Continuous Improvement Professional Learning Community Framework Where are we now? Where are we going? What is changing?

1. Continuous Improvement Professional Learning Community Framework • Where are we now? • Where are we going? • What is changing? February 6, 2009

2. PLC Big Ideas & Core Values • Ensuring that students learn • Learning for all • A Culture of Collaboration • Teamwork • Focus on Results • Data-Driven Decisions Continuous Improvement Philosophy

3. Building Leadership Team ITBS/ITED Summative Assessments School Improvement Plan ARD Team Communication ARD Team SEB ARD Team Math SMART Goal SMART Goal SMART Goal In-Process Measures – Summative & Formative Assessments

4. 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? Plan: 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 What do they know? What have they learned? Action Research Overview for Professional Learning Communities 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) Most effective/best practice teaching and learning strategies? Into your classroom 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?

5. PLAN PLAN PLAN ACT ACT ACT DO DO DO STUDY STUDY STUDY ITBSSummative Assessment BL TeamSchool SIP ITBSSummative & Formative Assessment AR Teams Math-Communication-SEB SMART Goal Formative Assessment • What to learn? • Evidence of learning? • If they don’t? • If they do? GLT Std Learning Expectations-”I can”

6. 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? What do we want students to know? Plan: 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 know if they have learned it? What do they know? What have they learned? Action Research Overview for Professional Learning Communities 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) What evidence do we have of the learning? 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? How do we respond if they don’t?

7. PLAN PLAN PLAN ACT ACT ACT DO DO DO STUDY STUDY STUDY ITBSSummative Assessment BL TeamSchool SIP ITBSSummative & Formative Assessment AR Teams Math-Communication-SEB Vertical Articulation AR Teams Math-Communication-SEB SMART Goal Formative Assessment • What to learn? • Evidence of learning? • If they don’t? • If they do? GLT Std Learning Expectations-”I can”

9. CRCSD 3-Year Vision for PLC • Year One -Define the Vision & Build Capacity • Year Two -Build Capacity & Implement • Year Three -Implement – Review – Refine • Major areas of Focus • Student learning expectations • Formative assessment • Collaboration • Continuous Improvement

10. Three Year Vision for PLC • Year 1 – Define the Vision/Build Capacity • Define PLC & establish common understanding • Today’s Agenda! • Collaboratively build consensus on the vision • Build capacity • Develop Elementary Student Learning Expectations (SLE) (44 teachers) • Introduce Formative Assessment • Begin discussion of time

11. Year 2 – Build Capacity & Implement • Build capacity • Implement PLC framework pre K-12 • Utilize Quality Liaison Network • Continue to investigate time issue • Elementary – roll-out SLE and “I can” statements • Develop Formative Assessments • What do we want students to know & be able to do? • What evidence do we have of the learning?

12. Year 3 – Implement/Review & Refine • Refine model • Implement systemic changes to create time for PLC’s to meet • Provide opportunities for teams to share best practices • Address PLC Q – How do we respond when students don’t learn? • Barriers to learning • Differentiated instruction

14. PLC Crucial Questions What do we want each studentto learn, know, or be able to do? What evidence do we have of the learning? How will we respond when some students don’t learn? How will we respond to those who have already learned?

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

16. Professional Learning Communities Essential Elements • Focus on Learning • Collaborative Culture • Collective Inquiry • Action Oriented • Commitment to Continuous Improvement • Results Oriented Hand-out PLC - Overview

17. What are Professional Learning Communities? • Article from Learning by Doing • Definition & essential elements • Discuss & record key points using hand-out Learning by Doing2 page hand-out

18. Professional Learning Communities Essential Elements How are these evident in your school? • Select an element • Record evidence of this element in your school or team • Rotate after 2 minutes • Last rotation – select one person to report to group

19. Culture Shifts in a PLC • Shift in Fundamental Purpose…… From teaching to learning • Shift in Use of Assessments …… From summative to frequent formative • Shift in the Work of Teachers ….. From isolation to collaboration • Shift in Response When Students Don’t Learn ….. From remediation to intervention

20. Where are we now? • Where are you? • Mark on the continuum X Hand-out2 page

21. Record your discussion points: Key Strengths, Opportunities & Actions/Ideas Going well? Areas to consider?

22. PLAN PLAN PLAN ACT ACT ACT DO DO DO STUDY STUDY STUDY ITBSSummative Assessment BL TeamSchool SIP ITBSSummative & Formative Assessment AR Teams Math-Communication-SEB Vertical Articulation AR Teams Math-Communication-SEB SMART Goal Formative Assessment • What to learn? • Evidence of learning? • If they don’t? • If they do? GLT Std Learning Expectations-”I can”

23. Next Steps: • Based on your : • Understanding of PLC framework • Culture Shift Discussion • What are the next steps? • For you? • For your GLT? • Select 2 or 3 ideas for your focus • Build on your strength areas

24. In a Professional Learning Community educators create an environment that fosters mutual cooperation, emotional support and personal growth as they work together to achieve what they cannot accomplish alone. --PLC at Work