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Continuous Improvement in the Classroom

Continuous Improvement in the Classroom

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Continuous Improvement in the Classroom

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  1. Continuous Improvement in the Classroom -Professional Learning Communities

  2. Agenda February 26, 2009 • PLC Overview • Learning by Doing • Chapter 5 • Subject Area discussion • What’s worked and what hasn’t with your low performing students? • Team time • Next steps • Closing & Evaluation

  3. PLC Big Ideas & Core Values • Ensuring that students learn • Learning for all • A Culture of Collaboration • Teamwork • Focus on Results • Data-Driven Decisions Continuous Improvement Philosophy

  4. PLC Crucial Questions What do we want each studentto learn, know, or be able to do? What evidence do we have of the learning? How will we respond when some students don’t learn? How will we respond to those who have already learned?

  5. StudentCrucial Questions • What do I need to know? • Where am I now? • How do I get there? • What happens if I fail?

  6. PLC Critical Questions • What do we want students to know and be able to do? • Standards/Student Learning Expectations • Classroom SMART goals • How will we know if they can do it? • Formative assessments • Multiple data sets • How will we respond when they don’t? or they already have? • Differentiated Instruction • Systems of intervention (supplemental to intensive)

  7. What do you expect to see? • Student learning Expectations • Formative Assessment • Collaboration

  8. Building Leadership Team ITBS/ITED Summative Assessments School Improvement Plan ARD Team Communication ARD Team SEB ARD Team Math SMART Goal SMART Goal SMART Goal In-Process Measures – Summative & Formative Assessments

  9. Pre Planning: Identification of Need 1.Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Identify areas of strength and weakness? Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need What do they know? What have they learned? Action Research Overview for Professional Learning Communities DO 1.Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. Assess student learning Act: 1.Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) Most effective/best practice teaching and learning strategies? Into your classroom Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Have they learned it? What do we do if they don’t?

  10. PLAN PLAN PLAN ACT ACT ACT DO DO DO STUDY STUDY STUDY ITBSSummative Assessment BL TeamSchool SIP ITBSSummative & Formative Assessment AR Teams Math-Communication-SEB SMART Goal Formative Assessment • What to learn? • Evidence of learning? • If they don’t? • If they do? Subject Area Teams Std Learning Expectations

  11. Learning by Doing • Chapter 5 • Pg 91 • Collaboration focused on the right things • Critical Issues pgs 100-101 • Emotional Intelligence pg 103 • Where do we go from here? • Questions to guide our work

  12. Are the strategies identified in the SIP Action Plan improving student achievement? How Do You Know? • What’s worked and what hasn’t with the low performing students? • Share, by school, your SIP goal, improvement theory, data and results • Be prepared to take the information back to your school team

  13. Team Tasks • Preliminary SIP Planning • Share what you learned from the subject area discussions • How might this effect your school improvement plan for next year? • Task from last session What is your PLC vision for this school year? Identify 2 or 3 things you would like to have in place in your school by the end of the year. Choose one person to report aloud to the whole group.