building leadership teams 2011-12

BUILDING LEADERSHIP TEAMS 2011-12

Driving Continuous Improvement Throughout the School!

Session #2November 2011

An accomplishment for your BLT and/or PLC Team this school year

A challenge for your BLT and/or PLC 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

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 – 3:30

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

Random Acts of Improvement

School Direction

Goals and Measures

School Direction

Aligned Acts of Improvement

Goals and Measures

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

Analyze Causes

Try Out Improvement

Theory

Study the

Results

Plan For Continuous

Improvement

ACT Standardize

Improvements

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.

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).

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.

RATE YOUR SCHOOL’S ALIGNMENT EFFORTS

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

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 DISCIPLINE

2.) 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?

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

Theme 1

Theme 2Theme 3

Theme 5

Theme 4

NOMINAL GROUP TECHNIQUE (OPTION)

Theme 1

Theme 2Theme 3

Theme 5

Theme 4

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?

PLC LOGISTICSWeb site for guidanceOnline form/log each weekRole of PLC leadership rotatedFacilitatorRecorder

SMART Goals & PDSA

FEEDBACK

TRUE OR FALSEAll District PLC Teams must be on the same task on any given week.

All PLC teams SMART Goals must align with the Building’s SMART Goals.

All PLC teams must collect data.

All PLC teams must have a Pareto Diagram.

PLC’S “TO DO’S”All teachers will:

Complete the

PDSA Cycle by February 1, 2012.

PLANSTUDY

Plan Continuous

Improvement

Define the System

Standardize Improvement

Study the Results

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

Analyze Causes

Try Out Improvement

Theory

Study the

Results

Plan For Continuous

Improvement

ACT Standardize

Improvements

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.)

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.

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).

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.

*START HERE- Create/identify a SMART goal based on the data analysis which includes target performance.

PLANSTUDY

Plan Continuous

Improvement

Define the System

Study the Results

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

AUGUST/SEPT

Distric

MS TECHNOLOGY PLC SMART GOALBy the end of the semester, computer class students will improve their digital writing composition skill by showing a 10% improvement in the ratio of Correct Words a Minute (CWAM) to Gross Words

Minute (GWAM) as measured by a bi-monthly ten-minute digital writing assessment.

DEFINE T

CURRENT SIT

Bi-monthly Intervention

Interventions

DEFINE THE SYSTEM: FLOWCHART OF THE TEACHING

28-Oct

MIDDLE SCHOOL TECHNOLOGY PLCSlide 36Karen

Joyce & Amy Berg

Notes Worksheet for

Content Discovery

Did they learn

Flowchart Above: Repeated for every unit Flowchart Below: Bi-Monthly Assessment

Did they learn

Next 5 Classwork

assignments

Did they learn

First Five Classwork

Assignments

Next 5 Classwork

assignments

Unit Tests/Project

Assessment Quiz

Bi-monthly 10 minute digital

writing assessment

Bi-monthly Intervention

Practice

DEFINE THE SYSTEM: BI-MONTHLY ASSESSMENT FLOWCHART

28-Oct

Joyce & Amy Berg

Complete next 5

classwork assignments

Did they

learn?

Digitally writes paragraph for 10-minutes in

MicroType

Studies inspiration piece

Completes pre-writing activity Proofreads the

paragraph(s)

Counts

types of

errors

Teacher records data in Excel

Students update column charts

Writes reflection

and finishes writing in

PLANSTUDY

Plan Continuous

Improvement

Define the System

Study the Results

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

SEPT/O

CTOBER

Choosin

SHARE YOUR PLC SMART GOAL COMPONENTS

TARGETED SKILLS

Example:

Digital Writing: Ratio of Correct Words/minute and Gross Words per minute

MONITORING TOOL

Example:

10 minute digital writing assessment

FREQUENCY:Every 2 weeks

Run Chart is used to monitor 1 skill

Run Chart and

Pareto Diagram

are used to monitor multiple skills

WHICH TOOLS FIT MY DATA?

9/12 9/19 9/26 10/3 10/10 10/17

Estimation Check SheetHour 1 - Class Errors

Estimation Check Sheet SkillsWeeks 1- 6

67 64 44 11 6 192

97%100%

Application Division Multiplication Subtraction Addition Total N

This bar represents the total (N

) of your pareto.

DEFINE THE SYSTEM: EXCEL VIEW OF DATA COLLECTION FOR ASSESSMENT #2

28-Oct

Joyce & Amy Berg

Student Words Errors CWAM Ratio Hmphn

PunctTextin

gCapita

lsEnter

Ex/Miss

Rev Wrong Space

Name 1 185 55 130 .70 0 5 0 7 0 19 0 21 4

Name 2 513 19 494 .96 0 0 0 2 0 8 3 3 3

Name 132 175 22 153 .87 0 4 0 2 0 11 1 4 0

Total 17288

3960 13328

.77 42 459 2 911 29 1473

108 483 451

Min 63 6 0

Max 513 102 494

Mean 175 31 152

Median 158 27 138

Mode 153 35 117

1st Quartile

123 20 101

3rd Quartile

206 38 199

ASSESS THE CURRENT SITUATION: RUN CHART

RAW DATA

Assessment Date

Total Errors

CW/GW Ratio

August 25 4067 .81

September 21

3960 .77

October 5 3559 .84

TOTAL ERRORS – 132 STUDENTS

28-Oct

Joyce & Amy Berg

ASSESS THE CURRENT SITUATION: AXIS TABLE

28-Oct

Joyce & Amy Berg

Category Number Percent Cumulative Percent

Horizontal Line

Value Extra/Missing 2440 32 32 80

Capitals 1663 22 54 80

Wrong Key 1235 16 71 80

Punctuation 1021 14 84 80

Spacing 734 10 94 80

Reversed 227 3 97 80

Extra Enters 104 1 99 80

Homophones 83 1 100 80

Texting Lingo 29 0 100 80

Total 7536 100 100 80

NEXT… PARETO DIAGRAMPareto’s Law “80/20”Run chart = data over timePareto Diagram =

discrepancy data

PARETO DIAGRAMWhat 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.

ASSESS THE CURRENT SITUATION: PARETO CHART

28-Oct

Joyce & Amy Berg

Types of Errors on 10-Minute Digital Writing

Pareto Diagram Practice!

YOUR D

COLLEC

TION M

ETHODS

ANALYZE

CAUSES

OCTOBER/N

OVEMBER

PLANSTUDY

Plan Continuous

Improvement

Define the System

Study the Results

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)

European Keyboard

Use Backspace

Poor Online Posture

Look at Fingers

Homophones

Punctuation

Texting Lingo

Extra/Missing

ANALYZE CAUSES: FISHBONE DIAGRAM

28-Oct

Joyce & Amy Berg

Bad Habits

Improve the RatioCorrect Words Total

Keyboarding ProblemsLanguage Arts

Reversed

WrongSpacing

Capitals

New to District

No Prior Instruction

Root Cause: Keyboarding too fast

Relations DiagramHow is it made?

1. Clearly define the issue or problem.

2. Construct the diagram layout.

3. Analyze the relationships.

4. Count the arrows.

5. Identify the root causes and effects.

6. Study the final diagram.

Problems in Physical Education

The Teacher Was Mean

Some Students Were Not Listening To The Teacher

The Teacher Yelled At Us

Some Students Were Not Behaving

#In / #Out

1/ 2•Root causes are those factors or

aspects of a problem which primarily influence other factors (arrows out)

TEAM S

HARING A

CTIVIT

PLANSTUDY

Plan Continuous

Improvement

Define the System

Study the Results

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

PDSA Step 4: PLC Action Plan EXAMPLE

School:

Team Members:

PLC SMART Goal(s):

Identified Root Cause: Identify the ROOT CAUSE (Top 1 or 2) from your Relations Diagram- These must be something within your control

Improvement Theory: Create an if/then statement: If we…………..then students’ scores will increase in the area of ………

Strategies/Action Steps Who Is

Responsible Target Date or

Timeline Evidence of

Progress/Completion Identify the actions you will take to tackle the root cause. Note: Choose the primary root cause (the greatest # of outs from the relations diagram) that your team has control over to build your action steps around.

PLC team members and/or individuals

Implementation Dates for specified actions

List the data collected and frequency

CONSIDERATIONS & CONNECTIONS• How much time will you give for

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

Total Words Keyed

Total Errors

How Many Errors Homophones Punctuation Texting Lingo Capital Letters Extra/Missing Enters Extra/Missing Letters or

Words Wrong Key Used Spacing

DEFINE THE SYSTEM: DATA COLLECTION

TALLY SHEET FOR ERROR ANALYSISSUMMARY: DATA COLLECTED FOR EACH STUDENT

28-Oct

Joyce & Amy Berg

Important Numbers #3-10

How Many: Each Type of Error

PLANSTUDY

Plan Continuous

Improvement

Define the System

Study the Results

Try Out Improvement

Theory

Analyze Causes

Monitor student data to determine effectiveness of strategies. Compare to baseline.

COLLABORAT

ANALYSIS

EGIES A

ND PROTO

WHEN COLLABORATIVELY ANALYZING DATA

DON’T DO

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

COL EXAMPL

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

ORGANIZATION & SUPPORT

SENTENCE FLUENCY & WORD CHOICE

CONVENTION

A FOCUS ON RESULTS IS ESSENTIAL TO…

• Organizational effectiveness• Effectiveness of teams• Continuous Improvement• Motivation

Dufour, 2010

PLANSTUDY

Plan Continuous

Improvement

Define the System

Study the Results

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

building leadership teams 2011-12

data analysisplc data

use hyperlink http

plc question

blt andor plc team

data centersfolders

school improvement planuse

rtiuse quality hyperlink

stepssharing plc goals

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