PLCs to Support High Performing Schools

Andrea FletcherAdministrative Retreat

August 1, 2013

PurposeTo create high performing schools with no fewer than 85 % of our students proficient by March 2016 (32 months)

Our kids deserve the fullest preparation we can give them to break the cycle of poverty in our community.

85

85% Proficient

Is it possible?

Greater Newark public charter school- 90% FRL; 85% minority

2003-2006 scores show dramatic increase

Math- 7% year 1 to 82% year 4

ELA- 46% year 1 to 80% year 4

Success Stories

Fort Worthington- MD (85% FRL; 98% minority)

Math- 44% proficient 05/06 to 86% in 07/08

ELA- 49% in 05/06 to 88% in 07/08

Morrell Park MS- MD Eighth graders

Math- 2% in 05/06 to 79% in 08/09

Rdg- 32% in 05/06 to 79% in 08/09

Common Lever- Data Driven Instruction

Keys:

Assessment defines the roadmap for rigor

Analysis of where students are struggling and WHY

Data guiding specific action

Systems that ensure continual data-driven improvement

WE HAVE TO BE A LEARNING ORGANIZATION!

Assessment StructureState assessment- NMSBA (March 2014)

BOY to EOY- Discovery- state approved, district adopted

Interim assessments rigorously aligned to CCSS (Oct/Nov, Dec). Will only assess what has been taught, according to pacing guides.Full length interim (C) in February to prepare for NMSBA

Common Formative Assessments aligned to CCSS (ongoing)

Checks for understanding built into each lesson

PLC vs. Data Meeting

Purely a matter of syntax. . .

Dive more deeplySchool

ClassroomStudent

StandardQuestion

PLC vs. Data Meeting

Very specific ACTIONPrincipal

Teacher

Student

Very focused meeting

Seamless connection between standards, rigorous assessments, teacher action plan, instruction and planning, observation & feedback

Data meeting clip

http://www.youtube.com/watch?v=mi0c6mH4eEs

Trouble. . .

Reflection

Initial impressions

Structure of the meeting?

Teacher Behavior?

What was the intended outcome?

What was the actual outcome?

Cheeseburgers?

http://www.youtube.com/watch?v=L2-VY1mogHA 

Observations

What was the purpose? How do you know?

Outcome?

How did teachers feel?

Structure?

What would help?

NormsOn time

Prepared

Solely focused on data-driven instruction

Respectful

Engaged

Agenda

Minutes

Focused on data and not personalities

Culture of collaboration

Hall of Fame

Share your memory of your worst PLC at your table.

Tables will select a nomination for the PLC Nightmare Hall of Fame, write on index card and bring up to Andrea for voting by applause.

Structure

1. Collect and chart data

2. Analyze the data- what does data tell you about trends, errors, priorities?

3. Public commitment to action and what evidence will look like (who, what, when, where, how)

4. Review previous commitment- accountability

Data meeting clip- Wright Middle School

http://www.youtube.com/watch?v=L2-VY1mogHA 

StructureCollect and chart data

Analyze the data- what does data tell you about trends, errors, priorities?

Public commitment to action and what evidence will look like (who, what, when, where, how)

Review previous commitment- accountability

Leadership-Affect

What actions are taken to create an environment of safety allowing for honest, productive conversations?

What norms are clearly in place?

What actions are taken to keep the meeting focused on learning?

Could this meeting lead to differentiated walkthroughs in the coming week?

Adelphia Data Meeting

http://www.youtube.com/watch?v=pksFf9oLQfg

Structure

Collect and chart data

Analyze the data- what does data tell you about trends, errors, priorities?

Public commitment to action and what evidence will look like (who, what, when, where, how)

Review previous commitment- accountability

Leadership- Affect

What actions does the principal take to create an environment of safety allowing for honest, productive conversations?

What norms are clearly in place?

What actions does the principal take to keep the meeting focused on learning?

As a principal, what would you look for in walk-throughs in the coming week?

1. Collect and Chart Data

Clear expectations about what to bring

Process for posting before meeting starts

Possible items to chart:Number and % proficient on CFAsItem analysis (by teacher, how kids answered each CFA question)Analysis of standards covered

2. Results AnalysisPart 1- Global questions:

How well did the class do as a whole?

What are the strengths and weaknesses in the standards- where do we need to focus?

How did the class do on old vs. new standards?

How were the results in different question types?

Who are the strong/ weak students

2. Results AnalysisPart 2- Dig In

Look at bombed questions- did all choose same answer?

Compare similar standards- are they related?

Break down the standard- were some harder?

Look horizontally by student- are there any anomalies?

Effective Analysis

Let the data do the talking

Let the teacher do the talking

Always go back to the test questions

Know the data before you walk in so you know how to guide

Helpful Phrases Leading to Action

So, what’s the data telling you?

Congratulations on the improvement from last time (be specific)

So, ------ (paraphrase their frustration: the kids never listen, the questions were bad, etc.) Where should we begin with our action plan moving forward?

Helpful phrases leading to action

Why did everyone miss number 2?

Questions 2 and 7 are the same standard. Why do you think they missed 2 and not 7?

What would your students need to be able to do to answer number 2? What would you need to put in place? What supports do you need?

Great insight! Let’s revisit your action plan and add these additional ideas.

3. Commitment to Action/ Evidence

Based on data and our understanding of what didn’t work, what is our specific commitment to intervention:

Which kids? All? Some? One?

Who will provide reteaching/ intervention?

When and where?

What specific strategies will be used? Grouping?

What would I expect to see in the classroom as evidence?

How will we know the commitment affected results?

Pitfalls

Diversion tactics (venting, other business, personal, excuses, one man show)

Too much competition- show-offs/ shut-downs

Tendency to be vague or anecdotal- prove it!

Too much background, not enough action

Revisit previous commitment

Might start each meeting with this

Should be a process to see commitment in action: plans, observations, walk-throughs, acceleration folders, etc.

Reflection: Culture of Learning?

Does my school or department act as a learning organization?

Is there a spirit of curiosity about why students are not successful?

Do all staff members constantly question if the status quo is working and how it might be improved?

Are we willing to engage each other in conversations that stretch our current understanding?

Non- Negotiables for a Culture of Learning

We believe and act on the belief that all students can learn.

We collectively develop clearly articulated norms that we adhere to in our work.

We accept learning as the fundamental purpose of the school and examine all our practices in light of their impact on learning.

We engage in, model, and promote collaborative practice.

All the students belong to all of us.

Non-negotiablesWe establish and maintain an atmosphere of mutual respect.

Isolation is not an option. Collaboration is a right and a responsibility.

All adults are committed to the success of all other adults.

We focus on results: That means we analyze assessment results together, make data-driven decisions, establish goals for specific measurable skills and knowledge, identify improvement strategies, and adapt instruction to meet student needs.

Implementing Data Meetings

When will you begin?

What data will you focus on?

How might the focus change through the year?

Who will lead it?

What legwork do you need to get ready? (PD, expectations, norms, data availability, guiding questions)

Jump in and learn from the process!