Post on 29-Nov-2014
description
transcript
solution-tree.com
solution-tree.com
Research Type Source
Interviews with Subject Matter Experts • Rick DuFour• Becky DuFour• Mike Mattos• Claudia Weatley• Cassandra Erkins• Eric Twadell• Bill Ferriter• Jeanne Spiller
Focus Groups Mixture of Customers and Associates
Survey 145 PLC Customers; diverse districts/roles
References • Common Formative Assessments • Learning by Doing• Raising the Bar and Closing the Gap • Embedded Formative Assessment• Professional Learning Communities at Work • AllThingsPLC
solution-tree.com
Explanation of Survey Results
Respondents were asked how long they have been implementing PLCs and
what level of measurable student impact their schools had achieved.
The responses in this presentation represent those who have
implemented for 3+ years.
To identify common struggles and best practices, the responses have also
been filtered to compare those who indicated
low/no measurable impact with high measurable impact.
solution-tree.com
Highly successful schools use technology to track and report formative assessment data more often.
Low / No
High
Do teams in your school or district use technology to capture and report formative assessment data?
MeasurableImpact
solution-tree.com
Low / No
High
Does your school or district provide ongoing professional development related to the PLC process?
Highly successful schools provide more ongoing PD related to the PLC process.
MeasurableImpact
solution-tree.com
Highly successful schools provide coaching more consistently to assist with the PLC process.
Low / No
High
Does your school or district provide coaches to assist with the PLC process?MeasurableImpact
solution-tree.com
Highly successful schools review assessment data more regularly and frequently.
Low / No
High
How frequently do teams in your school or district review formative and other assessment data?
MeasurableImpact
solution-tree.com
Highly successful schools identify students for intervention more frequently.
Low / No
High
How frequently do teams in your school or district identify students needing assistance or enrichment?
MeasurableImpact
solution-tree.com
Highly successful schools create specific plans for interventions more regularly and more frequently.
Low / No
High
How frequently do teams in your school or district create specific plans to intervene with students needing assistance or enrichment?
MeasurableImpact
solution-tree.com
Highly successful schools have principals who meet with teams to review formative assessment and performance data more regularly and frequently.
Low / No
High
How frequently do principals in your school or district meet with teams to review formative assessment or other student performance data?
MeasurableImpact
solution-tree.com
Low/No Impact Impact
High Impact
Which aspects of PLCs does your school or district consistently practice (choose all that apply)?
Highly successful schools practice most PLC elements to a high degree, particularly those related to team meeting, assessments and analyzing data regularly.
solution-tree.com
Please select the three components of a PLC that have been the most difficult to implement in your school or district:
Intervention, CFAs, and analyzing results student-by-student were the most difficult to implement among all respondents.
solution-tree.com
For more information on Global PD
solution-tree.com/globalpd
877.247.8270
solution-tree.com
Thank you!