1. Building Leadership Teams 2011-12
Session #2
November 2011
Driving Continuous Improvement Throughout the School!

2. 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

3. 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

4. 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

5. 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

6. 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

7. Review your Building Leadership Team Norms
Review your team BLT norms before we begin our work today!

8. Random Acts of Improvement
School Direction
Goals and Measures
School Direction
Goals and Measures
Aligned Acts of Improvement

9. 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

13. 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

14. 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

15. 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?

16. 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

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

18. 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

19. 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

20. 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?

22. 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?

23. Sit in Grade Level Groups
BREAK
Sit in Grade Level Groups
Look for the Signs

24. PLC
CLC

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

26. PLC Quick Check
FeedBack

27. 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.

28. PLC’s “To Do’s” All teachers will: Complete the
PDSA Cycle by (February 1, 2012)

30. 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)

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

32. 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

33. 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.

35. Share Your PLC SMART GOAL Components
Targeted Skills
Monitoring Tool
Example: Main Idea
Example: Bi-weekly CARS Assessment
FREQUENCY:
Every 2 weeks

36. Define the Current Situation
How is the skill
currently taught?

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

38. 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.

39. 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

40. Writing Flow Chart
View Video

41. Determine what in-process measures could be used to gather baseline data. Next use a run chart & pareto diagram to display the data collected.

42. Access Current Situation
Sept/October
Choosing or Developing Common Assessments

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

44. 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

45. Language Run Chart

46. Cumulative Frequency Table

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

48. 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

49. 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.

50. Pareto Diagram

51. Analyze Causes
October/November

52. 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)

53. Cause-Effect Diagram

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

55. Share you PLC’s PDSA Steps
TEAM Sharing Activity
Share you PLC’s PDSA Steps
up to this point

56. 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

57. Action Plan Worksheet

58. 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

59. 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

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

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

62. Data ANalysis Strategies
Start with learning related questions
Come with an open mind
Turn numbers into pictures
Leave with questions
Pages

63. 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

64. Protocol examples
Guided Practice

65. 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

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

67. 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

68. Average Scores per Classroom

69. 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

70. Organization & support

71. sentence Fluency & word choice

72. Convention

73. A focus on Results Is essential to…
Organizational effectiveness
Effectiveness of teams
Continuous Improvement
Motivation
Dufour, 2010

74. 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.

75. 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

76. 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