building leadership teams 2011-12
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BUILDING LEADERSHIP TEAMS 2011-12
Driving Continuous Improvement Throughout the School!
Session #2November 2011
An accomplishment for your BLT Team this school year
A challenge for your BLT Team this school year.
FIND SOMEONE FROM ANOTHER BLT TO SHARE:
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
What
Update the School Improvement Plan and Balanced Score CardPresent information to all staff to set and communicate direction:School Improvement PlanSchool’s balanced scorecardNext steps for PLC teamsSchool expectations for continuous improvement implementation
HOUSEKEEPING…Use of emailMaterials (Web Site & Books)Future Meetings- 8:00am – 11:30pm
January 10 & 12, 2012March 27 & 29, 2012
Lunch & BreaksAfternoon Planning Time12:30 – 3:00
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 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
Aligned Acts of Improvement
Goals and Measures
RATE YOUR SCHOOL’S ALIGNMENT EFFORTS
10
11
Process for Identifying Areas of Improvement School/Department: ________________________________________ Date: _________________ Team Members: ___________________________________________________________________ 1.) What are the key strengths or successes found in the survey results?
a) What are the areas in which the school ratings are higher than the district? b) What are the areas within the school that are rated high?
2.) What are the top key areas of concern or in need of improvement? Focus on the critical few.
a) Look for areas where your school’s “Percent of Problem” is most different than the overall district “Percent of Problem”.
b) Pay attention to issues that have a high “Penalty” and a high “Impact Index” c) Triangulate the data. Look for issues that are common among multiple stakeholder groups. d) Only select areas for improvement that are within your school’s/department’s control or influence. e) Combine similar issues whenever possible. This may provide greater overall results.
Identified Top Concerns (Combine similar issues together when possible)
Stakeholder Group (Group with problem) Within Our
Control? Student Staff Parent
1.)
2.)
3.)
12
STAKEHOLDER INVOLVEMENT
Involve stakeholders to:Better understand problemsProvide improvement suggestions
Use quality tools: Stay objective and productiveEveryone provides input quickly
Obtain broad representation
Involving stakeholders validates them and will ultimately lead to higher customer satisfaction
EXAMPLEIssue- School rules do not keep
order and discipline1.) Identify stakeholders with
problemParents, Students and StaffGather a representative groupArrange a time for the group to meet
ISSUE- SCHOOL RULES DO NOT KEEP ORDER AND DISCIPLINE2.) 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:
BrainstormingGenerating ideas on sticky notes
Affinity DiagramPut together like ideas/themes
Nominal Group TechniqueNarrow 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 1
Theme 2Theme 3
Theme 5
Theme 4
NOMINAL GROUP TECHNIQUE (OPTION)
What suggestions and ideas do you have that would help improve this issue?
Theme 1
Theme 2Theme 3
Theme 5
Theme 4
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?
21
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?
BREAK
Banner’s Pledge for Excellence
Mission
Engaging all learners to prepare them for the 21st Century.
Vision
Dunlap students will continuously excel in a global society by being: Self-motivated learners Critical thinkers Effective communicators Skilled collaborators Responsible and culturally aware citizens Technologically capable creators
Values and Beliefs
We believe that: While all children can learn, they learn at different rates and in different ways. High expectations and an engaging, innovative, technological learning environment are
critical to the learning success of all students. Students must take responsibility for their own learning and achievement. Effective collaboration requires trust, mutual respect, open, and honest communication. District policies are necessary to ensure equitable and consistent implementation of
expectations. Goals must be specific, measurable, attainable, results-oriented, and time-bound. Continual stakeholder feedback guides improvement.
School Goals
GOAL 1: By the end of the 2011-2012 school year, 90% of Banner students will meet/exceed targets on the grade level reading comprehension assessments as measured by CARS.
GOAL 2: By the end of the 2011-2012 school year, 100% of Banner students will achieve at least 85% on the end-of-the-year math assessment.
GOAL 3: By the end of the 2011-2012 school year, 95% of our students will remain on green in their respective classrooms.
PDSA within a Professional Learning Community *Note- hold down the “CTRL” key to access the underlined hyperlinks which reference resources
Define the System
Assess Current Situation
PLAN
Analyze Causes
Try Out Improvement
Theory
Study the
Results
Plan For Continuous
Improvement
ACT Standardize
Improvements
DO
STUDY
PPLLCC QQuueessttiioonn ##11-- WWhhaatt ddoo wwee wwaanntt ssttuuddeennttss ttoo kknnooww aanndd bbee aabbllee ttoo ddoo??
1.) Standards/Benchmarks & Learning Expectations Identify the standards/benchmarks that the PDSA will address (Refer to curriculum maps). How do we currently teach/address this standard/benchmark? (Use Flow Chart to document current instructional practice).
PPLLCC QQuueessttiioonn ##22-- HHooww ddoo wwee kknnooww iiff tthheeyy’’vvee lleeaarrnneedd iitt oorr ccaann ddoo iitt??
2.) Formative Assessment Review formative assessment data related to
the identified standard/benchmark. Identify/create “in process” measure to track
progress in data centers/folders. Identify “baseline” performance (Use Run
Chart, Pareto Diagram, or other tools). Use “PLC Data Analysis” template to
identify key findings. Create a SMART goal based on the data
analysis which includes target performance.
3.) Root Causes/Barriers to Learning Determine root causes contributing to the current results and
identify why students aren’t learning at the expected level. Use quality tools to help identify root causes (Cause &
Effect Diagram, 5 Why’s, Relations Diagram, etc.)
PPLLCC QQuueessttiioonnss ##33-- HHooww wwiillll wwee rreessppoonndd iiff ssttuuddeennttss aarreenn’’tt lleeaarrnniinngg??
4.) Best Practices/Research Strategies Target root causes through best practices/research strategies, learning
supports, interventions & differentiation to help students learn (RTI) Use quality tools such as Force Field Analysis & Action Plan to
document what you will do differently to get different results.
PPLLCC QQuueessttiioonnss ##33-- HHooww wwiillll wwee rreessppoonndd iiff ssttuuddeennttss aarreenn’’tt lleeaarrnniinngg??
5.) Measure Effectiveness of Actions Monitor the implementation of research-based
action(s) to ensure integrity and fidelity. Assess impact on student learning through
formative assessment (or in-process measures).
PPLLCC QQuueessttiioonnss ##33-- HHooww wwiillll wwee rreessppoonndd iiff ssttuuddeennttss aarreenn’’tt lleeaarrnniinngg??
6.) Standardize Effective Actions If successful, standardize the practice and
tweak the strategy for optimum results. If unsuccessful, try another strategy based
on another identified root cause.
7.) Share Success-Plan Next Steps Share best practices and continue PDSA. Select next area for improvement.
PPLLCC QQuueessttiioonnss ##33-- HHooww wwiillll wwee rreessppoonndd iiff ssttuuddeennttss aarreenn’’tt lleeaarrnniinngg??
PLC LOGISTICSWeb site for guidanceOnline form/log each weekRole of PLC leadership rotatedFacilitatorRecorder
SMART Goals & PDSA
PLC Q
UICK
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)
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
PDSA within a Professional Learning Community *Note- hold down the “CTRL” key to access the underlined hyperlinks which reference resources
Define the System
Assess Current Situation
PLAN
Analyze Causes
Try Out Improvement
Theory
Study the
Results
Plan For Continuous
Improvement
ACT Standardize
Improvements
DO
STUDY
PPLLCC QQuueessttiioonn ##11-- WWhhaatt ddoo wwee wwaanntt ssttuuddeennttss ttoo kknnooww aanndd bbee aabbllee ttoo ddoo??
1.) Standards/Benchmarks & Learning Expectations Identify the standards/benchmarks that the SMART Goal will address (Refer to curriculum maps). How do we currently teach/address this skill/SMART Goal? (Use Flow Chart to document current instructional practice).
PPLLCC QQuueessttiioonn ##22-- HHooww ddoo wwee kknnooww iiff tthheeyy’’vvee lleeaarrnneedd iitt oorr ccaann ddoo iitt??
2.) Formative Assessment Refer to “PLC Data Analysis” template to
review key findings. Review summative and formative
assessment data related to the SMART Goal. Identify/create “in process” or formative
measure to track progress of SMART Goal. Use data center/data folder to track progress. Identify “baseline” performance (Use Run
Chart, Pareto Diagram, or other tools).
3.) Root Causes/Barriers to Learning Determine root causes contributing to the current results and
identify why students aren’t learning at the expected level. Use quality tools to help identify root causes (Cause &
Effect Diagram, 5 Why’s, Relations Diagram, etc.)
PPLLCC QQuueessttiioonnss ##33-- HHooww wwiillll wwee rreessppoonndd iiff ssttuuddeennttss aarreenn’’tt lleeaarrnniinngg??
4.) Best Practices/Research Strategies Target root causes through best practices/research strategies, learning
supports, interventions & differentiation to help students learn (RTI) Use quality tools such as Force Field Analysis & Action Plan to
document what you will do differently to get different results.
PPLLCC QQuueessttiioonnss ##33-- HHooww wwiillll wwee rreessppoonndd iiff ssttuuddeennttss aarreenn’’tt lleeaarrnniinngg??
5.) Measure Effectiveness of Actions Monitor the implementation of research-based
action(s) to ensure integrity and fidelity. Assess impact on student learning through
formative assessment (or in-process measures).
PPLLCC QQuueessttiioonnss ##33-- HHooww wwiillll wwee rreessppoonndd iiff ssttuuddeennttss aarreenn’’tt lleeaarrnniinngg??
6.) Standardize Effective Actions If successful, standardize the practice and
tweak the strategy for optimum results. If unsuccessful, try another strategy based
on another identified root cause.
7.) Share Success-Plan Next Steps Share best practices and continue PDSA. Select next area for improvement.
PPLLCC QQuueessttiioonnss ##33-- HHooww wwiillll wwee rreessppoonndd iiff ssttuuddeennttss aarreenn’’tt lleeaarrnniinngg??
*START HERE- Create/identify a SMART goal based on the data analysis which includes target performance.
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
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)
DEFINE T
HE SYS
TEM
AUGUST/SEPT
Revie
wed:
Distric
t,
Build
ing,
&
Class
room
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).
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.
Ridgeview Elementary Writing Rubric
1 Emerging
2 Developing
3 Proficient
4 Advanced
Content (ideas/organization)
Unclear focus Attempted organization Ability to express ideas
Message or storyline is present but may lack a clear beginning or ending
Some ideas are supported with details but may lack focus
Simple sequencing and transition words
Focused and well organized ideas
Storyline present with a clear beginning and ending
Understands audience Transitional devices
strengthen organization
Focused on topic Logical progression of
ideas Extensive use of
transitions
Language (sentence fluency, word choice,
voice)
Writing takes the form of simple, common words, phrases, or sentences
Voice begins to emerge as student adds personal touches to writing and illustrations
Varied simple sentence types
Hints of voice and personality
Experiment with less common words
Increased variety of sentence types
Effectively experiments with new words
Voice continues to develop as student experiments with language
Varied sentence structure
Advanced vocabulary Clear understanding of
audience
Mechanics (writing conventions)
Clear words emerge with proper spacing
Student begins to group words together into phrases and sentences, arranging them from left to right
Words spelled phonetically
Common words spelled correctly
Paragraphing begins to emerge, includes a beginning, middle, and end
Basic punctuation and capitalization
Commonplace understanding of writing conventions
Application and transfer of spelling rules
Demonstrates basic understanding of grade-level grammar and usage
Mature understanding of spelling, punctuation, and grammar
Process
(writing purpose, process, presentation)
With teacher guidance students understand and are prompted to use writing process
Beginning independent use of the steps of the writing process
Independent application of the writing process
Effectively uses all steps of the writing process
Proper choice of text form to suit purpose
SHARE YOUR PLC SMART GOAL COMPONENTS
TARGETED SKILLS
Example: Main Idea
MONITORING TOOL
Example: Bi-weekly CARS Assessment
FREQUENCY:Every 2 weeks
DEFINE T
HE
CURRENT SIT
UATIO
N
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 symbols6. Study the flow chart.
Start Task Make a Decision
Yes No
Conduct a
MeetingReport Out
End of Process
Student
Go to mentor text to compare their writing
in weekly prompt
Student Reflection
Revise-look to add more details
40 minutes to write
Teacher
Rigby- Scope and Sequence
Simple, Compound, Complex
Combine sentences for fluididty
Prompt
Rubric
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
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
SITUAT
ION
SEPT/O
CTOBER
Choos
ing
or
Devel
opin
g Com
mon
Asses
smen
ts
Run Chart is used to monitor 1 skill
Run Chart and
Pareto Diagram
are used to monitor multiple skills
WHICH TOOLS FIT MY DATA?
32
34
3132
33
30
15
20
25
30
35
40
9/12 9/19 9/26 10/3 10/10 10/17
Tota
l Nu
mb
er o
f E
rro
rs
Estimation Check SheetHour 1 - Class Errors
Estimation Check Sheet SkillsWeeks 1- 6
67 64 44 11 6 192
35%
68%
91%
97%100%
0
20
40
60
80
100
120
140
160
180
Application Division Multiplication Subtraction Addition Total N
Item
Nu
mb
e o
f E
rro
rs
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Per
cen
tag
e
This bar represents the total (N
) of your pareto.
RUN CHARTWhat 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
NEXT… PARETO DIAGRAMPareto’s Law “80/20”Run chart = data over timePareto 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 category5. Draw the cumulative percentage line.6. Review the results of the Pareto.
ANALYZE C
AUSES
OCTOBER/N
OVEMBER
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
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)
TEAM S
HARING A
CTIVIT
Y
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
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
PLC members coach each other & may go into each others classroom to observe and provide feedback
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?
MAKING CONNECTIONS
Team Norms
Ground RulesSMART
GoalsSMART GoalsData
FocusedData FocusedCollaboratio
nCollaboration
PLC Meeting
Class MeetingQuality
Tools/PDSAQuality Tools/PDSAAligned to
PlanAligned to PlanResearch
BasedResearch BasedTeacher
EmpowermentStudent Empowerment
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
Monitor student data to determine effectiveness of strategies. Compare to baseline.
COLLABORAT
IVE D
ATA
ANALYSIS
STRAT
EGIES A
ND PROTO
COLS
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
PROTO
COL EXAMPL
ES
HERE’S WHAT, SO WHAT, NOW WHATStep 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
STRUCTURING DATA CONVERSATIONSPrepare your…
1. MindLearning centered questionsIdentify pre-conceptions2. Data Set: SpreadsheetBar Graphs
BPLC p. 172-174
DATA CONVERSATIONS3. Findings: Stoplight Highlighting5 Observations/ 5 Questions/categories4. Next Steps:Discuss Patterns3 to 5 Results statements5. Summary StatementsPromptResponse
AVERAGE SCORES PER CLASSROOM
FOCUS
ORGANIZATION & SUPPORT
SENTENCE FLUENCY & WORD CHOICE
CONVENTION
A FOCUS ON RESULTS IS ESSENTIAL TO…
• Organizational effectiveness• Effectiveness of teams• Continuous Improvement• Motivation
Dufour, 2010
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
Reflect, observe, practice, receive feedback, gain expertise and standardize the new practice. Make a new flowchart.
Continue to use the PDSA cycle to make improvements in the realm of your professional learning community
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.
A) Continue with the same SMART GOAL, addressing the second root cause
B) Move to a different focus area and SMART Goal
NEXT STEPS FOR CONTINUOUS IMPROVEMENT
Building Leadership Team Workshop – Participant Feedback
Please Circle One
Strongly Disagree Strongly Agree
1. Overall, the workshop was well organized. 1 2 3 4 5
2. The program included an effective level of participation and involvement. 1 2 3 4 5
3. Facilities and accommodations
were conductive to learning. 1 2 3 4 5
4. This workshop provided the necessary ingredients for us to have an effective learning experience. 1 2 3 4 5
5. We will be able to use the information
and/or skills acquired through this workshop to improve our effectiveness as a Building Leadership Team. 1 2 3 4 5
6. Plus/Delta comments: Plus
(What did you like about today’s workshop?)
Delta (What could we have done differently?)
7. Please list any topics you would like to see addressed at Building Leadership Team workshops. 8. Because of today’s workshop, our team will:
High School Middle School Elementary
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