Collaborative Cultures for Student Achievement

7/30/2019 Collaborative Cultures for Student Achievement

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RUTHERFORD COUNTYSCHOOLS

ENCOURAGE

COLLABORATIVECULTURES

FOR STUDENTACHIEVEMENT


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Our goal in Rutherford County Schools is to

build collaborative cultures to achievestudent success. We are using the PLC(Professional Learning Community) process inevery school in order to focus on thecommitment to the learning of each child.

When a school functions as a PLC,educators embrace high levels oflearning for all students. PLC's arededicated to the idea that their organization

exists to ensure that all students learnessential knowledge and skills.

This PLC information serves as a resource foradministrators and educators for additionalguidelines, definitions, documents, and links.


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3 BIG IDEAS OF A PLC

1. Focus on Learning

2. Build a Collaborative

Culture

3. Focus on ResultsWe do not argue that the PLC journey isan easy one, but we know with certaintythat it is a journey worth taking. (DuFour,

2010)


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COMMUNITIES

(COLLABORATIVE TEAMS)

These are the initialsteps in the PLCprocess. The link

below is a goodresource to use inorder to build the

foundation of a

PLC.

Questions to Guide the Wo
http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/chapter2.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/chapter2.pdf


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STEP ONE: CREATE TEAMNORMS

The administrator in each school willdetermine the team structures.Collaborative teams should be made up ofteachers who teach the same course or

grade level.

Overview of Team NormsTeam Norms are ground rules or habits that govern the

group. Teams increase their likelihood of performing athigh levels when they clarify their expectations of oneanother regarding procedures, responsibilities, andrelationships. Team norms are collective commitmentson how teams will work together and what is expected of

each member.


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RESOURCES FOR

TEAM NORMSTeam Information SheetThis link offers a worksheet for administrators to create theteams.

Developing NormsThis link offers a step-by-step guide for developing the teamnorms.

Why Should We Create Team NormsThis link defines the purpose of team norms.

Team Norms for Rutherford County

This link displays the team norms for the county InstructionDepartment.

STEP TWO ASSESS CURRENT
http://www.allthingsplc.info/pdf/tools/TeamInformationWorksheet.pdfhttp://www.allthingsplc.info/pdf/tools/TeamInformationWorksheet.pdf


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STEP TWO: ASSESS CURRENTREALITY (WHERE ARE WE

NOW?)

Administrators and educational leaders in a school willidentify the current status of the school and what they hope itwill become. A purposeful progression should result in a pathfor school improvement.

2 Key QuestionsWhat are our strengths?

What areas need immediate attention?

This article defines what is really important in aschool.

Educators must do more than give students the chance tolearn.

NOW WHAT?


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NOW WHAT?STRENGTHS ARE DETERMINED AND

AREAS FOR IMPROVEMENT ARE

IDENTIFIEDThese resources will assist schools and teams in

determining what to do next.

Continuum for Laying the Foundation

Worksheet for Laying the Foundation

Continuum for Effective Communication

Worksheet for Effective Communication

Tips for Moving Forward
http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/turningdataintoinformation.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/turningdataintoinformation.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/effectivecommunication.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/turningdataintoinformation.pdfhttp://smb//RCSCO/USERS$/PowersbA/PLC%20information/Tips%20for%20Moving%20Forward.pdfhttp://smb//RCSCO/USERS$/PowersbA/PLC%20information/Tips%20for%20Moving%20Forward.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/turningdataintoinformation.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/effectivecommunication.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/turningdataintoinformation.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/turningdataintoinformation.pdf


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STEP THREE:SET LONG-TERM SMART GOALS

(WHERE ARE WE GOING?)

SMART Goals

Strategic and Specific

MeasurableAttainable

Results orientedTime bound

SMART goals offer a structure when using data

for strategic improvement in student learning.


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Smart Goal Worksheet

Why do we need SMART goals?

TEAMS

WHEN DETERMINING GOALS.

Team SMART Goal Planning Sheet

We are more convinced than ever that schools developas PLCs when their staffs actually work at the processrather than train for the process. (DuFour, 2010)

STEP FOUR
http://www.allthingsplc.info/pdf/tools/smartgoalworksheet.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whydoweneedsmartgoals.pdfhttp://www.allthingsplc.info/pdf/links/TeamSMARTgoal-settingplan.pdfhttp://www.allthingsplc.info/pdf/links/TeamSMARTgoal-settingplan.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whydoweneedsmartgoals.pdfhttp://www.allthingsplc.info/pdf/tools/smartgoalworksheet.pdf


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STEP FOUR:DETERMINE GUARANTEED AND VIABLE

CURRICULUM

(ESSENTIAL SKILLS)

Why Should We Ensure Students Have Access to a Guar

Why Should We Use Formative Assessments?

Why Should We Use Common Assessments?

A guaranteed and viable curriculum only happens whenteachers work collaboratively to:

1. study the curriculum and agree on the priorities2. develop specific expectations for students

3. develop a plan for pacing for formativeassessments

4. commit to teach the curriculum
http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweensure.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweuseformativeassessments.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweusecommonassessments.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweusecommonassessments.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweuseformativeassessments.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweensure.pdf


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WHY A

VIABLE CURRICULUM?

1. With a guaranteed and viable curriculum,essential content is addressed no matterwho teaches a given class.

2. An entire staff in an effective schoolshould know the essential curriculargoals.

Educators must do more thangive students the chance tolearn; they must align theirpractices to promote learning.(DuFour, 2010)


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FOR ESSENTIAL

LEARNING

Identifying Essential Standards

Unpacking the StandardsQuestions to Clarify Essential Learning and Monit

Essential Standards Chart

Backward Planning Unit Design Template
http://files.solution-tree.com/pdfs/Reproducibles_PRTI/PRTI_4_t4.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/chapter3.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_SRTI/essentialstandardschart.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_CFA/backwardplanningunitdesigntemplate.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_CFA/backwardplanningunitdesigntemplate.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_SRTI/essentialstandardschart.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/chapter3.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_PRTI/PRTI_4_t4.pdf


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COMMUNITIES

(COLLABORATIVE TEAMS)

This process iscontinuousthroughout the

year. The goal isfor teachers toconsistentlycollaborate forgreater student

learning.


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SETTING SHORT-TERM SMARTGOALS IS AN IMPORTANT STEP.

SHORT TERM GAINS ARENEEDED IN ORDER TO ACHIEVETHE BIG GOALS.

The same SMARTresources can beused from slide

#10.


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TEACHERSWORKING

ANDPLANNING

TOGETHER IS

CRITICALFOR PLC

SUCCESS.

Collaborate on theRightIssuesToImpactChild &

AdultLearning


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TOOLS ANDRESOURCES

FORCOLLABORATION

Why Should We Collaborate?

Making Time for Collaboration

Collaborative Cultures

The School Leaders Guide to Profes
http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldwecollaborate.pdfhttp://www.allthingsplc.info/pdf/tools/makingtimeforcollaboration.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/collaborativeculture.pdfhttp://go.solution-tree.com/PLCbooks/Reproducibles_SLGPLCAW.htmlhttp://go.solution-tree.com/PLCbooks/Reproducibles_SLGPLCAW.htmlhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/collaborativeculture.pdfhttp://www.allthingsplc.info/pdf/tools/makingtimeforcollaboration.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldwecollaborate.pdf


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CURRICULUMRESOURCES

1.RUTHERFORD COUNTY SCHOOLS WEBPAGE

2. CURRICULUM AND INSTRUCTION3. CAREER AND TECHNICAL EDUCATION4.TENNESSEE CURRICULUM STANDARDS5. COMMON CORE STANDARDS6.TN CORE WEBPAGE

Identify specific learning

needs Identify strategies toimprove

instruction
http://www.rcs.k12.tn.us/education/components/scrapbook/default.php?sectionid=1http://www.rcs.k12.tn.us/education/dept/dept.php?sectiondetailid=16232&http://www.rcs.k12.tn.us/education/components/scrapbook/default.php?sectiondetailid=16559&http://state.tn.us/education/curriculum.shtmlhttp://www.corestandards.org/the-standardshttp://www.tncore.org/http://www.tncore.org/http://www.corestandards.org/the-standardshttp://state.tn.us/education/curriculum.shtmlhttp://www.rcs.k12.tn.us/education/components/scrapbook/default.php?sectiondetailid=16559&http://www.rcs.k12.tn.us/education/dept/dept.php?sectiondetailid=16232&http://www.rcs.k12.tn.us/education/components/scrapbook/default.php?sectionid=1


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COMMONASSESSMENTSREPRESENT A

PROVENSTRUCTURE FOR

IMPROVEDRESULTS.

Resources

Why Should We Use CommonAssessments?

The PLC Assessing-Teaching-Learning Cycle

Balanced Assessment System Framew

Formative Assessment Strategies for S

In-Class Formative AssessmentStrategies for Student Action

Why Should We Use FormativeAssessments?
http://files.solution-tree.com/pdfs/Reproducibles_CFA/balancedassessmentsystemframework.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_CCM9-12/figure4.6formativeassessmentstrategiesforstudentaction.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_CCM9-12/figure4.6formativeassessmentstrategiesforstudentaction.pdfhttp://files.solution-tree.com/pdfs/Reproducibles_CFA/balancedassessmentsystemframework.pdf


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ANALYZE DATAANALYZE DATADistrict Information and GoalsDistrict Information and Goals


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THE USING DATA PROCESSTHE USING DATA PROCESS


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THE USING DATA PROCESSTHE USING DATA PROCESS


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NCLB VS. ESEA FLEXIBILITY WAIVERNCLB VS. ESEA FLEXIBILITY WAIVER

Tennessee adopted a new accountability system in 2012,after securing a ESEA Flexibility waiver from certainportions of No Child Left Behind. Under the new system,

Tennessee looks to districts to increase achievementlevels for all students and reduce achievement gaps that

exist between certain groups.

Rather than expecting all districts to meet the samebenchmarks year after year, the system acknowledgesthat districts are starting from different places and

rewards those that show the most growth.

A brief description of the accountability measures andthe 2011-12 designations can be found below. For moreinformation on Tennessees accountability system, please

go to


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NCLB VS. ESEA FLEXIBILITY WAIVERNCLB VS. ESEA FLEXIBILITY WAIVER

Tennessee has created its own accountability systemthat replaces No Child Left Behinds accountabilitymeasures, called Adequate Yearly Progress or AYP.With the new ESEA Waiver, the achievement targetsare now known as Annual Measurable Objectives

(AMOs). These targets are set based on the districtsprevious years performance.

The district requires a focus on ensuring growth forall students every year and closing achievementgaps by ensuring faster growth for those

students who are furthest behind regardless ofrace, poverty, language, or disability.


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RUTHERFORD COUNTYRUTHERFORD COUNTY

ACCOUNTABILITYACCOUNTABILITY


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ESEA WAIVER ACHIEVEMENTESEA WAIVER ACHIEVEMENT

MEASURESMEASURES

The Achievement Measures set forth by the state are:

Reading Language Arts - Grades 3 8

including Grade 3 & Grade 7 RLA

Mathematics Grades 3 8

including Grade 3 & Grade 7 Math

English II (10th grade), English III (11th grade)

Algebra I, Algebra II

Graduation Rate


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ACHIEVEMENT MEASURES FOR 2012-ACHIEVEMENT MEASURES FOR 2012-

1313


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ACHIEVEMENT MEASURES FOR 2012-ACHIEVEMENT MEASURES FOR 2012-

1313


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RCS WRITING PROFICIENCY HISTORYRCS WRITING PROFICIENCY HISTORY


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RCS VALUE-ADDED GRADES 3-8RCS VALUE-ADDED GRADES 3-8

Math Value-Added R/LA Value-Added


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Science Value-AddedSocial Studies Value-Added


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Composite Value-Added

EXPLORE Value-Added


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DISTRICT 2012 EXPLORE RESULTSDISTRICT 2012 EXPLORE RESULTS


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DISTRICT 2012 PLAN RESULTSDISTRICT 2012 PLAN RESULTS


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DISTRICT 2012 ACT RESULTSDISTRICT 2012 ACT RESULTS


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Layers of support are

needed for all levels ofstudent success.

Response to Instruction andIntervention Initiative (RTI2)


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RESOURCESFOR

INTERVENTION

WHY SHOULD WE IMPLEMENT SYSTEMATIC

INTERVENTIONS? LEARNING AS OUR FUNDAMENTAL PURPOSE

(PART II)

QUESTIONS TO HELP DEVELOP SYSTEMATIC

INTERVENTIONS RESOURCES FOR RTI

WORKSHEET FOR SYSTEMATIC INTERVENTION

MONITORING EACH STUDENT'S LEARNING

TRACKING THE INVENTIONS IN YOUR BUILDING


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COLLABORATIVE TEAMS,

LETS REMEMBER THE

PURPOSE OF OUR TEACHINGTASKPROMOTE STUDENT

LEARNING.

Recommended Resources for

Professional Communities at Work

All Things PLCGlossary of Key Terms

PLC Books by Solution Tree (WithReproducibles)

Free Reproducibles Arranged by Topic

(Solution Tree)


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REFERENCES

DuFour, Richard, DuFour, Rebecca, Eaker, Robert, Many,Thomas, Learning

by Doing: A Handbook for Professional LearningCommunities at Work, Solution Tree Press

Documents

Collaborative Cultures for Student Achievement