Building Leadership Teams 2011-12

1. Building Leadership Teams 2011-12 Elementary Session #4 March 27th, 2012 Driving Continuous Improvement Throughout the School!

2. 2011-12 BLT Key Outcomes • Set and communicate direction! • Effectively implement PLCs with integrity and fidelity at the school • Align the work of PLC teams with the School Improvement Plan • Use the Plan Do Study Act cycle and quality tools to drive improvements for PLC/SIP SMART goals Review

3. Agenda • 8:00-11:30am • Building Leadership Team Self-Assessment • Formative Assessments/PLCs • End of Year SIP Review • BLT Planning for Next Year • 11:30am – 12:30pm • Lunch at Double A’s • 12:30 – 3:30pm • Team time (Planning for the 12-13 school year)

4. Effective Teams Make Collective Commitments to Each other… -Building Leadership Team Norms Review your team BLT norms before we begin our work today!

5. Characteristics ofHigh Performing Schools Common mission, vision, values and goals. Ensuring achievement for all students with systems for prevention and intervention. Collaboration focused on teaching and learning. Using data to guide decision-making and continuous improvement. Gaining active engagement from family & community Building sustainable leadership capacity.

6. How are we doing? • BLT self-reflection… next steps?

7. Instructions • Review the BLT Self reflection document • Complete the BLT Self reflection document • 1st- Each individual determines a rating • Next- Once all individuals complete the rating, come to consensus on a “group” rating • Capture the “consensus rating” to report out • Be prepared to share your findings • Select a presenter

8. Where is your PLC team in the PDSA Cycle? September 2011 March 2012 ??? November 2011 January 2012

9. Break:Sit by Departments

10. After Break: Sit in the Following Groups

11. Have you Created & Shared your PLC Story Board?

12. PDSA Reflection Tool http://www.zoomerang.com/Survey/WEB22F7AEZXJ2U

13. Share with your department group • Smart Goal • Improvement Theory • Assessment used to collect data • Conclusions • Changes in instruction • Student achievement results

14. Past, Present, & Future Learning by Doing, Our PLC Journey

16. Aligning/Merging our Work: CC, SI,PLC,BLT’s • What is it we want all students to know and be able to do? • How will we know our students are learning? • What will we do when our students are not successful? • What will we do when our students already know? • Developing District Course/Grade level Maps • Identifying Power Standards • Creating “I can” statements • Create Common Format Assessments • Studying the Common Core Math/Language Arts Standards • Developing/implementing Common Writing Assessments • Collaboratively analyzing assessment data Assessment

17. Merging SI & PLC Work • What is it we want all students to know and be able to do? • District Curriculum maps- tell what is important • Power Standards/ “I can” statements • Studying Common Core Standards • How will we know our students are learning? • Developing Common Formative Assessments • Collaborative Data Analysis • Collaboratively Developing/Implementing Writing Assessments • What will we do when our students are not successful? • What will we do when our students already know?

18. Merging our Work Departments Math/Language Arts CC Know the Standards Identify Gaps Identify How Gaps will be addressed Resources Instructional Suggestions PD Needed Language Arts- April 24th Create District Course Maps linked to Common Core Standards Create Common Assessments to measure how students are achieving on the standards • Identify Power Standards • Unwrap Power Standards and translate to student friendly language • Review Curriculum Maps for Power Standards and create District Course maps • Create a Common Formative Assessment for future unit • Collaborative data analysis • Update District Course Map as appropriate based on collaborative work & assessment results

19. Connecting the PDSA Process to your curriculum units (from Macro to Micro) Unit with Power Standards Next Unit/New Power Standard Study Results, adjust curriculum map as needed Common Formative Assessments (Pre or Baseline) Post Formative Assessment Collaborative Data Analysis Instruction based on Pre-Assessment Results

20. Pre-assessment Smart Technology- Clickers

21. React to: • What differentiates teams in PLC’s from traditional teams is the response. In PLC’s, when students are identified as not yet reaching proficiency on the skills and concepts considered essential, there is a collective and systematic first response within the team designed to provide immediate support. These teams respond to student needs simply by looking for other teachers or staff, such as specialists, to provide the intervention students need. (Bailey & Jakicic, 2012)

22. Listen for… • What does the World History PLC Team do at the beginning of the year? • What are the 4 categories on the chart shown and discussed? • How do the teams look at data?

23. Capture the Big Ideas

24. A Balanced Assessment System

25. Protocol for Assessment Development Step 1: Decide What to Access • Choose a future unit • Identify critical content/skills from the unit that you will assess Step 2: Decide How to Access Step 3: Design the Assessment Step 4: Determine the Timeline Step 5: Write the Assessment/Determine Proficiency Step 6: Review the Assessment & Administer January SI Afternoon

26. Step 3: Design the Assessment • Step 7: Identify Proficiency Criteria and DecideHow to Gather Data

29. Software Apps

30. Protocol for Collaborative Data Analysis • Step One: Gathering the Data • Step Two: Analyzing the Data • Step Three: Planning the Response • Step Four: Reviewing the Assessment • Step Five: Next Steps Chapter 7 Common Formative Assessments

31. Sharing: How has your PLC Team captured the data? • Smart Response • Scantron • Spreadsheet • Google Doc Share examples Step 1: Pages 74-75

33. Data Team Meeting Template

34. Collaborative Analysis

35. Collaborative Analysis Student Questions Instructional Questions What instructional questions do you have based upon the data? • What student questions do you have based upon the data?

36. Collaborative Analysis: Examples Student Questions Instructional Questions Were results better for any particular class or skill? Did all team members use the same instructional strategies? Were there any particular differences in strategies/activities that may have influenced the results? • Did the same students miss all the learning targets? • What is the percent of students needing additional help? • Is additional whole-class instruction needed? • Is additional instruction/support needed for only a few?

37. Step Two: Analyzing the Data Data Team Meeting Template Pages 75-76

38. Step Three: Planning the Response Pages 76-79

39. Step 4: Reviewing the Assessment • Review the assessmentfor reliability and validity • Check for consistency in scoring among team members • Check for inter-rater reliability Page 79

40. Step Five: Next Steps • Finding time to respond • Intervention Time • Tier 2 • Additional time scheduled within the unit PLC Question # 3 Page 81 Secondary Teams

41. Post Assessment

42. SIP End of Year Review

44. Instructions • Review both documents • SIP Rubric • SIP End of Year Review • Complete the End of Year review • 1st- Each individual determines a rating • Next- Once all individuals complete the rating, come to consensus on a “group” rating • Capture the “consensus rating” to report out • Be prepared to share your findings • Select a presenter

45. Please submit 1 summary evaluation from your school

46. To Do Between Today and Start of the Year