Building Leadership Teams 2011-12

Building Leadership Teams 2011-12

Driving Continuous Improvement Throughout the School!

Session #3January 2012

Find someone from another BLT and share (double take)

• Your personal New Year’s resolution

Your New Year’s Resolution for your PLC Team

Agenda• Review BLT Key Outcomes• Share work with Harris Poll Results• PLC Check• PDSA Cycle

• Review and Next Steps• PDSA Reflection: Tool and Activity• Tools/Protocols for Collaborative Data

Analysis

Housekeeping…Future Meetings- 8:00am – 11:30pm

• March 27 & 29, 2012

• Lunch & Breaks• 11:45

• Afternoon Planning Time• 12:30 – 3:24

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 your Building Leadership Team Norms

Harris Poll Results • Share your Building Team’s Work

• How have you used the Harris Poll Results?

• Plus/ Deltas of your process• How will the Harris data be

incorporated into your Building’s SI Plan

• Next Steps (action plan)

Banner’s Pledge for Excellence

Mission

Engaging all learners to prepare them for the 21st Century.

Vision

Dunlap students will continuously excel in a global society by being: Self-motivated learners Critical thinkers Effective communicators Skilled collaborators Responsible and culturally aware citizens Technologically capable creators

Values and Beliefs

We believe that: While all children can learn, they learn at different rates and in different ways. High expectations and an engaging, innovative, technological learning environment are

critical to the learning success of all students. Students must take responsibility for their own learning and achievement. Effective collaboration requires trust, mutual respect, open, and honest communication. District policies are necessary to ensure equitable and consistent implementation of

expectations. Goals must be specific, measurable, attainable, results-oriented, and time-bound. Continual stakeholder feedback guides improvement.

School Goals

GOAL 1: By the end of the 2011-2012 school year, 90% of Banner students will meet/exceed targets on the grade level reading comprehension assessments as measured by CARS.

GOAL 2: By the end of the 2011-2012 school year, 100% of Banner students will achieve at least 85% on the end-of-the-year math assessment.

GOAL 3: By the end of the 2011-2012 school year, 95% of our students will remain on green in their respective classrooms.

PDSA within a Professional Learning Community *Note- hold down the “CTRL” key to access the underlined hyperlinks which reference resources

Define the System

Assess Current Situation

PLAN

Analyze Causes

Try Out Improvement

Theory

Study the

Results

Plan For Continuous

Improvement

ACT Standardize

Improvements

DO

STUDY

PPLLCC QQuueessttiioonn ##11-- WWhhaatt ddoo wwee wwaanntt ssttuuddeennttss ttoo kknnooww aanndd bbee aabbllee ttoo ddoo??

1.) Standards/Benchmarks & Learning Expectations Identify the standards/benchmarks that the PDSA will address (Refer to curriculum maps). How do we currently teach/address this standard/benchmark? (Use Flow Chart to document current instructional practice).

PPLLCC QQuueessttiioonn ##22-- HHooww ddoo wwee kknnooww iiff tthheeyy’’vvee lleeaarrnneedd iitt oorr ccaann ddoo iitt??

2.) Formative Assessment Review formative assessment data related to

the identified standard/benchmark. Identify/create “in process” measure to track

progress in data centers/folders. Identify “baseline” performance (Use Run

Chart, Pareto Diagram, or other tools). Use “PLC Data Analysis” template to

identify key findings. Create a SMART goal based on the data

analysis which includes target performance.

3.) Root Causes/Barriers to Learning Determine root causes contributing to the current results and

identify why students aren’t learning at the expected level. Use quality tools to help identify root causes (Cause &

Effect Diagram, 5 Why’s, Relations Diagram, etc.)

PPLLCC QQuueessttiioonnss ##33-- HHooww wwiillll wwee rreessppoonndd iiff ssttuuddeennttss aarreenn’’tt lleeaarrnniinngg??

4.) Best Practices/Research Strategies Target root causes through best practices/research strategies, learning

supports, interventions & differentiation to help students learn (RTI) Use quality tools such as Force Field Analysis & Action Plan to

document what you will do differently to get different results.


5.) Measure Effectiveness of Actions Monitor the implementation of research-based

action(s) to ensure integrity and fidelity. Assess impact on student learning through

formative assessment (or in-process measures).


6.) Standardize Effective Actions If successful, standardize the practice and

tweak the strategy for optimum results. If unsuccessful, try another strategy based

on another identified root cause.

7.) Share Success-Plan Next Steps Share best practices and continue PDSA. Select next area for improvement.


Suggested BLT Discussion Items• Making Connections

• Building Plan on a Page• Monitoring your building goals/ Building

Scorecard• What is the data telling you?• Using the Harris Poll Data to guide your SI Plan• Thinking ahead about next year’s goals• PLC Work

Where is your PLC team in the PDSA Cycle?

Can we meet our goal of all PLC teams completing the PDSA Cycle by March 2012?

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System

Standardize Improvement

Study the Results


Try Out Improvement

Theory

Analyze Causes

After Break: Sit in the Following Groups

TABLE Grade Levels

Banner Kindergarten Holly/Carissa Technology

Dunlap Grade 1st grade Julie 2nd grade Mandy

RES 3rd grade 4th grade Jamie

WW 5th grade Dave

Test your PDSA Knowledge: Match the tool with the PDSA StepSTEPS OF PDSA:

•Step 1: Define the System•Step 2: Access the Situation•Step 3: Analyze Causes•Step 4: Try out Improvement Theory•Step 5: Study the Results•Step 6: Standardize Improvement •Step 7: Plan for Continuous Improvement

TOOLS:•Pareto Diagram•Relations Diagram•Run Chart•Assessment Tool•Flow Chart•Action Plan Template•Fishbone Diagram•Other

BUILDING A STORY BOARD

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System


Study the Results


Try Out Improvement

Theory

Analyze Causes

After reviewing assessment data and BLT goals, create a SMART goal to focus on target skill(s)

Define how your team is currently teaching the skill

5th Grade PLC SMART GOAL

•By May 2012 all students will improve their writing skills, specifically in the area of Language, by 4 points based on the Ridgeview Writing Rubric.

Student

Go to mentor text to compare their writing

in weekly prompt

Student Reflection

Revise-look to add more details

40 minutes to write

Teacher

Rigby- Scope and Sequence

Simple, Compound, Complex

Combine sentences for fluididty

Prompt

Rubric

Define the Current Situation

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System


Study the Results


Try Out Improvement

Theory

Analyze Causes

Determine what in-process measures could be used to gather baseline data.

Ridgeview Elementary Writing Rubric

1 Emerging

2 Developing

3 Proficient

4 Advanced

Content (ideas/organization)

Unclear focus Attempted organization Ability to express ideas

Message or storyline is present but may lack a clear beginning or ending

Some ideas are supported with details but may lack focus

Simple sequencing and transition words

Focused and well organized ideas

Storyline present with a clear beginning and ending

Understands audience Transitional devices

strengthen organization

Focused on topic Logical progression of

ideas Extensive use of

transitions

Language (sentence fluency, word choice,

voice)

Writing takes the form of simple, common words, phrases, or sentences

Voice begins to emerge as student adds personal touches to writing and illustrations

Varied simple sentence types

Hints of voice and personality

Experiment with less common words

Increased variety of sentence types

Effectively experiments with new words

Voice continues to develop as student experiments with language

Varied sentence structure

Advanced vocabulary Clear understanding of

audience

Mechanics (writing conventions)

Clear words emerge with proper spacing

Student begins to group words together into phrases and sentences, arranging them from left to right

Words spelled phonetically

Common words spelled correctly

Paragraphing begins to emerge, includes a beginning, middle, and end

Basic punctuation and capitalization

Commonplace understanding of writing conventions

Application and transfer of spelling rules

Demonstrates basic understanding of grade-level grammar and usage

Mature understanding of spelling, punctuation, and grammar

Process

(writing purpose, process, presentation)

With teacher guidance students understand and are prompted to use writing process

Beginning independent use of the steps of the writing process

Independent application of the writing process

Effectively uses all steps of the writing process

Proper choice of text form to suit purpose

Run Charts capture data over a specified time period.Used by teams when gathering baseline data at the beginning of a PDSA and again after the improvement theory has been implemented.

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System


Study the Results


Try Out Improvement

Theory

Analyze Causes

Review the baseline data collected and discuss root causes for the results.

Once root cause(s) are identified: Research best practices related to the root cause and share with the PLC team

Analyze Causes

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System


Study the Results


Try Out Improvement

Theory

Analyze Causes

Write an action plan to implement the improvement theory in your classrooms. Practice newly-learned strategies (improvement theory), and measure the effectiveness of the strategies

Try Out Improvement Theory

Action Plan Worksheet

Considerations & Connections

• How much time will you give for your data monitoring/collection?

• How many data points will you collect ?• How are your students connected to this

data collection & SMART Goal?

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System


Study the Results


Try Out Improvement

Theory

Analyze Causes

Monitor student data to determine effectiveness of strategies. Compare to baseline.

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System


Study the Results


Try Out Improvement

Theory

Analyze Causes

Reflect, observe, practice, receive feedback, gain expertise and standardize the new practice. Make a new flowchart.

Continue to use the PDSA cycle to make improvements in the realm of your professional learning community

PDSA Step 6: Drawing ConclusionsInstructional Practice Evidence of Impact Next Steps

What did you do differently?

What are assessment results telling you?

Practice has proven to be successful and should be replicated. OR

(Improvement Theory)

(Common formative assessments)

Practice needs continued study because the data collected point to inconsistent conclusions. OR

Practice has no impact on student growth and should be eliminated.

Next Steps for Continuous Improvement

A) Continue with the same SMART GOAL, addressing the second root cause

orB) Move to a different focus area and SMART Goal

BUILD & REFLECT UPON YOUPDSA STORY

PDSA Reflection Tool

PDSA Reflection Activity

1. Individually Complete Reflection

2. Work with a grade level/ department partner to share your PDSA story and key reflections

3. Provide Feedback on the Reflection FormPlus/ Deltas

BREAK

Return to Building Groups

COLLABORATIVE DATA ANALYSIS:STRATEGIES AND PROTOCOLS

Identify challenges that can arise when collaboratively analyzing data as a PLC and/or Building Leadership Team?

Data Analysis Strategies

• Jigsaw information from pages 158-162 8 Bolded Sections to Read & Share

Create a visual in which to share with your Building PLC Teams

Data Analysis Strategies

1. Start with learning related questions2. Come with an open mind3. Turn numbers into pictures4. Leave with questions5. Define the language of discussion6. Use agreed upon discussion protocols7. Create discussion roles8. Separate personality from practice

Pages 158-162

When Collaboratively Analyzing Data…

Don’t Do

Protocol ExamplesProtocols are designed to ensure: all voices are heard on the critical issue at hand to help members look closely at evidence of student learningto examine success as well as failurehelp all participants become skillful in facilitating dialogue on the right work

(McDonald, Mohr, Ditchter, & McDonald, 2007)

Structuring Data Conversations• Prepare your…

1. ThoughtsoLearning centered questionsoIdentify pre-conceptions2. Data Set: oSpreadsheetoBar Graphs

Data Conversations

3. Findings: oStoplight Highlightingo5 Observations/ 5 Questions/categories4. Next Steps:oDiscuss Patternso3 to 5 Results statementsoQuestions5. Summary StatementsoResponse to Prompt

Here’s What, So What, Now what

• Step 1: Here’s What (5 mins)• Identify specific trends,

observations, or outcomes• Step 2: So What? (10 mins)• What may have led to the results

and why?• Step 3: Now What? (15 mins)• Identify any changes in instructional

practices

Average Scores per Classroom

Organization & support

Sentence Fluency & Word Choice

Convention

Next Steps

• Utilize the Harris Poll Survey Data for Building School Improvement

• Complete the steps of the PDSA Cycle• Complete PDSA Reflection• Share Tools & Protocols for

Collaborative Data Analysis with PLC Teams

Please complete feedback form

Building Leadership Team Workshop – Participant Feedback

Please Circle One

Strongly Disagree Strongly Agree

1. Overall, the workshop was well organized. 1 2 3 4 5

2. The program included an effective level of participation and involvement. 1 2 3 4 5

3. Facilities and accommodations

were conductive to learning. 1 2 3 4 5

4. This workshop provided the necessary ingredients for us to have an effective learning experience. 1 2 3 4 5

5. We will be able to use the information

and/or skills acquired through this workshop to improve our effectiveness as a Building Leadership Team. 1 2 3 4 5

6. Plus/Delta comments: Plus

(What did you like about today’s workshop?)

Delta (What could we have done differently?)

7. Please list any topics you would like to see addressed at Building Leadership Team workshops. 8. Because of today’s workshop, our team will:

High School Middle School Elementary

Building Leadership Teams 2011-12

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Transcript of Building Leadership Teams 2011-12