College and Career Readiness Instructional Framework

Transcription

1 Implementation Scale Professional Learning Communities (PLC) A PLC is an ongoing process used to establish a school-wide culture that capitalizes on the collective strengths and talents of the staff to develop teacher leadership focused on building and sustaining school improvement efforts. These educators are motivated by a shared learning vision, working with each other to inquire on their practice, conducting action research, and learning together about new and better approaches to improve staff effectiveness as professionals for the benefit of students, ultimately enhancing student achievement. The work of the PLC focuses on four critical questions of learning: What is it we want students to learn? ; How will they learn it? ; How will we know when they have learned it? ; and How will we respond if they haven t learned or already know it? Critical Elements Evidence that all members of the school community are steadfast in this belief. All are willing to do what is necessary to meet high standards. There is active implementation, follow-up, and feedback. There is a sense of commitment. Leaders clearly support the constructs of the concepts by providing the formalized structures required. The work is thought of as an obligation to be met. There is evidence of follow-up and feedback. There is a sense of compliance. Concepts are talked about. Concepts are thought of as another thing to do. Leaders tend to make broad-based decisions with no follow-up or feedback. There is a limited sense of accountability. Evidence supporting a implementation Evidence supporting a implementation Evidence supporting a implementation Focus on Collaborative Culture Critical Elements of a Professional Learning Community (PLC) 1.2 High-Performing Collaborative Teams Focus on Learning Focus on Results 3.2 Data Management, Collection, And Analysis 1 The Office of Academic Services January 2014

2 1. Focus on Collaborative Culture We are committed to working together to achieve our purpose of learning for all students. We cultivate a collaborative culture through the development and support of high-performing teams. Promotes and cultivates a collaborative culture to embody the mission, vision, values, and goals to set direction for our school by identifying the collective commitments to make sure we attain the vision, mission, values, and goals to promote a culture of personal growth and high performance and foster shared accountability of continuous improvement. High-performing, collaborative teams are given time to collaborate in a safe environment where team norms have been developed and adhered to, protocols used, and common goals achieved. The high-performing collaborative team process serves as a powerful form of job-embedded professional development which directly impacts teacher practice in the classroom, helping each teacher clarify what to teach, how to assess, and how to improve instruction and student Collaborative team time is used to engage in inquiry on questions specifically linked to learning gains through the use of data to inform instructional decisions and sharing of best practices. Collaborative teams generate and submit artifacts that are the results of their work based on the four Critical Questions by understanding how the decisions made during collaboration impact student learning results. Recognizes and celebrates team successes aligned to their goals. Recognizes specific behaviors and actions by embodying the mission, vision, values, and goals in our daily work. Collaborative teams are assigned and provided time to collaborate on a weekly basis to focus on content that has a positive impact on student achievement. Inconsistently, teams work interdependently to achieve goals specifically related to higher levels of student achievement and are focusing their efforts on discovering better ways to achieve common goals. Collaborative team time is used to engage in data discussions. Data is inconsistently used to inform instructional decisions and the sharing of best practices. Collaborative teams generate and submit artifacts that are the results of their work based on the four Critical Questions. Limited team input is utilized to help develop and deploy a mission, vision, values, and goals to set direction for the school. Teams are encouraged but not required. Teams may be working together but not collaborating to improve student achievement. Team time is used to engage in collegial discussions. Data has limited/minimal bearing on instructional decisions. Teams generate and submit documentation of their meetings. 2 The Office of Academic Services January 2014

3 College and Career Readiness Level Evidence All members of the school community are committed to cultivating a collaborative culture through the development and support of high-performing teams. Evidence There is a sense of compliance throughout the school community. Some teams work interdependently, while others see assigned team collaboration as an obligation to be met. Evidence There is a limited sense of accountability throughout the school community. Team collaboration rarely impacts student PLC agendas Established School-based expectations School Improvement Plan PLC reporting form SMART goals School Master Calendar reflects regular, flexible planning opportunities (i.e. common planning, vertical teaming, grade level/content area teaming, crosscurricular planning, etc.) Personnel and school records indicate decrease in absenteeism Norms Survey on Team Norms Common Goals CWT Data Common Planning Common Assessments TEAM Data Addressing the Four Critical Questions through a continuous cycle of Plan, Do, Check, Act 1) What is it we want students to learn? 2) How will they learn it? 3) How will we know when they have learned it? 4) How will we respond if they haven t learned or already know it? Student Work Samples Indicators of PLC Worksheet Action Plans Artifacts 3 The Office of Academic Services January 2014

4 2. Focus on Learning We acknowledge the fundamental purpose of our school is to help all students achieve high levels of Therefore, we are willing to examine all our practices in light of their impact on Works in collaborative teams to build shared knowledge regarding state standards, district curriculum blueprints, trends in student achievement, and expectations for the next course or grade. This collective inquiry has enabled each member of our team to clarify what all students must know and be able to do as a result of every unit of instruction. Uses standards-based learning goals to design units and lesson plans and to communicate priority expectations to students and their families. We report progress related to those learning goals formatively and summatively. Intentional communication of learning goals where mastery has been achieved and those where continued learning is necessary. Provides opportunities for students to track mastery of the learning goals promoting ownership of their Maintains a balance between common, formative assessment data and common, summative assessment data to guide instruction and student learning to reflect the success of our teaching. Monitors the learning of each student on all learning goals through a series of timely, frequent, formative assessments that are aligned to standards. Shares ideas for providing daily/weekly descriptive feedback. Uses the data from formative assessments to guide instructional decisions regarding differentiation, pacing and intervention. Provides a multi-tiered system of support that guarantees each student will receive additional time and support for Utilizes evidence-based strategies to ensure that all students receive rigorous instruction at an appropriate level. Provides core, targeted, and individualized support based on students needs. Works in collaborative teams to clarify the learning goals for each unit by building shared knowledge regarding state standards, and by seeking input regarding the prerequisites for success as students enter the next grade level. Some staff members question the benefit of the work. Uses standards-based learning goals to design our units and lesson plans and to communicate expectations to students summatively. Communicates inconsistently regarding progress toward mastery goals. Provides occasional opportunities for student tracking of learning goals. Attempts to maintain a balance between common, formative assessment data and common, summative assessment data to guide instruction and student Monitors the learning of their students on all learning goals through a series of frequent, formative assessments that are aligned to standards. Shares ideas for providing feedback. Inconsistently uses data from formative assessments to guide instructional decisions regarding differentiation, pacing and intervention. Provides a system of support that enables students to receive additional time and support for Inconsistently utilizes evidence-based strategies to ensure that students receive effective instruction at an appropriate level. Provides core instruction and targeted support based on the students needs. Works in meetings with limited sharing of knowledge regarding state standards and district curriculum blueprints. Limited use of standards-based learning goals to design our lesson plans and to communicate expectations to students summatively. Limited/minimal communication regarding progress toward mastery goals and opportunities for student tracking of learning goals. Limited/minimal use of data from assessments to guide instructional decisions and/or student Limited monitoring of their students through a series of assessments that are aligned to standards. Limited/minimal sharing of ideas for providing feedback. Limited/minimal provisions for students to receive additional time and/or supports for Limited/minimal use of strategies to ensure that students receive instruction at an appropriate level. Provides core instruction based on students needs. 4 The Office of Academic Services January 2014

5 All members of the school community consistently utilize district and school-based tools as they are committed to a focus on College and Career Readiness There is a sense of compliance throughout the school community. Some members consistently utilize district and school-based tools as they are working towards a focus on learning, while others see it as an obligation to be met. There is a limited sense of accountability throughout the school community. Few members consistently utilize district and school-based tools to focus on School Improvement Plans C 2 Connection Cards Curriculum Blueprints Task Cards Course Description Learning Goals and Scales Focus Calendar Digital communication Data notebooks Report cards Lesson Plans CBC Lake Benchmark Assessment Data FAIR Data Mini-Assessment Data EOC Data Focus Calendar State Assessment Data Student Portfolios Computer-based Programs School-based Common Assessment Data 2.4 Multi-Tiered System of Support (Universal Supports) Data Analysis Graphic representation of student progress Behavior Intervention Plans Teacher and Parent Referral Cooperative Learning Structures Intervention Block PBS MTSS Star Forms For Targeted and Intensive Intervention see MTSS: RtI Implementation Card and MTSS:PS/RtI Guide on district MTSS page 5 The Office of Academic Services January 2014

6 3. Focus on Results We assess our effectiveness on the basis of results, rather than intentions. Individuals, teams, and schools seek relevant data and information to promote continuous improvement. Establishes a safe, data-enriched district, school, and team culture where results are shared and compared as a way to demonstrate accountability and learn from one another. Commits to aligning work to long-range SMART goals (i.e. goals that are specific, measurable, attainable, results-oriented, and timely) as well as indicators/measures by which team goals are aligned with school goals and school goals are aligned with district goals. Sets indicators/measures that are challenging yet attainable short-term goals to monitor progress. Emphasizes and promotes outcomes over inputs and results over activities. Designs and uses a valid, reliable, and easily accessible data management system that provides timely and user-friendly feedback. Collects and analyzes data and information to ensure student needs and requirements of our school, district, and state. Analyzes data to: 1) identify students who need additional time, supports, and/or enrichment and extensions for learning, 2) identify strengths and weaknesses in individual teaching, 3) help measure our team s progress toward its goals, and 4) implement our action plans. Ensures that students take responsibility for their own learning by collecting data to track their own progress. Shares responsibility to act on data and develop plans to change present practices when results are not meeting expectations. Gathers data to assess the impact of new best practices, evaluates these practices based on analysis of current data, shares evidence to show results are improving, and infuses the best practices into instruction to sustain results. Identifies and pursues professional development based on results. The school has created a specific process to bring teachers together multiple times throughout the year to analyze results from common assessments, district assessments, and/or state assessments. Teams are tasked with creating SMART goals, but there is much confusion regarding the nature of and reasons for these goals. Teams use results inconsistently to identify areas of concern and to discuss strategies for improving the results. Teams use a data management system for collecting and analyzing data and information to ensure student needs and requirements of the school, district, and state are being met. Teams analyze data to: 1) identify students who need additional time and supports for learning, and 2) help measure the team s progress toward its goals. Teams inconsistently have students track their own progress. Develops plans to change present practices when results are not meeting expectations. Teams inconsistently use an action plan to inform and/or improve professional practice. Identifies professional development needs. Teams have district assessment and state assessment data, but little attention is given to the analysis of the results in helping inform teachers about and/or improving their professional practice. Team goals are not necessarily focused on improving student Teams are provided a data management system for collecting and analyzing data to meet the requirements of the school, district, and state. Teams analyze data to identify students who need additional time and/or supports for Teams action plans are compliant and used on a limited/minimal basis for changing practice. Professional development is determined mostly on a prescribed or required basis. 6 The Office of Academic Services January 2014

7 All members of the school community consistently seek and analyze relevant data and information with a focus on results, rather than intentions. They are committed to promoting continuous improvement. College and Career Readiness There is a sense of compliance throughout the school community. Some members consistently seek and analyze relevant data and information with a focus on results and improvement, while others see it as an obligation to be met. There is a limited sense of accountability throughout the school community. Members rarely seek and analyze relevant data and information as a basis for improvement. SMART Goals o Specific o Measurable o Attainable o Results-oriented o Timely Calendars with target dates Progress monitoring Goal indicators/measures Data analysis sheets Data Management System and forms PLC notes reflect dedicated common planning to disaggregate data for analysis and review of student work samples Reflections from Lesson Study The collection of student data includes multiple sources (achievement, demographics, perceptions, programs, practices, etc.) MTSS documentation Documentation of addressing students needs Reflection on practice Reflections from Action Research Student Data Tracking forms Data analysis and presentation include multiple venues (i.e. PLC Reporting Form, EXCEL/TNL, etc.) Action research and professional inquiry projects published and shared with the larger community of learners at the school, district, and/or on a global basis Increase in student achievement is noted through multiple measures (i.e. formative and summative assessments) PLC Reporting Form makes note of adjustments made as a result of the PLC process PLC Reporting Form includes multiple resources/professional development opportunities, including but not limited to workshops, educational books/articles, and consultants/knowledgeable others 7 The Office of Academic Services January 2014