new leading with plc’s
TRANSCRIPT
Inquiry-based, Data-driven Decision Making
Ric Seager - Bronson Community Schools
“Being data driven is an admirable goal. Just because a school collects data, does not mean the data are being used to improve student achievement.”
Robert Marzano
“Authentic PLC’s are exceedingly rare in schools; unsupervised isolation is the norm.”
Mike Schmoker
“Most of us in education are mediocre at what we do” (Wagner)
“Every study of classroom practice reveals that most teaching is mediocre – or worse.” (Goddard, Sizer, et. al.)
“Direct involvement in instruction is among the least frequent activities performed by administrators of any kind, at any level” (Elmore)
“Excellent teachers modify their curriculum based on data collected from student learning.”
“Excellent teachers take responsibility for failed student performance.”
Platt, Trip, Ogden, Fraser
“The best explanation for why our schools aren’t far more successful, intellectually engaging places is fairly simple: the most important people within and outside schools know very little about what actually goes on inside them.”
Mike SchmokerDo you agree or disagree with this premise? Take a stand….
1. Know your school
2. Know your students
3. Know each other
4. Collect and analyze data
5. Set goals for improvement based on the data
6. Adjust instructional processes
7. Check your progress regularly
1. Uncover, needs, priorities and resources2. Build a school profile to better understand
strengths and weaknesses3. Develop intrinsic motivation through
consensus4. Create a focused direction for change,
accompanied by realistic goals5. Establish baseline measures to measure
progress and evaluate programs/practicesAldersebaes, Inge, Potter, Hamilton, 2000
The purpose of a TBD is not to debate but to gain new ideas and deepen understanding
Refer to text whenever possible, citing page and location
Speak to each other, not the facilitator
Monitor your own ‘air time’
The most promising context for continuous professional learning
A Professional Learning Community, or PLC is
an extended learning opportunity to foster collaborative learning among colleagues within a particular work environment or field.
http://en.wikipedia.org/wiki/Professional_Learning_Community
Professional Learning Communities seek to
promote life long learning for its members through a safe and supportive working and learning environment which encourages collaboration, innovation, sharing and the development of partnerships.
http://www.learningplace.com.au/deliver/content.asp?pid=13525
I. What do students need to know and be able to do?
III. How will we know when they have learned it?
V. What will we do for those who haven’t learned it?
VII. What will we do for those who already know it?
Teachers As Sole Proprietors
Teachers As Teammates
Teachers As Collaborative Workers
Educators as Learners
Educators as Learning Professionals
Shared beliefs, values and vision
Shared and supportive leadership
Supportive conditions – structural and relational
Collective, intentional & applied learning
Shared personal practices
1) Filling the Time
What are we supposed to be doing?
2) Sharing Personal Practices
What is everyone doing in their classrooms?
3) Planning, Planning, Planning
What should we be teaching?
1. Developing Common Assessments
What does mastery look like?
2. Analyzing Student Learning
Are students learning what they’re supposed to learn?
3. Differentiating Follow-up
What are you doing differently for different learners?
4. Reflecting on Instructional Practices
Which practices are most effective?
Step One: Establish Student Achievement GoalsKnow how things are – then compare to how things ought to be
Step Two: Identify Important QuestionsBEFORE seeking solutions or posing theories, develop a list of deep questions regarding why the current reality exists.
Step Three: Collect Data To Answer QuestionsResist jumping to conclusions; let the data speak for itself; stay focused on the questions
Step Four: Purpose Data AnalysisSort the data in multiple ways – compare & contrast – look for ‘threads’
Step Five: Generate Theories and Create a PlanDraw inferences and formulate explanations; deal with reality – not assumptions
Step Six: Purposeful Action PlanningKeep the plan SMART and simple; assign internal accountability; know how you will measure the plan
Step Seven: Collect data on the planNot and end unto itself, but rather, an ongoing process
ENC - 2001
Easily disaggregated
Skill-based; objective-based
Routine, embedded, accessible assessments
BMAP Assesment 05
180
190
200
210
220
230
240
250
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
RIT
Scor
es
Fall Average 215 Spring Average 219
Standard/ClusterTeacher C - Fall -
21 StudentsTeacher C - Winter -
20 StudentsAdequate Progress
(>50% ?)Teacher D - Fall -
21 StudentsTeacher D - Winter -
23 StudentsAdequate Progress
(>50% ?)A.FO.06.03 62% 90% 100% 90% 83% 100%A.FO.06.04 33% 75% 100% 57% 74% 100%A.FO.06.06 36% 25% -33% 31% 37% 16%A.FO.06.07 24% 50% 57% 29% 43% 35%A.FO.06.11 43% 70% 100% 60% 65% 54%A.FO.06.12 24% 55% 68% 29% 48% 47%A.FO.06.13 17% 35% 34% 19% 20% 2%A.PA.06.01 38% 95% 100% 86% 78% 100%A.RP.06.02 29% 85% 100% 57% 65% 65%A.RP.06.10 52% 85% 100% 95% 87% 100%D.PR.06.01 43% 75% 100% 62% 48% -191%D.PR.06.02 48% 75% 100% 62% 78% 100%G.GS.06.01 10% 20% 17% 38% 30% -26%G.GS.06.02 43% 50% 27% 33% 57% 66%G.TR.06.03 43% 80% 100% 52% 65% 75%G.TR.06.04 38% 90% 100% 86% 91% 100%M.TE.06.03 43% 30% -49% 43% 26% -65%M.UN.06.01 10% 20% 17% 5% 26% 33%N.FL.06.02 38% 58% 64% 48% 54% 28%N.FL.06.04 24% 78% 100% 40% 50% 34%N.FL.06.09 38% 75% 100% 57% 78% 100%N.FL.06.10 19% 43% 48% 45% 26% -78%N.FL.06.12 38% 55% 54% 60% 54% -64%N.FL.06.14 31% 65% 89% 50% 57% 36%N.FL.06.15 33% 25% -22% 24% 24% 0%N.ME.06.06 29% 65% 89% 52% 43% -52%N.ME.06.11 10% 80% 100% 43% 52% 34%N.ME.06.16 38% 60% 70% 22% 54% 68%N.MR.06.01 38% 80% 100% 71% 57% -840%Class Average 33% 59% 72% 46% 51% 21%
ELA Teacher
GradePeriod
Fall Text Level
Spring Text Level
Adequate Progress
?
Fall Oral Reading
Rate
Spring Oral
Reading Rate
Fall Fluency Score
Spring Fluency Score
Fall Comprehensi
on
Spring Comprehensio
n
Keller 5 2 40 50 YES 101 109 9 12 13 15
Keller 5 2 50 70 YES 147 135 13 14 16 19
Keller 5 2 60 70 YES 128 146 13 13 16 16
Keller 5 2 60 70 YES 132 136 13 14 17 18
Keller 5 2 50 70 YES 127 130 14 14 20 19
Keller 5 2 24 30 NO 90 84 11 13 14 17
Keller 5 2 30 38 NO 78 114 11 12 15 20
Keller 5 2 34 40 NO 118 105 11 12 12 16
Keller 5 2 50 70 YES 138 144 10 13 15 18
Keller 5 2 10 14 NO 55 19 24
Keller 5 2 34 40 NO 118 130 11 14 12 18
Keller 5 2 14 NA 54 19
Keller 5 2 20 30 YES 60 81 11 13 12 17
Keller 5 2 38 50 YES 95 124 12 14 21 17
Keller 5 2 34 40 NO 113 117 13 13 17 15
Keller 5 2 38 50 YES 93 117 11 13 14 17
Keller 5 2 50 70 YES 115 131 12 13 13 15
Keller 5 2 40 70 YES 144 137 13 14 16 18
5TH Start Mid
Lexile DRA DRA Change DRA Change
1/16
58 60 7 68 13
830-980 50 80 30 80
856-1006 50 50 0 70 20
1009-1159 70 80 10 80
748-898 34 40 6 50 10
865-1015 50 60 10 60 0
714-864 40 40 0 50 10
454-604 50 40 -10 60 20
844-994 38 50 12 50 0
563-713 60 80 20 80
533-683 30 40 10 50 10
884-1034 60 80 20 80
872-1022 50 70 20 70
617-767 50 70 20 70
933-1083 80 60 -20 80 20
844-994 70 80 10 80
661-811 60 40 -20 60 20
598-748 70 60 -10 80 20
60 80 20 80
50 60 10 70 10
0 70 70
Align the curriculum
Improve Teaching Strategies
Provide Special Instruction for Those Who Need It
Involve Students in the Process
Teachers must know the learning targets their students are supposed to master (Stiggins, 2001)
Teachers must be ‘assessment literate’ (Stiggins, 2001)
Teachers need embedded time to conduct PLC work
What do you want to know?
1. What don’t I know that I should be looking for?
3. How do my teachers know about the kids they have now, the kids they had, and the kids they’re going to have?
5. How much am I missing?
Ric Seager - [email protected]