Data Analysis Triad Protocol · 2017. 4. 12. · 2013-2014 ILT Mission . To serve as facilitators of excellence for an inspired learning community. Vision . To be an empowered community

BEST PRACTICESPROFESSIONAL LEARNING COMMUNITIES

FOR

Create protocols for talking and

behaving.

Each participant writes down the action they commit to taking before

the next meeting.

Spend the last 10-15 minutes of the meeting reflecting

on the session itself.

to track your experience and reflect on implementing the new strategies.

Make sure all adopted strategies

are grounded in research.

© ASCD 2014. All rights reserved

Team up with a colleague to

OBSERVE each other’s

practice.

ROTATEgroup

leadership.

Try the ideas in a

REAL-WORLD SETTING.

Have a moderately

CLEAR PURPOSEin mind before starting a PLC.

KEEP A JOURNAL

10-15MIN

Source: From Strengthening and Enriching Your Professional Learning Community: The Art of Learning Together, by G. Caine and R. N. Caine, 2010, Alexandria, VA: Adapted with permission.

Learn more about professional learning communities at www.ascd.org/strengtheningplcs.

Figure 1: Professional Learning Community Self-Assessment

Complete the PLC self-assessment individually and then discuss perceptions with the entire team. Components Yes Not

Yet Characteristics of Our PLC

1 Expect purpose,

success, support, and high-

functioning collaborative teamwork.

1. Productive group norms are publicized, enforced, and evaluated. 2. There is an open, honest, and respectful atmosphere at the meetings. 3. All participants are encouraged to participate. 4. Roles and responsibilities are clear, equitable, and often rotated. 5. The agenda for the meetings is announced, clarified, and followed. 6. Notes are recorded at meetings. 7. School leaders provide clear expectations and support. 8. The team uses effective and efficient techniques to generate and clarify ideas,

analyze topics of concern, and prioritize. 9. Consensus and compromise are used to make needed decisions in an efficient

way. 10. The team uses efficient and effective techniques to solve group problems. 11. The team uses efficient and effective techniques to academic problems. 12. Time is used efficiently and NOT too much time is taken to accomplish the

objectives. 2

Inspect student work,

and analyze and interpret

achievement data.

13. Define essential questions and challenges regarding student learning needs. 14. Examine student work and achievement data to identify observations, patterns,

and trends. 15. Identify the greatest area(s) of need. 16. Hypothesize contributing factors and reasons for performance. 17. Identify those factors that are within the control of schools and the team.

3 Select

goals, strategies, and a plan of

action.

18. Create and commit to team improvement goals that are strategic, written, measurable, attainable, and realistic.

19. Identify research-based, best practices and correlate them to current practices that address the team's goal(s).

20. Consensus and compromise are used to create improvement plans in an efficient way.

21. The team creates improvement plans that include the improvement goals, objectives, indicators of success, measurements, strategies/methods, resources, a timeline, and needed resources.

4 Act

to prepare and to implement the improvement

plan.

22. The team has access to and participates in professional development activities to learn new knowledge and skills related to improvement targets.

23. Team members have time to collaboratively create units, lessons, resources, and assessments related to improvement targets.

24. Teacher support systems (e.g. peer coaching, electronic resources) are available to use during implementation of the improvement plans.

25. There is accountability for implementing improvement plans created by the team.

26. Team members collect student artifacts and other evidence of progress related to improvement targets.

5 Reflect

about the team’s functioning and progress toward the improvement

goal.

27. The PLC makes adjustments to implementation efforts based upon data/information and collaborative dialogue.

28. The team celebrates progress and goal achievement.

29. The PLC shares team accomplishments and activities with non-team members.

30. The team reflects about group functioning and makes necessary and desired adjustments.

Dr. Bobb Darnell [email protected] www.achievementstrategies.org © 2/15

John F. Kennedy Montessori School ProfessionalLearningCommunities

Date:xx-xx-xxxx K-3rdGradeVerticalTeam

We will NAME and CLAIM the growth and progress of every child.

Agenda:PLCNotes:

NextMeeting:xx-xx-xxxx

Try-ItPlan: Each teacher commits to trying…

Norms(CollectiveCommitments)

1. MeeteveryThursdayduringPlanningTime2. Beginandendontime3. Focusonlearningatalltimes4. Listenandspeakrespectfully5. Contributeequally6. Maintainapositiveattitudeandenvironment7. Worktowardandobtainaconsensusinalldecisionmaking

PLCCriticalQuestions

1. Whatisitwewantourstudentstolearn?2. Howwillweknowiftheyarelearning?3. Howandwhenwillweanalyzetheirwork?4. Howwillwerespondwhenindividualstudentsdo

notlearn?5. Howwillweenrichandextendthelearningfor

studentswhoareproficient?AdaptedfromDuFour

Sample

JohnF.KennedyMontessoriElementarySchool

Our ProfessionalLearningCommunitiesareREADY TO LEARN!

Date:Time:

Team

We will NAME and CLAIM the growth and progress of every child.

Bring ItAgreement

StandardFocus:WINGroupTier123 PlanandResources StudentWorkProduced

Students’Names

NextMeeting Facilitator:______________________________________

PLCFIVECriticalQuestions

1. Whatisitwewantourstudentstolearn?2. Howwillweengageallstudentssotheylearnbest?3. Howwillweknowiftheyarelearning?4. Howwillwerespondwhenindividualstudentsdonotlearn?5.Howwillweenrichandextendthelearningforstudentswhoareproficient?6.Whatwillthestudentworklooklike?

Norms(CollectiveCommitments)

1. MeeteveryThursdayduringPlanningTime2. Beginandendontime3. Focusonlearningatalltimes4. Listenandspeakrespectfully5. Contributeequally6. Maintainapositiveattitudeandenvironment7. Worktowardandobtainaconsensusinalldecisionmaking

John F. Kennedy Montessori Elementary ILT Retreat Agenda

Waterfront Development Corporation August 9, 2013

¾ Welcome Relate and Celebrate ¾ ILT Commitment

o ABCDE o 2013-2014 Dates

¾ A Pep Talk from Kid President to You ¾ KPREP Preliminary Data Review

o Feedback o “I Choose C”

¾ Mindset o Discovering the Importance of Mindset

(Dweck)* o Feedback o Pursuit of Happyness*

¾ TELL Survey 2012 ¾ Lunch ¾ School-wide Discipline Plan

o The Effect of Praise on Mindset* ¾ PLCs

o Groups vs Teams* o PLC Weekly Agenda/Notes/Try-It Sheet o Professional Learning Communities – A

Fable* o PLC Practice Scoring Guide

¾ WOW! Tuesdays o Success Analysis Protocol Template

¾ Assessment Data Calendar o Universal Screening Data

¾ Deep Implementation Planning Process o Activity using K-2 Spring Reading Data

¾ Closing o High School Graduate*

Next Meeting: ______________________________________________________________________________________

Norms (Collective Commitments) 1. Meet every on the second Wednesday of each month at

8:00. 2. Begin and end on time 3. Focus on learning at all times 4. Listen and speak respectfully 5. Contribute equally 6. Maintain a positive attitude and environment 7. Work toward and obtain a consensus in all decision

making

2013-2014 ILT Mission To serve as facilitators of excellence for an inspired learning community.

Vision To be an empowered community focused on learning for all.

Goals The ILT will meet monthly to monitor goals and strategies, evaluate systems and data, and to review/ revise level of implementation and achievement based upon the analysis.

Tuning Protocol Template Step 1: Presentation (5 Minutes) Key Question(s):

Listen and Write Notes:

Step 2: My Clarifying Questions (5 Minutes)

Notes on Others’:

Step 3: Individual Writing: (5 Minutes) – Write about the presentation, addressing the key question(s): Step 4: Participant Discussion (10 Minutes) Notes:

Source : Adapted from Protocols for Professional Learning (pp. 34–36), by L. B. Easton, 2009, Alexandria, VA: ASCD. Copyright 2009 by ASCD. Adapted by Judy Carr with permission and Adapted by Opal Davis Dawson.

!

Vertical Slice Protocol Template Examining Student Work !Step%1:%What%is%the%Purpose%of%the%Slice?%

!Step%2:%What%is%(are)%our%guiding%question(s)?!%

Step%3:%Logistics%of%the%Collection%Process%

• What!is!the!duration!of!the!slice?!!• How!will!the!student!work!be!obtained?!• Who!will!collect!the!work?!• If!random!selections!are!made,!who!will!make!them?!!!!!!!!!!!!!!!!

Step%4:%How%Will%the%Work%Be%Analyzed?%Works%will%be%analyzed%using%the%following%guiding%questions.%

• %

Step%5:%Individual%Review%(5M10%min.)%Group%Share%(15%min.)%

What%patterns(of%strength%are%noted?%%

%

%

%

%

%

%

%

%

%

%

%

What%patterns(of%needed%growth%are%noted?%%

%

%

%

%

%

%

%

%

%

%

%

%

%

Step%6:%Instructional%Improvement%Group%Planning%(20%min.)%

What%specific(instructional%actions%are%needed%to%continue%this%learning%and%performance?%

!

What%specific(instructional%actions%are%needed%to%improve%this%learning%and%performance?%

!

My%specific%instructional%action%will%be…%

Source:AdaptedfromProtocolsforProfessionalLearning(pp.60–61),byL.B.Easton,2009,Alexandria,VA:ASCD.Copyright2009byASCD.AdaptedbyJudyCarrwithpermission.RevisedbyOpalDavisDawson,ASCDFaculty

TriadProtocolTemplate-DataAnalysisRoundOne(10Minutes)

Speaker1ShareLessonPlan(5minutes) ObserverWrittenResponse&Share(5minutes)

WhatIndicator(s)areyouassessing?Howdoesthisassessmentaddressthelearning?Whatisthescoringscale/rubric?WhatpercentageofyoustudentswereBasic,Proficient,Advanced?WhatisyourplanforthestudentswhoareBasic?Whenwillyoure-assessthesestudentsandwhattoolwillyouuse?HowisthisassessmentalignedtoyourSLOsandtheEOYCommonCoreGoalsforyourgradelevel?

WarmFeedbackCoolFeedback/ClarifyingQuestion

RoundTwo(10Minutes)Speaker2ShareLessonPlan(5minutes) ObserverWrittenResponse&Share(5minutes)



RoundThree(10Minutes)Speaker3ShareLessonPlan(5minutes) ObserverWrittenResponse&Share(5minutes)




TriadProtocolTemplateRoundOne(8Minutes)

Speaker1ShareLessonPlan(3minutes) ObserverWrittenResponse&Share(5minutes)

Whatisityouwantyourstudentstolearn?Whatstandard(s)willyourlessonaddress?Howdoesthislessonaddressthatlearning?

• MultiplicationHowwillyouknowiftheyarelearning?Whatwillstudentssay,whatwillstudentsdo,whatdatawillyoucollectandisitmeasureable?Whatwillthestudentworklooklike?

• Differentiatedgroupsofthreeorfourbasedonfactfluency• ArrayCards• PairsIknow/PairsIDon'tKnow• BigArraySmallArray

Howwillyourespondwhenindividualstudentsdonotlearn?Whatmisconceptionsdoyouanticipate?Howwillyouenrichandextendthelearningforstudentswhoareproficient?Howwilltheirworkbedifferentiated?

WarmFeedback• Usesseveralmeaningmakingandtransferactivities• Knowledgeandskillsstudentshavelearnedearlierare

clear• Differentiatedbygroupsbasedonformativeassessment

data

CoolFeedback/ClarifyingQuestions

• Howwillteacherinterveneforstudentswhodon'tunderstand?

RoundTwo(10Minutes)Speaker2ShareLessonPlan(5minutes) ObserverWrittenResponse&Share(5minutes)

Whatisityouwantyourstudentstolearn?Whatstandard(s)willyourlessonaddress?Howdoesthislessonaddressthatlearning?Howwillyouknowiftheyarelearning?Whatwillstudentssay,whatwillstudentsdo,whatdatawillyoucollectandisitmeasureable?Whatwillthestudentworklooklike?Howwillyourespondwhenindividualstudentsdonotlearn?Whatmisconceptionsdoyouanticipate?Howwillyouenrichandextendthelearningforstudentswhoareproficient?Howwilltheirworkbedifferentiated?



RoundThree(10Minutes)Speaker3ShareLessonPlan(5minutes) ObserverWrittenResponse&Share(5minutes)

Whatisityouwantyourstudentstolearn?Whatstandard(s)willyourlessonaddress?Howdoesthislessonaddressthatlearning?Howwillyouknowiftheyarelearning?Whatwillstudentssay,whatwillstudentsdo,whatdatawillyoucollectandisitmeasureable?Whatwillthestudentworklooklike?Howwillyourespondwhenindividualstudentsdonotlearn?Whatmisconceptionsdoyouanticipate?Howwillyouenrichandextendthelearningforstudentswhoareproficient?Howwilltheirworkbedifferentiated?


RR RR DRA RR RR RR DRA RR RR RR RR RR RR DRA

Oct Oct Nov Dec Dec Jan Feb Feb Mar Mar Apr Apr Apr May

15 29 12 3 17 21 4 18 4 18 1 15 29 13

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

JohnF.KennedyMontessori

K-5ReadingPulseCheckAnalysis

GradeLevelText

Teacher'sName:

StudentNames

Opal Davis Dawson, Dawson and Associates

Sample

Group#1-1st/2nd Tier RR EngProf Standard ContentTarget Strategy

StudentName3 12 2.9 RI.2.6mainpurpose Icanfindwhatthe Usingillustrations

3 12 2.9 ofatext authorwantsto andthetext

extension: answerorexplain notetakingcompare"Burmese

newyearwithKaren 3Columorganizerspeakers&Chinese

StudentName2 20 2.9 RI.2.5Know&use Icanidentifyanduse searchandcut1 24 3.2 textfeatures varioustextfeatures samples2 18 2.8

StudentName RL.K.4 Ask and I can talk about Use pic cues to

3 1 28 answer questions unknown words in understand the

3 1 1 about unknown a book meaning of a

3 2 28 words in a text new word in a

text

words in a text

Group#3 StandardRREngProf ContentTarget LanguageTarget

Group#2 ContentTargetStandardRR EngProf

andtellhowtheyareused

Icannametextfeatures

ESL Collaborative Intervention Groups -

Icansaywhatthe

Strategy

LanguageTarget

authorwantsto

answer or explain

LanguageTargetTier

TeacherName:Time:12:00-12:45Date:11/25-11/26

Text:Informational"ANewYearCalledTet" Writing: What was it that the author wants us to know?

Essential Voc: Tet, Vietnam, Vietnamese, strips,

Notes:

Text:informational-"HereItIs!" Writing:MakeashoppinglistEssentialVoc.milk,cheese,bread,juice,jam,corn,icecream

I can say or

meaning of new

demonstrate the

StrategyTier

Text:informational: Writing:createposterforclasstouseEssentialVoc.


Sample

30-60-90DAYTEMPLATE

INTHEFIRST30DAYS,WEWILLKNOWWEARESUCCESSFULWHEN: PPP

THEMEASURES/EVIDENCEWEWILLUSEARE:

FIRST30DAYSACTIONSTRATEGIES:

WHOISONPOINT? BYWHEN HOWCOMMUNICATED

IFWEARENOTSUCCESSFUL,WEWILL:


30-60-90DAYTEMPLATEIN60DAYS,WEWILLKNOWWEARESUCCESSFULWHEN:THEMEASURES/EVIDENCEWEWILLUSEARE:

60DAYSACTIONSTRATEGIES: WHOISONPOINT?

BYWHEN

HOWCOMMUNICATED



30-60-90DAYTEMPLATEIN90DAYS,WEWILLKNOWWEARESUCCESSFULWHEN:THEMEASURES/EVIDENCEWEWILLUSEARE:

90DAYSACTIONSTRATEGIES: WHOISONPOINT?

BYWHEN? HOWCOMMUNICATED?



Figure 1: Professional Learning Community Self-Assessment

Complete the PLC self-assessment individually and then discuss perceptions with the entire team. Components Yes Not

Yet Characteristics of Our PLC

1 Expect purpose,

success, support, and high-

functioning collaborative teamwork.

1. Productive group norms are publicized, enforced, and evaluated. 2. There is an open, honest, and respectful atmosphere at the meetings. 3. All participants are encouraged to participate. 4. Roles and responsibilities are clear, equitable, and often rotated. 5. The agenda for the meetings is announced, clarified, and followed. 6. Notes are recorded at meetings. 7. School leaders provide clear expectations and support. 8. The team uses effective and efficient techniques to generate and clarify ideas,

analyze topics of concern, and prioritize. 9. Consensus and compromise are used to make needed decisions in an efficient

way. 10. The team uses efficient and effective techniques to solve group problems. 11. The team uses efficient and effective techniques to academic problems. 12. Time is used efficiently and NOT too much time is taken to accomplish the

objectives. 2

Inspect student work,

and analyze and interpret

achievement data.

13. Define essential questions and challenges regarding student learning needs. 14. Examine student work and achievement data to identify observations, patterns,

and trends. 15. Identify the greatest area(s) of need. 16. Hypothesize contributing factors and reasons for performance. 17. Identify those factors that are within the control of schools and the team.

3 Select

goals, strategies, and a plan of

action.

18. Create and commit to team improvement goals that are strategic, written, measurable, attainable, and realistic.

19. Identify research-based, best practices and correlate them to current practices that address the team's goal(s).

20. Consensus and compromise are used to create improvement plans in an efficient way.

21. The team creates improvement plans that include the improvement goals, objectives, indicators of success, measurements, strategies/methods, resources, a timeline, and needed resources.

4 Act

to prepare and to implement the improvement

plan.

22. The team has access to and participates in professional development activities to learn new knowledge and skills related to improvement targets.

23. Team members have time to collaboratively create units, lessons, resources, and assessments related to improvement targets.

24. Teacher support systems (e.g. peer coaching, electronic resources) are available to use during implementation of the improvement plans.

25. There is accountability for implementing improvement plans created by the team.

26. Team members collect student artifacts and other evidence of progress related to improvement targets.

5 Reflect

about the team’s functioning and progress toward the improvement

goal.

27. The PLC makes adjustments to implementation efforts based upon data/information and collaborative dialogue.

28. The team celebrates progress and goal achievement.

29. The PLC shares team accomplishments and activities with non-team members.

30. The team reflects about group functioning and makes necessary and desired adjustments.

Dr. Bobb Darnell [email protected] www.achievementstrategies.org © 2/15



BrainDumpforPLC4EssentialQuestions

Whatdoweexpectourstudentstolearn?

1. BuildingandClassExpectations2. TeachLearningexpectations3. MeetorExceedinallcurricularareas

requiredbythestatesuchas,state4. goals,benchmarks,andcorestandardsat

gradelevelorabovegradelevels.5. VocabularycurriculumandRubrics6. Predicting,Imaging,Inferring,Questioning,

Summarizing,Connecting7. Extendedresponsewithrubric

8. TeacherQuarterlygoals9. Increasedvocabularyinallacademic

areas10. Comprehensioninallacademicareas11. PersonalInformation12. Self-CareSkills13. Socialization14. Communicationskills–Verbal/Written15. Read,Write,Apply,Comprehend16. Technology:Interactivewebsites,BookFlix,

Starfall,A-Z,MathBlasters,SpellCity,Fastmath,Multiplication.com

Howwillweknowtheyarelearning?1. Grades–No“0”2. TeachersObservations3. Formative/Summative/Common

Assessment4. StudentReflections/Journals5. DistrictAssessments6. EarlySkillsAssessmentGradesK-27. DiscoveryEducationAssessmentGrades3-68. Mid-terms/ReportCards9. Unit/WeeklyTest/Quizzes10. Pre/PostTest

11. Rubric/Checklist12. Responders13. ItemAnalysis14. FluencyChecks15. Probes16. StudyIsland17. AcceleratedReaderPoints18. StateAssessmentData19. Graphs20. Classparticipation


BrainDumpforPLC4EssentialQuestions

Howwillwerespondwhentheydon’tlearn?

1. DifferentiatedInstructions2. TargetSpecificskills3. DataItemAnalysis4. LeveledMaterials(below,onlevel,above)5. BloomsTaxonomy6. GraphicOrganizers7. Manipulatives8. Choiceboards9. ImmediateFeedback10. Graderecovery:re-docorrect11. FlexibleGrouping12. GuidedReading13. EnvisionRemediation(math)14. Triumph(belowlevelMMHreadingseries)15. Cubing16. Teachersharedstrategies

17. Co-teaching18. Additionaltime19. Parentcontact20. Referraltoproblemsolvingteam21. ExtendedResponses(math&reading)22. DailyWordProblem23. AcceleratedReader24. MusicThroughInstruction–K25. Anchoractivities26. TradeBooks27. PeerAssistedLearningStrategies(PALS)28. Journal/ReadingLogs29. MathBuddies

Howwillwerespondiftheyalreadyknowit?

1. Cubing2. ChoiceBoards3. UseLeveledReaders4. UseVocabularytowritesentences5. Freechoicebookreadingforpoints6. AcceleratedReader7. Centers–HighLevel8. Picture/WritingJournals9. WordCreation

10. Enriched–LeveledReader–Novels11. UnitedStreamingSkills–1,2,312. Envision–Enrichment(math)13. Games14. Groupleaders15. PeerTutoring16. IndependentProjects17. TaketoSeatcenters18. Readingbuddies


Documents

Data Analysis Triad Protocol · 2017. 4. 12. · 2013-2014 ILT Mission . To serve as facilitators of excellence for an inspired learning community. Vision . To be an empowered community