Principals Overview August 2016 PLCs COLLABORATIVE TEAMS PYRAMID OF INTERVENTIONS COMMON ASSESSMENTS SMART GOALS ESTABLISHING THE WAY WE DO BUSINESSCOLLABORATIVE RESULTS ORIENTED TEAMS FOCUSED ON LEARNING ID: 754724
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Slide1
The Top of the Puzzle Box
Principal’s Overview August 2016Slide2
PLCs
COLLABORATIVE TEAMS
PYRAMID OF INTERVENTIONS
COMMON ASSESSMENTS
SMART GOALS
ESTABLISHING THE WAY WE DO BUSINESS-COLLABORATIVE, RESULTS ORIENTED TEAMS FOCUSED ON LEARNING
PLC'S WHEN TRULY DEVELOPED GIVE US THE STRUCTURE AND PROTOCOL WITHIN OUR SYSTEM TO CONTINUOUSLY IMPROVE ON LEARNING FOR ALL STUDENTS. PLC's INTENSLY FOCUSING ON RESULTS.
ALIGNMENT
INSTRUCTION
CURRICULUM
ASSESSMENT
TASK ANALYSIS VIA BLOOM'S ADDRESSES THE "HOW" OF WHAT WE TEACH WHAT WE TEACH
HELPS US ESTABLISH CURRICULUM DOCUMENT AND BEGAN THE PROCESS OF ANALYSIS OF OUR CURRICULUM, ASSESSMENT AND INSTRUCTION
IT IS A CONTINUOUS IMPROVEMENT PROCESS OF UPGRADING OUR BENCHMARKS, OUR CURRICULUM AND OU INSTRUCTION.Slide3
3
School Improvement
OPTIONS
Get Better Students
Get More Money
Get Better Teachers
BUILD CAPACITY OF STAFFSlide4
1
Team Norms
Sept
30th
2
SMART Goals
Oct. 14th
3
Essential Learnings
Oct
21st
4
Common Assessment
Nov
4
th
5
Analyze CA Data AND Respond to
Data
Team
Nov. 22
6
Pyramid of Interventions
Dec
1
6
th
PLC CYCLESlide5
1.
WHAT IS IT WE EXPECT THEM TO LEARN?2. HOW WILL WE KNOW THEY HAVE LEARNED IT?
3.
WHAT WILL WE DO IF THEY HAVE NOT?
4.
HOW DO WE ENRICH THOSE STUDENTS WHO HAVE LEARNED IT?
4 QUESTIONS GUIDE OUR WORKSlide6
3 Big Ideas of PLC
A focus on learning
A focus on results
A collaborative cultureSlide7
First Big Idea of PLCs: Focus on Learning
We accept high levels of learning for
all students
as the fundamental purpose of our school
and therefore are willing to examine all practices in light of their impact on learning.
If the purpose of school is truly to ensure high levels of learning for all students, schools will:
✓Clarify what each student is expected to learnTeam Learning Process ■ Clarify 8-10 Essential Common Outcomes skills, knowledge, dispositions - per semester by Course/Content Area The Importance of Building Shared Knowledge ▪Professional Learning Communities always attempt to answer critical questions by BUILDING SHARED KNOWLEDGE - that is LEARNING TOGETHER. ▪If people make decisions based upon access to the same pool of information, they increase the likelihood that they will arrive at the same conclusion. Slide8
Second Big Idea of PLCs: A Collaborative Culture
We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate
a
collaborative culture
through the development of high performing teams.
https://www.youtube.com/watch?v=0hV65KIItlESlide9
Third Big Idea of PLCs: Focus on Results
We assess our effectiveness
on the basis of
results
rather than intentions
. Individuals, teams and schools seek relevant data and information and use that information to promote continuous improvement.
Confusing Activity with Results Unless you can subject your decision-making to a ruthless and continuous judgment by results, all your zigs and zags can be for naught.Slide10
The Critical focal point for Principals in Evaluating Your Teams:
Common Formative Assessments around Essential Learnings and HOW THEY RESPOND afterwards.
Develop at least 4 Common Formative Assessments per year for each Course/Content Area
High School Teachers would develop 2 per semester
https://www.youtube.com/watch?v=8VoAgEBhGDI
1
Team Norms
Sept 4th
2
SMART Goals
Sept 18
3
Essential Learnings
Oct 2nd
4
Common Assessment
Nov 6th
5
Analyze CA Data AND Respond to Data
Nov 15th
6
Pyramid
of Interventions
Dec 18thSlide11
Timely responses when students do not learn
Extended time to learn the essential standards
Qi + T = L
In the factory model, quality was the variable and time was the constant. Slide12
Do we really believe …
"Don't tell me your belief is all kids can learn until you show me what you are doing about the kids who aren’t learning.”
Rick DufourSlide13
The Teacher’s (School’s) Response
Increased levels of time and support when
student is not being successful
Response is increasingly directive, not invitational
Response is timely
Response is SYSTEMATICSlide14
The “Bible” was wrong!
Researchers at Mid-continent Research for Education and Learning (McREL) examined national and state standards documents and identified 200 standards and 3,093 benchmarks in 14 subject areas.
They estimated that to teach all those standards and benchmarks would require 71 percent more instructional time than is currently available, which would necessitate the equivalent of a K–21 or K–22 school system
(Marzano & Haystead, 2008).
There’s too much out there….narrow focus!Slide15Slide16
Simple vs EasySlide17
Management
Tight versus Loose
The POI is “TIGHT”
Critical 30-35% that must be done is tight.
65-70% Flexible and 30-35% tight
The goal is to move the student toward “self-reliance”
This applies to your students, but also your PLC teams.Slide18
BE CAREFUL: No support system will overcome bad teaching…
The POI will be overwhelmed by
"bad" teaching.
Core curriculum must be solid, and delivered with fidelity
We must know what part of the core curriculum they are not having success with
Bad teaching is costly…
DIAGNOSE, THEN PRESCRIBE…Poor test grades?Not doing homework?Do not understand figurative language?Slide19