MAPPING THE BIG PICTURE APPLICATION & MORE. MIDLAND CUSD #7 Presenters: Rolf A. Sivertsen –...

MAPPING THE BIG PICTUREMAPPING THE BIG PICTURE

APPLICATION & MORE

APPLICATION & MORE

MIDLAND CUSD #7MIDLAND CUSD #7

Presenters:Presenters:

Rolf A. Sivertsen – PrincipalRolf A. Sivertsen – Principal Amy Lucas – EnglishAmy Lucas – English

Cindi Kroeschen – EnglishCindi Kroeschen – English Amy Howes - EnglishAmy Howes - English

TODAYS’ OBJECTIVESTODAYS’ OBJECTIVES• Workshop participants will be able describe the

PDSA and TEAMS Improvement Model.

• Participants will be able to organize collaborative learning teams within their own school districts.

• Participants shall describe the SMART school improvement model.

• Participants shall describe the three cornerstones of collaboration.

• Participants understand the mapping process.

COMMUNITIES WITHIN OUR DISTRICTCOMMUNITIES WITHIN OUR DISTRICT

DEMOGRAPHICSDEMOGRAPHICS

•897 Students•98.1 White•EAV per Pupil: $81,355•Instructional Exd. Per Pupil: $4665.00•18% Free & Reduced

CHALLENGES OUR DISTRICT FACEDCHALLENGES OUR DISTRICT FACED

• Fragmented

• No Articulation

• Problems with consolidation

• Closure of a school without community involvement.

• No data-driven school improvement decisions

• Curriculum not aligned with standards and goals

• No Organized Shared Decision Making

HOW DID WE CHANGE?HOW DID WE CHANGE?

Implemented Mapping the Big

Picture Team Model

OUR SCHOOL IMPROVEMENT JOURNEYOUR SCHOOL IMPROVEMENT JOURNEY

OLD VS THE NEWOLD VS THE NEW

• Based upon Scientific Management• Our schools are in a sense, factories in which

the raw materials (children) are to be shaped and fashioned in order to meet the various demands of life…….. William T. Harris President and director of the National Education Association

OLD SCHOOL OLD SCHOOL IMPROVEMENT IMPROVEMENT

MODELMODEL

OLD MODEL CHARACTERISTICSOLD MODEL CHARACTERISTICS

• Centralized decision making• Standardization• Top down management• Rigid sense of time

NEWNEW

• Schools as professional learning communities• Only organizations that have

a passion for learning will have an enduring influence……..Covey 1996

NEW SCHOOL IMPROVEMENT NEW SCHOOL IMPROVEMENT MODELMODEL

NEW MODEL CHARACTERISTICSNEW MODEL CHARACTERISTICS

• Shared Mission, Vision & Purpose• Collective Inquiry• Collaborative Teams• Action Orientation and

experimentation• Continuous improvement• Results Oriented

HOW DO YOU IMPLEMENT THE NEW SYSTEM??HOW DO YOU IMPLEMENT THE NEW SYSTEM??

•STEP #1

REORGANIZE!!

OLD VS NEWOLD VS NEW

BUILDING SIP COMMITTEEBUILDING SIP COMMITTEE

Volunteer StaffVolunteer Staff Volunteer staff Volunteer staff Volunteer Staff Volunteer Staff Volunteer StaffVolunteer Staff

OLDOLD

SIP COMMITTEESIP COMMITTEE

OUR PROCEDURE FOR CHANGEOUR PROCEDURE FOR CHANGE

•Form learning teams rather then committees.

NEWNEW

http://www.midland-7.org/

What do we do at the meetings?What do we do at the meetings?

• STEP #2STEP #2

• Implement Continuous School Improvement Model

CONTINUOUS IMPROVEMENT MODELCONTINUOUS IMPROVEMENT MODEL

PLAN

STUDY

ACT

DO

By Dr. Walter ShewhartBy Dr. Walter Shewhart

PDSAPDSA

• PPlan a change or actionlan a change or action• DDo the change or actiono the change or action• SStudy the results to learn what did and did not tudy the results to learn what did and did not

work.work.• AAct by refining the idea or by implementing it on ct by refining the idea or by implementing it on

a broader scale.a broader scale.

IMPLEMENTING PDSA INTO MEETINGSIMPLEMENTING PDSA INTO MEETINGS

A

DS

P

Objective

Date, Time, Location

Notification

Prep for topics

Circulation of info for prepation

Check In

Review Agenda & Rules

Discuss, Decide & Present

Identify next steps

Develop Next Agenda

Check for understanding between meetings

Conduct Meeting Evaluation

Follow up on modifications

Send out meeting summary

Carry out assigned tasks

OUR PDSA MODELOUR PDSA MODELFOR CONTINUOUS SCHOOL IMPROVEMENT AND COLLABORATIONFOR CONTINUOUS SCHOOL IMPROVEMENT AND COLLABORATION

•Target – Nov.Target – Nov.

•Enact – Jan.Enact – Jan.

•Assess – March Assess – March

•Modify - AprilModify - April

•Share - MayShare - May

TARGETTARGET

• Target opportunities to improve student Target opportunities to improve student learning.learning.

• Tied to School Improvement PlanTied to School Improvement Plan• Tied to department SIP ( where applicable)Tied to department SIP ( where applicable)• Based on student performance dataBased on student performance data• With input from the curriculum teamsWith input from the curriculum teams

ENACT AN ACTION PLANENACT AN ACTION PLAN

• Department chairs support and guide Department chairs support and guide the curriculum teams.the curriculum teams.

• Investigate approaches that have been Investigate approaches that have been tried in the past and/or “best tried in the past and/or “best practices” from research or other practices” from research or other schools.schools.

• Identify how the target will be Identify how the target will be achieved. Specify strategies, timeline, achieved. Specify strategies, timeline, and persons involved.and persons involved.

ASSESS STUDENT ACHIEVEMENTASSESS STUDENT ACHIEVEMENT

• Identify means of assessing goal Identify means of assessing goal achievement. These are to include achievement. These are to include “products” which result from the “products” which result from the action plan.action plan.

MODIFYMODIFY

• Begin to assess the actual results against Begin to assess the actual results against the intended results.the intended results.

• Make recommendations for revision of the Make recommendations for revision of the action plain if the intended results are not action plain if the intended results are not realized.realized.

• Identify “products” which result from the Identify “products” which result from the action plans.action plans.

• Informal Review in April.Informal Review in April.• Begin to evaluate the successes of the Begin to evaluate the successes of the

action plans with a candid appraisal of action plans with a candid appraisal of strengths and weaknesses.strengths and weaknesses.

SHARESHARE

• Share results with appropriate Share results with appropriate audiences: End of school SIP review, audiences: End of school SIP review, department, curriculum teams, BOE, department, curriculum teams, BOE, etc.etc.

• Formal Performance review and Formal Performance review and Conference June.Conference June.

• a. Prepare evaluation of action plan.a. Prepare evaluation of action plan.• b. Principal prepares Performance b. Principal prepares Performance

program Assessment Worksheet.program Assessment Worksheet.• c. Narrative review by Principal.c. Narrative review by Principal.

LEARNING TEAM IMPLEMENTATIONLEARNING TEAM IMPLEMENTATION

• Create learning teams to implement Create learning teams to implement the continuous school improvement the continuous school improvement processprocess

ROLES OF STAFF DURING TEAM MEETINGSROLES OF STAFF DURING TEAM MEETINGS

During collaborative learning team During collaborative learning team meetings everybody has a meetings everybody has a

responsibilityresponsibility

ROLES MEETING PARTICIPANTS PLAY DURING ROLES MEETING PARTICIPANTS PLAY DURING COLLABORATIVE MEETINGSCOLLABORATIVE MEETINGS

What do we do at the meetings What do we do at the meetings continued?continued?

• Meeting Leader

• Time Keeper

• Record Keeper

• Scribe

MEETING LEADERMEETING LEADER

•Starts meeting on time.•Introduces agenda items•Asks all participants to contribute•Leads group activities (brainstorming etc.)•Involves group in summary of decisions, actions and questions.•Closes the meeting

TIME KEEPERTIME KEEPER

•Help team make deliberate decisions about how it spends its limited meeting time.•In other words, the time keeper will alert the team when it is getting close to the limits set for each agenda

RECORD KEEPER

•Maintains a record of the key decisions made, issues left unresolved, and a summary of the discussions on each agenda item.

OBSERVEROBSERVER

•Observe, provide feedback, and keep track of who provided task functions and who provided process functions

SETTING THE STAGE FOR COLLABORATIONSETTING THE STAGE FOR COLLABORATION

PROCESPROCESSS

PEOPLEPEOPLETASKTASK

ROLES IN TEAMSBased on the “Successful Team Model,” by Fred

Pryor.

3 CORNERSTONES OF PRODUCTIVE 3 CORNERSTONES OF PRODUCTIVE COLLABORATIONCOLLABORATION

PEOPLEPEOPLE

• LeadershipLeadership• CommitmentCommitment• KnowledgeKnowledge• SkillsSkills

TASKSTASKS

• FunctionsFunctions• Work PlansWork Plans

• TimelinesTimelines

PROCESSPROCESS

• Decision MakingDecision Making

• Problem SolvingProblem Solving

• CommunicationCommunication

• MeetingsMeetings

REMOVING THE BARRIERS TO COLLABORATIONREMOVING THE BARRIERS TO COLLABORATION

• Expose and address cultural barriersExpose and address cultural barriers• Encourage teamworkEncourage teamwork• Create time for collaboration and Create time for collaboration and

teamworkteamwork• Build in time for formal learningBuild in time for formal learning

WHAT TYPES OF TEAM MEETINGS DO WE NEED?WHAT TYPES OF TEAM MEETINGS DO WE NEED?

• ONGOINGONGOING

• AD HOCAD HOC

ONGOINGONGOING

CharacteristicsCharacteristics

•Meet frequently•Membership stable•Membership feels strong sense of ownership

AD HOCAD HOC

CharacteristicsCharacteristics• Beginning and end• Ex. Task Force for writing or reading• Members come and go• Narrow Mission

PROBLEM SOLVINGPROBLEM SOLVING

• HOW DO WE SOLVE PROBLEMS THE HOW DO WE SOLVE PROBLEMS THE TEAM ENCOUNTERS?TEAM ENCOUNTERS?


7 STEP METHOD7 STEP METHODIdentify the problemAnalyze the problemEstablish SMART goals (Most

important)Study and Decide on solutionsPlan for implementationImplement on a small scaleMonitor


SMART GOALSSMART GOALS

• Strategic• Measurable• Attainable• Results-based• Time-bound

STEP #3 MAP CURRICULUMSTEP #3 MAP CURRICULUM

• Use software to map!!! MANY BENEFITS• Secure a mapping contractor• Train your staff to use software• Rubicon Atlas is who we used.

Rubicon Atlas MapBENEFITS OF THE CURRICULUM MAP: THE

BIG PICTURE

• Alignment of the curriculum both vertically and horizontally

• Recognition of gaps in instruction and overlaps in instruction

• Can analyze data in a variety of ways• User friendly• Edit easily• Teacher tool

Rubicon Atlas MapCURRICULUM MAP AS A TEACHING

TOOL

• Long range view of lessons• “File Folders” of information• Educational resources included• Collaborative Community• Supports the Evolutionary Classroom

Rubicon Atlas MapTHE EVOLUTIONARY CLASSROOM

• Never static but dynamic• Elastic rather than rigid• Recognize the importance of

dynamics in the classroom• Use self-reflection for improvement• Utilize professional development• Create connections with others

Rubicon Atlas MapMAP SUPPORTS THE EVOLUTIONARY

CLASSROOM

• Teachers can view their entire curriculum and make changes easily

• Note keeping capability allows for recording of dynamics and self-reflection

• On-line access for parents, students, community

• Sharing of information outside of your school via other maps

SEVEN STEPS IN THE MAPPING PROCESSSEVEN STEPS IN THE MAPPING PROCESS

From “Mapping the Big Picture”From “Mapping the Big Picture”By By

Dr. Heidi Hays JacobsDr. Heidi Hays Jacobs• COLLECT THE DATACOLLECT THE DATA• FIRST READ THROUGHFIRST READ THROUGH• MIXED GROUP REVIEW SESSIONMIXED GROUP REVIEW SESSION• LARGE GROUP REVIEWLARGE GROUP REVIEW• DETERMINE POINTS THAT CAN BE REVISED DETERMINE POINTS THAT CAN BE REVISED

IMMEDIATELYIMMEDIATELY• DETERMINE THOSE POINTS THAT WILL DETERMINE THOSE POINTS THAT WILL

REQUIRE LONG-TERM RESEARCH AND REQUIRE LONG-TERM RESEARCH AND DEVELOPMENTDEVELOPMENT

• THE REVIEW CYCLE CONTINUESTHE REVIEW CYCLE CONTINUES

STEPS IN THE MAPPING PROCESSSTEPS IN THE MAPPING PROCESS

#1#1• COLLECT THE DATACOLLECT THE DATA

• 3 MAJOR ELEMENTS•Process and Skills emphasized•Essential concepts and topics – content

examined in essential questions•Products and performances that are the

assessments of learning.


#2#2• FIRST READ THROUGHFIRST READ THROUGH

• Each teacher is a an editor for the map for the entire building.

• Teachers need to work alone


#3#3• MIXED GROUP REVIEW SESSIONMIXED GROUP REVIEW SESSION

• Teams of 6 to 8• Should not work with their usual

instructional grade-level team.


#4#4• LARGE GROUP REVIEWLARGE GROUP REVIEW

• All members of faculty attend.• Reported findings of the small group

sessions placed on a chart.• Audience is asked to comment on

emerging patterns.• Decide if members should remain in a

large group or return to instructional units.

• Small schools will stay in a large group and large schools will break into units.


#5#5• Determine points that can be revised Determine points that can be revised

immediately. immediately. •Redundancy will be evident immediately.


#6#6• DETERMINE POINTS WHICH REQUIRE DETERMINE POINTS WHICH REQUIRE

LONG-TERM RESEARCH AND LONG-TERM RESEARCH AND DEVELOPMENT.DEVELOPMENT.

•For example, staff might identify a range of gaps in district-wide writing. In this case staff would have to develop of scope and sequence writing program to ensure that all gaps are eliminated.

STEPS IN THE MAPPING PROCESSSTEPS IN THE MAPPING PROCESS• #7#7

• REVIEW CYCLE CONTINUESREVIEW CYCLE CONTINUES• Curriculum should be reviewed

continuously. Many schools review curriculum every five years. However, a true collaborative environment is dynamic and changes constantly. This is beneficial to the learning of children.

REFERENCE MATERIALREFERENCE MATERIAL

Jacobs, H. H. (1997). Mapping the Big Picture: Integrating Curriculum & Assessment k-12 . Alexandria: Association for Supervision and Curriculum.

Conzemius, A. (2002). The Handbook for SMART School Teams. Bloomington, IN:

National Educational Service.

DuFour, R. (1998). Professional Learning Communities at Work Best Practices for Enhancing Student Achievement. Bloomington, IN: National Educational Service.

Conzemius, A. (2001). Building Shared Responsibility for Student Learning. Alexandria, IN: Association for Supervision and Curriculum.

MAPPING THE BIG PICTURE APPLICATION & MORE. MIDLAND CUSD #7 Presenters: Rolf A. Sivertsen –...

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