Building Leadership Teams 2011-12

Driving Continuous Improvement Throughout the School!

Elementary Session #4March 27th, 2012

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

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)

Effective Teams Make Collective Commitments to Each other…-Building Leadership Team Norms

Review your team BLT norms before we begin our work today!

Characteristics ofHigh Performing Schools

1. Common mission, vision, values and goals.

2. Ensuring achievement for all students with systems for prevention and intervention.

3. Collaboration focused on teaching and learning.

4. Using data to guide decision-making and continuous improvement.

5. Gaining active engagement from family & community

6. Building sustainable leadership capacity.

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

Building Leadership Team Reflection School Name: ___________________________________________ Date: ___________________________ Strongly Disagree Strongly Agree

1.) Our Building Leadership Team has set and communicated direction effectively at our school.

Comments:

1 2 3 4 5

2.) All teachers know the SIP goals at our school. Comments:

1 2 3 4 5

3.) Our school’s Plan on a Page is posted in all classrooms. Comments:

1 2 3 4 5

4.) All teachers at our school have created classroom SMART goals that are aligned to our SIP.

Comments:

1 2 3 4 5

5.) Classroom data centers are being used by all teachers to track and monitor progress toward classroom SMART goals.

Comments:

1 2 3 4 5

6.) Students are tracking their individual progress toward classroom SMART goals.

Comments:

1 2 3 4 5

7.) All teachers at our school understand the concept of Professional Learning Communities and have embraced the model.

Comments:

1 2 3 4 5

8.) When reviewing our PLC progress, we identified these indicators as strengths and improvement areas

Comments:

Strengths- PLC Improvement Areas- PLC

Next Steps for our Building Leadership Team

Use the back side as necessary

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

Where is your PLC team in the PDSA Cycle?

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System

Standardize Improvement

Study the Results

Assess Current Situation

Try Out Improvement

Theory

Analyze Causes

Break:Sit by Departments

After Break: Sit in the Following Groups

TABLE Departments

HS Math Science

DVMS Language Arts FACs

DMS Social Studies Technology PE

HAVE YOU CREATED & SHARED YOUR PLC STORY BOARD?

PDSA Reflection Tool

http://www.zoomerang.com/Survey/WEB22F7AEZXJ2U

Share with your department group

•Smart Goal

•Improvement Theory

•Assessment used to collect data

•Conclusions• Changes in instruction• Student achievement results

Past, Present, & FutureLearning by Doing, Our PLC Journey

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.

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

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).

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

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.

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

Aligning/Merging our Work: CC, SI,PLC,BLT’s

1. What is it we want all students to know and be able to do?

2. How will we know our students are learning?

3. What will we do when our students are not successful?

4. 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

Merging SI & PLC Work1. 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

2. How will we know our students are learning?• Developing Common Formative Assessments• Collaborative Data Analysis• Collaboratively Developing/Implementing Writing

Assessments3. What will we do when our students are not successful?

1. What will we do when our students already know?

Departments

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

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

Connecting the PDSA Process to your curriculum units (from Macro to Micro)

Common Formative Assessments (Pre or Baseline)

Collaborative Data AnalysisInstruction based on Pre-

Assessment Results

Post Formative Assessment

Study Results, adjust curriculum map as needed

Unit with Power Standards

Next Unit/New Power Standard

Pre-assessmentSmart Technology- Clickers

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)

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?

A Balanced Assessment SystemClassroomAssessments

Classroom Assessments

Common Formative Assessments

Benchmark Assessments

External

Examples clickers, exit slips, discussions, quick checks

Chapter or Unit exams, projects

Performance activity, quiz,

AimswebSTARExplore/Plan

ISAT, PSAE

Formative /Summative

Formative Summative Formative Summative Summative

Whose responsible

Teachers Teachers Collaborative Teams

Teachers Teachers/Admin

Purpose Give immediate feedback

For a grade Determine if students have learned & how to respond

To access student growth/ progress monitor

Access student growth/accountability

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 AccessStep 3: Design the AssessmentStep 4: Determine the TimelineStep 5: Write the Assessment/Determine

ProficiencyStep 6: Review the Assessment & Administer

Step 3: Design the AssessmentCritical Concept/Skill

Knowledge Application Analysis Evaluation

Understands hypothesis

4 M/C

Applies hypothesis to a given situation

2 constructed response

Knows the steps of the scientific method

5 matching questions

Step 7: Identify Proficiency Criteria and Decide How to Gather Data

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

Sharing: How has your PLC Team captured the data? • Smart Response

• Scantron

• Spreadsheet

• Google Doc

AVERAGE 7.01 7.42 9.18 9.27

Collaborative Analysis

Student Questions

• What student questions do you have based upon the data?

Instructional Questions

• What instructional questions do you have based upon the data?

Collaborative Analysis: Examples

Student Questions

• 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?

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?

Step Two: Analyzing the Data

Learning Target Students Action Plan

Need Significant Time & Support

Students

Need Additional Practice

Need Enrichment

Step Three: Planning the Response

Step 4: Reviewing the Assessment• Review the assessment for reliability and validity

• Check for consistency in scoring among team members

• Check for inter-rater reliability

Step Five: Next Steps

• Finding time to respond• Intervention Time• Tier 2 • Additional time scheduled within the unit

Post Assessment

School Improvement Plan- End Of Year Review (Use with the School Improvement Plan Rubric)

A. Alignment of the School Improvement Plan (Our Rubric Score = ______/ 4 ) 1.) YES NO All SIP goals were aligned to the District plan. Recommended changes for ALIGNMENT next year include: B. Clearly stated SMART goals. (Our Rubric Score = ______/ 4 ) 1.) YES NO SMART goals were written based on a thorough review of multiple data sets. 2.) YES NO SMART goals focused on improving “skills” rather than a “test score.” 3.) YES NO SMART goals had clear targets and/or expected measurable results. 4.) YES NO SMART goals incorporated “in-process measures” for frequent progress monitoring. Recommended changes for SMART GOALS next year include: C. Action plan ensures a continuous improvement focus. (Our Rubric Score = ______/ 4 )

1.) YES NO The proposed actions can be carried out as described in the school improvement plan. 2.) YES NO The action plans can be regularly reviewed during the year to ensure progress.

3.) YES NO The school’s data center and scorecard can help track progress of school goals. Recommended changes for ACTION PLANS/PDSA next year include: D. Professional development needs are addressed. (Our Rubric Score = ______/ 4 ) 1.) YES NO Professional development plans are complete and included in the action plan. 2.) YES NO The proposed professional development plans can be carried out as described in the school improvement action plan. Recommended changes for PROFESSIONAL DEVELOPMENT next year include:

School Improvement Plan Rubric

CATEGORY Commendable - 4 Sound - 3 Developing - 2 Revise - 1

A. Alignment with District strategic plan on a page

Strong connections to the District plan on a page are identified; there is clear evidence that the plan will directly support the achievement of one or more goals.

Connections are made to the District plan on a page; there is some evidence that the plan will directly support the achievement of one or more goals.

Some connection to the District plan on a page. There is little evidence that the plan will directly support the achievement of one or more goals.

Connections to the District plan on a page are not identified. There is no evidence that the plan will directly support the achievement of one or more goals.

B. Clearly stated SMART Goals

Goals are based on accurate analysis of appropriate data. The SMART goals clearly “set and communicate direction.” Goals are Specific, Measurable, Attainable, Results-oriented and Time bound. Continuous progress monitoring is clear and specific.

Goals are based on analysis of data. The SMART goals clearly “set and communicate direction.” Goals are Specific, Measurable, Attainable, Results-oriented and Time bound. Continuous progress monitoring is evident.

Goals are based on analysis of data. The SMART goals may not “set and communicate direction.” Goals do not meet all of the requirements of a SMART goal including: Specific, Measurable, Attainable, Results-oriented and Time bound. Continuous progress monitoring is unclear.

Goals are not based on analysis of data. Goals do not clearly “set and communicate direction.” Little evidence of SMART goal format is included. Continuous progress monitoring is not evident.

C. Action Plan ensures a

continuous improvement

focus

The action plan demonstrates a continuous improvement focus. The Plan, Do, Study, Act cycle is used to accomplish SMART goals. Action plan components including: Action/Activity, Research base, Results, Resources and Timeline are clear and specific.

The action plan demonstrates a continuous improvement focus. The Plan, Do, Study, Act cycle is used to accomplish SMART goals. Action plan components including: Action/Activity, Research base, Results, Resources and Timeline are present.

The action plan demonstrates a continuous improvement focus. It is unclear how the Plan, Do, Study, Act cycle is used to accomplish SMART goals. Action plan components including: Action/Activity, Research base, Results, Resources and Timeline may not be evident.

It is not evident that the action plan demonstrates a continuous improvement focus. The Plan, Do, Study, Act cycle is not used to accomplish SMART goals. Action plan components including: Action/Activity, Research base, Results, Resources and Timeline are unclear or missing.

D. Professional Development

needs are addressed

Professional development needs are addressed through research-based best practices. The professional development component of the action plan including: Action/Activity, Research base, Results, Resources, Timeline; are clear and specific.

Professional development needs are addressed through research-based best practices. The professional development component of the action plan including: Action/Activity, Research base, Results, Resources, Timeline; are clear are present.

Professional development needs are addressed. The professional development component of the action plan including: Action/Activity, Research base, Results, Resources, Timeline; may not be evident.

It is not evident that professional development needs are addressed. The professional development component of the action plan including: Action/Activity, Research base, Results, Resources, Timeline; are not evident, are unclear or missing.

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

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

Please

submit 1

summary

evaluation

from your

school

1.) The 4 sessions scheduled this year were…

Not Enough

Just Right

Too Many

Comment:

2.) A ½ day of “content” from the unit office for each session was…

Not Enough

Time

Just Right

Too Much Time

Comment:

3.) A ½ day of “team time” planned by the BLT was…

4.) The timing (spacing, the months selected) of the workshops was…

Too Spread

Out

Just Right

Too Close Together

Comment:

5.) These were the things we really liked about this year’s Building Leadership Team workshops that should be continued into next year:

Comment:

6.) These are suggested changes for next year’s Building Leadership Team workshops:

Comment:

7.) Next year, these are the topics/agenda items that would be most helpful to our team (please be specific regarding content).

Comment:

8) Provide any other comments that will help us meet your needs in the future:

To Do Between Today and Start of the

YearWhat Who Due/When

BLT and all teachers

By end of year

Revise/update your school’s data center and balanced scorecard and get it ready for 12-13

BLT By end of year

Revise/update the School Improvement Plan for the 12-13 school year.

BLT By the start of next school year

By the start of next school year, share with the entire staff to set and communicate direction:12-13 School Improvement Plan12-13 School balanced scorecard and measures12-13 Revisions to PLC time at your school12-13 Expectations for continuous improvement implementation to ensure a comprehensive “Classroom Learning Community” (8 components)

BLT By the start of next school year