Woodlawn Middle School - Amazon Web Services · 2014-07-14 · What do we want students to know and be able to do?! How will we know if they can?! What will we do if they can’t?!

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Maximizing the Power of Professional Learning Community Practices to Achieve the Common Core

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Woodlawn Middle School

Goals/Initiatives

Aims of theSchool and District

Random Acts of Improvement© Jakicic 2013. solution-tree.com Do not duplicate.

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Goals/Initiatives

Aims of theSchool and District

Aligned Acts of Improvement

+Workshop Outcomes

!Understand the culture of learning vs. the culture of teaching.

!Consider how to build high-performing teams.

!How do the CCSS change the work of the teams?!What do we want them to know and do?!How will we know if they can?!What will we do if they can’t?!What will we do for those who already can?

© Jakicic 2013. solution-tree.com Do not duplicate.

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+Big Ideas of a Professional Learning Community

1. Focus on learning2. Collaborative teams3. Results orientation

+ The Normal Distribution

Standard Deviations

-3 -2 -1 0 +1 +2 +3

2% 14% 34% 34% 14% 2%

+ Yesterday’s Desired Growth

ES = 1.0

Control Group

Experimental Group

-3 -2 -1 0 +1 +2 +3

2% 14% 34% 34% 14% 2%


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+Today’s Desired Growth

J-Curve

Time

%

Demonstrating

Skill

+From Teaching to Learning

!Not just which strategies will change, but why they are more effective ...

!Not just sharing our practices and planning together, but shared learning and interdependent planning

!Not just reteaching but corrective instruction

+ The Reality

!We are asking students to master more rigorous standards than ever before.

!We are asking teachers to change instructional practices.

!We are preparing students for a world we don’t even know about.

!Therefore ... more of the same ISN’T the answer ....


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+ Big Ideas of a Professional Learning Community

1. Focus on learning2. Collaborative teams3. Results orientation

What Does It Mean to Collaborate?

+ What Is Collaboration?

A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results

(DuFour, DuFour, & Eaker, Professional Learning Communities at Work, 1998)


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+ High Performing Teams

! Worked within their time limits

! Shared limited resources

! Went to the experts

! Used the data to guide their decisions

! Argued AND listened

! Made a plan and worked together to get it done

! Failure is not an option!

+ What Teachers Need From Leaders

! Time to work together! Protected time to work together! A plan with specifics about what

will be accomplished when! Support for new work! Access to new resources

+The Work of the Teams …

! What do we want students to know and be able to do?

! How will we know if they can?

! What will we do if they can’t?

! What will we do for those who already know it?


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Essential Standards

Common Formative Assessments

Corrective Response and Extension

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Textbook curriculum

guides

District– building

curriculum maps and outcomes

The report card

National standards

High-stakes testing

requirements

State standards

What to

teach?

?????????

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In Demand Events Innovative Publishing Inspired Professional Development www.solution-tree.com

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+ Is Your School Just Hallways of One-Room Schoolhouses?

+ In a School With Three Fifth-Grade Classrooms

! Mrs. Smith! Mrs. Jones! Mr. Williams

+ Curricular Chaos! Teachers are forced to individually

navigate through standards, texts, frameworks, and curriculum guides and make decisions about what’s important to teach.

! There is often little match between the taught curriculum and the assessed standards.

! Students learn what teachers want them to learn—or like to teach.

(Schmoker & Marzano, “Realizing the Promise of Standards-Based Education,” Educational Leadership, 1999)


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+Why It’s Important

guaranteed? viable?

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“Our students need us to know their experiences over the course of time. They need us to know what’s really going on in their daily classes as they move among teachers and subjects. They need us to know and give credence to their work from year to year.”

—Jacobs, Mapping the Big Picture: Integrating Curriculum and Assessment, K–12 (1997)

+Prioritization, Not Elimination


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+The posts are the power/

essential standards

and the rails are the supporting standards.

Endurance

Leverage

Readiness for the next level of learning

+Essential Standards Criteria

Plus:Professional Judgment

+ Implications for CCSS

! Determining essential standards requires teachers to examine the standards carefully in a collaborative way.

! Teachers report that they have a greater understanding of what the standards mean.

! The process helps them see the vertical alignment and internal consistency of the CCSS.


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+The Work of the Teams …





+Strategies to Consider

Strategy Effect Size RankStudent Involvement 1.44 1

Comprehensive Interventions 1.07 3

Formative Assessment .90 4

Teacher Clarity .75 9Effective Feedback .75 10

+ Using the Same Language

On page 3, write your definition for the terms formative assessment, summative assessment, and common formative assessment.


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+From “Measuring” to “Diagnosing” …

! Summative data measure students’ progress, e.g., proficient, exceeds, not proficient.

! Formative data help teachers diagnose student learning needs.

+Traditional Instruction-Assessment Model

Assign Grades

TeachTeach

TeachPosttest

Pretest

+ Not There Yet ...

Assign Grades

TeachTeach

TeachPosttest

Pretest Quiz

Quiz


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+ Summative Assessment

! Summative assessment is the attempt to summarize student learning at some point in time.

! Summative assessments are not designed to give feedback useful to teachers and students during the learning process.

Did they learn what was taught?

(FairTest Examiner, “The Value of Formative Assessment,” January 1999)

+ Formative Assessment

An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of evidence.

(Wiliam, Embedded Formative Assessment, 2011)

+To Determine If an Assessment Is Formative, Ask:!Is it used to identify students who are

experiencing difficulty in their learning?!Are students who are having difficulty

provided with additional time and support for learning?

!Are students given an additional opportunity to demonstrate their learning?


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+ Common Formative Assessment

Common formative assessments are team-designed, intentional measures used for the purpose of monitoring student attainment of essential learning targets throughout the instructional process.

(Bailey, Jakicic, & Spiller, Collaborating for Success With the Common Core, 2013)

+ Why Common Assessments?! More efficient than each teacher working

independently! More equity across classrooms! Teams learn together about instructional

strategies.! Teams learn together about assessment

strategies.! A better response for students

(DuFour, DuFour, & Eaker, Revisiting Professional Learning Communities at Work, 2008)

+ Writing Quality CFAs

! CFAs should be short and frequent—at least every three weeks.

! CFAs should be written around a small number of learning targets—three at the most.

! Assessment items should measure the learning target at the level of thinking it was taught and will likely require constructed response questions rather than multiple choice questions.


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! Writing CFAs collaboratively requires teachers to think deeply about the implications for rigor in the standards.

! Teachers have a greater understanding of what student DO and DO NOT know after a CFA.

! Teachers have greater understanding of what to do next for students.

+ The Work of the Teams …





+ Callie takes the CFA on the following learning target: Understand the two digits of a two-digit number represent the amounts of tens and ones.

She is not proficient on this learning target.

The teachers regroup all of the students into two groups: those that are proficient and those that are not proficient.

These students are given more practice with place value mats where they build two-digit numbers using ones and tens blocks.

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+Hector takes a CFA on the following learning target:Understand that an offspring gets one allele from each parent and one may be dominant over the other.

Hector is not proficient on this target.

The team decides to keep their own students and create two different lessons for each teacher to use.

Hector’s teacher checks to make sure he understands the terms allele, dominant, and recessive. Then, the students who weren’t proficient are given pipe cleaners in two different colors to represent the male and the female alleles. They make a variety of combinations seeing how a dominant gene presents differently from a recessive gene.

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+Sarah takes the CFA on the following learning target: Synthesize multiple sources on a topic for a short research project.

She is not proficient on this learning target.

The team decides to keep their own students and to regroup the students in their own classroom. They know that the students are able to analyze a piece of text to determine specific information.

The teacher gives the students three research articles. She has them analyze each article by highlighting similar information about a topic in one color from each article. Then they use another color to highlight information about another topic.

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solution-tree.com

Pre-Assessment 2 weeks prior Day 1: Teach

T1 Day 2: Teach

T2 Day 3: Teach

T3 Day 4: Teach

T3

Day 5: Teach T3

Day 6: Pre-Assess Next

Unit

Day 7: CFA-1 and Teach T4

Day 8 : Response

Day 9: Teach T5

Day 10: Teach T6

Day 11: Teach T7 and CFA-2

Day 12 : Response

Day 13: Teach T9

Day 14: Teach T10

Day 15: Teach T10

Day 16: CFA-3 and Teach T8

Day 17: Response

Day 18: Teach T11

Day 19: Teach T11

Day 20: Teach T11

Day 21: Unit Test

Team Planning Meeting

Sixth Grade ELA: Informational Text Unit Quarter 1

T1—cite textual evidence for what the text say explicitly T2-cite text evidence to support inferences drawn T3-Determine author’s pt of view and purpose T4-Trace author’s argument T5-Identify claims T6-Distinguish supported/not supported claims T7-Evaluate author’s argument

T8-Summarize/draw conclusions from text T9-Writing –introduce claims T10-Writing Organize claims and evidence T11-Writing—Support claims and evidence from research


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Understanding the Pyramid

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Tier 1: Core Program

Tier 2: Supplemental Program

Pyramid Response to Interventions

Tier 3: Intensive Program

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Students who“can’t do”

Students who“won’t do”


! Teachers feel more empowered to support struggling students because they have better understanding of where the learning is breaking down.

! By sorting out how to respond to the intentional nonlearners, teachers feel supported in this work.


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“What we know today does not make yesterday wrong, it makes tomorrow better.”

—Carol Commodore

+Thank You!

To schedule professional development at your site,

contact Solution Tree at 800.733.6786.


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Documents

Woodlawn Middle School - Amazon Web Services · 2014-07-14 · What do we want students to know and be able to do?! How will we know if they can?! What will we do if they can’t?!