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Building Leadership Teams 2011-12. Session #2 November 2011. Driving Continuous Improvement Throughout the School!. Find Someone from another BLT to share:. An accomplishment for your BLT Team this school year. A challenge for your BLT Team this school year. WELCOME. Agenda.

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Building leadership teams 2011 12

Building Leadership Teams 2011-12

Session #2

November 2011

Driving Continuous Improvement Throughout the School!


Find someone from another blt to share
Find Someone from another BLT to share:

  • An accomplishment for your BLT Team this school year

  • A challenge for your BLT Team this school year.

WELCOME


Agenda
Agenda

  • Review BLT Key Outcomes

  • Harris Poll Results

  • PLC Check/Feedback

  • PDSA Cycle

  • Review and Next Steps

  • Sharing PLC Goals and PDSA

  • Tools for Collaborative Data Analysis



Housekeeping
Housekeeping…

  • Use of email

  • Materials (Web Site & Books)

    Future Meetings- 8:00am – 11:30pm

    • January 10 & 12, 2012

    • March 27 & 29, 2012

  • Lunch & Breaks

  • Afternoon Planning Time

  • 12:30 – 3:00


  • 2011 12 blt key outcomes
    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

    Review


    Review your building leadership team norms

    Review your Building Leadership Team Norms

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


    Random Acts of Improvement

    School Direction

    Goals and Measures

    School Direction

    Goals and Measures

    Aligned Acts of Improvement


    Rate your school s alignment efforts
    Rate your School’s Alignment Efforts

    Random Actions/Efforts

    Aligned Actions/Efforts

    • 5

    Where are you on the continuum?

    1


    Stakeholder involvement
    Stakeholder Involvement

    • Involve stakeholders to:

      • Better understand problems

      • Provide improvement suggestions

    • Use quality tools:

      • Stay objective and productive

      • Everyone provides input quickly

    • Obtain broad representation

    • Involving stakeholders validates them and will ultimately lead to higher customer satisfaction


    Example
    Example

    • Issue- School rules do not keep order and discipline

    • 1.) Identify stakeholders with problem

      • Parents, Students and Staff

      • Gather a representative group

      • Arrange a time for the group to meet


    Issue school rules do not keep order and discipline
    Issue- School rules do not keep order and discipline

    • 2.) Ask key questions such as:

    • Help us understand the issue:

      • How has this issue personally affected you?

      • Provide examples of how school rules do not keep order and discipline.

      • What do you think is the cause of this issue at our school?

    • Help us solve the issue:

      • What suggestions and ideas do you have that would help improve this issue?


    Issue school rules do not keep order and discipline1
    Issue- School rules do not keep order and discipline

    • 3.) Use quality tools to seek input on the key questions:

      • Brainstorming

        • Generating ideas on sticky notes

      • Affinity Diagram

        • Put together like ideas/themes

      • Nominal Group Technique

        • Narrow the focus to the most important


    Brainstorming
    Brainstorming

    • What suggestions and ideas do you have that would help improve this issue?


    Affinity diagram
    Affinity Diagram

    • What suggestions and ideas do you have that would help improve this issue?

    Theme 4

    Theme 1

    Theme 2

    Theme 3

    Theme 5


    Nominal group technique option
    Nominal Group Technique (option)

    • What suggestions and ideas do you have that would help improve this issue?

    Theme 4

    Theme 1

    Theme 2

    Theme 3

    Theme 5


    Issue school rules do not keep order and discipline2
    Issue- School rules do not keep order and discipline

    • 4.) Clarify and summarize key learning's from the focus group

      • What did you learn about the issue?

      • What were the key themes?

      • How will the team use the information?

      • What are the next steps?


    Harris poll update
    Harris poll update-

    • Report out by school…

    • Discuss your progress to date regarding the Harris Poll results

    • What steps has your team taken already?

    • What are the next steps?


    Break

    BREAK

    Sit in Grade Level Groups

    Look for the Signs


    Plc logistics
    PLC Logistics

    • Web site for guidance

    • Online form/log each week

    • Role of PLC leadership rotated

      • Facilitator

      • Recorder

    • SMART Goals & PDSA


    Plc quick check
    PLC Quick Check

    FeedBack


    True or false
    True or False

    • All PLC teams must have SMART Goal.

    • All District PLC Teams must be on the same task on any given week.

    • All PLC teams must collect data.

    • PLC teams will never get to determine how they want to spend their PLC time?

    • All PLC teams must have a Pareto Diagram.


    Plc s to do s
    PLC’s “To Do’s”

    All teachers will:

    • Complete the

    • PDSA Cycle by (February 1, 2012)


    After reviewing assessment data and BLT goals, create a SMART goal to focus on target skill(s)

    Define how your team is currently teaching the skill (flowcharts)


    Define the system
    Define the System SMART goal to focus on target skill(s)

    August/Sept

    Reviewed: District, Building, & Classroom Data


    Elements of a smart goal
    Elements of a SMART Goal SMART goal to focus on target skill(s)

    By (time frame), students will (do what with the identified skill and by how much or with what percent accuracy) as measured by (monitoring tool) every (time period).

    Review


    5 th grade plc smart goal
    5 SMART goal to focus on target skill(s)th Grade PLC SMART GOAL

    • By May 2012 all students will improve their writing skills, specifically in the area of Language, by 4 points based on the Ridgeview Writing Rubric.


    Share your plc smart goal components
    Share Your PLC SMART GOAL Components SMART goal to focus on target skill(s)

    Targeted Skills

    Monitoring Tool

    Example: Bi-weekly CARS Assessment

    • Example: Main Idea

    FREQUENCY:

    Every 2 weeks


    Define the current situation

    Define the SMART goal to focus on target skill(s)Current Situation

    How is the skill

    currently taught?


    Flow chart
    Flow Chart SMART goal to focus on target skill(s)

    Purpose

    - Defines the system being studied

    - Gets agreement

    - Identifies “value added” activities

    - Identifies “dead wood” activities”

    - Documents changes to the process


    Deployment flow chart
    Deployment Flow Chart SMART goal to focus on target skill(s)

    How is it made?

    1. Define the process boundaries (starting point / stopping point).

    2. Describe the process in operation.

    3. Draw the People Coordinate.

    4. List major steps in the process.

    5. Draw the flow chart, using symbols

    6. Study the flow chart.


    Yes SMART goal to focus on target skill(s)

    No

    Task

    Make a Decision

    Start

    Conduct a

    Meeting

    Report Out

    End of Process


    Writing Flow Chart SMART goal to focus on target skill(s)

    View Video


    Determine what in-process measures could be used to gather baseline data. Next use a run chart & pareto diagram to display the data collected.


    Access current situation
    Access Current Situation baseline data. Next use a run chart &

    Sept/October

    Choosing or Developing Common Assessments


    Which tools fit my data
    Which Tools Fit my Data? baseline data. Next use a run chart &

    • Run Chart and

    • Pareto Diagram

    • are used to monitor multiple skills

    • Run Chart is used to monitor 1 skill


    Run chart
    Run Chart baseline data. Next use a run chart &

    What is it?

    • A line graph (data plotted over time)

    • Looks at the system’s

      behavior over time

    • Used by teams when gathering baseline data at the beginning of a PDSA project and again after the improvement theory has been tried


    Language Run Chart baseline data. Next use a run chart &


    Cumulative Frequency T baseline data. Next use a run chart & able


    Next pareto diagram
    Next… Pareto Diagram baseline data. Next use a run chart &

    • Pareto’s Law “80/20”

    • Run chart = data over time

    • Pareto Diagram = discrepancy data


    Pareto diagram
    Pareto Diagram baseline data. Next use a run chart &

    What is it?

    - A bar chart which ranks related measures in decreasing order of occurrence

    - A tool to separate the significant aspects from the trivial ones


    Pareto diagram1
    Pareto Diagram baseline data. Next use a run chart &

    How is it made?

    1. Collect the data.

    2. Construct a frequency table.

    3. Draw and scale the horizontal and

    vertical axes.

    4. Draw and label the bars for each

    category

    5. Draw the cumulative percentage line.

    6. Review the results of the Pareto.


    Pareto Diagram baseline data. Next use a run chart &


    Analyze causes

    Analyze Causes baseline data. Next use a run chart &

    October/November


    Review the baseline data collected and discuss root causes for the results. Use Cause & Effect & Relations Diagrams.

    Once root causes are identified, research best practices related to the root cause and share with the PLC team (improvement theory)

    View Video


    Cause-Effect Diagram for the results. Use Cause & Effect & Relations Diagrams.


    Relations Diagram for the results. Use Cause & Effect & Relations Diagrams.

    What is the Root Cause?

    What is the Root Effect?


    Team sharing activity
    TEAM Sharing Activity for the results. Use Cause & Effect & Relations Diagrams.

    Share you PLC’s PDSA Steps

    up to this point


    PLC members coach each other & may go into each others classroom to observe and provide feedback

    Write an action plan to implement the improvement theory in your classrooms. Practice newly-learned strategies (improvement theory), and measure the effectiveness of the strategies


    Action Plan Worksheet classroom to observe and provide feedback


    Considerations connections
    Considerations & Connections classroom to observe and provide feedback

    • How much time will you give to your data monitoring/collection?

    • How many data points will you collect ?

    • How are your students connected to this data collection & SMART Goal?


    Making connections
    Making Connections classroom to observe and provide feedback

    Team Norms

    Ground Rules

    SMART Goals

    SMART Goals

    Data Focused

    Data Focused

    Collaboration

    Collaboration

    Class Meeting

    PLC Meeting

    Quality Tools/PDSA

    Quality Tools/PDSA

    Aligned to Plan

    Aligned to Plan

    Research Based

    Research Based

    Teacher Empowerment

    Student Empowerment


    Monitor student data to determine effectiveness of strategies. Compare to baseline.


    Collaborative data analysis
    COLLABORATIVE Data analysis strategies. Compare to baseline.

    Strategies and protocols

    The Heart of PLC’s


    Data analysis strategies
    Data strategies. Compare to baseline.ANalysis Strategies

    • Start with learning related questions

    • Come with an open mind

    • Turn numbers into pictures

    • Leave with questions

      Pages 158-160


    Discussion strategies
    Discussion Strategies strategies. Compare to baseline.

    • Define the language of discussion

    • Use agreed upon discussion protocols

      • Help focus conversations on facts

      • Provide a safe environment

      • Ensure all voices are heard

  • Create discussion roles

  • Separate personality from practice

    Pages 160-162


  • Protocol examples

    Protocol examples strategies. Compare to baseline.

    Guided Practice


    Here s what so what now what
    Here’s What, So What, Now what strategies. Compare to baseline.

    • Step 1: Here’s What (5 mins)

    • Identify specific trends, observations, or outcomes

    • Step 2: So What? (10 mins)

    • What may have led to the results and why?

    • Step 3: Now What? (15 mins)

    • Identify any changes in instructional practices

    LBD p. 188


    Structuring data conversations
    Structuring Data Conversations strategies. Compare to baseline.

    • Prepare your…

      1. Mind

      • Learning centered questions

      • Identify pre-conceptions

        2. Data Set:

      • Spreadsheet

      • Bar Graphs

  • BPLC p. 172-174

  • Handout included


    Data conversations
    Data Conversations strategies. Compare to baseline.

    3. Findings:

    • Stoplight Highlighting

    • 5 Observations/ 5 Questions/categories

      4. Next Steps:

    • Discuss Patterns

    • 3 to 5 Results statements

      5. Summary Statements

    • Prompt

    • Response


    Average scores per classroom
    Average Scores per Classroom strategies. Compare to baseline.


    Focus
    Focus strategies. Compare to baseline.

    Class 3 had the most proficient scores

    Class 1 had the greatest number of non-proficient

    scores


    Organization support
    Organization & support strategies. Compare to baseline.


    Sentence fluency word choice
    sentence Fluency & word choice strategies. Compare to baseline.


    Convention
    Convention strategies. Compare to baseline.


    A focus on results is essential to
    A focus on Results Is essential to… strategies. Compare to baseline.

    • Organizational effectiveness

    • Effectiveness of teams

    • Continuous Improvement

    • Motivation

      Dufour, 2010


    Continue to use the PDSA cycle to make improvements in the realm of your professional learning community

    Reflect, observe, practice, receive feedback, gain expertise and standardize the new practice.

    Make a new flowchart.


    Pdsa step 6 conclusions
    PDSA Step 6: Conclusions realm of your professional learning community

    BPLC p. 176


    Next steps for continuous improvement
    Next Steps for Continuous Improvement realm of your professional learning community

    • A) Continue with the same SMART GOAL, addressing the second root cause

    • B) Move to a different focus area and SMART Goal


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