BT LeadershipPLC Team Meeting

Unwrapping the Data Team Process

Meeting Outline Review the Key Elements of BT and PLC’s (Why are we meeting together today)?

Respond to FAQ (Frequently Asked Questions) – Bike Rack

Navigate through the Data Team Process

Share successes

Housekeeping ItemsNorms and Protocols for Effective meetingsWe have Snacks for you – please be

comfortablePositive Problem Solving Sticky Note Questions/Concerns/Needs with

your building name please so that we can assist you if the needs are different.

Beyond Textbooks isn’t...A canned curriculum with everything you

need to provide instruction.

A silver bullet that, by itself, will make your

students succeed.

A unique Vail strategy or process.

A one-stop shopping experience.

Beyond Textbooks is...

A goal that can be reached.

An assessment strategy to provide on-going,

mastery assessment in the areas of math and

reading.

A collaboration between 92 Arizona school

districts/schools, who all want to achieve more

for their students and themselves.

A way to PLAN...TEACH...SHARE

Loose and Tight The idea of providing loose and tight leadership focuses

on the ideal that there is a “co-existence of a firm central direction and maximum individual autonomy.”

Being tight on an area means that we will be faithful to completing the tasks defined.

The loose concept applies to the implementation choices should be made at the building level not at the district level. (Eaker and Gonzalez) The district committees on PLC, PUSD Curriculum, and

PBIS established non-negotiables for all three district initiatives.

Look at the PLC Guiding Practices – those are areas that the district is going to be tight on. How you do those within your PLC will be determined at the building level.

___________ is Key to a Great School

What are the four qualities that separate the great schools from the rest?

Four Qualities that Separate the Great Schools from the Rest

1. Outstanding Leadership2. Effective Teachers3. A Systematic Framework4. High Expectations for Student

Performance

A Systematic Framework is Key to a Great School

DuFour’s Four Questions1. What is it we want all students to

learn?2. How will we know when each

student has learned the essential knowledge and skills?

3. What happens in our school when a student does not learn?

4. What happens in our school when a student meets proficiency?

Common FormativesFormative Assessments are meant to “inform”

instructionBest practice indicates that we utilize these formatives

to determine reteach and enrichment learning for the students

However, we all decided that we would provide a grade for the assessments for this school year

BT shared that the formatives, if we are going to utilize the score in a grade, should only account for 15-20% of a student’s overall grade.

Some of you are noticing the rigor Pay particular attention to the standard in its entirety

when preparing lesson task analysis

Three Big Ideas that Drive the Work of a PLC

The essence of the PLC process is captured in three big ideas:

1. The purpose of our school is to ensure all students learn at high levels.

2. Helping all students learn requires a collaborative and collective effort.

3. To assess our effectiveness in helping all students learn we must focus on results-evidence of student learning-and use results to inform and improve our professional practice and respond to students who need intervention or enrichment.

PUSD Slogan

Collective Committed to Every Student, Every Day,

Every Minute.

FAQ Why can’t a function be added to the data collection form to calculate the

% mastered? How do I calculate the % mastered? Is there a difference between a zero and a blank? Can we adjust the BT form? Should we follow the color coding system? Will it skew the data if….? Why do we have to enter in BT and Google? Can I enter my “re-teach” scores for math this year even if it is not a

building requirement? Can we look at the common formative assessment before we give it to our

students? How many points are possible on the BT formative assessments? Can we use .5’s in our grading? When sharing data with our PLC, do we need to remove student names

from spreadsheets?

Data Team Process: Start to Finish General

ImplementationPUSD Implementation

1. Examine expectations.

2. Develop curriculum map.

3. Create a common post-assessment.

4. Administer the common post-assessment BEFORE teaching.

5. Go through the five formal and definitive steps of the Data Team Process

1. Examine expectations.2. Follow PUSD curriculum

map/pacing schedule.3. Create a common

formative assessment for subjects other than ELA and Math.

4. Administer the common formative assessment BEFORE re-teach and enrich.

5. Go through the six formal steps of the Data Team Process.

Step 1: Collect & Chart Data General Implementation

PUSD ImplementationThis data is generated

from the pre-assessment. Data Team leader prepares a simple graph with pre-assessment data, including total number of students, students who are proficient or higher, students who are not proficient, and percentage of students who are proficient or higher.

This data is generated from the common formative assessment. Each PLC member completes the BT Data Collection Sheet and calculate s the % mastered.

Step 2: Analyze to Prioritize Needs General

Implementation PUSD Implementation

With actual student papers in hand, examine papers for what students are able to do, as well as for what is missing. What is present becomes strengths. What is missing becomes obstacles or challenges, which then become the priority—the FOCUS—for the teaching unit.

With actual student papers and data collection sheets in hand, examine the document for the number of students in red (re-teach) and the number in white (enrich).

Key questions to consider: What teacher had the highest

mastery? What question(s) was most commonly missed? Why? What were the common misconceptions?

Step 3: Set/Review/Revise SMART goals General Implementation

PUSD Implementation . Use an exact form of goal

statement to include all parts of the information needed in a SMART (Specific, Measurable, Achievable, Relevant, and Timely) goal. Example: % of Grade 7 students scoring proficient and higher in Mathematics will increase from 28% to 73% by the end of October as measured by a team-created assessment administered on October 30 (31 make-up date).

BT SMART Goal: 85% of students will meet the standard as measured by the common formative assessment.

Step 4: Select Strategies General Implementation

PUSD Implementation Select instructional strategies

(what will you do for YOUR students?) What concepts are the focus of the specific time period (unit, quarter, month, etc.)? What are student intervention needs? Drastic measures requiring drastic action? What strategies will you implement that will have greater impact student achievement? Keeping in mind the effective teaching strategies, which techniques will you select to focus on? Which strategies will help the most students and maximize learning?

Select instructional strategies: What instructional strategies were effective with students that showed mastery? Does this strategy need to be modified?

Step 5: Determine Results Indicators General Implementation

PUSD ImplementationDetermine results indicators.

“When WE implement the strategies/techniques identified in step 4, then WE expect the following in terms of what students will demonstrate”: Students will demonstrate: • Understanding of concepts and skills (e.g., math) • Increased confidence • Increased application when using the comparing strategy in all subjects • Improved ability to think in more complex ways

When we ______________ we expect students to ___________.

Step 6: Monitor and Evaluate the Results General Implementation

PUSD ImplementationMonitoring is continuous

not just at the end of the process.

Monitoring can allow for adjustments along the way.

It is important to monitor not only student successes and challenges but also adult actions and fidelity of implementation.

Monitoring is continuous not just at the end of the process.

Monitoring can allow for adjustments along the way.

It is important to monitor not only student successes and challenges but also adult actions and fidelity of implementation.

Where are you?

Where is your PLC in this process?

Top Five Tips for Effective Data Teams Tip 1: Laugh and CheerTip 2: Go Beyond Test ScoresTip 3: Data Trumps OpinionTip 4: Focus on Next StepsTip 5: Create Time for Reflection

What’s your most important next step?

Please write your one take away.

Video for Staff Communication

What is the one thing that you are taking away from the meeting today?