BLT Training & Data RetreatSeptember 19, 2007

WelcomeFacilitators

Jeanne CowanRoxann Bighorn

Lacey BleessColy Blake

Karen Taylor

OutcomesParticipants will:have a shared understanding of the

Building Leadership Team (BLT) Process.have an increased understanding of the

state accountability system.have an increased understanding of their

school data.prepare for September 26 building-level

training (early dismissal).

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Time Item

8:00-11:30 Get Coffee, find teams, etc. Introductions, Outcomes, Ice-breaker BLT Process Overview Break Professional Learning Communities Data Retreat—State Report Card

11:30-12:30 LUNCH ON YOUR OWN

12:30-3:30 Refocusing Activity

Continue Data Retreat—D/STEP Data

Team Planning for September 26

Wrap-up and Evaluation

Spaces and Logs

Group NormsMeetings begin on timeTake care of personal needsMute cell phonesLimit side conversations“Parking lot”Others?

BLT Training

BLT is a research-based professional development model designed to transform professional learning in schools.

It is based on three of the twelve standards developed by the National Staff Development Council (http://www.nsdc.org)

The BLT process weaves these three standards into an on-going learning process that is designed to engage all educators in a school and district in a collaborative, data-driven, reflection experience aimed at improving classroom practice and student learning.

Learning Communities Staff development that

improves the learning for all students organizes adults into learning communities whose goals are aligned with those

of the school and district.

Data-DrivenStaff development that improves the learning for all students uses

disaggregated student data to determine adult learning

priorities, monitor progress, and help sustain continuous

improvement.

Research-Based

Staff development that improves learning for all students

prepares educators to apply research to decision-making.

Self AssessmentLook at the three Desired Outcomes for Learning

Communities. At which level do you think you and your colleagues fall? Discuss your “starting level” with your team. Think about how you might move along the continuum of levels. What action steps would be required?

Do the same for the Desired Outcomes for the other two standards—Data-Driven and Research-Based.

Step into the BLT Team ProcessThe vision of this leadership team process is to meet the

individual needs of schools.

1. The team attends BLT Leadership Trainings prior to each scheduled in-service.

2. At each BLT training session, presenters share information and model strategies based on district-wide goals.

3. The BLT Team takes the information learned at each training session, plans and organizes the best way to introduce the information to their staff - building specific.

Step into the BLT Process4. Planning time is given during the BLT training.

5. The BLT Team trains their entire staff during each of the district’s in-service days.

The BLT Team process is research-based and correlates with effective professional development models proven to enhance student achievement.

Training ScheduleSeptember 19: BLT Training (8:00 to 3:30

District Level)

September 26: District In-Service (Early Dismissal)

October 17: BLT Training (8:00 to 3:30 District Level)

October 31: District In-service (Early Dismissal)

November 14: BLT Training (8:00 to 3:30 District Level)

November 28: District In-service (Early Dismissal)

Advantages of Teachers Working in Teams

Develop more creative solutions to complex problems

Reduces isolation among teachersBuilds commitment and support for new ideasFosters collective responsibility for students’

successMore successful at implementing complex plansClosest to the work and know best how to improve

teaching and learningProvides possibilities for empowerment that are

not available for individuals

Structures for Collaborative Work Groups (CWGs)

Horizontal groups by grade levelVertical teams by subject area Interdisciplinary groupsPersonal interest in working on a particular

goalGroups with common planning timesGroups formed around the needs of studentsSelf-selection around a certain topicOthers

Collaborative Workgroups

Break To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.

-Richard DuFour

Professional Learning Communities

What is a professional learning community?

What are the implications for our work?

PLCs by Richard DuFourDirections:The article is divided into three sections. Number off at

your table by three’s. Everyone reads the introduction and conclusion

and his/her assigned section.As you are reading, record important

information on the graphic organizer.You will have 15 minutes to complete the

reading.

PLCs Group WorkChoose a recorder and reporter.Each team member shares ideas while others

record them on the graphic organizer.Determine a key idea from the article to

share with the large group and record it on the left side of a T-Chart drawn on chart paper.

Post ways you might achieve this big idea and post on the right side of the T-Chart.

Post the T-Chart on the wall.Reporter explains your T-Chart to the large

group.Please be ready to share in 20 minutes.

http://www.tie.net

September 19, 2007

http://www.tie.net http://pierreblt.tie.wikispaces.net

Data analysis is a critical component of No Child Left Behind (NCLB).

NCLB is an opportunity to use data to transform teaching and learning.

State Accreditation- Data Retreat Requirement• Previously only schools in improvement• Accreditation– every school in the district

http://www.tie.net

Prioritize & Set Goals

Study & Plan

Successful

Strategies

Observe Patterns

& Hypothesize

StudentData

Program & Structures

Data

Family & Communit

y Data

Professional

Practices Data

DakotaSTEP

Standards Retreat

Goals

School Improvement and Why

Identify Areas of Need

Strate-gies

OutcomesTo examine district and

building achievement

data

DakotaSTEPDakotaSTEPBasic InformationBasic Information

Reading: Grades 3-8 and 11

Math: Grades 3-8 and 11

Science: Grades 5, 8 and 11 (reported only; not for AYP)

Writing: Beginning in 2007-2008, this will be given in the spring. Grade levels being tested are yet to be determined.

DakotaSTEP TestingDakotaSTEP Testing

http://www.tie.net http://pierreblt.tie.wikispaces.net

Annual Measurable Objectives up to 2014

K-8 9-12

School Year Reading Math Reading Math

2005-2006 78% 65% 66% 54%

2006-2007 82% 65% 72% 54%

2007-20082008-2009 82% 72% 72% 63%

2009-2010 86% 72% 77% 63%

2010-2011 90% 79% 83% 72%

2011-2012 94% 86% 89% 81%

2012-2013 96% 93% 94% 90%

2013-2014 100% 100% 100% 100%

DakotaSTEPDakotaSTEPDept. of Education WebsiteDept. of Education Website

2007 “District” Report Card2007 “District” Report CardTable and Bar GraphTable and Bar Graph

State Report CardState Report CardAvailable to the parents, community, media

South Dakota Department of Education http://doe.sd.gov/

How You Get There

35

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http://www.tie.net38

Observations

What patterns do we see in the data?

Observations

What patterns do we see in the data? Hypotheses

What explanations or theories might we have

about the data?

What impact might this data have?

Hypotheses

What explanations or theories might we have

about the data?

What impact might this data have?

Lunch—11:30-12:30

The best thing to invest in right now is collegiality. The number one skill that teachers need is to be team-based, collegial, sharing their knowledge and wisdom.

--Alan November

Teams get results. --Katzenbach and Smith

Refocusing ActivityYou will be shown the answer to a question.Each person of your team will have two

minutes to write one question that could be the question for this answer.

At your table you will share the questions that were written.

Your team will select one question to share with the whole group.

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And the answer is…

DakotaSTEPDakotaSTEP2004 – 2007 “District” 2004 – 2007 “District”

ReportsReportsLine Graphs Line Graphs

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Will E. Everlearn Elementary School

AMOAMO CI2 –Yr AvgSH CI

45

http://www.tie.net46

Observations

What patterns do we see in the data?

Observations

What patterns do we see in the data? Hypotheses

What explanations or theories might we have

about the data?

What impact might this data have?

Hypotheses

What explanations or theories might we have

about the data?

What impact might this data have?

Next StepsHow can this information be useful to

you?

What other information can you add to this data? What data source

discussions will lead us to change instruction?

Team Planning

Built-in Break

Complete Meeting Planner for Sept. 26

Discuss formation of CWGs

Share Building Planning/ Wrap UpChoose a reporter to share your teams plans

and the agenda you developed for the September 26 building-level training.

Please take two minutes to share your building’s plan with the large group.

Please send an electronic copy of your agenda to Ruth Smith and to the TIE team. jcowan@tie.net

Remember to use the Pierre wiki to access all handouts and the Power Point presentation.

http://pierreblt.tie.wikispaces.net

EvaluationPlease complete the Evaluation and

leave it on your table.I have increased my understanding of the BLT process.I have increased my understanding of the state

accountability system.I have increased my understanding of my school’s data.Our team is prepared for the September 26 early

release training in our building.