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Reading ARDT Teams

Reading ARDT Teams. September 10 & 11, 2008. Agenda. Your Role Big Picture PLC for ARDT CI support Plan on a Page. Big Rocks 08-09. Implementation Goal. Reading ARDT. Why am I here? Increase student achievement Leadership abilities & positive voice What is my role on this team?

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Reading ARDT Teams

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  1. Reading ARDT Teams September 10 & 11, 2008

  2. Agenda • Your Role • Big Picture • PLC for ARDT • CI support • Plan on a Page

  3. Big Rocks 08-09 Implementation Goal

  4. Reading ARDT • Why am I here? • Increase student achievement • Leadership abilities & positive voice • What is my role on this team? • Lead & Support the implementation • Communication Bridge • District Classroom • Analyze data • Problem-solve • Other duties as assigned 

  5. Learning Community Pillars Mission Statement -- Vision -- Values -- Goals --

  6. Big Rocks 08-09 Implementation Goal

  7. Pre Planning: Identification of Need 1.Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Identify areas of strength and weakness? Standardize 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need How do we standardize the process of teaching reading? Viable Curriculum DO 1.Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. Assess student learning Act: 1.Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) Standardize DO Study Act Most effective/best practice teaching and learning strategies? Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Have they learned it? What do we do if they don’t?

  8. Reading Series: Cake mix for teachers

  9. Icing on the Cake: Teacher creativity and expertise

  10. Core Value Data Driven Decisions • ITBS • Comprehension • Vocabulary • Language Total • BRI • LAPO

  11. Examine for: • ITBS • Trends – flat, up , down, mix, grade trends • Cohort • Target % • BRI • Trend • Correlation to ITBS • LAPO • Trend • Correlation to ITBS

  12. Learning Community • Identify Criteria to monitor • Systematically gather information on criteria • Share data with entire staff • Engage entire staff in collective analysis of the information • Develop new strategies for achieving goals • Monitor Results of implementation

  13. PLC Crucial Questions What do we want each student to know or be able to do? How do we know if they have learned? What evidence do we have of the learning? How will we respond when some students don’t learn?

  14. StudentCrucial Questions • What do I need to know? • Where am I now? • How do I get there? • What happens if I fail?

  15. Ground Rules – What? Standards for behavior which all agree to follow • An opportunity for individual ownership and responsibility • Reduces potential problems • Involves all in the process

  16. GroundRules – Why? Increase communication, risk-taking, productivity and effectiveness • Build a climate of trust and comfort • Create an atmosphere for open communication • Particularly when discussing controversial topics • Emphasize the importance of listening with respect and acceptance

  17. Ground Rules • Ground Rules • Create a list of ground rules for your table • Tools • Silent brainstorming • Affinity • Nominal Group Technique • Post on your table

  18. 3 Critical QuestionsTreasures Reading Series • What do we want all building staff to know about Treasures? (administration, teachers, staff, and coaches) • How are we going to know if they know it? • What are we going to do to help?

  19. What do we want all to know about Treasures? • Learner expectations/plan on page • Components of the program • Oral language • Word study • Comprehension • Leveled reading • Language Arts

  20. What do we want all to know about Treasures? • Processes • Structure of the manual • If-then statements • Maintain skills • Spiraling skills and strategies • Re-teaching • Differentiation • Integrated Approach • Assessments

  21. How are we going to know if they know it? • Implementation Logs • Walk Throughs • Unit Assessments • Staff Feedback

  22. What are we going to do to help? • Support through instructional coaches • Support from Macmillan • Grade level meetings • District meetings • Continuous Improvement Support • Address the Feedback

  23. Continuous Improvement Support • Plan on Page for each Unit • Answer Question • What do we want each student to know or be able to do? • Team of including teachers, reading coaches, and facilitators • draft, edit, edit, edit, edit

  24. "If you aim at nothing, you'll hit it every time." Author Unknown

  25. If we aim at our targets…

  26. Reading Plan on a Page Teacher View

  27. Unit Plan on a Page (Learning Expectations) • Learning Expectations taken from the red check marked items that are tested skills • Align with Macmillan assessments • In the Process of Revising • Continually working to align to standards and district strategic plan • increase accessibility and effectiveness

  28. Critical Questions • What do I need to know? What do we want each student to know or be able to do? What evidence do we have of the learning? • Where am I now?

  29. District Goal SIP Goal Classroom / Curriculum Goal Learning/ Scaffold Target Success…….

  30. When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning. What are the learning targets? Robert J. Marzano

  31. Reading Plan on a Page Student View I can…!

  32. Connecting Plan on a Page to Your Students. • I Can Statements • Goal Setting • Scaffolding • Perseverance • Success • Celebrations

  33. How can I can statements be used in your school community? • Brainstorm with your ARDT • Group Like Ideas (Affinity)

  34. Goals (I Can Statements) Empower Students • Common focus • Target for achievement • Communicate what is important • Build community & engagement • Motivation

  35. CI Classroom • Unit One – Plan on a Page • Data Center • Communication • Unit Two – • Revised Plan on a Page • Student I canPlan on a Page • Next Steps…. • I can statements • Data center & folder • Formative Assessment

  36. Next Steps • Survey • September 22 to Instructional Coaches • Share the Information from today • Focus on Learning Targets • Stay Positive • Encourage one another • Believe our students can rise to the occasion

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