Horizontal Collaborative Teams

ISD 191 Administrative MeetingSeptember 22, 2011

Horizontal Collaborative TeamsSecondary Collaborative Teams Elementary Collaborative Teams

Chris BellmontCheri BraspenickRenee BrandnerErin Copeland Gary HamiltonDave HelkeKelly RonnJenne O’Neill-Mager

Taber AkinKristine BlackErin CopelandKay FeckeKari KomarRob NelsonLiz Vaught

Bill HeimSarah Kloeckl Kari KomarJeff LeachDon LeakeBruce MorrissetteJanice PorterGene Roczniak

Lyle BomstaJon BonnevilleSarah KloecklElaine MehdizadehSusan RisiusJackie Smith Jeremy Willey

What’s One Thing…

• Individually think about the emerging current reality and action plans for your SIP.

• What’s one thing that you want to celebrate about your journey so far?

• Be prepared to share when prompted.

Key Objectives

• Learn about documenting your SIP

• Link the doing of collaborative team work to continuous improvement

• Determine common processes and structures for consistency for PBIS

• Differentiate between PD and PLC time

SIP: Where Have You Been?

• What work have you done on your SIP plan to date?

• Use the timeline to document the steps you have taken to develop your SIP plan.

Sharing with Proposed Protocol

• Share the highlights from your emerging narrative.– What has been the

most rewarding part?– What has been the

most challenging part?– What have you

learned?– What more do you

want to learn about?

• Collaborative problem solving• Student perspective• Concise sharing of data—what are the

components• Safe, learning-focused environment (especially

with teachers there), not judgmental (supportive, encouraging, positive, honest, open, flexible, place for risk-taking)

• Reflective, real, authentic• Based on the current reality, topics that

emerge become the focus of our work (future agenda)

• Genuine, honest, transparent picture of the data, process

• Spirit of encouragement, recognition of moving forward

• Outcome is positive, builds trust• Feel comfortable share successes, challenges• Positive presuppositions—assume positive

intent• The protocol is shared with all teachers

Creating a Narrative

• Creating a narrative—or telling your story of your learning and doing—is an essential part of developing and monitoring your SIP plan.

• As your site monitors and documents your progress, you will need to systematically record the processes for developing your SIP, the impact of adult learning, and the results from collaborative teams.

• Here’s an option that will be studied further: http://sksssip.blogspot.com/

Continuous Improvement in Action• What do you need to show as evidence

(actions/data) of your doing?• Here is what we did…

Document the Doing

• How will you document and analyze your thinking?

• Here is what that means…Document

the Thinking• How can what you document inform your

continued doing?• Here is what we will do as a result of…

Inform the Doing

Application: Essential Questions for CTs

How will teams document the doing of their collaborative team

work at your site?

What do teams need to show as evidence of

their work—to monitor and inform their work?

Why do teams and individuals need to

show their work and their thinking?

In what ways can individuals inform their own work by using the documentation of their

team’s work?

What Did You Learn…

…That will inform your work on the SIP?

…Where you can or might deepen your work on certain components of your SIP?

…Where you can make connections between what you have done and what could/should be documented?

1. Individually record your responses to the reflective questions .

2. When prompted, share your what you learned.

Be back to continue our learning in 5.75 minutes!

PBIS: Documenting Discipline Referrals

• How should discipline referrals be documented?– What is addressed verbally

with students?– What is documented on TIES?– What (and when is)

information sent home?

• Discuss questions with your collaborative team.

• Generate agreed upon responses and examples to share.

PBIS Data: Acting Consistently

• How do you plan to get consistent “buy-in” from your staff members?

• Think how teachers and all other staff groups will document data in a consistent manner.

• How do you involve parents in the process?

PBIS: Documenting Behaviors/Actions

• What behaviors/actions should be documented?– Review the list of minors and

majors that are on TIES.– Compare the list of minors

and majors from PBIS to those on TIES.

– Come to a common understanding of the minors and majors that ISD 191 should follow.

– Be prepared to share your compiled list.

Minors/Majors

On Professional Learning…

“An empowered teacher is a reflective decision maker who finds joy in learning and in investigating the teaching/learning process—one who views learning as construction and teaching as a facilitating process to enhance and enrich development.”

—Fosnot

Focus of Learning

What structures and/or processes do you have in place to differentiate professional development meetings from collaborative team time?

PD focus on adult learning

CT focus on student learning

Focus on Learning

• What will your staff be learning about during your PD time?

• What will your staff be doing during their collaborative team time?

Focus on Learning• Individually record what you

have done to differentiate the purpose of the meetings.

• Individually read the excerpt from Learning by Doing and highlight processes to support collaborative team time.

• As a horizontal collaborative team, generate a list of processes or strategies used to differentiate and/or reinforce the purpose of the meetings.

PD vs.

PLC

How do

we use

our time?

Deepening Our Understanding

• Go the Ning site for ISD 191 administrators and access the following blog post:

• Bringing the Updated Standards for Professional Learning from Learn Forward (NSDC) to Life

• As you review the blog post and access the more detailed version of the standards on Learning Forward’s website, add a comment about how the standards will guide your decision-making about PD at your building.

Ning for ISD 191 Admin• http://isd191.ning.com

/?showAddContent=1&xg_source=msg_wel_network

Learning Forward (NSDC)• http://www.learningfor

ward.org/standards/standards.cfm

Key Messages

Think about… 1. Documenting our work2. Clarifying the purposes

of and structuring PD and PLC time

3. Clarifying and being consistent regarding discipline data

What were the key messages that we learned

today that will guide our work and learning with one another?

Housekeeping Items…

• Other things you need to know or that need to be shared…– Q-Comp/Pro-Pay– Elementary math and reading

interventionists– Specialists—late start and ½ day PD