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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.


  • 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
  • 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 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?


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
  • 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
  • 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?


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
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


Reviewed: District, Building, & Classroom Data

elements of a smart goal
Elements of a SMART Goal

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).


5 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

Targeted Skills

Monitoring Tool

Example: Bi-weekly CARS Assessment

  • Example: Main Idea


Every 2 weeks

define the current situation

Define the Current Situation

How is the skill

currently taught?

flow chart
Flow Chart


- 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

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.





Make a Decision


Conduct a


Report Out

End of Process


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


Choosing or Developing Common Assessments

which tools fit my data
Which Tools Fit my Data?
  • Run Chart and
  • Pareto Diagram
  • are used to monitor multiple skills
  • Run Chart is used to monitor 1 skill
run chart
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
next pareto diagram
Next… Pareto Diagram
  • Pareto’s Law “80/20”
  • Run chart = data over time
  • Pareto Diagram = discrepancy data
pareto diagram
Pareto Diagram

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

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


5. Draw the cumulative percentage line.

6. Review the results of the Pareto.

analyze causes

Analyze Causes



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


Relations Diagram

What is the Root Cause?

What is the Root Effect?

team sharing activity
TEAM Sharing Activity

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

considerations connections
Considerations & Connections
  • 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

Team Norms

Ground Rules



Data Focused

Data Focused



Class Meeting

PLC Meeting

Quality Tools/PDSA

Quality Tools/PDSA

Aligned to Plan

Aligned to Plan

Research Based

Research Based

Teacher Empowerment

Student Empowerment

collaborative data analysis

Strategies and protocols

The Heart of PLC’s

data analysis strategies
Data 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
  • 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

Guided Practice

here s what so what now what
Here’s What, So What, Now what
  • 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
  • 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

3. Findings:

  • Stoplight Highlighting
  • 5 Observations/ 5 Questions/categories

4. Next Steps:

  • Discuss Patterns
  • 3 to 5 Results statements

5. Summary Statements

  • Prompt
  • Response

Class 3 had the most proficient scores

Class 1 had the greatest number of non-proficient


a focus on results is essential to
A focus on Results Is essential to…
  • 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.

next steps for continuous improvement
Next Steps for Continuous Improvement
  • A) Continue with the same SMART GOAL, addressing the second root cause
  • B) Move to a different focus area and SMART Goal