment 2.Set goals for student performance 3.Gather Results 4.Facilitate the inquiry cycle to identify the most effective teaching strategies and develop action plans for all students

5. BENCHMARK #3: INQUIRY CYCLE Inquiry Cycle 4.0 I can build capacity in my building for Analyzing Data 3.0 I can integrate and facilitate different data discussion protocols I can facilitate an inquiry cycle using common assessment data I can use common formative assessments to inform my PLC team planning for instruction for all students, including students with disabilities 2.0 I know the essential questions of the inquiry cycle I know data discussion protocols (e.g., inquiry cycle, common assessment protocol, etc.) 1.0 I can do 2.0 content with assistance

6. PROBLEM-SOLVING/INQUIRY CYCLE AS A WAY OF WORK Defined as: Recursive Self-Correcting Systematic Results Focused

7. ASKING THE RIGHT QUESTIONS, ENGAGING IN THE RIGHT WORK Where teams tend to do well : Looking at data Identifying learner hypotheses Making a plan of action Where teams tend to struggle : Looking at data across academics and behavior Prioritizing the problem and focus for intervention Considering causes beyond the learner Monitoring and evaluating the plan of action Part 1: Individual reflection : Where is your PLC team? Part 2: Home Team Reflection: Where are you as a school?

8. WHY PROBLEM-SOLVING : HOW DO WE ENSURE AN IMPACT ON STUDENT OUTCOMES? (RESCHLEY & FLUGUM) It’s less about the type of protocol to use, and more about asking the right questions! Studies of number of steps in problem-solving and student outcomes showed better results when teams fully engaged in all 4 problem-solving steps *So we must consider, what questions should we ask to facilitate high impact data conversations within PLCs Clearly understand and identify the problem Spend time in analysis before developing a plan and Monitor ourselves to ensure we have fidelity with all components of problem-solving practices

9. WHEN: INQUIRY CYCLE-PLC ALIGNMENT PROBLEM SOLVING PROCESS

10. DISCUSS STEP 0: GROUND RULES Overview of the process and the role of the facilitator Identify roles Norms

11. INQUIRY CYCLE STEP 1: WHAT IS THE PROBLEM? Goal: What is the desired outcome or goal? (SMART goal) Discuss 2 Essential Data Pieces. Current Level- What is the current level of student performance? (e.g., 40% of students attained a level 3) Expected Level -What is the expected level of performance? (e.g., 80% of students attain a level 3) How big is the difference between current levels and expected levels? Determine the Scope of the Problem. Is this problem impacting ALL students, SOME students, or a FEW students?

12. HOME TEAM DISCUSSION: PREP FOR SUCCESS As facilitators, what are a few key tips to support the success of this step? Data ready, organized, and presented in a manner for decision-making (drill down to standards and individual students) Consensus and clear understanding of what proficiency is and/or what is looks like Criteria for success should be tight among team. Common understanding of how data source is aligned with standards

13. INQUIRY CYCLE STEP 2: PROBLEM ANALYSIS

14. C Curriculum (What we teach?) Coherence, Standards-Based (Benchmarks), Scientifically validated programs, Prioritized Maps, Alignment, Relevance, Rigor, Connections/Integration, Resources/Materials, Rules, Rubrics O Organization (How effective and aligned are our systems?) Culture, Mission, Core Values, Perceptions, Beliefs, C-I-A Processes, Resource Allocation, Scheduling, Systems, Structure, Management, Planning, Job Embedded Professional Development, Continuum of Services, Movement of Students, Instructional Time, Procedures… I Instruction (How we design learning experiences to meet the needs of all students?) Content knowledge, Standards-Driven Learning Units, High-Quality Lessons; Research-Based Instructional Practices (i.e., previewing, explicit instructional skill/strategy, modeling, scaffolding, graphic organizers, summarizing, questioning), Student Movement (Grouping strategies, levels of support (instructional time, content, level, intensity)… L Learner (What about individual learners?) Skills, Demographics, Strategies, Motivation, Health, Family, Social/Emotional, Development, Engagement, Executive Functioning, Efficacy… E Environment (What about the learning environment?) Peers, Rapport, Respect, Shared Responsibility, Resource Rich Environments (i.e., materials, word walls, student work displayed); Peers (Expectations, Reinforcement, Values, Support); Classroom (Rules, Distractions, Seating, Schedule, Physical Plant), Home/Family Support WHYs to Consider….

15. INQUIRY CYCLE STEP 2: WHY IS THE PROBLEM OCCURRING? Brainstorm: What barriers are preventing learners from reaching our SMART goal? What barriers should we prioritize that we have the most control over and will have the biggest impact on our SMART goal? From the prioritized list, why do we think these barriers are occurring? (symptoms versus root causes) What evidence do we have and/or can we collect to confirm or invalidate barriers? What lingering questions or guesses do we still have? Consider developing a plan to address.

16. EXAMPLE FOR ILLUSTRATION PURPOSES ONLY Step 2: WHY is the problem occurring? Barrier: Not enough modeling and authentic opportunities for students to use evidence from the text to justify answers. (Instruction) Evidence : Lesson Plans, Instructional Schedule, & Walkthroughs Step 3: WHAT are we going to do about it? Drives Tool VS. Skill

17. HOME TEAM TALK: PREP FOR SUCCESS As facilitators, what are a few key tips to support the success of this step? Anticipate what data and/or resources will be needed to confirm and/or invalidate barriers generated. If applicable, consider bringing this information to the table to save time upfront Anticipate where the team may “get stuck” and what resources an/or additional support staff may need to be present to provide information (e.g., curriculum materials, coaching support). Use facilitator skills and tools in toolbox to help with brainstorming and prioritizing (e.g., round robin, tally marks, first to five) In the beginning, start small and prioritize a barrier that you will see immediate success and can celebrate small wins!

18. INQUIRY CYCLE STEP 3: WHAT ARE WE GOING TO DO ABOUT IT? Action/Intervention Planning What specifically will be done? When and how much will this happen? Who is responsible? What assistance do we need? Progress Monitoring Plan: How will we monitor progress? How will we ensure this plan is implemented as intended? How often will we meet to discuss data? How will we organize the data? Who is responsible?

19. EXAMPLE FOR ILLUSTRATION PURPOSES ONLY Step 2: WHY is the problem occurring? Barrier: Not enough modeling and authentic opportunities for students to use evidence from the text to justify answers. (Instruction) Evidence : Lesson Plans, Instructional Schedule, & Walkthroughs Step 3: WHAT are we going to do about it? Action Step: PLC team develops an instructional plan to incorporate text based discussion across content areas. (Instruction) Who? When? Support Needed? How will we monitor progress? Drives

20. HOME TEAM TALK: PREP FOR SUCCESS As facilitators, what are a few key tips to support the success of this step? Align barrier with action/intervention plan Pass stranger test-Attend to details to increase likelihood of successful implementation Ensure action/intervention plans are research-based, directive, timely, delivered by highly trained staff, and are systematic ( Resource: PLC Intervention Evaluation and Alignment Chart) Support Plan-Make sure there is enough support to ensure successful implementation Build on your team strengths’ when action/intervention planning Bigger is not better; In fact, less is more – FOCUS!

21. INQUIRY CYCLE STEP 4: IS IT WORKING? Evaluate Progress: Is the gap between what is expected and what is occurring closing? Getting Wider? Or Maintaining? How much progress did we make towards meeting our SMART goal? Who has evidence of the most effective instructional strategy? Why? What team learning can occur? If we collectively did not get the results we wanted, what are our next steps? (e.g., revisit problem analysis, fidelity, etc.)

22. HOME TEAM TALK: PREP FOR SUCCESS As facilitators, what are a few key tips to support the success of this step? Ensure supports are in place to increase the likelihood of a successful action/intervention plan Attend to Step 0 data prep (e.g., organization of data for decision-making) Celebrate wins!