PLCs for Leadership Teams SEMLAC – Day Two

Metro ECSULinda HarvieuxAugust 12, 2011

A Metro ECSU Presentation

• Welcome and Grounding• Sustaining the Culture and Growth of the PLC:

Are we a group or a team?• Mapping Your Route:• The Four PLC Questions: What is the work?

Where is your team? What’s next?– What do we expect the students to learn? – How will we know?

• Mapping Your Route Continued:• The Four PLC Questions: What is the work?

Where is your team? What’s next?– What will we do if the students don’t learn?– What will we do if they already know it?

• Action Planning


“The message should be, ‘We did then what we knew how to do. Now that we know better, we can do better.”

DuFour, DuFour, Eaker & Many. pg. 255


“The message should be, ‘We did then what we knew how to do. Now that we know better, we can do better.” DuFour, pg. 255

Individual Group Team


CV T O

M I B Z UG D S A E H W

Y F K N X L J Q P




FJ R N

U L A O SP E V D X C Y

K T G WB I Q M HA Metro ECSU Presentation


10A Metro ECSU Presentation

Things to think about when deciding whether to use consensus or not….How much support or buy-in do you need in order to implement.History.Past successes.Skills of the group.Volatility.Confidentiality.


Which of these do you believe defines consensus:1.All of us can embrace the proposal.2.All of us can endorse the proposal.3.All of us can live with the proposal.4.All of us can agree not to sabotage the proposal.5.We have a majority-at least 51 percent-in support of the proposal.


When the group reaches a single solution or decision and each member of the group can say:

I believe you understand my point of view.I believe I understand your point of view.I will support the outcome because it was reached openly and fairly.I believe it is in the best interest of the entire group.


A unanimous vote.Everyone’s first choice.That everyone agrees. (Enough participants need to be in favor of to get the decision carried out.)

NOT ALL DECISIONS SHOULD BE MADE BY CONSENSUS


• All points of view have not merely been heard, but actively solicited.

• The will of the group emerges even to those who most oppose it.


What are the worst possible outcomes if we don’t do this?

What are the worst possible outcomes if we do this?

What are the best possible outcomes if we don’t do this?

What are the best possible outcomes if we do this?

Use “worst possible” as a planning tool to identify what needs to be done to be sure these outcomes don’t happen.

Use “best possible” as tool to identify what has to be done to be sure these outcomes happen.


5. Fingers. I love this proposal.

4. Fingers. I strongly agree.

3. Fingers. The proposal is okay with me. I am willing to go along with it.

2. Fingers. I have reservations and am not yet ready to support this proposal.

1. Finger. I am opposed to this proposal.

Fist: If I had the authority, I would veto this proposal, regardless of the will of the group.


When the group gets stuck….

What to say when the group gets stuck or is running out of time.

Ask….


When the group gets stuck…

Go back to points you all agree upon. List them.Go back to the polar points. What would make this something you could live with?Take a break (walk around).Change facilitators.Put a hold on the issue.Use sufficient consensus.


Questions to ask about the process:Have we fully involved everyone as participants in the problem-solving process?Have we listened carefully to all points of view, particularly the unpopular ones?Have we seriously faced any emerging conflict in our group and tried to reconcile differences?

Pledge to revisit within a certain time.


SUPPORT PARTICIPATEStrong Agreement 10 I’ll Lead

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8

Agreement 7 I’ll Help

6

5

Low Agreement 4 Not Able/Willing to Help

3

2

No Agreement 1 Won’t Sabotage


Skills Incentives

Resources

Action Plan

Vision Skills Incentives

Resources

Action Plan

CHANGE

CONFUSION

Vision Incentives

Resources

Action Plan

ANXIETY

Vision Skills Resources

Action Plan

GRADUAL CHANGEVision Skills Incentive

sAction Plan

FRUSTRATION

Vision Skills Incentives

Resources

FALSE STARTS


Assessing your team: Focus on Student Learning Collaboration Focus on Results

Find the “Self-Assessment for a Focus on Learning” in your binder (end of day 2).

Read through the criteria and match with the four questions.

Save this assessment to complete as we investigate the work of your team.


In This Section: Team roles are recorded Document member participation to keep all

members accountable and informed


Date: PLC Facilitator:Recorder:

Members Present: Members Absent:

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24

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Non-Negotiables Define essential learning and use common

assessments Everyone participates and works toward

the common goal – achievement for all students

Teams make individual norms and honor their team norms

-adapted from DuFour, et. al.

Team Norms

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Norms:

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“There is such a thing as group IQ. While a group can be no smarter than the sum total of the knowledge and skills of its members, it can be much “dumber” if its internal workings don’t allow people to share their talents.”

-Sternberg, 198

A Metro ECSU Presentation 26

Norms make sure all the team members can participate by having solid “internal workings”.

How will your norms help your team develop solid “internal workings”?

What will the team do about “norm-breaking”?▪ What do we do about the person who doesn’t

come?▪ What do we co about the person who comes but

doesn’t participate?A Metro ECSU Presentation 27

We will not interrupt.

We will start and end on time.

We will use an agenda and log.

We will engage in deep listening assuming positive intentions.

We will use our time to focus on student learning.

Our meetings will be guided by the four critical questions.

A Metro ECSU Presentation 28

Centerpiece Activity: Working in your group, first silently

respond to the norm cards in the middle of the table, one at a time.

After time is called, assign a facilitator to process each norm.

Read aloud the ideas created as a group. Synthesize the ideas into one all-

encompassing statement. Describe how that norm with look –

document for future reference.A Metro ECSU Presentation

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Team Topic/Focus:


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Today’s Focus:

Four Questions:What do we expect the students to learn? How will we know when they have learned it?How will we respond when they don’t learn? How will we respond when they already know it?

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Use summative results : MCA, NWEA, other standardized tests and classroom summative assessments to identify topic and content strands to focus on

Evaluate content area student skills and learning strategies to identify skill based focus areas

Identify common skills across curricular areas to identify skill based focus areas





Team Topic/Focus: Third grade math fluency

The 3rd grade students will be able to compute 3-digit addition number sentences as measured by our team’s common assessment with 90% accuracy by the end of the first trimester.


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Today’s Focus:

Four Questions:What do we expect the students to learn? How will we know when they have learned it?How will we respond when they don’t learn? How will we respond when they already know it?

What math skills do we assume our students already have? What math vocabulary will be necessary to engage in this content?How will we pre-assess our students understanding of the necessary skills and vocabulary

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Find the packets of “Four Questions” and a blank “Four Question” grid.

Sort the questions strips in the appropriate section of the grid.

Check your work on the completed grid.

Add 2-3 questions of your own in each section of the grid.

Add questions as we move through the day.


Collaborative TeamsData/Assessment

Student Learning


What do we expect our students to learn?Standards, benchmarks, ELO’s, essential learnings, power standards, learning targets, content and language objectives (Sheltered Instruction)

How will they learn it?Teaching strategies, learning strategies, student involvement (goal setting and feedback)

How will we know when they have learned it?Pre-Assessment: What do they already know?(ex: quick quiz, pre-write, conference, check list)Formative Assessment: What are we learning that will impact teaching and student learning?(ex: Daily, check-in, CBM’s, common formative, rubrics, student work, conferencing)SummativeHow will we manage the data?Data review processes (Sargent, Love, Ainsworth): How will we manage and use the data?

What will we do if they don’t learn? (What do we do with the data?)Evaluate the assessmentIdentify students not proficientPlan resources (strategies, assessments, staff who will provide the intervention/reteaching/review)Student involvement, feedback, and goal setting What is our structure for interventions?Classroom interventions, Response to Intervention (RtI), Positive Behavior Intervention Supports (PBIS)

What will we do if they already know it? Evaluate the targetsChallenge targetsHigher level thinking and questioningDifferentiation What is our structure for acceleration?RtI, Differentiation



Priority Standards Defined:Priority Standards are a carefully selected

subset of the total list of the grade-specific and course- specific standards within each content area that students must know and be able to do by the end of the each school year in order to be prepared to enter the next grade level or course.

Ainsworth, 2003; Reeves, 2001, 2002


Priority Standards are not all that we teach; rather, they represent those prioritized learning outcome that are absolutely essential for all students to know and be able to do.

Ainsworth, 2003


Supporting standards are those standards that support, connect to, or enhance the Priority Standards. They are taught within the context of the Priority Standards, but do not receive the same degree of instruction and assessment emphasis as do the Priority Standards.

Ainsworth



Use three criteria when considering which are “priority standards”:

What they need to know and be able to do in the next grade, (Readiness) and across content areas. (Leverage)

What they need to know and be able to do in the way of life skills. (Endurance)

What they need to know and be able to do on all high stakes district or state assessments. (High Stakes Testing)

(Ainsworth, 2003)


Endurance Are the students expected to retain the

skills/knowledge long after the test is over? Leverage

Is this skill/knowledge applicable to many academic disciplines?

Readiness for the Next Level of Learning? Is this skill/knowledge preparing the student

for success in the next grade or course?Reeves, 2003


Using results from the “Data Retreat Process” identify subjects and strands in which all students or student groups are not proficient or are showing the largest proficiency gaps.

Triangulate the data results with a variety of standardized tests, classroom screeners, common formative assessments, other classroom data and teacher observation.

Return to the standards to prioritize.


Metro ECSU 47

Standard – 4th grade, math

High Stakes Tests

Endurance Leverage Readiness Power Standard(Yes or No)

Order Teacher Notes

Number and Operations 4.1.1 Students will be able to demonstrate mastery of multiplication and division basic facts; multiply multi-digit numbers; solve real-world and mathematical problems using arithmetic.

Yes 1

4.1.2 Students will be able to represent and compare fractions and decimals in real-world and mathematical situation; use place value to understand how decimals represent quantities.

Geometry and Measurement 4.3.2 Students will be able to understand angle and area as measurable attributes of real-world and mathematical objects and use various tools to measure angles and areas.

4.3.1 Students will be able to name, describe, classify and sketch polygons.

4.3.3 Students will be able to use translations, reflections and rotations to establish congruency and understand symmetries.

Algebra 4.2.1 Students will be able to use input-output rules, tables and charts to represent patterns and relationships and to solve real-world and mathematical problems.

Determining Power Standards Template

Ainsworth, L. (2003a) Power Standards: Identifying the standards that matter the most. Englewood, CO: Advanced Learning Press.

Ainsworth, L. (2003b). “Unwrapping the standards: A simple process to make standards manageable. Englewood, CO: Advanced Learning Press.

Ainsworth, L. and Viegut, D. (2006). Common formative assessments: How to connect standards based instruction and assessment. Thousand Oaks, CA: Corwin Press.

Stiggins, R.J., Arter, J. A., Chappuis, J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right- using it well. Portland, OR- ETS Assessment Training Institute.


Choose a Priority Standard for the team focus

Agenda Item: “Deconstruct the Standard” What do we expect the students to learn?

▪ What is the key vocabulary students need to engage in this content?

▪ What are skills necessary to engage in this standard?

▪ What skills and content were taught in the previous grade or class?

▪ How do we know the students learned it?


Strategic and Specific Focus on the vital few

Measurable Both formative and summative

Attainable Goals that motivate us to strive higher

Results-Based Concrete benchmarks

Time-Bound Builds internal accountability and

commitmentA Metro ECSU Presentation

Read pages 1-3.Highlight key phrases about SMART

goal characteristics.With your group, write a definition

using those phrases. Record your definition Be prepared to share with the group


For Students Increases motivation

▪ Schmoker, Marzano, Black and Wiliam

Increases academic achievement▪ Marzano and Black and Wiliam

For Teachers Increases empowerment, efficacy and “joy in

work”▪ Conzemius and O’Neill

Helps teams maintain their focus on getting results▪ Katzenbach and Smit


Hard Work Focus on “goal-setting habit of mind” rather

than “putting out fires” Lack of Common Assessments

Common assessments that are collaboratively developed and scored

Lack of Feedback Feedback involves both students and

teachers and what we “do” with the information

Vulnerability Need clear protocols and norms to dialogue

about our practice and the results we find


I will be able to bench press up to 100 pounds for 10 reps by July 2011.

Is it??? Specific? Measurable? Attainable? Results Based? Time Bound?


I will be able to bench press up to 100 pounds for 10 reps by December 2011. I will bench press up to 75 pounds for

10 reps by September 2011.▪ Ongoing assessment – I will keep a chart of

my reps and make adjustments as necessary▪ Strategies: Bench press 3 sets of increasing

weight 2-3 times per week, do other bicep and tricep exercises 2-3 times per week, read about or ask trainer for additional instruction on correct lifting procedures if progress is not made

▪ Make a new short term SMART goal in February based on progress


Develop a SMART goal for a personal goal you have: Make it SMART: Strategic and Specific,

Measurable, Attainable, Results-Based, and Time-Bound

What do you want to be able to do? (What do you want your students to learn?)

How will you measure progress toward goal? (How will you know they have learned it?)

What strategies will you use to attain your goal? What will you do if you are not getting there or getting there faster than you thought? (What will we do if they do or don’t learn?)

Share your goal with your “person number 2” from the “Walk Around Survey”


Write a SMART goal Define the learning targets (What do we

expect the students to learn?) Plan some strategies (And how?) Develop classroom and/or common

formative assessments you will use to measure your student’s learning and adjust your teaching (How will we know they have learned it?)

Analyze the data and design interventions and accelerations (What will we do if they don’t and when they do?)



What do weexpect our students to learn?

How will they learn it?

How will we know they have learned it?

What will we do if they don’t? What will we do if they

already have?

Conzemius, A., & O’Neill, J. (2002). The handbook for SMART school teams. Bloomington, IN: Solution Tree Press.

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree Press.


Standards: What we want

students to know and be able to do at the end of any given time frame.

Provided by the State of Minnesota.

Confounding language.

Tied to summative assessment.

Learning Targets: Statements of

identified learning based on the standards/benchmarks.

Focus on the lesson of the day.

Kid friendly language.

Tied to formative assessment.


Focused on specific daily concepts and skills

Written with clear action verbs

What is it that you really want students to show that they know, understand and can do?

The student will …I can……..

Measured by a variety of formative assessment methods


Grade 5 Mathematics: I can accurately multiply. I can use words to explain my

process and solution.Students will demonstrate multiple

ways of representing a solution.


At your tables you will read “Knowing Your Learning Target” by C. Moss, S. Brookhart, & B. Long.

As you read, highlight a WORD, a PHRASE, and a SENTENCE that stands out for you.

As a group talk about what you chose and how it relates to the question above.



Stiggins, R.J., Arter, J. A., Chappuis, J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right- using it well. Portland, OR- ETS Assessment Training Institute.

Action Item Steps to Implement

People Responsible

Timeline

Support for teams in various stages of development(One Step at a Time)

Priority Standards (Power Standards, Essential Learnings) identified

SMART goals developed


Where does the team look:Find the “Evidence of Practice in

Action” worksheet in your notebook: List school and district initiatives: What initiatives are we implementing? What is working well? How do we know? What other classroom practices are

teachers using? What is working? How do they know?



Helps students become more reflective on their learning and provide feedback to teacher

Helps students keep a record of their own progress

Helps students understands how to improve their work and feel successful

Where am I going? Share the target Engage students in understanding the

target, knowing the expectations, setting a goal.

Where am I now?How do I close the gap? (How do

I get there?)


Review sections A and B. As a team determine your school’s

level of implementation. Discuss and record specific examples

or criteria to support your rating. Use these criteria and the information

we have shared to develop and record your next action plan steps.



People Responsible

Timeline

Support for teams in various stages of development(One Step at a Time)

Priority Standards identified.

SMART goals developed



People Responsible

Timeline

Learning targets collaboratively written

Student goal setting

Research based strategies


As a team, use the consensus process to come to a consensus on a travel destination.

Begin to create a map that will show your journey through the Four Questions.

Plot the points you will hit along the way…based on question one and team formation. What will be your teams focus and structures? Where will your teams start in defining learning

expectations (priority standards, learning targets)? How will your teams talk about strategies and engage

student learning?





Student Learning


What do we expect our students to learn?Standards, benchmarks, ELO’s, essential learnings, power standards, learning targets, content and language objectives (Sheltered Instruction



What will we do if they don’t learn? (What do we do with the data?)Evaluate the assessmentIdentify students not proficientPlan resources (strategies, assessments, staff who will provide the intervention/reteaching/review)Student involvement, feedback, and goal setting What is our structure for interventions?Classroom interventions, Response to Intervention (RtI), Positive Behavior Intervention Supports (PBIS)

What will we do if they already know it? Evaluate the targetsChallenge targetsHigher level thinking and questioningDifferentiation What is our structure for acceleration?RtI, Differentiation,

Read the article, “Looking Deeper Into the Data”.

With your school teams in mind, take a few minutes to complete the “Data-Literacy Survey”.

Team discussion:How does this change our picture of

“data”?What are the strengths and opportunities

for growth ?A Metro ECSU Presentation

Complete the Pre-Assessment – “Determining Where I am now: Assessment for Learning and Assessment Quality Checklist”

Circle words or phrases that are new to you, you are wondering about or you have a question about

In your table group, share the words you have circled – did you circle common words?

Save your pre-assessment for later

Watch the video: “Assessment OF/FOR Learning: A Hopeful Vision of the Future.”

Use the “graphic organizer” to note the key differences.

Compare your list with your neighbors and add to your graphic organizer.

Compare your observations with Table 2.2, “Comparing Assessment for and of Learning: Overview of Key Differences.” (page 33).


Write a team definition of formative and summative assessment Use key words from the pre-assessment Consider some of the key differences

Record your definition on chart tablet As a team, do a “gallery walk”, use

post-it notes to record observations: I wonder… I like the way you….




COMMON ASSESSMENT

Commonly written, scored and analyzed by a team of teachers Written Tests Projects Writing Assignments Rubrics Performances

DAILY CLASSROOM ASSESSMENT

Daily checks for understanding Class work Quick check-ins: thumbs

up-thumbs down, white boards, red, yellow, green cards, agree-disagree

Exit cards Interviews Anecdotal records



Assessment that happens after learning To determine if it did Make statements of a student learning status

at a point in time ▪ state assessments, college admission tests,

final exams, important projects Can be used as evidence to determine a grade


ASSESSMENT FOR LEARNING (FORMATIVE)

Process driven Practice Feedback Work in progress Do-overs Beginning of course Not graded

ASSESSMENT OF LEARNING (SUMMATIVE)

Product driven Last efforts Results based Outcome based Last Judgment End of course Final Grade

Burke, 2010



Choose student work samples or anecdotal data that demonstrate evidence of progression toward the learning target.

Using “Student Work Protocols” share examples of student work.

Use data review steps to identify students not yet proficient, proficient, and needing acceleration to determine interventions and accelerations.



Review sections C, D, and E As a team determine your school’s

level of implementation. Discuss and record specific examples

or criteria to support your rating. Use these criteria and the information

we have shared to develop and record your next action plan steps.


Where am I going?Where am I now?PLC Question: How will we know

they have learned it. Students use teacher, peer and

personal feedback from formative assessment to assess their progress toward the goal.

How do I close the gap? (How do I get there?)



People Responsible

Timeline

Define summative and formative assessments used by teams

Data analysis process

Data analysis tools


Continue to map out your journey through the Four Questions.

Plot the points you will hit along the way…based on question two and assessment: How will our team use formative and

summative assessment? How will our team analyze data? What tools will our team use to analyze data? What will our team do to learn more about

assessment and data analysis?A Metro ECSU Presentation


Student Learning


What do we expect our students to learn?Standards, benchmarks, ELO’s, essential learnings, power standards, learning targets, content and language objectives (Sheltered Instruction



What will we do if they don’t learn? (What do we do with the data?)Evaluate the assessmentIdentify students not proficientPlan resources (strategies, assessments, staff who will provide the intervention/re-teaching/review)Student involvement, feedback, and goal setting What is our structure for interventions?Classroom interventions, Response to Intervention (RtI), Positive Behavior Intervention Supports (PBIS)

What will we do if they already know it? Evaluate the targetsChallenge targetsHigher level thinking and questioningDifferentiation What is our structure for acceleration?RtI, Differentiation,

Identified Learning Target

Data Analysis

Best Practice/Intervention/Strategy

Differentiate for “all” learners using data from assessments based on

learning target.

1. Data Analysis 2. Graphic Representation3. Record Observations4. Write Hypothesis of

Practice (HOP)5. Write Goal

Step One: Record the data on a spreadsheet or form of your choice.

Step Two: Make graphic representation that Identify students who are in the “Needs Attention”, “Proficiency” and “Needs Challenge” groups Create a list or table that represents your student

results

Step Three: List observations from the data What do we observe from the data? Who are the students in each group?

Step Four: Develop Hypotheses of Practice (HOPS) What might be happening to achieve these results? Must be “we” statements about what can be

altered

Step Five: Develop appropriate goals and instructional modifications (short term and long term) to complete Instructional Strategy Action Plan

Target:

Needs Attention Proficient Needs Challenge


Did our assessment adequately measure our learning targets?

Are there some targets that have a large number of students not proficient?


Learning Target:

Stoplight-student grouping Acceleration

StrategiesInterventionStrategies

Support Resources

Exceed

Meet

Partial

Not Meet

Learning Target: The student will compose a descriptive paragraph

Stoplight-student grouping

StrategiesInterventionStrategies

Support Resources

Exceeds:8 students

Compare/contrast Paragraph to author’s

Peers,Teacher

Books, on-line, texts

Meets:10 students

Compare/contrast Paragraph to author’s

Peers,Teacher

Books, on-line, texts

Partially meets:5 students

Direct instruction: Re-teach what makes a Descriptive Paragraph. Students find samples of…Sentence strips activityPeer Activity

Does Not Meet:5 Students

Direct instruction: Re-teach what makes a Descriptive Paragraph. Students find samples of…Sentence strips activity

Teacher, Specialist

Where am I going?Where am I now?How do I close the gap? (How

do I get there?) With specific feedback, students

determine strategies that will help them reach their goal – request for additional help, homework options, set goals for new learning.



People Responsible

Timeline


You are about to reach your travel destination.

Share a site you’d like to visit or an activity you’d like to engage in.

Complete your map with plans for questions 3 and 4.

Plot the points you will hit along the way… How will your teams identify and address students needing

interventions or accelerations? What intervention and accelerations structures will you add to

or create? How will you celebrate your accomplishments along the way?


As a collaborative team, share your team’s journey: Highlights from each stop. Things you learned along the way. What you are most excited to

implement.


Compile your action plans and road map!

Using the action planning sheets, you have prepared, continue to develop your calendar of implementation and action steps.


Chadwick, R. (2000). Colorado Educators Consensus Institute: Beyond conflict to consensus. Terebonne, OR: Consensus Associates.

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A Handbook for professional learning communities at work. Bloomington, IN: Solution Tree Press.

Ferriter, W.M. and Graham, P. (2010). Building a professional learning community at work: A guide to the first year. Bloomington, IN: Solution Tree Press.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

Love, N. (2009). Using data to improve learning for all: A collaborative inquiry approach. CA: Corwin Press.

Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.

Muhammad, A. (2009). Transforming school culture: How to overcome staff division. Bloomington, IN: Solution Tree Press.

Reeves, D (editor, 2007). Ahead of the curve: The power of assessment to transform teaching and learning. Bloomington: IN: Solution Tree Press.

Stiggins, R.J., Arter, J.A., Chappuis, J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right-using it well. Portland, OR: ETS.


Linda HarvieuxMetro ECSU

612-638-1548 [email protected]


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PLCs for Leadership Teams SEMLAC – Day Two

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