professional learning communities and collaboration as a vehicle to school transformation

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Professional Learning Communities and Collaboration as a Vehicle to School Transformation Rene Sanchez, Kelli Sorich, Rebecca Jensen, Tom Green & Viviana Cabrales Garcia

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Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.

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Page 1: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Rene Sanchez, Kelli Sorich, Rebecca Jensen,

Tom Green & Viviana Cabrales Garcia

Page 2: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Introductions

Please share:

• Your name

• Why you chose this session

Page 3: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Session Objectives

• Learn how Cesar Chavez Elementary School transformed from one of the lowest performing schools in the state to having an API of 823

• Identify ways that you can strengthen your transformation work, taking advantage of the lessons Chavez leaders learned and the frameworks they used to support their work

Page 4: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

The Cesar Chavez Elementary School Transformation Story

Page 5: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Latino 84%

Asian 12%

Other 4%

Free/reduced lunch 88%

English Learners

70%

484 students, East San Jose

Page 6: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

626 645

709

773

812 823

590 616

689

759

803 825

500

600

700

800

900

2008 2009 2010 2011 2012 2013

Growth on the California Academic Performance Index

All Students English Learners

Page 7: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Transformation Efforts designed to:

• Make changes throughout a every part of a system

• Influence, in significant ways, every student and staff member in a school system

Page 8: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

SCHOOL

TRANSFORMATION

FRAMEWORK

Q7ICBX

Develop a System for

Teacher Professional Learning

Instructional

Coaching

Ensure

Academic

Success for

Every Child

Use

Assessments

Purposefully

Define

a Rigorous

Curriculum

Deliver

Effective

Instruction

Continuously Improve

the Instructional Program

Teacher

Collaboration

Professional

Development

Lead Results-Oriented

Cycles of Inquiry

Set Vision Establish urgency

Articulate core values

Reflect &

Adjust Adjust plans and

leadership actions

Act Distribute leadership

Communicate expectations

Plan Set goals

Define strategy

Assess Student learning

Instructional quality

Page 9: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Results-Oriented Cycle of Inquiry

Plan

Act

Assess

Reflect & Adjust

Set Goals

Page 10: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

· Assignedanexperiencedprincipaltoleadtransformationefforts

· Completedrenovationstosymbolizearenewedinvestmentintheschool

· Stabilizedthelearningenvironment

· DevelopedvisionofChavezstudent

· Providedextendedtimeforteacherstounpackstandards,analyzedataandplanlessonscollaboratively

· FormedapartnershipwithPartnersinSchoolInnovation

· FormedanInstructionalLeadershipTeam(ILT)

· Identifiedthe“ChavezEssentials”–instructionalpractices

· ProvidedintensiveprofessionaldevelopmentonstrategiestosupportEnglishLearners

· Renewedfocusoninstructionthroughstrongunitplanninganddirectinstruction

· Hiredaninstructionalcoach

· Leaderscommunicatedclearexpectationsandconductedregularclassroomwalkthroughs

· BuiltILTmemberscapacitytoleadcollaborationandprofessionaldevelopment

· CollaboratedwithCityYeartoensureafter-schooltutoringwasalignedtostudentneeds

· PreparedfortransitiontoCommonCoreStateStandards

500

600

700

800

900

2008 2009 2010 2011 2012 2013

Growth on the California

Academic Performance Index

All Students English Learners

Exited program

improvement after

two years of

dramatic gains in

student

achievement!

Serves as

demonstration

site –

supporting

students and

teachers to

thrive.

Listed in

the bottom

5% of

schools

across the

state.

Page 11: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Core Themes

• Vision-driven

• Student-centered

• Investment in teachers

• Ensuring high-quality instruction

• Collaboration

Page 12: Professional Learning Communities and Collaboration as a Vehicle to School Transformation
Page 13: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Year 1: 2008-09

Page 14: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Year 1: 2008-09

• Focused on creating a safe, orderly, and inviting school environment

• Began clarifying our student vision

• Invested in the infrastructure of the school

– Repainted the exterior of the school

– Invested in technology upgrades

Page 15: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Year 2: 2009-10

Page 16: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Year 2: 2009-10 • Used staff meetings to deepen our vision for

students and unpack our biases and assumptions about students

• Dedicated time for teachers to collaborate and supported each team with a facilitator

• Ensured that teachers were able to meet weekly to analyze data and plan instruction

• Limited distractions (e.g. after-school interventions, fund-raisers, etc.)

Page 17: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Grade Level Collaboration Agenda 2008-09

Page 18: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Year 3: 2010-11

Page 19: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Year 3: 2010-11 • Let go of a complicated RTI plan and began

focusing more on core instruction – the “Chavez Essentials”

• Instructional Leadership Team members helped define the priorities:

– Gradual release

– Strategies for supporting English Learners

• Began to ensure alignment of all resources and External Support Providers

Page 20: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

“The Chavez Essentials”

Page 21: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Year 4: 2011-12

Page 22: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Year 4: 2011-12

• Teachers involved in leading professional development sessions on our core strategies: gradual release and support for English Learners

• Hired an instructional coach

– Began focused coaching cycles

• Conducted regular walkthroughs to monitor the quality of instruction and provide specific feedback to teachers on the “Chavez Essentials”

Page 23: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Classroom Observation Tool

Page 24: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Year 5: 2012-13

Page 25: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Year 5: 2012-13

• ILT members took on leadership roles in facilitating their grade level meetings

• Collaborated with City Year to ensure that after-school tutoring aligned to core instruction

• Continued to protect time, and be creative in providing additional time, for teachers to work together

Page 26: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Instructional Leadership Team Summer Retreat

Page 27: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

626 645

709

773

812 823

590 616

689

759

803 825

500

600

700

800

900

2008 2009 2010 2011 2012 2013

Growth on the California Academic Performance Index

All Students English Learners

Page 28: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Lessons We Learned

• Invest in people not programs

• Prioritize core instruction and limit distractions

• Help foster the best, the brightest, the most committed

• Use data to reflect and adjust

Page 29: Professional Learning Communities and Collaboration as a Vehicle to School Transformation
Page 30: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Tools We Relied On

Page 31: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Support for Our Transformation

• Informal thought partners

• District formed PLCs for:

– Principals

– Instructional Leadership Teams

– Grade Levels (2nd grade, Kinder)

• Partners in School Innovation

Page 32: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Alum Rock USD School and District Transformation

Systems Map, 2012-13 (Updated 10/2/12)

School Transformation Cross School Professional Learning

District Transformation

ILT PLC

IL PLC RT PLC

K PLC

2nd ELA PLC

MS ELA PLC

1, 3, 4, 5

Sci., SS, PE, VPA

Intervention & Resource

FS HR

IT MOT

CNS MS

Math PLC

Counselors

Blue= PSI Support Green= Pivot Support

Purple= District Support

1

ES

ES ES 2

ES

ES ES

3

ES

ES ES 4

ES

ES ES

5

ES

ES

ES

ES 6 & 7

MS

MS MS

IS

ST

SE

SS S&F

AS

Page 33: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Leaders using ROCI

Build shared ownership of a vision and set SMART and equitable goals

Plan

Act

Assess

Reflect & Adjust

Set Goals

Create a theory of action and plan for attaining the vision and goals

Create opportunities for teachers to learn to use new practices

Monitor implementation of new

strategies and their impact on student learning

Use data to inform adjustments to strategies and support provided to teachers

Page 34: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Annual Goals and Theory of Action CHAVEZ Theory of Action, 2011-2012

PD topics will include… EL support: sentence frames, lang obj. Direct Instruction/GRR Workshop/Differentiation DIBELS Technology (Promethean, Activotes)

PD will include… Take away’s to impact classroom Integration of core values

Teachers actively share best practices Focused collaboration Use of ROCI & backwards mapping Differentiate between RtI and core planning Focus on teacher response to data and reteaching Opportunities for cross grade level collaboration Commit to follow up and check ins/Accountability (everyone brings data, revisit and adjust charters, know strengths of colleagues)

Support for RtI block to meet the needs of students Model, observe, facilitate lesson studies, peer observations, and peer coaching Focused on improving instructional practices, and student learning Analyze data Help focus lessons on objectives, and align to C2IA New teacher support Follow the coaching cycle

Build collective ownership Exemplify core values: optimism & high expectations Focused on teacher and student learning Communicate expectations for implementation of C2IA Engaged in professional and student learning Support implementation of the Theory of Action Communicate action items and goals to the staff

A “Wall of Fame” is posted in every classroom Monthly celebration for students meeting grade level standards (80% mastery) and growth goals Develop a school-wide reading program Log parent volunteer hours Host Back to School Night, Open House, and parent nights Coordinate with City Year to maximize their impact on student achievement Develop a plan for implementing a highly effective Peacebuilders program

School-Wide CST Goal: 65% P/A in

ELA; 75% P/A in Math; 800+API

ELLs and Latinos will increase 25%

pts. on the ELA CST

ELL and Latino students will move

up at least one performance band

on the CST

Move 50% of Basic Students into

the Proficient Band

Move all BB & FBB students into the

Basic Band

Chavez students will read 12,000

books in the 2011-2012 school year

100% of students will master 80%

of key standards for the grade level

as measured by key standard

assessments

Achieve 80% of parent

participation rate on Back to School

Night and Open House

100% parent attendance for Fall

parent-teacher conferences

30% of parents will complete 30

hours of parent volunteer hours

Curriculum: When we plan… • Content objectives with particular focus on English

Language Learners.. • Standards-driven (power/key standards) units and lessons

that are broken into measurable and teachable objectives • Plan with end in mind (backwards planning) • Write content objectives and make them relevant and in

kid-friendly language. • “I can…” • “We will…” • “Students will be able to…” (SWBAT)

Instruction: When we teach… • Content objectives and make them relevant and kid-friendly • Use Direct Instruction/Use Gradual Release of

Responsibility (I do, We do, You Do) • Use sentence frames and language objectives • Use white boards/paddles, exit tickets, thumbs up/down,

and think-pair-share as Checks for Understanding

Assessment: When we assess • Use consistent assessments: DIBELS, INSPECT, Short Cycle

Quizzes • Use Standards-based assessments for MATH AND ELA • Students track their progress for all Key Standards • Monitor data of all subgroups (using DIBELS, Inspect, CST,

CELDT)

Culture: When we create a culture that… • Reinforces a college going culture • Celebrates students’ growth and achievement • Encourages students’ love of reading • Welcomes and encourages parents to be active in the school

and in the classroom

Student Goals Professional Learning

System

Classroom Systems

Professional

Development

Teacher

Collaboration

Instructional

Coaching

Instructional

Leadership

Team

Culture &

Community

Page 35: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Cycle Action Plan

Page 36: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Teachers Using ROCI

Plan

Act

Assess

Reflect & Adjust

Set Goals

Working together as a

team to define clear

outcomes for

student mastery

Collaboratively

designing

assessments and

planning units and

lessons

Teaching with

similar pacing;

sharing lessons

learned along the

way

Collecting evidence of

student learning using

common assessments

Comparing

student progress

toward goals and

thinking together

about how to

adjust instruction

to better meet

student needs

Page 37: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Time for Teachers to engage in ROCI (Release Day Agenda)

Page 38: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Example of a Unit Plan

Page 39: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

After listening to the Chavez story, how are you thinking about deepening your own transformation work?

Page 40: Professional Learning Communities and Collaboration as a Vehicle to School Transformation

Contact

Rene Sanchez [email protected]

Tom Green [email protected]

Viviana Garcia [email protected]