Building Leadership Teams 2011-12

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


Theme 1

Theme 2Theme 3

Theme 5

Theme 4

NOMINAL GROUP TECHNIQUE (OPTION)


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.


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.


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


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


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.)


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.

ACT

PLANSTUDY

DO

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

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


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

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


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)

TEAM S

HARING A

CTIVIT

Y

ACT

PLANSTUDY

DO

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

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


Study the Results


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


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