Agenda - January 28, 2009 Professional Learning Community – Jefferson HS Learning by Doing What does the data tell us? ITED results SIP Goals Data Questions & Planning Next steps Closing & Evaluation

PLC Crucial Questions What do we want each student to learn, know, or be able to do? What evidence do we have of the learning? How will we respond when some students dont learn? How will we respond to those who have already learned?

Student Crucial Questions What do I need to know? What do I need to know? Where am I now? Where am I now? How do I get there? How do I get there? What happens if I fail? What happens if I fail?

PLC Critical Questions What do we want students to know and be able to do? What do we want students to know and be able to do? Standards/Benchmarks (Learning Outcomes) Standards/Benchmarks (Learning Outcomes) Classroom SMART goals Classroom SMART goals How will we know if they can do it? How will we know if they can do it? Formative assessments Formative assessments Multiple data sets Multiple data sets How will we respond when they cant? How will we respond when they cant? Differentiated Instruction Differentiated Instruction Systems of intervention (supplemental to intensive) Systems of intervention (supplemental to intensive)

Where are we now? Assess the current status of your SIP goal (Action Research team) Assess the current status of your SIP goal (Action Research team)

Record your discussion points: Key Strengths, Opportunities & Actions/Ideas

Professional Learning Community format Jefferson HS

Learning By Doing Book Format Book Format CD CD Study Guide Study Guide Contact the help desk to install CD

Learning by Doing Format of the Book for each chapter: Part One: The Case Study Part Two: Heres How Part Three: Heres Why Part Four: Assessing Your Place on the PLC Journey Part Five: Tips for Moving Forward Part Six: Questions to Guide Your Work of Professional Learning Community

Focus on Learning Collaborative Culture Collective Inquiry Action Oriented Commitment to Continuous Improvement Results Oriented Professional Learning Communities Essential Elements Handout

Schools that take the plunge and actually begin doing the work of a PLC develop their capacity to help all students learn at high levels far more effectively than schools that spend years preparing to become PLCs through reading or even training.

Learning by Doing – Chapter One - Guide to Action for Professional Learning Communities at Work Chapter Two – A Clear & Compelling Purpose

Learning by Doing – Chapter Three Creating a Focus on Learning What do we want our students to know & be able to do? How will we know? What evidence do we have? Resources from the book - pages Continuum Where do we Go From Here? Tips for moving forward Questions to Guide

Learning by Doing – Chapter Three Loose & Tight: Identify some loose principles and practices Identify some tight principles and practices Heres why: What about the concept of intended curriculum vs implemented curriculum? Do you see this as an issue? -page 51 of the text Creating a Focus on Learning

Learning by Doing – Chapter Three Based on your conversations from Chapter Three What is your PLC vision for this school year? Using silent brainstorming and the affinity process: Identify 2 or 3 things you would like to have in place in your school. Creating a Focus on Learning Activity- (Adapted from activity guide – pg 3)

Final Thoughts The consideration of these questions can help staff lay the foundation for a professional learning community, but important work remains to be done. A staff that embraces the premise that the very purpose of the school is to help all students learn will face very challenging question of, Learn what? and How will we know if each student has learned? Pg 42 in the text

What does the data tell us? ITBS/ITED results SIP Goals Data Questions & Planning Materials Handout Data Reflection Qs ITED You brought - ITED School results

SIP Data Review 1. Did you achieve your improvement goals based on the fall 08 ITED ? 2. What will you do if you didn t ? 3. Who are the low performing students? 4. Have the strategies implemented worked? If not, what will you do next/ 1. Did you achieve your improvement goals based on the fall 08 ITED ? 2. What will you do if you didn t ? 3. Who are the low performing students? 4. Have the strategies implemented worked? If not, what will you do next/

Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Whys, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need DO 1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Act: 1. Standardize the implementation of research- based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) Action Research Overview for Professional Learning Communities Identify areas of strength and weakness? What do we want students to know? What do they know? What have they learned? Most effective/best practice teaching and learning strategies? Have they learned it? What do we do if they dont? How do we respond if they dont? HOW do we know if they have learned it? What evidence do we have of the learning?

Are the strategies identified in the SIP Action Plan improving student achievement? How Do You Know? Increase in percentage of students proficient Across all grade levels All students Sub-groups Within cohort groups All students Subgroups Resources: SIP GWAEA longitudinal data & School Summaries Question 1 If not, what needs to be done?

Are the strategies identified in the SIP Action Plan improving student achievement? How Do You Know? Do the strategies specifically address the skills assessed? Across all grade levels All students Sub-groups Within cohort groups All students Subgroups Resources: SIP Item Analysis – School & Individual student Question 2 If not, what needs to be done?

Are the strategies identified in the SIP Action Plan improving student achievement? How Do You Know? Are some strategies/interventions more effective than others for: All students Specific sub-groups If so, which strategies/interventions should be implemented: More broadly Replaced/dropped Question 3

Are the strategies identified in the SIP Action Plan improving student achievement? What will you do? Who are the students who need additional support, alternative strategies to be proficient? What are the specific skill needs of each student? What needs to be done?

Are the strategies identified in the SIP Action Plan improving student achievement? What will you do? What is the role of the teachers in all curricular areas in improving reading and mathematics? What needs to be done?

Next Steps Learning by Doing Build shared knowledge What does the data tell us? Share information & Data Questions with staff Implications for SIP Next Meetings February 25 April 28