Agenda December 11, 2008 Learning by Doing Chapters 1-3 activities Break What does the data tell us?...

Agenda December 11, 2008 Learning by Doing

Chapters 1-3 activities

Break What does the data tell us?

ITBS/ITED results SIP Goals Data Questions & Planning

Next steps Closing & Evaluation

PLC Crucial QuestionsPLC Crucial QuestionsWhat do we want each studentWhat do we want each studentto learn, know, or be able to to learn, know, or be able to do?do?What evidence do we have of What evidence do we have of the learning?the learning?

How will we respond when How will we respond when some students don’t learn?some students don’t learn?

How will we respond to those How will we respond to those who have already learned?who have already learned?

StudentStudent Crucial QuestionsCrucial 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?

PLC Critical QuestionsPLC Critical Questions What do we want students to know and be What do we want students to know and be

able to do?able to do? Standards/Benchmarks (Learning Outcomes)Standards/Benchmarks (Learning Outcomes) Classroom SMART goalsClassroom SMART goals

How will we know if they can do it?How will we know if they can do it? Formative assessmentsFormative assessments Multiple data setsMultiple data sets

How will we respond when they can’t?How will we respond when they can’t? Differentiated InstructionDifferentiated Instruction Systems of intervention (supplemental to Systems of intervention (supplemental to

intensive)intensive)

Where are we now?Where are we now? Assess the Assess the

current current status of status of your your SIP SIP goal (Action goal (Action Research Research team)team)

Record your Record your discussion discussion points:points:

Key Key Strengths, Strengths, Opportunities Opportunities & & Actions/IdeasActions/Ideas

Where are we now?Where are we now?Where do we want to be?Where do we want to be?

Learning By DoingLearning By Doing Book Format Book Format CDCD Study GuideStudy Guide

Contact the help desk to install CD

Learning by Doing Format of the Book for each chapter:

Part One: The Case Study Part Two: Here’s How Part Three: Here’s Why Part Four: Assessing Your Place on the PLC

Journey Part Five: Tips for Moving Forward Part Six: Questions to Guide Your Work of

Professional Learning Community

Focus on LearningCollaborative CultureCollective InquiryAction OrientedCommitment to Continuous

ImprovementResults Oriented

Professional Learning Communities Essential Elements

Handout

Schools that take the plunge and actually begin doing the work of a PLC develop their capacity to help all students learn at high levels far more effectively than schools that spend years preparing to become PLCs through reading or even training.

Learning by Doing – Chapter One Chapter One activity guide. Questions 1-6.

Activity – (pg 4 of activity guide) 6 essential elements – one per sheet of paper Discuss & record the ways in which the element is

evident in your school in small groups. (2 minutes) Rotate papers until each element is discussed Select one person to report out for each element Discuss next steps

Learning by Doing – Chapter Two

Chapter Two activity guide. Discussion Questions 1-11. Each team member is assigned a question. Prepare to share the Q. In what ways would you use this question? For what purpose? How would it increase staff understanding of PLC concepts?

Activity 1 – count off by 3’s Follow directions on page 10 of activity guide Share with team and select one to share with large

group.

“Clear & Compelling Purpose”

Learning by Doing – Chapter Two

Resources from the book - pages 17-18 Data Picture 34-35 Continuum 36 Where do we Go From Here? 37-38 Moving Forward 40-42 Questions to Guide

“Clear & Compelling Purpose”

Learning by Doing – Chapter Three

Case Study - Reflection:

Consider Principal Matthews’ efforts & efforts of the task force to engage teachers in clarifying the essential outcomes of their courses and developing common assessments. If you were called upon to consult with the school, what advice would you offer?

Page 44 of the text

“Creating a Focus on Learning”


Part Two: Here’s HowLoose & Tight Identify some ‘loose’ principles and practices Identify some “tight” principles and practices

-page 45 of the text

Part Three: Here’s why What about the concept of intended curriculum vs

implemented curriculum?Do you see this as an issue?

-page 51 of the text



Activity- (Adapted from activity guide – pg 3)

What is your PLC vision for this school year?Using silent brainstorming and the affinity process:

Identify 2 or 3 things you would like to have in place in your school by the end of the year.

Choose one person to report aloud to the whole group.



Resources from the book - pages60-61 Continuum62-64 Where do we Go From

Here?65-67 Tips for moving forward68-69 Questions to Guide


Final ThoughtsThe consideration of these questions can

help staff lay the foundation for a professional learning community, but important work remains to be done. A staff that embraces the premise that the very purpose of the school is to help all students learn will face very challenging question of, “Learn what?” and “How will we know if each student has learned?”

Pg 42 in the text

Agenda December 11, 2008 Learning by Doing

Chapters 1-3 activities

Break What does the data tell us?

ITBS/ITED results SIP Goals Data Questions & Planning

Next steps Closing & Evaluation

SIP Data Review

1. Did you achieve your 07-08 improvement goals based on the fall ’08 ITBS/ITED ?

2. What will you do if you didn’t ?3. Who are the low performing

students?4. Have the strategies implemented

worked? If not, what will you do next/

1. Did you achieve your 07-08 improvement goals based on the fall ’08 ITBS/ITED ?

2. What will you do if you didn’t ?3. Who are the low performing

students?4. Have the strategies implemented

worked? If not, what will you do next/

Pre Planning: Identification of Need1. Develop/Review Student Learning Expectations2. Examine alignment of learning expectations with assessments3. Review assessment data4. 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

DO1. 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 Plan3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. 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)

Action ResearchOverview

for Professional

Learning Communitie

s

Identify areas of Identify areas of strength and weakness?strength and weakness?What do we want students to know?What do we want students to know?

WhatWhat do they know? do they know?WhatWhat have they learned? have they learned?

Most effective/best practice Most effective/best practice teaching and learning strategies?teaching and learning strategies?

Have they learned it?Have they learned it?What do we do if they don’t?What do we do if they don’t?How do we respond if they don’t?How do we respond if they don’t?

HOW do we know HOW do we know if they have learned it?if they have learned it?

What evidence do we have What evidence do we have of the learning?of the learning?

Are the strategies identified in the SIP Action Are the strategies identified in the SIP Action Plan improving student achievement?Plan improving student achievement?

How Do You Know? Increase in percentage of students proficient

Across all grade levels All students Sub-groups

Within cohort groups All students Subgroups

Resources: SIP 07-08 GWAEA longitudinal data & School Summaries

Question 1

If not, what needs to be done?


How Do You Know? Do the strategies specifically address

the skills assessed? Across all grade levels

All students Sub-groups

Within cohort groups All students Subgroups

Resources: SIP 07-08 Item Analysis – School & Individual student

Question 2

If not, what needs to be done?


How Do You Know? Are some strategies more effective

than others for: All students Specific sub-groups

If so, which strategies should be implemented: More broadly Replaced/dropped

Question 3


What will you do? Who are the students who need additional

support, alternative strategies to be proficient?

What are the specific skill needs of each student?

What needs to be done?


What will you do? What is the role of the teachers in all curricular

areas in improving reading and mathematics?

What needs to be done?

Next StepsNext Steps Learning by Doing

Build shared knowledge Share information & activities with staff

What does the data tell us? Share information & Data Questions with staff

Submit an action plan accomplish these next steps

Be prepared to share at our next meeting the outcomes of the process

Next Meetings February 26 April 27

Agenda December 11, 2008 Learning by Doing Chapters 1-3 activities Break What does the data tell us?...

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