Rapid City Area Schools August 12, 2013 Data Teams in the PLC Cycle.

transcript

Rapid City Area SchoolsAugust 12, 2013

Data Teams in the PLC Cycle

Dr. Mitchell

Welcome to the 2013-2014 School year

Katie Bray & Valarie Nefzgerhttp://todaysmeet.com/RCASPLC13

The Big Picture

• I know what an instructional roadmap is, and why we’re using the process.

• I know how to create and instructional roadmap.

• I know to use the steps of the data phase to improve student learning.

• I am familiar with the PLC Team Cycle.

Learning Targets

Professional Learning Communities

Rapid City Area SchoolsAugust 12, 2013

PLC Team and Data Team…Are they the same?

PLC Team Data Team“Educators committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators.”

DuFour, DuFour, Eaker, Many. 2006

“Data teams adhere to continuous improvement cycles, examine patterns and trends, and establish specific timelines, roles, and responsibilities to facilitate analysis that result in action.”

S. White, 2005

“Data teams are a model for continuous, collaborative action that inspires and empowers professionals to improve teaching, learning, and leadership for all.”

Douglas Reeves, Leadership and Learning Center on Data Teams, 2010

PLC Team Data Phase

1. Collect and Chart Data

3. Set, Review, and

Revise Incremental SMART Goals

3. Set, Review, and

Revise Incremental SMART Goals

2. Analyze Data and Prioritize

4. Select Common

Instructional Strategies

4. Select Common

Instructional Strategies

5. Determine Results

Indicators

5. Determine Results

Indicators

ONGOING: Monitor

and Evaluate Results

ONGOING: Monitor

Douglas Reeves; Leadership and Learning Center, 2010

• What do we want the students to learn? (Roadmap Phase)

• How will we know if our students are learning? (Roadmap Phase; Data Phase; Post-Data Phase)

• How will we respond when students do not learn? (Data Phase; Post-Data Phase)

• How will we enrich and extend the learning for students who are proficient? (Data Phase)

4 Critical Questions

PLC Team Cycle

Instructional Roadmap Phase

Dave SwankRapid City Area SchoolsAugust 12, 2013

Instructional Roadmap Design

Opportunityisnowhere

Content-area sessions facilitated by content coordinators and teacher leaders, focusing on the work of creating instructional roadmaps.•Your team will need to split up so that at least one representative from your building attends each session.

Part 2: Breakout Sessions

Brief overview of:

•Instructional roadmaps

•Unit pacing guides

•Roles of the district, team, and teacher

Part 1: Whole Group

This morning…

Created a conceptual or thematic unit? (i.e., The Water Cycle, Romeo and Juliet, Fractions, The Civil War)

Have you ever…

Unpacked standards into learning targets?

Have you ever…

Established proficiency? (i.e., PLD)

Have you ever…

Given a summative assessment? (i.e., End of unit test, speech, culminating project)

Have you ever…

Written a common formative assessment?

Have you ever…

Decided on a due date for a project or test?

Have you ever…

Made decisions about the order in which to teach concepts?

Have you ever…

Shared resources with your colleagues?

Have you ever…

This is NOT NEW!

Unit Pacing Guides provide our guaranteed, viable curriculum.

•Instructional Roadmaps are rooted in the Unit Pacing Guides.

Critical Understanding #1

•Outline the essential learning (priority/power standards) in a broad way

•Establish a consistent timeframe for instruction across buildings

•Are established at the district level

Unit Pacing Guides

Instructional Roadmaps are the work of PLC teams.

• Establish the context of the pacing guide at the team level.

• Consider the unique factors of each student and staff population

• Include an assessment plan

• Provide the “bridge” between the unit pacing guide and classroom instruction

Instructional Roadmaps

District Team Teachers• Establish

priority/power standards

• Develop unit pacing guides

Create instructional roadmapso Learning

targetso Proficiency

level descriptors

o Assessment and learning plan

• Lesson plans• Learning

experiences• Criteria for

success

Curriculum Design in a PLC

The process is “tight”; the format is “loose.”

• Stage One: Determine the essential learning based on standards

• Stage Two: Determine what evidence to collect

• Stage Three: Calendar assessments and learning targets

• Stage Four: Increase teacher capacity

Four stages

Example

Individual teachers have the autonomy and flexibility to tailor the instruction in their classrooms.

• This process will push many teachers outside of their comfort zone.

• This process is time-consuming, and it can’t be rushed.

• Don’t try to create a roadmap for the timeframe in which you’re currently teaching!

Important to know

• Detailed steps for each of the four stages of Instructional Roadmap Design

• Templates

• Protocols

• Examples

Facilitation Guides

• Elementary Math – Dakota Hall

• Secondary Math – Room #109

• Elementary Literacy – Library Community Rm

• Secondary Literacy – Room #110

• Science – Classroom A (don’t go anywhere!)

• Secondary Content – Room #111

Breakout Sessions

Opportunityisnowhere

Opportunity is no where

Opportunity is now here

11:00 – 12:30

Lunch Break

• We have learned more about the Instructional Roadmap Phase.

• We spent lots of time last year working with CFA’s.

• We know that the Instructional Roadmap will help us determine what CFA’s to administer and when to administer them.

Thus Far…

What do we do with the data from the CFA?

DATA PHASE

Data (PLC)Teams are a model for continuous, collaborative action that inspires and empowers professionals to improve teaching, learning, and

leadership for all.

Data Teams are small, grade-level, department, course-alike, or

organizational teams that examine work generated from a common

formative assessment. Douglas Reeves, Leadership and Learning Center on Data Teams, 2010

For each step in the data phase you will see…

1.the why, what, and how.

2.an example.

3.a short video.

4.the PLC team’s rubric for each step of the data phase.

THE Presentation

PLC Team Data Phase

1. Collect and Chart Data:•Data teams gather and display data from the common formative assessment results.

3. Set, Review, and, Revise

Incremental SMART Goals:

• Teams collaboratively set Incremental goals that are reviewed and revised throughout the data cycle

Needs: • Data Teams identify the

strengths and needs of student performance and then form inferences based on the data.

• Data Teams also prioritize by focusing on the most urgent needs of the learners.

4. Select CommonInstructional Strategies:•Teachers collaboratively identify research-based instructional strategies. (ex., Marzano’s 9 Research-Based Best Practices)

5. Determine Results Indicators:•Data Teams determine the “Look For’s” in student work /behaviors as well as the Adult behaviors•Teacher Actions + Student Actions = Desired Impact

ONGOING: Monitor

Step 1: Collect and Chart DataWhy? Collecting and charting data allows you to recognize and accelerate all groups of learners.

What is it?Disaggregation/organization of data into 4 groups:•Proficient and Higher•Close to Proficient•Far from Proficient•Intense Intervention

Teams may disaggregate data into additional groups (Free/Reduced;Ethnic; Gender; etc.) if wanting information concerning patternsand trends among subgroups.

How do we do it?•Score Common Formative Assessments (CFA) based on proficiency descriptors (PLD) with PLC team.•As a team, chart data (Chart paper, excel, word document)

Reeves, 2010: Leadership and Learning CenterPeery; Leadership and Learning Center, 2011

Examples: Charted Data

Teacher 1

Teacher 2

Teacher 3

Example: Charting Data Using Excel

Sartartia Middle School Video Clip: Step 1-Collecting Data

Data Team Rubric: Collect-Chart Data

“Analysis of data provides insights” (White, 2005) and ensures “that the highest number of students possible will achieve proficiency” (Peery, 2011).

What is it?

• Examination of student work in order to make inferences based on both…

– Student strength(s)

– Student need(s)

How do we do it?

• Collaboratively examine and discuss student work/CFA’s.

• Determine each groups area of strength(s).

• Using what the team knows about each strength(s), prioritize each groups area of focus/need.

Step 2: Analyze and Prioritize Needs

Reeves, 2010: Leadership and Learning CenterPeery; Leadership and Learning Center, 2011

Examples: Analysis

Example: Charting Analysis and needs Using Excel

Sartartia Middle School Video Clip: Step 2-Analysis

Data Team

Rubric: Analyzing

Quiz TimeHow much do you remember?

• Holds individuals and teams accountable

• Allows you to analyze, monitor, and adjust professional practice which, in turn, encourages focus and action.

What is it?

• S Specific

• M Measurable

• A Achievable

• R Relevant

• T Timely

Short Term Goals

Reviewed and Revised throughout the data cycle

Step 3: Set, Review, Revise Incremental SMART Goal

How to determine SMART Goal?

SMART Goal statement:

The percentage of (student group) scoring proficient or

higher in (content area-standard) will increase from (Pre

Assess %) to (Goal %) by the end of (Date) as measured by

(CFA) administered on (Administration Date).

Determining SMART GOAL:

Add only the number of students at Proficient, Close and Far, then divide that number by the total number of students.

Step 3: Set, Review, Revise Incremental SMART Goal

Examples: SMART Goal

Example: Charting SMART GOAL Using Excel

Sartartia Middle School Video Clip: Step 3-SMART goal

Data Team

Rubric: Smart Goal

• Determine strategies that work so that we can share and replicate those strategies in the future.

• Determine whether the actions of the adults had an impacton student success.

What is it?

• Research-based instructional strategies are:– actions by adults that positively impact student cognition.– actions that provide active involvement of students in the learning.– actions that enhance student achievement.

How do we do it?

• Collaboratively examine and discuss student needs

• Determine instructional strategies for each group in which there is a direct link between the identified need (Step 2) and the research based strategy.

Step 4: Select Common Instructional Strategies

Reeves, 2010: Leadership and Learning Center

Peery; Leadership and Learning Center, 2011

Marzano’s Research-based 9 Strategies

• Identifying Similarities and Differences

• Summarizing and Note Taking

• Reinforcing Effort and Providing Recognition

• Nonlinguistic Representations: Imagery

• Cooperative Learning

• Setting Objectives and Providing Feedback

• Generating and Testing Hypotheses

• Cues, Questions, and Advance Organizers

• Applications: Teaching Specific Types of Knowledge

Research-Based Strategies: Marzano

Marzano; Classroom Instruction that Works, 2001.

Examples: Instructional Strategies

Example: Charting Instructional Strategies Using Excel

Sartartia Middle School Video Clip: Step 4-Instructional Strategies

Step 4: Instructional Strategies

Rubric

Step 5: Results Indicators

Reeves, 2010: Leadership and Learning Center, Peery; Leadership and Learning Center, 2011

Examples: Results Indicators

Expected Result: Use manipulative and/or drawings to determine if a number sentence shows equality (Is the number sentence true or false) when a standard notation is explored (ex. 8=4+4—Is this true or false).

TSW demonstrate the equality of a number sentence using a written visual representation and/or using manipulatives.

Daily, TTW model creating a visual representation of the number sentence in order to determine equality. TTW also model checking work.

Example: Charting Results indicators Using Excel

Sartartia Middle School Video Clip: Step 5-Results Indicators

Step 5: Results

Indicators Rubric

Why? Monitoring allows team members to reflect on the effectiveness of the strategies being

used with the purpose of enhancing student achievement.

What is it?Reflection of the responses generated from the following 3 questions:

1. Are the strategies selected by the team having the desired impact on student learning?

2. If yes, How do we know?

3. If not, What do we do next to guarantee better success.

How do we do it?• Examine work samples

• Team members support each other through dialogue, modeling, and planning.

• Decide, through collaborations, whether to continue, modify, or stop the use of the selected strategy.

Step 6: Monitoring and Evaluating

Peery; Leadership and Learning Center, 2011

Step 6: Monitoring

and Evaluating

Rubric

•What is your PLC time going to look like?

Bringing it all together

Are you familiar with the unit pacing guides provided to you by your district?

If not…locate them and familiarize yourself with them.

If so…create Roadmap.

Instructional roadmap phase

Is your Roadmap finished?

If not…finish it.

If so…Work within the classroom; administer CFA’s, and collect classroom data.

If…1. You are familiar with your Unit Pacing Guides.

2. Roadmap is finished.

3. CFA’s are created, administered, and the data is ready to share with your PLC/Data Team.

Then… move to Data Phase and with yourteam….

1. Collect and Chart Data.

2. Analyze Data

3. Create SMART Goal.

4. Determine Instructional Strategies.

5. Determine Results Indicators.

6. Monitor effectiveness of strategies.

PLC Team Data Phase

1. Collect and Chart Data:•Data teams gather and display data from the common formative assessment results.

3. Set, Review, and, Revise

Incremental SMART Goals:

• Teams collaboratively set Incremental goals that are reviewed and revised throughout the data cycle

Needs: • Data Teams identify the

strengths and needs of student performance and then form inferences based on the data.

• Data Teams also prioritize by focusing on the most urgent needs of the learners.

4. Select CommonInstructional Strategies:•Teachers collaboratively identify research-based instructional strategies. (ex., Marzano’s 9 Research-Based Best Practices)

5. Determine Results Indicators:•Data Teams determine the “Look For’s” in student work /behaviors as well as the Adult behaviors•Teacher Actions + Student Actions = Desired Impact

ONGOING: Monitor

Rapid City Area Schools August 12, 2013 Data Teams in the PLC Cycle.

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