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Data Day 2009-10. Waukee North Middle School. Logistics. Restrooms Review of agenda and what we will learn today Holocaust Museum. WCSD Mission Statement. Dedicated to optimizing individual learning and potential for success in a global community. WE are a professional learning community. - PowerPoint PPT Presentation
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Data Day 2009-10
Waukee North Middle School
Logistics
• Restrooms
• Review of agenda and what we will learn today
• Holocaust Museum
WCSD Mission Statement
• Dedicated to optimizing individual learning and potential for success in a global community.
WE are a professional learning community.
• PLCs provide the means to the end• It’s not something we do 2 times a week
during planning period and then work in isolation for the rest of the week.
• It’s what we BELIEVE; what we’re passionate about
• Philosophy / Journey / EXPERIENCE
Our Commitment
• As a PLC, we commit to student learning with a collaborative culture focused on RESULTS.
• As a PLC, we operate under the assumption that the key to improved learning for students is continuous job-embedded learning for US.
3 Guiding Questions
• 1. What do we want our students to learn?
• 2. How will we know they have learned?
• 3. What are we going to do if they have or have not learned?
21st Century PLC
• The 6 C’s:– Content Analysis– Collaborate– Create – Communicate– Courage– Contribute
…So that students can do the 7th C:
• Compete in a global society
Hand in hand, we all learn.
• 2 kinds of schools: learning enriched and learning impoverished
• If we expect kids to learn at high levels, then WE must learn at high levels. These go hand in hand. You can’t have one without the other.
• Our fundamental purpose is LEARNING.
Continuum of PLC Work
• Charles Darwin: based on ability
• Pontius Pilate: If they take advantage of the opportunity…
• Chicago Cubs: We will create a warm, pleasant environment even if they don’t perform at a high level.
Henry Higgins
• We will do whatever it takes to ensure they achieve the agreed-upon standards.
• “My Fair Lady” - Henry takes a flower girl and, through passion and persistence, makes her presentable in high society
Group IQ
• Smarter together• No egos• Working smarter, not harder• “My kids bombed this concept. What are you
doing in your class to help kids learn this?”• Building leadership capacity among the staff
(leaders & experts among us)
Expectations for Curricular PLC Discussions
• 3 Guiding Questions• Framework for Meeting the Needs of All
Students• Data driven discussions (treasure hunt; trust)• Group goal / ITPDP• MAP & ITBS (know where your students are)• Curriculum (if activity doesn’t align, stop
doing it)• Share student work (agree on criteria)
Expectations, cont’d
• Common grading practices (by end of 09-10)• Common assessments• 21st Century Skills• SINA strategies• Differentiation• Professional readings
The bottom line for PLC discussions…
• Focus on RESULTS.
Learning by Doing
• By DuFour, DuFour, Eaker, & Many
• It is what it is!
• Presents the tools we need to be successful PLCs in order to increase student learning
Mission
• “Why do we exist?
Vision
• “What must we become in order to accomplish our fundamental purpose?”
Values
• “How must we behave to create the school that will achieve our purpose?”
Goals
• “How will we know if all of this is making a difference?”
• Intent vs. Action
Effective Communication
• Most important element is congruency between actions and words
• We communicate priorities by what we give attention to
• Celebrations communicate what we value as a community
• Guiding Norms (similar to insurance)• Leadership capacity among staff and
identified roles
Common Assessmentsand
Classroom Assessments
District Level Assessments
External Assessments
Classroom Assessments
Common Assessments
District Level Assessments
External Assessments
Summative vs. Formative
Frequency
Most Formative
Daily Weekly
More Formative
Unit
More Summative
Monthly Tri/semester
Most Summative
Annual
Highlights •On-going student and teacher assessment•Identifies degrees of
understanding
•Collaboratively developed and
curriculum imbedded•Identifies levels of
proficiency
•Identifies groups of students with similar
scores•Used for entrance and
exit criteria•Primarily a screening
assessment
•Determine percent of students proficient
Outcome •Differentiated instruction/flex grouping
•Diagnostic feedback•Systematic
instructional change•Differentiated
instruction/flex grouping
•Identifies need for program support
•Identifies program strengths and weaknesses
•Accountability Measure
Grade Level Examples
•Anecdotal Notes/Observations
•Learning Logs•Rubrics/Checklists•Performance Tasks
•Products/Sample Work
•Unit tests•District-Wide Assessments
•Progress Monitoring•Performance Tasks
•Rubrics
•MAP•DIBELS•CogAT
•ITBS•ITED
•I-ELDA
Adapted from Solution Tree, 2007. Adapted from Solution Tree, 2007. www.solutiontree.com
Increase the percentage of students proficient in reading in grades
4, 8, and 11
State ITBS Trajectory - Grade 5 Reading
0
20
40
60
80
100
120
01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14
% of Students Proficient
Trajectory Target Actual for Waukee
Behavior Goal
Increase the percentage of elementary
students who display respectful attitudes
and behaviors necessary for
productive citizenship.
Increase the percent of students proficient or above on the ITBS
reading comprehensiontest at grade 4
Increase the percent of students proficient or
above on the ITBS math total at grade 8
Increase the percent of students proficient or above on the ITBS
science test at grade 11
Waukee District Improvement Goals Increase Cross Section FAY % Proficient on ITBS/ITED
11.9 9.716.6 16.0
8.514.1
61.1
52.8
58.6 61.9
57.4
59.6
27.0
37.5
24.7 22.1
34.026.3
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
% of Students
% Not Proficient % Proficient % Advanced
% Advanced 27.0 37.5 24.7 22.1 34.0 26.3
% Proficient 61.1 52.8 58.6 61.9 57.4 59.6
% Not Proficient 11.9 9.7 16.6 16.0 8.5 14.1
07-08 G.4 Reading
08-09 G.4 Reading
07-08 G.8 Math
08-09 G.8 Math
07-08 G.11 Science
08-09 G.11 Science
Waukee District Improvement Goals Increase Cohort FAY % Proficient on ITBS/ITED
15.09.7 11.0
16.011.0 14.1
63.5
52.856.6
61.9
57.659.6
21.5
37.532.4
22.131.4
26.3
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
% of Students
% Not Proficient % Proficient % Advanced
% Advanced 21.5 37.5 32.4 22.1 31.4 26.3
% Proficient 63.5 52.8 56.6 61.9 57.6 59.6
% Not Proficient 15.0 9.7 11.0 16.0 11.0 14.1
07-08 G.3 Reading
08-09 G.4 Reading
07-08 G.7 Math
08-09 G.8 Math
07-08 G.10 Science
08-09 G.11 Science
Increase the percent of students proficient or above on the ITBS
reading comprehensiontest at grade 4
Increase the percent of students proficient or
above on the ITBS math total at grade 8
Increase the percent of students proficient or above on the ITBS
science test at grade 11
BARELY…
Plan what to do better or different
Report the plan in the APR
Get to work!
District Annual Improvement Goals 2009-10
• Increase the percentage of 6th grade students scoring proficient or above on the ITBS reading comprehension test.
• Increase the percentage of 8th grade students scoring proficient or above on the ITBS mathematics total.
• Increase the percentage of 9th grade students scoring proficient or above on the ITED science test.
2009-10 Academic Goal for WNMS
• Increase the percentage of sixth and seventh grade students meeting or exceeding their target growth in reading on MAP from fall 2009 to spring 2010.
2009-10 Behavior Goal for WNMS
• Improve all sixth and seventh grade caring behaviors as measured by PBS and survey data.
What will YOU do?
• PLC Team Goal
• Individual Teacher Professional Development Plan (ITPDP)
• Team goal can be the same as ITPDP
• Focus on RESULTS
Richard DuFour says…
• “Inherent to a PLC are a persistent disquiet with the status quo and a constant search for a better way to achieve goals and accomplish the purpose of the organization.”
• Continuous improvement!