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Walk the Walk

How Teacher Teams Help Kids Succeed

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Astoria School District

January 2020

SIGNAL WORD: Data Invites + Action and Reflection

Meet Your Trainers

www.educationalexcellence.org

Missi Thurman

Andrea Sande

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Ice Breaker

If your team PLC life was a TV show, which one would it be and why?

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Gilligan’s Island This is Us Amazing Race

Lost MASH Survivor

The Good Place Fixer Upper Breaking Bad

House Hunters Addams Family The Sopranos Friends Seinfeld Or ?????

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• Examine each step of the team process through guided practice
• Reflect on and determine strengths & areas of need in current practices in your school and district
• Utilize findings from the PD to determine next steps needed to meet goals from the strategic plan
• Assess internal capacity for completing the strategic plan as well as what additional supports may be needed

OBJECTIVES FOR THE DAY

Framework for Determining Need

1. Where are we going? (Outcome)
2. Where are we now? (Current Reality)
3. How can we close the gap? (Strategies/Activities)

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Today we will repeat this for each step!

What is “Continuous Improvement”?

Continuous Improvement

• Emphasis on comprehensive needs assessment, strategic prioritization of needs and data-driven decision-making�
• Using needs assessment, develop rigorous yet attainable goals/outcomes�
• Outcomes lead to strategies and activities/actions to bring plan to life�
• Ongoing monitoring is critical for success

Proposed Group Norms

1. Pull your own learning wagon
2. Be mindful about time
3. Listen for catch and release signals

(Raised hand = Conversation wrap up)

• Technology has become one of our best assets & liabilities... Please set aside until prompted

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The Challenge We Face...

Turn and Talk-

What is equity supposed to be?

Newsflash

This is NOT what is happening in most districts!

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The Reality for Most

Turn and Talk-

What is actually happening?

In Danger of...

...All Talk, No Action or Ineffective Action

Remembering the ‘Why’

“The job of every school district is to make certain

that supportive conditions are in place to

ensure standards-based practices are implemented

in every school, in every classroom, every day.”

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“To ensure all district and school staff understand and implement standards-based practices, district and school leaders must commit to a system-wide infrastructure

of support that builds the capacity of teachers

and monitors and sustain effective classroom practices”

� - Scaling Up ODE EBISS 2015

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Your Action Plan:

Take a moment to read through your strategic plan.

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Strike through those you know have already been achieved!�

Mark a star next to the action items and goals you think might be positively impacted by improving the quality of your PLC team processes.

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“Where Are We Going?”

Purpose Statement

… is an ongoing process in which educators (teachers and administrators) work collaboratively in recurring cycles of collective inquiry and action research to support the learning of each and every student.

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Brainstorm:

What do you currently do with your Data Team/PLC?

Assessing Readiness:

Why Norms?

“The establishment and adherence to team norms helps build team discipline, trust between team members, and supports a safe environment…”

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Basic Norms often include:

• Time agreements, roles, agenda use, methods for decision making, commitment/accountability statements

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Higher Performing Teams often include:

• Avoidance of negative talk/put downs, time set aside for celebrating success, no rank/all peers (over time), have fun, regular quality reviews

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An Example: Norms

• Be Focused
• Stick to the Agenda
• Be Professional
• Be Active Participants
• Listen to Others’ Ideas
• Create an Environment of Safety
• Focus on our Learners
• Be on Time
• Use Technology Professionally

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1. Set realistic agendas! Start Time means in the house - Start the agenda 5 minutes later
2. Decision Rule: Discuss both options, then vote. Majority Rules
3. Honesty/Conflicts - Tell people when they need to step up their game in a nice way. Seek advice from team members about communication if needed, but do not vent about team members with other team members. Avoid telling yourself stories that may be based on little fact.
4. Code Word: Noodlehoffen - use to get all back on track! If Noodlehoffen is ignored, a round of drinks must be purchased by ignorer.

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Try to encourage your teams to move

past basic professionalism.

That should already be a given!

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Assessing Readiness:

Guaranteed & Viable Curriculum

What is it and how do we get there?

The L² Matrix & Data Teams

Understanding Antecedents of Excellence

Achievement of Results

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Losing

Ground

Learning

Lucky

Leading

“It Says Common Core and has the CCSS Number!?!”

51%

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Time for a Break

Why Create Curriculum Maps?

• Communication and Reflection
• We rarely have these conversations!
• Identify what occurs throughout the entire school year
• A picture of students’ experience from grade to grade
• Teacher expectations to parents and students
• Locates gaps, repetitions, areas for integration, assessments
• Authentic alignment to standards
• Accountability
• New teachers
• Defines expectations

“Curriculum mapping is not one more thing on our plate… it is the plate!”

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Assessing Readiness:

Types of Curriculum Maps

Projection Map

(Similar to Scope/Sequence)

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Unit Map

(Forward)

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Backward Map

(Diary/Reflection)

Teacher Generated @ Building Level

Teacher Generated @ Building Level

Teacher Generated @ District Level

Types of Curriculum Maps

Projection Map*-district decision to map when and what things are taught in the classroom. (Intended)

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Quality Projection Maps

Guaranteed & Viable…

• A year at a glance
• Standards-based with key words
• Sequence of units
• Real, realistic dates
• Improve every year!

Assessing Readiness: Do we have these? If yes, what evidence exists that they are in use by ALL teachers?

Types of Curriculum Maps

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Forward/Unit Map – follows district projection map with standards deconstructed into student-friendly learning targets, assessments and instructional strategies.

(Intended)

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This is a Rough Draft Core Unit Plan

Step 1: Plan & Prepare Instruction

What’s the order of this step?

In table groups, work to order the cards.

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When you are done, stand up!

The Flow of Step One:

The Flow of Step One

• Choose Priority standards
• Deconstruct to student-friendly learning targets
• Select/revise a post-assessment
• Make a Core plan. Use resources & materials to decide which lessons match, what to skip/skim, what needs to be supplemented
• Select additional strategies for Core
• Create pre-assessment
• Create scoring agreements
• Administer pre-assessment & score

Step 1: Plan and Prepare Instruction

Deconstructing a standard to ensure we know what the standard is asking students to know, understand and be able to do & creates links between:

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• Enduring understanding
• Essential questions
• Content and vocabulary
• Student learning targets
• Assessments
• Instructional strategies

Roadmaps for Learning

Welcome Back!

In the last 30 seconds… you became a fifth-grade teacher who has completed Step 1 – from selecting priority standards all the way down to administering the pre-assessment!

Wow – you sure work fast!

Step 1: Guided Practice

Tips of the Trade:

• Read the map from left to right and right to left to ensure alignment
• If your district does not have a resource for prioritized standards, Northwest Regional ESD has done this work: http://bit.ly/k-5PrioritizedStandards
• Make sure that all the parts link together.
• Follow the “FLOW” of step one.

Life is Busy & Agendas are Tight

Don’t Forget that Step One is...

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Reflection: Where are we now?

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How is this step going for you and your teams?

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Use the Team Process Sheet example to reflect, set specific goals and record on the note-taking tool.

Assessing Readiness: Do we have these? If yes, what evidence exists that they are in use by ALL teachers?

Lunch, Glorious Lunch!

Please return from lunch and be ready to roll at 1:01pm!

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Step 2: Organize and Chart Data

• Score the assessment based on the rubric
• Chart data into these categories:
• Exceeding/Meeting
• Close to Proficient
• Far To Go/Approaching
• Intervention

Organize

and chart data

• Select a group of students to focus your plan on

Why Sort?

Elementary

I don’t want to leave anyone behind! Am I really supposed to set aside some of the kids’ papers?

There is no way I could analyze all of my students’ work. I have 180 students!

Secondary

Step 2: Organize and Chart Data

Tips of the Trade:

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• Make sure your cut scores allow for students to be separated out into groups with like needs. If most of your students will end up in one group, change your cut scores BEFORE you chart.

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• Sometimes it may be easier to use descriptors for cut scores, rather than numbers.

Reflection: Where are We Now?

How is this step going for you and your teams?

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Use the Team Process Sheet example to reflect, set specific goals and record on the note-taking tool

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Step 3: Analyze and Prioritize Needs

Review the results:

• Determine the performance strengths for each group of students
• What do the students know and/or understand relative to the standard?

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• Determine inferences
• What is going on in the students’ minds that is leading them to be successful?

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• Determine the mistakes/misconceptions for each group of students.
• What errors do you see that demonstrate a simple mistake or misconceptions?

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Step 3: Analyze and Prioritize Needs

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Review the results:

• Determine the mistakes/misconceptions for each group
• What errors do you see that demonstrate a simple mistake or misconceptions?
• Determine inferences
• What is going on in students’ minds that is leading them to be unsuccessful?
• What trends do you see in the student errors?
• What patterns do you see in the groups of students whose work exhibits those errors?
• Is there an issue with the assessment?

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Step 3: Analyze and Prioritize Needs

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Determine the priority need for the group, knowing some needs will have to be sequenced for addressing later.

Analyze

data and prioritize

needs

Step 3: Guided Practice!

Tips of the Trade:

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• Don’t forget to select a prioritized need!

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• Think of this step as the laundry list of skills your students have/will need.

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• Select the most necessary/high leverage need first, then work your way through the rest of the list.

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Reflection: Where are we now?

How is this step going for you and your teams?

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Use the Team Process Sheet example to reflect, set specific goals and record on the note-taking tool.

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Data Must Invite Action

“Data that is collected should be

analyzed and used

to make improvements (or analyzed to affirm current practices and stay the course).”

– S. White, Beyond the Numbers, 2005, p. 13

Step 4: Select Instructional Strategies

Based on the prioritized need identified in Step 3:

• Identify research or evidence-based strategies.
• Agree upon which instructional strategies will have the most impact on the prioritized need.

Strategy Matches Student Need

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Needs → Inferences → Strategy Selection

Unable to generate questions.

(telling instead of asking)

Do not know how to form interrogative sentences.

I don’t know how to ask so I’m going to tell them instead.

Graphic Organizer

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Chant

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Will these specific strategies directly impact this error?

Does it match?

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Is it a new strategy or is it what we’ve always done?

Step 4: Guided Practice

Tips of the Trade:

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• The strategy you choose should be

high impact and MUST match the

prioritized need!

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• Work as a team to brainstorm strategies. Pick one or two of the strategies and add them to the process sheet.

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Reflection: Where are we now?

How is this step going for you and your teams?

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Use the Team Process Sheet example to reflect, set specific goals and record on the note-taking tool.

Burning Questions?

Concerns?

Confusion?

Ideas?

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Dear Facilitator . . .

Step 5: Results Indicators

Step 5: Determine Results Indicators

1. What will I (teacher) do?
2. What will students do?
3. What will I see in their work if the strategy is working?

Make the procedure explicit

so it is replicable, to achieve best results!

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Step 5: Guided Practice

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Tips of the Trade:

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• This is your chance to get SPECIFIC, solid instructional plans to meet the needs of these learners.

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• After answering these questions, you should have your lesson plan.

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• Part 5c also generates your progress monitor!

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Reflection: “Where are we now?”

How is this step going for you and your teams?

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Use the Team Process Sheet example to reflect, set specific goals and record on the note-taking tool.

Step 6: Create a Theory of Action

If we ______________, then _____% of our

(Step 4) (Step 2)

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students will be able to _________ by _______ .

(Step 5c) (date off your map)

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If we use a graphic organizer to teach asking questions,

then 76% of 2nd grade students will be able to ask questions accurately by Jan. 22, 2020.

Create

a theory

of action

Theory of Action Algorithm

100% of Exceeding/Meeting = 8

100% of Close to Proficient = 26

50 – 75% of Far to Go/Approaching = between 23 and 35 students

Less than 25% of Far to Go, in Need of Intervention = between 0 – 5 students

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8 + 26 + 23 = 57, 57/100 = 57% 8 + 26 + 35 + 5 = 74, 74/100 = 74%

Theory of Action between 57% and 74%

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Step 6: Guided Practice

Everyone stand up.

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Sit down when you have created your theory of action using the algorithm!

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If we ______________, then _____% of our

(Step 4) (Step 2)

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students will be able to _________ by _______ .

(Step 5c) (date off your map)

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Theory of Action Calculation

100% of Meeting/Exceeding = ______

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100% of Nearly Proficient=_______

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50-75%* of Far to Go/Approaching=______

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0-25%* of In Need of Intervention=______

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Add and divide by the total number of students for Theory of Action goal percentage

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**How rigorous is the standard in your cycle?

Step 6: Guided Practice

Tips of the Trade:

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• This should be your quickest step. Spend less that 10 minutes on this!

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• Use the algorithm. It takes less time than a debate over what percentage is fair/sounds good and refocuses team time and effort on more important elements.

Reflection: Where are we now?

How is this step going for you and your teams?

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Use the Team Process Sheet example to reflect, set specific goals and record on the note-taking tool.

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Step 7: Reflect, Monitor & Evaluate

• Reflect on the process on an ongoing basis
• Determine which steps went well, and identify areas where additional training or support are needed
• Reflect on the growth made in each classroom
• Discuss differences in instruction
• Revise core plans/curriculum maps
• Draft the next agenda

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Types of Curriculum Maps

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Backward Map (diary, journal) – mapping, reflecting as you go and once you’re done. Make notes for future use.

(Enacted/Implemented)

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Elements of a Backward Map May Include:

Revision of...

• Learning Targets
• Assessments
• Instructional Strategies
• Reflections/Notes

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Step 7: Reflect, Monitor & Evaluate

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Tips of the Trade:

• Build this into your agenda so that you make sure to actually do it.

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• Record your thinking so that you remember for next year!

Reflection: Where are we now?

How is this step going for you and your teams?

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Use the Team Process Sheet example to reflect, set specific goals and record on the note-taking tool.

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Overall Reflection/Discussion

Review your notes from today. What are the common themes or trends in your notes?

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Share out what you think will help build a list of topics/categories for your district.

Before You Plan, Remember...

Strong Leadership Required

How prepared do you feel to guarantee equitable access to all students?

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How committed are you to ensuring equitable access to all students?

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Burning Questions?

Concerns?

Confusion?

Ideas?

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Dear Facilitator . . .

Where Are We?

Work Time: Talk with your district/school team and use the Data Team Readiness Checklist to determine where you are and your next steps.

Give One, Get One

If I could only remember one thing about the data team process, I would remember...

www.educationalexcellence.org

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Thank You

Your feedback is important to us.

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Please fill out the last page of your

participant packet.

We read every response!

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PRESENTED BY