Strategic Thinking, PLC s and Amazing Results Jack Baldermann jackbaldermann@gmail.com
Focus On Four Strategic Thinking P.L.C. s Learning for All S.M.A.R.T. Goals PLC/Data Team Process
Strategic Thinking Begin with the end in mind Collaboration Distributed Leadership Execution People On Fire
Professional Learning Communities Learning For All Every Student is Sacred What we do is too important and challenging to work in isolation. We must collaborate. Our responsibility is to see that students learn. There is no power in excuses or blaming.
S.M.A.R.T. Goals B.H.A.G.s Focus Collaboratively Built and Committed To Burn the Boats
P.L.C./Data Team Process - Collaborative Teams - Fresh Data/Student Performance Information - Ideally Common Formative Assessments - Learn from Each Other - Reteach/Develop Interventions - Measure Student Learning Growth!!
RESULTS
Carl Sandburg High School 1996-2001 Highest ACT scores in school history 200% increase in Advanced Placement Decrease in discipline referrals from 9,100-1,600
Riverside Brookfield High School: 2001-2009 One of the Most Improved High School in Illinois/Nation Top 100- America s Best High Schools Newsweek TOP TEN MOST IMPROVED Advanced Placement Programs Washington Post Challenge Index A+ Highest Rating School Search, Inc. Outperformer Highest Rating Standard & Poor s 99% Graduation Rate (2004, 2006) 98% 6-year graduation rate average 100% Graduation Rate for Hispanic and African American students (represents 20% of population) (2006)
Top 10 Most Improved in the United States
Graduation Rate at Riverside-Brookfield To increase the graduation rate from a ten-year (1991-2001) average of 91% to at least 95% or higher. Year Graduation Rate 2002 91.5 2003 94.7 2004 99.1 2005 97 2006 99.2 2007 98.4 2008 97.6 2009 98.1
Riverside Brookfield A.P. Data 1999 2008 # of students 85 547 # of exams 127 1231 # of passed exams Statewide Ranking # of passed exams as % of total school enrollment 112 718 Not in the top 50 2 out of 650 11% 48% # of AP Scholars 15 142
History of AP Scholars at Riverside Brookfield Year Scholars Scholars with Honors Scholars with Distinction Total National Scholars 2000 7 7 4 18 0 2001 17 8 9 34 0 2002 20 10 6 36 1 2003 19 13 15 47 0 2004 32 8 31 71 5 2005 55 16 21 92 9 2006 62 9 31 102 5 2007 69 22 34 125 12 2008 72 27 43 142 8
Tools for PLCs
Westmont High School is The Most Improved High School in Illinois 2014 One of the Most Improved and Top Performing High Schools in the United States
Graduation Rate 99.0 %
Advanced Placement Performance Almost 400% increase in the number of passed AP Exams 29 in 2013 142 in 2014 Advanced Placement Scholar increase 3 in 2013 16 in 2014 (highest in school history with the previous being 5)
Washington Post Challenge Index Score Most Improved In Illinois From.56 to 3.01 <------------- We will be about right here
U.S. News and World Report Ranking will be improved from Score =15(not in the top 20%) Score = 30 (in the top 7%) ***TOP 7% in Illinois for performance*** ***Most Improved in Illinois***
PSAE
Highest Test Scores in School History Overall Score 69% meets and exceeds Previous high was 66% (graduation rate 90%) 13 year average was 58%
Reading Math (second highest) 76% meets and exceeds 63% meets and exceeds Previous high was 70% 13 year average was 61% Previous high was 67% 13 year average was 55%
WHS 2014
WHS 2014
Highest Science Scores in School History
More Accomplishments to Celebrate Lowest out-of-school suspension rate Sponsored 2 nd AP Conference Athletic Success AP Grant- 3 rounds totaling $140,000 in competitive grant funding Innovative Programs and Summer School All but one student from WJHS selected WHS
Positive relationships with students Teacher interventions and support A commitment to helping students succeed
Innovative Programs Change Makers The Garden
Summer School Programs and Attendance Program # of Students Credit Recovery 23 TEAM 26 AP Human Geography Math Jump to Honors 23 22 Summer Literacy 11 TOTAL 105 students
STRATEGIC THINKING
Most important leadership characteristic STRATEGIC THINKING Management Research Group over 60,000 leaders Leadership Effectiveness Analysis 360 Degree Assessment 22 Leadership Practices 20 Measures of Effectiveness American Management Association 2000 top executive leaders #1 Strategic Thinking
Developing Strategic Thinkers We found that a strategic approach to leadership was, on average, 10 times more important to the perception of effectiveness than other behaviors studied. It was twice as important as communication (the second most important behavior) and almost 50 times more important than handson tactical behaviors. Develop Strategic Thinkers Throughout Your Organization by Robert Kabacoff
Strategic Thinking Defined Strategic leaders take a broad, long-range approach to problem-solving and decisionmaking that involves objective analysis, thinking ahead, and planning.
Strategic Thinking Defined That means being able to think in multiple time frames, identifying what they are trying to accomplish over time and what has to happen now, in six months, in a year, in three years, to get there. It also means thinking systematically. That is, identifying the impact of their decisions on the organization.
This is Chess not Checkers We know what we want our students to accomplish one/two/three/four years from now, and the actions we are taking today will lead to that inevitable conclusion. Distributed Leadership Knowledge of Data and Context Clear Purpose Execution Synergy
Adapted from Knoster, T
VISION The Why and What we will be doing must be collaboratively developed and passionately agreed to by the team Relentless No excuses and No blame Meaningful Focused on Learning for All
SKILLS Too many to mention but Formative Assessment Relationships with Students and Teachers Positive and High Expectations
INCENTIVES People working together as a team to accomplish something amazing that will improve the lives of others Mastery Autonomy Purpose
RESOURCES Time to collaborate with colleagues Time for additional learning for students Interventions
ACTION PLAN Strategic Thinking S.M.A.R.T. Goals Interventions PLC/Data Team Process
S.M.A.R.T. Goals
Smart Goal Process Implement goals 2-3 building wide goals 2-3 team goals 1 is linked to school goals 1 is what gets you up in the morning 1 is your choice Monitor all time Focus Adjust Support Goals drive action
RESEARCH ON GOAL SETTING Results by Mike Schmoker Big Hairy Audacious Goals B.H.A.G.S. Jim Collins The Carrot Principle Gostick and Elton School Goal Setting Rick Dufour
Replace the voluminous strategic planning process with a few very specific goals. -Learning by Doing Dufour, et. al. Page 120
Why Goals? The Power of Goals Provides Focus Sense of Accomplishment for Teachers/Students Pride
McREL s meta-analysis of 27 studies on successful school leadership found: Set non-negotiable goals for achievement Involve others in setting these goals Continually monitor progress and make corrections as needed Focus resources, especially for training, on district-wide goals Robert Marzano & J. Timothy Waters
For each class, we will work to maintain a graduation rate of 95% or higher Strongly Support-82 Support-24 Disagree-1 Strongly Disagree-0 To increase academic achievement as measured by the PSAE/ACT so our students scores continuously improve and rank in the top 5% or higher of high school districts in Illinois Strongly Support-65 Support-38 Disagree-2 Strongly Disagree-1
To challenge and support all of our students to the best of their ability including building one of the best AP programs in the state and nation and having our school rated as one of the top ten high schools in Illinois using the Newsweek Challenge Index Strongly Support-50 Support-49 Disagree-8 Strongly Disagree-0 We will continue to implement the Professional Learning Community Model including collaboratively developing common assessments and reviewing student performance data to improve curriculum and instruction Strongly Support-64 Support-28 Disagree-0 Strongly Disagree-0 More info-15
PLC/DATA TEAM PROCESS Collaborative Teams Fresh Data/Student Performance Information Ideally from Common Formative Assessments Learn From Each Other Implement Re-Teach Develop Interventions Measure Student Learning Growth
If the purpose of the meetings and the purpose of doing PLC work is to improve student learning How do we know we have made a difference and improved student learning?
END OF PRESENTATION THANK YOU!
ARTIFACTS AND TOOLS TO SUPPORT STRATEGIC THINKING AND PLCs
Data Wall Template Three-Panel Data Wall Template LEFT PANEL Data MIDDLE PANEL The Instruction RIGHT PANEL The Results Name the Assessment - Benchmark, CMT, CAPT, Baseline Date the assessment was administered Clearly displayed data with labeled graphs and/or charts Disaggregated by class/period Understandable to students o % of students at each score point o % of students proficient and above o Average % of answers correct o Average score point Strand C Benchmark Assessment - January 2008 Describe the instructional strategy o What supports were used? o How were scaffolds used? o How often was the strategy used? Display student work with evidence of instructional strategy. Describe the Results Use Charts and Graphs Percent of Answers Correct 100% 80% 60% 40% 20% 0% Strand C Making Connections Grade 8 16% 39% RC 1 Assessments CFA 1 Analyze the results: Why did we get the results we got? 100% 90% 80% Percent of Students 70% 60% 50% 40% 30% 55% 42% 38% 0-1-2 Include Scoring Rubric Compare results from two assessments. 20% 10% 0% sample graph Group A Group B Group C Groups Include conclusions which summarize the data. The percent of students proficient and above increased from 5% to 20%. Include inferences and conclusions drawn about the data in a language students understand. Sample Inference 8% of Period 1 students are proficient and above in Making Connections GOAL Displayed (example: All groups will increase the average score point by one on the CAPT Rubric 2.2 3.2) o o o Display Sample of Scoring Rubric What criteria were used to evaluate student work? Include teacher feedback on student work specific to the rubric or criteria used. Include conclusions which summarize the progress made toward the goal. We surpassed our goal of 4% increase in the percent of proficient students by 8%. Include your plan for next steps: Will you continue to use the strategy? Will you begin a new cycle with a new power need? Why? What will be your new goal?
Data Wall Rubric District Data Wall Rubric INDICATORS 1 2 3 LEFT PANEL BASELINE RESULTS Clear presentation of data Clear presentation of data using Vague or incomplete data using labeled graph or chart. labeled graph or chart. Unclear charts or graphs Benchmark indicated on graphs Data by class/period Data by class/period INFERENCES No inferences or unclear Insightful and valid inferences inferences were made that Limited inferences were made made in student-friendly directly reflect student reflecting student performance language using specific data performance SMART GOAL Goal is general rather than specific or not related to baseline Goal is immeasurable Goal is unrealistic Goal is specific and directly related to baseline Goal is stated in measurable terms Goal is SMART (Specific, Measureable, Attainable, Realistic and Timely) Goal is clearly displayed in student-friendly language RESEARCH BASED INSTRUCTIONAL STRATEGY STUDENT WORK SAMPLES COMPARISON OF RESULTS CONCLUSIONS Instructional strategy is unclear Instructional strategy is not evident in student work. Samples displayed with little to no connection to data or instruction. No samples present. No comparison Invalid comparison of data Conclusions are unclear or invalid No conclusions made MIDDLE PANEL Instructional strategy is explained Samples displayed with limited connection to data and instructional strategy RIGHT PANEL Unclear comparison of results Conclusions are incomplete summarization of data Conclusions are not clearly connected to the data or progress toward the goal Instructional strategy clearly explained and evident in student work displayed Work samples are clearly related to data and instructional strategy. Comparison of results clearly identified Conclusions are in studentfriendly language Conclusions clearly summarize the data Conclusions clearly identify progress toward the goal Conclusions clearly identify next steps
Another example of common formative assessment rubric (Science)
PLC Teacher Survey
ONE PAGE PLC SUMMARY SHEET
Two Versions of Academic Support
Academic Support at Riverside Brookfield
Riverside Brookfield High School Specific Programs and Strategies Transition Teams Description of Program Pre-9 th grade summer school session 3-year Commitment Strong Relationships No Gaps in Curriculum Mission and Accountability Benefits from Team Teaching Formative Assessment Mastery Learning High Expectations for ALL Students Additional Time and Practice Summer and After-School Sessions Work/Learning Reinforced in Academic Support Grading System: A, B, C, & not yet
Riverside Brookfield High School Specific Programs and Strategies Transition Teams Team Structure 1 English Teacher 1 Math Teacher 1 Science 1 Academic Support Person Same Counselor 80-90 Students
Academic Support Coordinator Team member, tutor, liaison between home and school, counselor, motivator Whatever it takes! Usually a non-certified position
Power of the Team and 3-Year Commitment Strong Relationships No Gaps in Curriculum Accountability and Mission Benefits of Team Teaching
RBHS Transition Teams Pre-9 th grade summer session 3-year commitment Mastery learning Formative Assessment Additional time and practice High expectations for ALL students Work/learning reinforced in Academic Support Grading System: A, B, C, & not yet Summer and after-school sessions
Transition Team Goals By the end of three years, all students will have met state standards and will be on track for graduation. We will have developed thoughtful, caring citizens.
Academic Support at Westmont High School
ASAP After School Academic Program F List Compiled on Tuesday Reminder slips sent to teachers and students Attendance taken in ASAP Report out to teachers of attendance and productivity of students Academic Support Class Teacher communicates with teachers, parents and students on a weekly basis or more Teacher works with student on missing work in small group setting Teacher emails a progress report home each week Progress in Academic Support Class Progress in all classes
F List Printed Weekly Sorted by student to show who is failing and in
Grade Updates(Weekly)
Communication Log
What still needs to be Weekly Email Home Data Team is CC d Progress in Academic Support Class Strategies used
ASAP Recap Updated list for teachers in Google Drive Recogniti on of who did well with specifics
How did we do it? Whatever it Takes philosophy Focus on learning for all
3 Big Ideas of PLC Learning For All Collaboration (Collaborative Team, analyzes Fresh Data, learns from each other, implements learning and measures student growth Results S.M.A.R.T. Goals
Westmont High School 2012-2014 SMART Goals 95% graduation rate in 2014 70% meet or exceed on PSAE exam in 2014 140 Advanced Placement tests taken in 2014
Graduation Rate Increase graduation rate from a ten-year average of 90% to 95% or higher for each graduating class
PSAE 70%of Westmont High School students will meet or exceed standards as measured by the PSAE test in 2013-2014. 52% pass rate in 2012 prior to PLC implementation Made AYP in 2013 after first year of PLC implementation
Advanced Placement Westmont High School will increase the number of students taking (69 to 140 or more) and passing (29 to 60 or more) Advanced Placement tests by 100% or more and rank in the top ten high schools in Illinois as measured by the Challenge index.
Advanced Placement In 2013-31 students taking 69 tests In 2014-219 students taking 411 tests One of the most improved Challenge Index scores in the United States
The Challenge Index 2014 WHS 2015? WHS 2014?
SMART Goal Worksheet Can be found at All Things PLC website
S.M.A.R.T. Goals in Action At the end of the year Leadership Council meeting, the Dept. Chairs were challenged to develop a vision and S.M.A.R.T. goals
S.M.A.R.T. Goals in Action Only those who will risk going too far can possibly find out how far one can go. --T.S. Elliot What will your department look like when it is the best in the nation?
S.M.A.R.T. Goals in Action What are the specific things you will need to do to make your department the best? What are the obstacles that stand in the way of your department becoming the best?
DATA TEAM AT WHS Whatever It Takes!
Early Warning Systems Identification Criteria Attendance Defined as an absent rate of 10% or more Failing grade (i.e. number of F s) Defined as three or more F s Course credits Defined as being below the expected number of credits for the given point in time (i.e. by grade and time of year) Office Discipline Referrals Defined as three or more office discipline referrals
Problem Solving Method Problem Identification Is there a problem? What is it? Plan Evaluation Did the plan work? Problem Analysis Why is it happening? Illinois ASPIRE Plan Development What should be done about SASED, it? 2011
Excellence is the result of caring more than others think is wise, risking more than others think is safe, dreaming more than others think is practical, and expecting more than others think is possible. Excellence
Why take AP classes? Impress Admissions Counselors Develop College Level Academic Skills Prepare for College Take more elective classes in college Choose a major sooner Add a minor or second major Save money! Create a stronger and more rigorous academic environment at W.H.S. Help develop and build a strong reputation of W.H.S. for all student admissions process. Build a championship academic environment to promote more student achievement.
WHY Take A.P. at Westmont? Getting our Students to Dream Big Getting our Students to Overcome Challenges- Developing a Whatever it Takes Attitude Getting our Students to Believe that Together We will accomplish any goal -
Why take an AP test? Prepare for the college experience College credit Low risk choose which exams to report Advanced Placement Scholar Promote Westmont as a Top Performing School College Reputation as a school, which will increase college admissions opportunities.
25 Year Study Take challenging school work in high school, and don t let anyone scare you away from it. (page 103) The intensity and quality of one s secondary school curriculum was the strongest influence not merely on college entrance, but more importantly, on bachelor s degree completion (page 5) Answers In the Toolbox Revisited (2006)
How were we able to make this happen?
Criteria 2013-2014 School Year Data Graduation Rate Advanced Placement Program PSAE Scores
The 12 Touchstones of Good Teaching Be Demanding Section 1 The general principle that emerged from the studydubbed the Pygmalion effect has been confirmed in other studies (e.g., Hattie, 2009), and it has been demonstrated by such famous teachers as Marva Collins, Rafe Esquith, and Jaime Escalante: when teachers expect more, students rise to their expectations. (p. 3) Goodwin, B., & Hubbell, E. R. (2013). The 12 Touchstones of Good Teaching. Alexandria, Virginia: ASCD.
The 12 Touchstones of Good Teaching Be Supportive - Section 2 Warm demanders originally labeled supportive gadflies combined high personal warmth with high active demandingness. (p.64)
The Smartest Kids in the World and How They Got That Way The only way to get smart was to work hard and learn well (p.194) There are even whole schools built around the ideals of rigorous learning and telling children the truth. These are countercultural places, though, with leaders who spend a lot of time convincing parents that their children are tougher than they think (p.197)
Niki Lauda
3 Big Ideas of PLC Learning For All Collaboration (Collaborative Team, analyzes Fresh Data, learns from each other, implements learning and measures student growth Results S.M.A.R.T. Goals
Here are some things we need to continue this momentum
Growth Mindset Intelligence can be developed therefore leads to a desire to learn and therefore a tendency to Embrace challenges Persist in the face of setbacks See effort as the path to mastery Learn from criticism Find lessons and inspiration in the success of others As a result they reach ever higher levels of achievement Mindset - Dr. Carol Dweck (2006)
Quick Tips Reading independently every night will have a positive impact in all academic areas. Help your child to see the growth mindset. Asking questions and seeking help is a sign of strength. Encourage your child to be gritty.
In the last two pages of your AIE Quick Reference booklet, write HOW will this session help you further YOUR school improvement?