1

Professional Learning Communities

Delayed Start Proposal

January 26, 2012

2

Agenda

Proposal Review of PLC’s Research Building Accomplishments and Delayed Start

Activities Schedule Highlights Details

3

Proposal

Implement a one hour delayed start on the 2nd and 4th Wednesday of each month. March 14 April 11 April 25 May 9 May 23

Goal: Reach a sustaining level of implementation as defined by The PLC Communities at Work Continuums. (Samples Provided)

4

Defined Professional Learning Community Defined

An on-going process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.

PLCs operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators.

(DuFour, DuFour, Eaker, and Many, 2010)

5

PLC’s The Big 3 Ideas:

1. Focus on Learning What is it we expect them to learn? How will we know when they have learned it? How will we respond when they don’t learn? How will we respond when they already know it?

2.Build a Collaborative Culture To clarify essential student learning, develop common assessments,

analyze evidence and use evidence to learn from each other

3.Focus on Results Measure our effectiveness on the basis of results not intentions

6

Six Characteristics of a PLC Goal: Full Implementation of the Six Characteristics of a PLC

1. Shared mission, vision, values and goals Clarity, shared purpose, common understanding

2. Collaborative teams focused on learning Working interdependently to achieve common goals

3. Collective inquiry Relentlessly question the status quo (seek, test and reflect)

4. Action orientation and experimentation Turn learning into action

5. Commitment to continuous improvement Gathering evidence, develop strategies, implement, analyze, apply

6. Results orientation Hungry for evidence of student learning

16

Research

Multiple studies have been conducted Many esteemed experts and respected professional

organizations in education endorse and advocate for the development of PLCs. In a review of this research DuFour’s conclude that; “Successfully implementing professional learning

community practices is the most promising path for sustained and substantive improvement of our schools and districts.”

What are the researchers common conclusions?

17

Research

Synthesis of Research on School Culture Researchers* conducted “meta-analysis” of studies that have

been done on productive school cultures. They determined these cultures were characterized by the following:

1. Predispositions of; student centered with frequent monitoring, high expectations, an improvement orientation

2. Collaborative work behavior; continuous dialogue among staff, focused on common goals

3. Professional productivity; group goals and commitments, focused and involved staff

*Georgiades, Snyder, and Fuetes, 1983

18

Research Center on Organization and Restructuring of

Schools Five year study of 1,500 schools that were

successful in linking their improvement initiatives with improved student learning. Schools were characterized by having:1. A focused on and agreed-upon vision on what students

should learn2. Teachers that required students to think3. Well functioning professional learning communities

19

Research

What works: School Factors That Increase Student Achievement Robert Morzano (2003) synthesized 35 years of research of

factors that impact student achievement

1. A guaranteed and viable curriculum; essential content

2. Challenging goals and effective feedback; emphasizing formative assessments

3. Parent and community involvement

4. Safe and orderly environment

5. Collegiality and professionalism; active learning and ongoing discussion

20

Research

Practices of Improving Schools and District Doug Reeves (2006) research on 90/90/90 schools

found the following to be present:1. Promotion of distributed leadership

2. Frequent monitoring of valued outcomes

3. Frequent common assessments

4. Decisive timely intervention when students do not learn

5. Achievement data openly shared among teachers who work collaboratively

21

Research

Most Promising Practices for Improving Student Learning John Hattie (2009) synthesized of 800 meta-analyses of

factors impacting student achievement. He concluded:

1. Teachers work in collaborative teams

2. Teacher teams clarify the essential learning for each student

3. Teacher teams gather evidence of student learning

4. Teachers analyze evidence of student learning and implement powerful instructional strategies

5. Schools provide a collaborative culture

22

Research Leadership That Leads to Learning

The Wallace Foundation commissioned the “largest in-depth study of school leadership to date” to determine the link between school leadership and student achievement. They concluded:

1. School leadership improves student achievement by strengthening a school’s professional learning community

2. The environment is characterized by:a. A common focus on student learning b. Collaboration in the development of curriculum c. Purposeful sharing of practice to improve student learningd. Shared leadership e. Clear goals, widely shared

23

Research DuFour presented the Synthesis of Research on the Characteristics

of Effective Schools (Lezotte 1991). The following is called the second generation of research and includes seven factors that are correlated with effective schools.1. Safe and orderly environment2. Climate of high expectation for student success3. Instructional leadership; collaborative work behavior with a focus

on productivity4. Clear and focused mission5. Opportunity to learn~student time on task6. Frequent monitoring of student progress7. Home school relations

24

Research Summary The research has many commonalities It is all embedded in the practices of PLCs The District is engaged in these practices We are on the right path

During our principal presentations, listen for activities that have occurred and are planned that are consistent with what research says is best practice.

25

Time

#2 Factor of Effective Teaming*; “Scheduling time for collaboration into the school day and school calendar” If we value and want these practices, successful

implementation requires the District and Buildings to make the commitment of time.

*DuFour, DuFour, Eaker

26

Commitment/Planning

Focus of this time will be devoted to building and engaging in the practices of PLC’s.

Each principal has developed a plan for utilization of this time, based on their stage of implementation. They will cover:

What they have Accomplished Next steps / Delayed Start Activities

27

Outcome

Five schools engaged in a systematic, self sustained, relentless pursuit of increased student learning

28

29

Collaborative Teams

WHAT WE HAVE ACCOMPLISHED SO FAR Teams Developed 1. 4th Grade Team2. 5th Grade Team3. 6th Grade Team4. Language Arts (7/8) Team5. Social Studies (7/8) Team6. Math (7/8) Team7. Special Education/Reading Specialist Team

30

Accomplished Wednesday morning meetings 7:15-7:50 AM Team norms established S.M.A.R.T Goals written for each team Essential Skills created for each unit Common Formative Assessments created

across grade levels.

31

Delayed Start Activities Continued work on common formative assessments Continued work on our Essential Skills – Making

sure we are teaching our most critical elements of each unit

Analyzing student data to make informed decisions about the direction of our lesson planning and instruction

Creating RTI processes and rules that will help insure consistency school wide with multiple levels of support

32

Why? Right now we have momentum. Our teachers can accomplish more with increased time. It is imperative that we provide the necessary time to

accomplish the important work we have ahead of us. The great thing is – The Teachers Are Asking For The

Time!! This Collaborative team time is the most powerful piece

that has been implemented into our district practice. Creating this TEAM time will move this district forward

into one of the premier learning environments in the state.

33

34

PLC at Mari-Linn We have established 3 teams

Middle School (grades 6-8) and Behavior Support Assistant

Intermediate School (grades 3/4, 4/5) and Music teacher

Primary School (grades K-2) PE is not currently on team due to ½ time schedule

Reading Specialist and Special Education join teams depending on the week’s focus

35

Current Structures We hold two meetings weekly

Mondays are general staff meetings in which we cover general information and upcoming events, we also review whole school data or work on learning the principles of PLC (which has been impacted by time limits)

Wednesdays are our team meetings in which teams review more student specific data and have attempted to develop formative assessments

Delayed start will allow our staff as a whole to develop and deepen our knowledge and skills of a PLC This joint knowledge will allow for us to work more efficiently and

effectively

36

Accomplished

Used teams to review student behavior and academic data to move students in and out of intervention groups

Completed Session One of the Professional Learning Communities at Work

Two staff members (Andy Rasmussen & Laura Murray) attended the DuFour Conference this month

37

Delayed Start Activities

Clarify and Define Essential Learning Outcomes Four Fundamental Questions Use the PLC continuum to develop a Plan of action

Clarify and Define Effective Interventions Intervention does not mean an automatic pull out to resource

room of reading specialist How do we use data to impact intervention Develop a pyramid of intervention for Mari-Linn

38

Delayed Start Activities Focus on Results

The importance of using common formative assessments Define and building “SMART goals” How will we monitor students proficiency of each essential skill How will we celebrate progress in meeting set goals

Plan for 2012-2013 Using the knowledge gained, how will we plan for improvement

for the following year Given barriers, how will we connect with more horizontal teams

within the district Set SMART Goals for 2012-2013 at the team and individual level

39

40

Accomplished Implemented a Professional Learning Community model in order to

build a collaborative team environment, provide clear, precise learning targets directly connected to State Standards, implement formative assessments to provide concise data to guide student interventions, instruction and planning Built shared knowledge by introducing PLC foundations and

supporting research Completed building wide common agreements and commitments

through a collaborative activity at ‘back to school’ in-service Created a PLC leadership team with representatives from each grade

level Completed “The Power of PLC at Work” video series Attended PLC Du Four conference

41

Accomplished Created horizontal (3 times/month) and vertical (1

time/month) PLC teams that meet regularly Following the “Critical Issues for Team

Consideration” PLC teams created SMART goals in the area of math

as well as team working agreements Vertical teams are targeting their team goals,

reviewing data, and planning for interventions

42

Delayed Start Activities Horizontal PLC Building Teams

Continue creation and alignment of essential learning targets with State Standards in math

Complete common pacing guide for math Complete at least 2 common formative assessments in math Use common assessment data to identify strengths and address weaknesses Plan for grade level teacher-led intervention days following analysis of common

formative assessments for both students struggling to master learning targets, as well as those that are excelling

Continue school-wide shared knowledge training/collaborative activities Building Specialists

Work in job-alike collaborative teams with other District specialists to create learning targets for upcoming units of study

Complete PLC webinar training/The Power of PLC’s at Work to build shared knowledge

Continue school-wide shared knowledge training/collaborative activities

43

Delayed Start Activities Horizontal (grade level teams)

4 Sessions: Continue specific work in teams on creating a map of identified

learning targets, scope and sequence pacing alignment, common formative assessment development and data tracking/analysis, and the creation/implementation plan for teacher-directed targeted interventions in math

1 Session: Continue school-wide shared knowledge training/collaborative

activities

44

Delayed Start Activities Building Specialists

Two (2) Sessions: Work in job-like teams with District specialists to create

learning targets for upcoming units of study Two (2) Sessions:

Complete PLC webinar training/The Power of PLC’s at Work to build shared knowledge

One (1) Session: School-wide shared knowledge training/collaborative activities

to share and model team accomplishments and work to date

45

46

Accomplished Since August our staff has formed professional learning teams using

vertical alignment due to the size of our teaching staff, established team norms and commitments, teams have created a professional SMART goal to be worked on collaboratively throughout the year, instead of individually.

The staff has also completed surveys of team effectiveness, selected essential learning skills in math and focused on learning targets for each lesson.

We have also been working interdependently to purposely plan instructional lessons using Bloom’s Taxonomy that requires our students to use higher level thinking skills to challenge every student to his/her highest level.

47

Delayed Start Activities

Teachers will work in their PLC teams to design common formative assessments and analyze both these and our state summative assessments to create individual action plans and instructional lessons to motivate students.

Our staff will interpret and prioritize the ten elements of an effective PLC using resources from the Dufour Conference that the administrative and teacher teams attended. I will seek the help and support from our PLC Leadership Team to present and instruct others.

48

Delayed Start Activities

Teams will also work to develop effective systemic interventions as well as enrichment for those students who already know the material.

We will continue to share ideas on how to implement higher order thinking within our daily lessons/target objectives.

We will strive to celebrate the successes of all of our students and staff. This will be an important piece for our PLC teams to plan and be involved with.

49

50

Accomplished

Teams Developed1. Language Arts

2. Math

3. Social Studies

4. Applied and Fine Arts (Vertical teaming opportunities)

5. Science

6. Health/Physical Education (Vertical teaming opportunities)

7. Special Education

51

Accomplished

Wednesday Collaborative Meetings 7:15-7:50 2/mo Staff meetings 1/mo Collaborative Leads meeting 1/mo Team norms established S.M.A.R.T. goals written for each team Working on Essential Skills/Common Formative

Assessments depending on subject Area Five (5) additional individuals trained at DuFour

52

Delayed Start Activities1. Establish Effective Collaborative Teaming practices2. Focus on implementation and learning of the four (4) critical

question of a PLC What is it we expect them to learn? (Essential Skills) How will we know when they have learned it? (Common

Formative Assessments) How will we respond when they don’t learn? (Interventions) How will we respond when they already know it?

(Enrichment)3. Implementation of Electronic Collaborative Team for specialists

(MWEC)4. Analyze student learning data to plan for 2012-2013

Master Schedule Interventions available to students

53

Why?

“If you keep doing the things you have always done, you will be where you always have been” (Anon)

Collaboration is powerful No longer working in isolation It becomes a true focus on kids and learning

54

Building Schedule Highlights

Stayton Elementary One hour delayed start Switch Music/PE time to afternoon Cancel Kindergarten strategic program Adjust Special Education and English Language

Learner times Kindergarten sessions:

9:05-11:20 12:20-2:30

55

Building Schedules Highlights

Sublimity Delayed start one hour Kindergarten Sessions:

9:00-11:15 12:15 to 2:35

Condensed schedule K-8

56

Building Schedules Highlights

Mari-Linn Delay start one hour Increase .5 employees by 1 hour Condensed middle school schedule Kindergarten Session

8:45 to 11:00

57

Building Schedules Highlights

Stayton Intermediate/Middle School Delayed start one hour Condensed schedule in Intermediate and Middle

School

58

Building Schedules Highlights

Stayton High School Delayed start one hour Condensed schedule Transitions program delayed one hour Chemeketa programs delayed one hour at this time

59

Employee Schedules

Certified: Same May need to add time to .5 time people

Classified: same

60

Details Communications:

Newspaper Editorial (Andy Gardner) Next Week To Parents February 6

Common letter with building level specific information Brochure with PLC information Questions and Answers Document Kindergarten bussing schedule details

Building Newsletters / week of February 1 Auto Dialer message February 6 PTC discussions All websites

Concerns: Parent dialogue and communications

61

Details

Hardship Applications and Accommodations Hardship applications will be available at all buildings Requests considered in the order they are received and

dependent on the number of classified staff or parent volunteers available to supervise Hardship students will be engaged in learning activities and

supports No transportation is provided

High School will open the library and lab, supervised by classified staff

62

Details

Private Schools 4-6 students impacted

63

Details

Specialists: Music and Physical Education teachers will meet in

large and small groups district wide Special Education and English Language Learners

teachers will be engaged in their buildings

64

Details

Transportation Cost

Additional drivers will be added with minor cost increases Grades 1-12

Morning pick up will be one (1) hour delayed PM drop off will remain the same

Kindergarten Morning pick up will be one (1) hour delayed AM drop off and PM pick up will be adjusted

65

Closing

“The successful implementation of professional learning practices is the most promising path for sustained and substantive improvement of schools and districts.”* The research is clear Our plans are solid The time will only propel us forward

*DuFour, DuFour, & Eaker, 2008