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

2. Action Research Overview for Professional Learning Communities
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 Why’s, Relations Diagram)
4. Study research-based best practice/improvement theory addressing areas of need
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)
Study:
1. Examine student assessment results (compare to baseline)
2. Assess the impact of research-based best practice/improvement theory on student achievement

3. 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?
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?

4. Professional Learning Community Model
Focus on Learning rather than Teaching
Work Collaboratively
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 don’t learn?

6. 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?

7. 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 Response When Students Don’t Learn
….. From remediation to intervention
Shift in the Work of Teachers
….. From isolation to collaboration
Discussion may need to change

8. Culture Shifts in a PLC
Shift in Focus …… From focusing on assignment completion to student learning
Shift in School Culture
…… From independence to interdependence
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)

10. As a team…
Where are you?
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
Learning for all
A Culture of Collaboration
Teamwork
Focus on Results
Data-Driven Decisions
Same as PDSA

13. Student Crucial Questions
What do I need to know?
Where am I now?
How do I get there?
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 DON’T HEAR HIM WHISTLING

17. I SAID I TAUGHT HIM. I DIDN’T SAY HE LEARNED IT
From Checking for Understanding, King Features Syndicate.

18. Crucial Distinction Assessment OF Learning Assessment FOR 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, that’s formative.
When the guest tastes the soup, that’s 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
Checking for Understanding

22. How do we know if they have learned it
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-it’s and place them on the appropriate poster.

25. Cedar Rapids Community School District
Using Harris Survey Data to Drive Improvements

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 4
Theme 1
Theme 2
Theme 3
Theme 5

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

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
PLC Culture Shift
Harris data (Priorities identified)
Future Dates
January 24
March 13
Evaluation/feedback for today’s meeting

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