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 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

BLT Homework What Update the School Improvement Plan and Balanced Score Card Present information to all staff to set and communicate direction: School Improvement Plan School’s balanced scorecard Next steps for PLC teams School expectations for continuous improvement implementation

Housekeeping… 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

Review 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

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 Random Actions/Efforts Aligned Actions/Efforts Where are you on the continuum? 1 5 Rate your School’s Alignment Efforts

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

Example 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 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 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

Brainstorming What suggestions and ideas do you have that would help improve this issue?

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) 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 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- 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 BREAK Sit in Grade Level Groups Look for the Signs

PLC CLC

PLC Logistics Web site for guidance Online form/log each week Role of PLC leadership rotated Facilitator Recorder SMART Goals & PDSA

PLC Quick Check FeedBack

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” 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)

Reviewed: District, Building, & Classroom Data Define the System August/Sept Reviewed: District, Building, & Classroom Data

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). Review

5th 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 Targeted Skills Monitoring Tool Example: Main Idea Example: Bi-weekly CARS Assessment FREQUENCY: Every 2 weeks

Define the Current Situation How is the skill currently taught?

Flow Chart Purpose - Defines the system being studied - Gets agreement - Identifies “value added” activities - Identifies “dead wood” activities” - Documents changes to the process

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.

Task Make a Decision Start Conduct a Meeting Report Out End of Process Yes No Task Make a Decision Start Conduct a Meeting Report Out End of Process

Writing Flow Chart View Video

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 Sept/October Choosing or Developing Common Assessments

Which Tools Fit my Data? Run Chart is used to monitor 1 skill Run Chart and Pareto Diagram are used to monitor multiple skills

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

Language Run Chart

Cumulative Frequency Table

Next… Pareto Diagram Pareto’s Law “80/20” Run chart = data over time Pareto Diagram = discrepancy data

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 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 category 5. Draw the cumulative percentage line. 6. Review the results of the Pareto.

Pareto Diagram

Analyze Causes October/November

View Video 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)

Cause-Effect Diagram

Relations Diagram What is the Root Cause? What is the Root Effect?

Share you PLC’s PDSA Steps 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

Action Plan Worksheet

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? PLC CLC

PLC CLC Making Connections Team Norms Ground Rules SMART Goals Data Focused Collaboration PLC Meeting Class Meeting Quality Tools/PDSA Aligned to Plan Research Based Teacher Empowerment Student Empowerment

Monitor student data to determine effectiveness of strategies Monitor student data to determine effectiveness of strategies. Compare to baseline.

COLLABORATIVE Data analysis Strategies and protocols The Heart of PLC’s

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 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 Guided Practice

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 Prepare your… 1. Mind Learning centered questions Identify pre-conceptions 2. Data Set: Spreadsheet Bar Graphs BPLC p. 172-174 Handout included

Data Conversations 3. Findings: Stoplight Highlighting 4. Next Steps: 5 Observations/ 5 Questions/categories 4. Next Steps: Discuss Patterns 3 to 5 Results statements 5. Summary Statements Prompt Response

Average Scores per Classroom

Class 3 had the most proficient scores Focus Class 3 had the most proficient scores Class 1 had the greatest number of non-proficient scores

Organization & support

sentence Fluency & word choice

Convention

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.

PDSA Step 6: Conclusions Instructional Practice Evidence of Impact Next Steps Action Plan Common Formative Assessment Data Practice has proven to be successful and should be replicated. Practice needs continued study because the data collected point to inconsistent conclusions. Practice has no impact on student growth and should be eliminated. BPLC p. 176

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