Allegan Area Educational Service Agency Professional Learning Communities Solution Tree Paul Farmer - February 22-23, 2016 Agenda: Homework check in A

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1 Agenda: Homework check in Assessments, data, in-class interventions What s working? What s Not? Inner and Cross District Networking Troubleshoot problem areas Develop consistency in your school Draft a journey with timelines to move your school forward Participants will engage in discussion on their assessments, data, in class intervention strategies, along with developing standardized expectations for all members at their school site. Today s work will include: Reviewing each other s assessments, assessment data, and in-class intervention efforts (homework from Nov 2015) Charting What s Working and Not Working Networking with your district s schools and others Troubleshooting problem areas with others Drafting a list of non-negotiables for your school Draft a list of action items including point people, timelines, anticipated evidence the work is being done, and the metric used to determine success. Homework Assignment for February 22-23, 2016 Bring a copy of an assessment with each question aligned to specific targets Bring the data from one CFA tallied by question, by target, and by student Classroom or pyramid of interventions Notes: Page 1 of 16

2 Assessment Homework Notes: What process did you use to identify the skills on the assessment? Where did you find the questions or what did you use to create the questions and the assessment? What did you learn by tallying the scores by target and by student? Do you feel all the questions are still quality questions after reviewing the results? Notes: Page 2 of 16

3 If you have copies of your assessments and data analysis, please provide the people in your group with a copy. Discuss and record things you have in common Record differences in your responses to the previous prompts Identify specifics you may consider doing differently in the future What was reaffirmed during your discussion and comparisons? What are your take-aways as a result of this networking experience? If you were to do this in the future with people from your school and/or district what examples would you like to see? Page 3 of 16

4 Intervention Homework When do you start using these strategies? What are the indicators a student needs help in your class? What strategies do you feel work best with most of your students? When do you let the student know your concerns? How do you inform the student of your concerns? When do you inform: Your team Parents Guidance Administration Do the members of your team share and implement these strategies with fidelity? Page 4 of 16

5 In the left column of the table below, please list all of your in class intervention strategies used to help struggling students in your class. Your Strategies Additional Strategies From Your Group Page 5 of 16

6 From November 2015 For February 22-23, 2016 PLC Tasks and Products Defined Tasks In place now A plan is in place No plan yet How will we ensure the work gets done? Identify and continuously evaluate team norms Establish protocols to guide the work of the team Establish SMART goals Continuously evaluate progress on goals Possible Products or Artifacts Norms Protocols, Procedures SMART goals Action Plan Celebrate successes Write Curriculum Align Written Curriculum to State Standards Write a definition for Essential Skills Identify Essential Skills Determine number of Skills for Content Area Identify necessary pre-requisite skills Create strategies and instruments to show mastery of pre-requisite skill knowledge Sequence course content and establish pacing guides Write Assessment(s) related to Essential Skills Determine proficiency level for skills Corollary Question 1 What do we expect our students to Learn? Corollary Question 2 How will we know that they have learned it? Adapted and revised from Christine Jakicic, Ed.D Solution Tree Page 1 of 2 Page 6 of 16 Specific Celebrations Curriculum Guides Aligned Curriculum Definition Essential skills Rationale Pre-requisite skill listing Instructional strategies and assessment instruments Sequence & Pacing guide Teacher made Assessments Anticipated Score Identified

7 From November 2015 For February 22-23, 2016 Defined Tasks Identify or create common formative assessments to track data over time Create Grading rubric or criteria for grading Write student friendly learning targets Create and share anchor papers with students Analyze Assessment Results PLC Tasks and Products In place now A plan is in place No plan yet Corollary Question 2 How will we know that they have learned it? Possible Products or Artifacts Assessment Bank Rubric or written criteria Targets in Student Friendly Language Anchor Papers Item Analysis, etc. Identify failing students Create interventions to support failing students Monitor progress of failing students Corollary Question 3 What are we going to do if they don t? Evaluate and adjust interventions to achieve the greatest results Corollary Question 4 What are we going to do if they do? Identify Exceeding Students Create enrichment opportunities Identify measurements to verify growth Monitor student growth Evaluate and adjust enrichment opportunities to achieve increased student learning List of students w/data Intervention plan Assessment Data Pyramid of Interventions List of students w/data Enrichment Plan SMART goals Assessment and other applicable data Pyramid of Enrichments Adapted and revised from Christine Jakicic, Ed.D Solution Tree Page 2 of 2 Page 7 of 16

8 Sample: Thoughts on Next Steps May Look Like This is an example of what a year-long plan may look like for a school. Professional learning communities differ from one another, and one plan cannot fit all schools. Some schools may have the following components in their plan while others may not. This is for your review as an example of how to use this form Members to Involve: LT, Teams, Departments, Guidance When Team Dept. Subject, Topic, or Goal Expected Outcome, Product, or Evidence? Jul LT (Retreat) Further LT s knowledge of the PLC model and develop a presentation for all staff. Implementation plan for the year Presentation for beginning of year staff meeting Aug LT Present to staff. Revise processes for all teams. Respond to the Four Critical Questions (team). Develop plan for building common assessments. Sept School Teams Common assessments (team or department) Develop common assessments. Submit calendars for assessment administration and data review. Oct LT Teams SMART goals Each team submits SMART goals based on assessment data and shares with staff. Nov LT Dept Teams Intervention plan: Protocol for assessing classroom practices Each team submits examples of their first-line-of-defense interventions. Consider core practices in the classroom. Identify what we need to learn to enhance our practices? Dec LT/Dept Best practices: Art and Science of Teaching Start learning meetings, staff study, and application of research-based practices. Jan LT Master-schedule considerations Feb Dept SMART goals Mar LT/Dept Common assessments Apr LT Vertical articulation Models of master schedules that provide time for collaboration and interventions. Revise Master Schedule to provide Collaboration and intervention time Presentations: Share and Celebrate SMART Goal Accomplishments Continue to monitor and provide guidance on common assessments Review key factors of formative assessments Plan prepared for feeder schools to provide data on incoming students May Student Support Services Vertical articulation Essential learnings Meeting with potential at-risk students Artifact documents for the start of next year (essential learning first four weeks and common assessments) June LT (Retreat) Celebration Staff development for next year Survey and analyze results to prepare plan for next school year. Tim Brown, Paul Farmer 2012 Page 8 of 16

9 Four Critical Corollary Questions Question 1 What do we want all teachers to know and be able to do? Question 2 How will we know if each teacher has learned it and demonstrates the expectation? Question 3 How will we respond when some teachers don t? Question 4 How will we respond when teachers meet or exceed expectations? Page 9 of 16

10 Our collaboration was the following: Beginning of the year: each team develops and submits a one paragraph purpose of the team and a list of the team s norms 1st Week Team Meeting: each team or individual teacher posts up to 5 essential skills students will learn during the following month. 2nd Week Team Meeting: each team or individual teacher submits a copy of the teacher/team made common assessment to measure the students learning of the 5 essential skills. 3rd Week Team Meeting: each team or individual teacher submits a plan to provide additional time and support for students who don t learn the 5 essential skills. Five skills would equal five plans of support. 4th Week Team Meeting: assessments are administered, interventions activated and work starts on the following month s essential skills identification. Our Plan for essential skills: 5 skills per teacher/team every 4 weeks Skills must be posted for others to see Skills must be clearly communicated to the students Skills must meet criteria of being essential Skills will likely be on the highstakes assessments, if your subject or grade level will be assessed. Our Plan for Assessments: 5 Essential skills assessed once a month Skills must fall under the standards if the students will be assessed by a high stakes test in that grade or subject area No less than 5, no more than 15 questions Format must match high stakes assessment Common formative assessments will not be graded Page 10 of 16

11 Clarify What is a professional learning community? Build shared knowledge of PLC characteristics and its links to research on effective schooling practices. Build shared knowledge of the current reality in our district/school. Develop a guiding coalition. Establish a common vocabulary. 1st Destination Janel Keating, Robert Eaker, Richard DuFour Focus on learning. All teams will: Clarify what each student is expected to learn the essential knowledge, skills and dispositions of each course or subject, unit-by-unit. Monitor each student s learning on a timely basis through the use of frequent, formative common assessments. 6th Destination Janel Keating, Robert Eaker, Richard DuFour Why establish a professional learning community? Articulate a moral purpose. Commit to ensuring high levels of learning for all students and adults alike. 2 nd Destination Janel Keating, Robert Eaker, Richard DuFour Page 11 of 16

12 Set aside systematic time and support for learning (intervention and enrichment). Identify students who need additional time and support or enrichment. Create systems to ensure students receive additional time and support if they are not learning. Provide timely intervention rather than sluggish remediation. Direct rather than invite students to participate in intervention. Create systems to ensure students receive the additional time and support according to a schoolwide plan rather than the discretion of individual teachers. Create systems to ensure students receive enrichment and extension when they are proficient. 7 th Destination Janel Keating, Robert Eaker, Richard DuFour Build the foundation for a professional learning community. Mission Develop a clear understanding of our core purpose. Vision Describe the district/school we hope to become and what it would look like if we really meant it. Collective Commitments Articulate attitudes, behaviors and commitments we must demonstrate in order to advance our vision. Goals Determine first steps, short term achievable goals, and long-term stretch goals. 3 rd Destination Janel Keating, Robert Eaker, Richard DuFour Focus on results to inform and improve professional practice. Each team will analyze evidence of student learning to: Inform and improve professional practice of each member. Identify strengths and weaknesses in student learning. Share effective instructional practices. Support members as they implement more effective practices. Gather new data to assess the impact of new practices. Identify professional development needs. 8 th Destination Janel Keating, Robert Eaker, Richard DuFour Page 12 of 16

13 Align district/school policies, practices, and procedures with the learning mission. Develop an action plan. Communicate priorities through: o Developing systematic procedures o Monitoring o Modeling o Asking the right questions o Allocating resources to support the learning mission o Celebrating o Confronting Facilitate adult learning. 4 th Destination Janel Keating, Robert Eaker, Richard DuFour Provide staff with the training, support, and resources to implement best practices. Ensure that staff development is linked to student learning goals. Foster ongoing job-embedded learning into every position. Create systems for frequent and public recognition of improvement individually and collectively. 9 th Destination Janel Keating, Robert Eaker, Richard DuFour Build collaborative teams that focus on learning. Embed collaboration into the routine practices of the district/school. Provide time for teams to collaborate. Maintain team focus on the critical questions of learning. Clarify the products that teams will be expected to generate. Establish the norms of collaboration. Ensure team members work interdependently to achieve common SMART goals, for which they are mutually accountable. Engage in ongoing collective inquiry into best practice and current reality. 5 th Destination Janel Keating, Page Robert 13 of Eaker, 16 Richard DuFour

14 Strive for continuous improvement. Establish SMART goals to drive the work of teams. Align team goals with school goals and school goals with district goals. Ensure every individual receives frequent and timely feedback on the level of his or her effectiveness compared to other members of his or her team. 10 th Destination Janel Keating, Robert Eaker, Richard DuFour Page 14 of 16

15 Reflecting and Moving Forward Reflecting on today s information what will you do with your team to continue the efforts of the PLC journey? Circle or mark the next row where appropriate: Question Other: Grade/s: Team/s: Subject: Plan Goal Strategy Action Steps Responsible Person Timeline for Implementation Evidence of Effectiveness Additional Info Page 15 of 16

16 Circle or mark the next row where appropriate: Question Other: Grade/s: Team/s: Subject: Plan Goal Strategy Action Steps Responsible Person Timeline for Implementation Evidence of Effectiveness Additional Info Page 16 of 16

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