1. PLCs to Support High Performing Schools Andrea Fletcher Administrative Retreat August 1, 2013

2. Purpose To create high performing schools with no fewer than 85 % of our students proficient by March 2016 (32 months) Our kids deserve the fullest preparation we can give them to break the cycle of poverty in our community.

3. 85% Proficient Is it possible? Greater Newark public charter school- 90% FRL; 85% minority 2003-2006 scores show dramatic increase Math- 7% year 1 to 82% year 4 ELA- 46% year 1 to 80% year 4

4. Success Stories Fort Worthington- MD (85% FRL; 98% minority) Math- 44% proficient 05/06 to 86% in 07/08 ELA- 49% in 05/06 to 88% in 07/08 Morrell Park MS- MD Eighth graders Math- 2% in 05/06 to 79% in 08/09 Rdg- 32% in 05/06 to 79% in 08/09

5. Common Lever- Data Driven Instruction Keys: Assessment defines the roadmap for rigor Analysis of where students are struggling and WHY Data guiding specific action Systems that ensure continual data-driven improvement WE HAVE TO BE A LEARNING ORGANIZATION!

6. Assessment Structure State assessment- NMSBA (March 2014) BOY to EOY- Discovery- state approved, district adopted Interim assessments rigorously aligned to CCSS (Oct/Nov, Dec). Will only assess what has been taught, according to pacing guides. Full length interim (C) in February to prepare for NMSBA Common Formative Assessments aligned to CCSS (ongoing) Checks for understanding built into each lesson

7. PLC vs. Data Meeting Purely a matter of syntax... Dive more deeply SchoolClassroomStudentStandardQuestion

8. PLC vs. Data Meeting Very specific ACTION PrincipalTeacherStudent Very focused meeting Seamless connection between standards, rigorous assessments, teacher action plan, instruction and planning, observation & feedback

9. Data meeting clip http://www.youtube.com/watch?v=mi0c6mH4eEs Trouble...

10. Reflection Initial impressions Structure of the meeting? Teacher Behavior? What was the intended outcome? What was the actual outcome?

11. Cheeseburgers? http://www.youtube.com/watch?v=L2-VY1mogHA

12. Observations What was the purpose? How do you know? Outcome? How did teachers feel? Structure? What would help?

13. Norms On time Prepared Solely focused on data-driven instruction RespectfulEngagedAgendaMinutes Focused on data and not personalities Culture of collaboration

14. Hall of Fame Share your memory of your worst PLC at your table. Tables will select a nomination for the PLC Nightmare Hall of Fame, write on index card and bring up to Andrea for voting by applause.

15. Structure 1.Collect and chart data 2.Analyze the data- what does data tell you about trends, errors, priorities? 3.Public commitment to action and what evidence will look like (who, what, when, where, how) 4. Review previous commitment- accountability

16. Data meeting clip- Wright Middle School http://www.youtube.com/watch?v=L2-VY1mogHA

17. Structure Collect and chart data Analyze the data- what does data tell you about trends, errors, priorities? Public commitment to action and what evidence will look like (who, what, when, where, how) Review previous commitment- accountability

18. Leadership-Affect What actions are taken to create an environment of safety allowing for honest, productive conversations? What norms are clearly in place? What actions are taken to keep the meeting focused on learning? Could this meeting lead to differentiated walkthroughs in the coming week?

19. Adelphia Data Meeting http://www.youtube.com/watch?v=pksFf9oLQfg

20. Structure Collect and chart data Analyze the data- what does data tell you about trends, errors, priorities? Public commitment to action and what evidence will look like (who, what, when, where, how) Review previous commitment- accountability

21. Leadership- Affect What actions does the principal take to create an environment of safety allowing for honest, productive conversations? What norms are clearly in place? What actions does the principal take to keep the meeting focused on learning? As a principal, what would you look for in walk-throughs in the coming week?

22. 1. Collect and Chart Data Clear expectations about what to bring Process for posting before meeting starts Possible items to chart: Number and % proficient on CFAs Item analysis (by teacher, how kids answered each CFA question) Analysis of standards covered

23. 2. Results Analysis Part 1- Global questions: How well did the class do as a whole? What are the strengths and weaknesses in the standards- where do we need to focus? How did the class do on old vs. new standards? How were the results in different question types? Who are the strong/ weak students

24. 2. Results Analysis Part 2- Dig In Look at bombed questions- did all choose same answer? Compare similar standards- are they related? Break down the standard- were some harder? Look horizontally by student- are there any anomalies?

25. Effective Analysis Let the data do the talking Let the teacher do the talking Always go back to the test questions Know the data before you walk in so you know how to guide

26. Helpful Phrases Leading to Action So, what’s the data telling you? Congratulations on the improvement from last time (be specific) So, ------ (paraphrase their frustration: the kids never listen, the questions were bad, etc.) Where should we begin with our action plan moving forward?

27. Helpful phrases leading to action Why did everyone miss number 2? Questions 2 and 7 are the same standard. Why do you think they missed 2 and not 7? What would your students need to be able to do to answer number 2? What would you need to put in place? What supports do you need? Great insight! Let’s revisit your action plan and add these additional ideas.

28. 3. Commitment to Action/ Evidence Based on data and our understanding of what didn’t work, what is our specific commitment to intervention: Which kids? All? Some? One? Who will provide reteaching/ intervention? When and where? What specific strategies will be used? Grouping? What would I expect to see in the classroom as evidence? How will we know the commitment affected results?

29. Pitfalls Diversion tactics (venting, other business, personal, excuses, one man show) Too much competition- show-offs/ shut-downs Tendency to be vague or anecdotal- prove it! Too much background, not enough action

30. Revisit previous commitment Might start each meeting with this Should be a process to see commitment in action: plans, observations, walk- throughs, acceleration folders, etc.

33. Reflection: Culture of Learning? Does my school or department act as a learning organization? Is there a spirit of curiosity about why students are not successful? Do all staff members constantly question if the status quo is working and how it might be improved? Are we willing to engage each other in conversations that stretch our current understanding?

34. Non- Negotiables for a Culture of Learning We believe and act on the belief that all students can learn. We collectively develop clearly articulated norms that we adhere to in our work. We accept learning as the fundamental purpose of the school and examine all our practices in light of their impact on learning. We engage in, model, and promote collaborative practice. All the students belong to all of us.

35. Non-negotiables We establish and maintain an atmosphere of mutual respect. Isolation is not an option. Collaboration is a right and a responsibility. All adults are committed to the success of all other adults. We focus on results: That means we analyze assessment results together, make data-driven decisions, establish goals for specific measurable skills and knowledge, identify improvement strategies, and adapt instruction to meet student needs.

36. Implementing Data Meetings When will you begin? What data will you focus on? How might the focus change through the year? Who will lead it? What legwork do you need to get ready? (PD, expectations, norms, data availability, guiding questions) Jump in and learn from the process!