1. Reading ARDT Teams September 10 & 11, 2008

2. Agenda Your Role Your Role Big Picture Big Picture PLC for ARDT PLC for ARDT CI support CI support Plan on a Page Plan on a Page

4. Big Rocks 08-09 Implementation Goal

5. Reading ARDT Why am I here? Why am I here? Increase student achievement Increase student achievement Leadership abilities & positive voice Leadership abilities & positive voice What is my role on this team? What is my role on this team? Lead & Support the implementation Lead & Support the implementation Communication Bridge Communication Bridge District Classroom District Classroom Analyze data Analyze data Problem-solve Problem-solve Other duties as assigned Other duties as assigned

6. Learning Community Pillars Mission Statement --Vision--Values--Goals--

8. Big Rocks 08-09 Implementation Goal

9. 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 Standardize 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) Standardize DO Study Act Identify areas of strength and weakness? How do we standardize the process of teaching reading? Viable Curriculum Most effective/best practice teaching and learning strategies? Have they learned it? What do we do if they dont?

10. Reading Series: Cake mix for teachers

11. Icing on the Cake: Teacher creativity and expertise

13. Core Value Data Driven Decisions ITBS ITBS Comprehension Comprehension Vocabulary Vocabulary Language Total Language Total BRI BRI LAPO LAPO

14. ITBS ITBS Trends – flat, up, down, mix, grade trends Trends – flat, up, down, mix, grade trends Cohort Cohort Target % Target % BRI BRI Trend Trend Correlation to ITBS Correlation to ITBS LAPO LAPO Trend Trend Correlation to ITBS Correlation to ITBS Examine for:

16. Learning Community Identify Criteria to monitor Identify Criteria to monitor Systematically gather information on criteria Systematically gather information on criteria Share data with entire staff Share data with entire staff Engage entire staff in collective analysis of the information Engage entire staff in collective analysis of the information Develop new strategies for achieving goals Develop new strategies for achieving goals Monitor Results of implementation Monitor Results of implementation

17. PLC Crucial Questions What do we want each student to know or be able to do? How do we know if they have learned? What evidence do we have of the learning? How will we respond when some students dont learn?

18. 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?

19. Ground Rules – What? Standards for behavior which all agree to follow An opportunity for individual ownership and responsibility An opportunity for individual ownership and responsibility Reduces potential problems Reduces potential problems Involves all in the process Involves all in the process

20. Ground Rules – Why? Increase communication, risk-taking, productivity and effectiveness Build a climate of trust and comfort Build a climate of trust and comfort Create an atmosphere for open communication Create an atmosphere for open communication Particularly when discussing controversial topics Particularly when discussing controversial topics Emphasize the importance of listening with respect and acceptance Emphasize the importance of listening with respect and acceptance

21. Ground Rules Ground Rules Ground Rules Create a list of ground rules for your table Create a list of ground rules for your table Tools Tools Silent brainstorming Silent brainstorming Affinity Affinity Nominal Group Technique Nominal Group Technique Post on your table Post on your table

22. 3 Critical Questions Treasures Reading Series What do we want all building staff to know about Treasures? (administration, teachers, staff, and coaches) What do we want all building staff to know about Treasures? (administration, teachers, staff, and coaches) How are we going to know if they know it? How are we going to know if they know it? What are we going to do to help? What are we going to do to help?

23. What do we want all to know about Treasures? Learner expectations/plan on page Learner expectations/plan on page Components of the program Components of the program Oral language Oral language Word study Word study Comprehension Comprehension Leveled reading Leveled reading Language Arts Language Arts

24. Processes Processes Structure of the manual Structure of the manual If-then statements If-then statements Maintain skills Maintain skills Spiraling skills and strategies Spiraling skills and strategies Re-teaching Re-teaching Differentiation Differentiation Integrated Approach Integrated Approach Assessments Assessments What do we want all to know about Treasures?

25. How are we going to know if they know it? Implementation Logs Implementation Logs Walk Throughs Walk Throughs Unit Assessments Unit Assessments Staff Feedback Staff Feedback

26. What are we going to do to help? Support through instructional coaches Support through instructional coaches Support from Macmillan Support from Macmillan Grade level meetings Grade level meetings District meetings District meetings Continuous Improvement Support Continuous Improvement Support Address the Feedback Address the Feedback

27. Continuous Improvement Support Plan on Page for each Unit Plan on Page for each Unit Answer Question Answer Question What do we want each student to know or be able to do? What do we want each student to know or be able to do? Team of including teachers, reading coaches, and facilitators Team of including teachers, reading coaches, and facilitators draft, edit, edit, edit, edit draft, edit, edit, edit, edit

28. "If you aim at nothing, you'll hit it every time." Author Unknown

29. If we aim at our targets…

30. Reading Plan on a Page Teacher View

31. Unit Plan on a Page (Learning Expectations) Learning Expectations taken from the red check marked items that are tested skills Learning Expectations taken from the red check marked items that are tested skills Align with Macmillan assessments Align with Macmillan assessments In the Process of Revising In the Process of Revising Continually working to align to standards and district strategic plan Continually working to align to standards and district strategic plan increase accessibility and effectiveness increase accessibility and effectiveness

32. Critical Questions What evidence do we have of the learning? What do we want each student to know or be able to do? What do I need to know? What do I need to know? Where am I now? Where am I now?

33. Success……. SIP Goal Classroom / Curriculum Goal Learning/ Scaffold Target District Goal

34. When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning. What are the learning targets? Robert J. Marzano

35. Reading Plan on a Page Student View I can…!

36. Connecting Plan on a Page to Your Students. I Can Statements Goal Setting Scaffolding Perseverance Success Celebrations

37. How can I can statements be used in your school community? Brainstorm with your ARDT Brainstorm with your ARDT Group Like Ideas (Affinity) Group Like Ideas (Affinity)

38. Goals (I Can Statements) Empower Students Common focus Common focus Target for achievement Target for achievement Communicate what is important Communicate what is important Build community & engagement Build community & engagement Motivation Motivation

39. Ground rules created by students Classroom mission statements Classroom & student measurable goals Quality tools and PDSA used regularly The Continuous Improvement Classroom Classroom data centers Classroom meetings facilitated by students Student-led conferences Student data folders

40. CI Classroom Unit One – Plan on a Page Unit One – Plan on a Page Data Center Data Center Communication Communication Unit Two – Unit Two – Revised Plan on a Page Revised Plan on a Page Student I can Plan on a Page Student I can Plan on a Page Next Steps…. Next Steps…. I can statements I can statements Data center & folder Data center & folder Formative Assessment Formative Assessment

42. Next Steps Survey Survey September 22 to Instructional Coaches September 22 to Instructional Coaches Share the Information from today Share the Information from today Focus on Learning Targets Focus on Learning Targets Stay Positive Stay Positive Encourage one another Encourage one another Believe our students can rise to the occasion Believe our students can rise to the occasion