process n the transformation of inputs into outputs

process – n. the transformation of inputs into outputs What does research say successful schools need? Power GLCEs & Common Assessments How do we get there? An Effective & Efficient Professional Learning Community (PLC) Professional Development Process “If not now, when? If not here, where? If not me, who? ” – Steve Geiger

In a perfect world… …would you create assessments and instructional units customized for your students, based on information you know they needed? …would you measure their progress and report consistently to the district? …would you share your knowledge of what works (and what doesn’t) across your grade level, school and the district? “If it is to be, it is up to me. ” – William H. Johnson

How do we get there? Power GLCEs Teacher Input: Grade-level teams sort GLCE’s by unit/content, then decide which GLCEs should be “Power GLCEs” based on teacher knowledge of and experience with students. Admin Input: Cross-reference this list to GLCE’s on Report cards District Input: Meet with future grade-level to identify weak area GLCE’s based on teacher knowledge of and experience with students, then cross-reference Data Input: Use Pearson Inform to identify and cross-reference GLCE’s that are weak for the particular group of students Output: Top 3 -5 GLCE’s Per Unit that are considered “Power GLCEs”

SAMPLE: Sorted GLCE’s for One Unit: Money, Miles & Large Numbers Content: Decimals N. ME. 04. 15 Read and interpret decimals up to two decimal places; relate to money and place value decomposition. N. ME. 04. 16 Know that terminating decimals represents fractions whose denominators are 10, 10 x 10, etc. , e. g. , powers of 10. N. ME. 04. 17 Locate tenths and hundredths on a number line. N. ME. 04. 18 Read, write, interpret, and compare decimals up to two decimal places. N. MR. 04. 19 Write tenths and hundredths in decimal and fraction forms, and know the decimal equivalents for halves and fourths. N. MR. 04. 31 Solve problems using addition and subtraction of decimals through hundredths, represent with mathematical statements and solve. * N. FL. 04. 32 Add and subtract decimals through hundredths. * N. FL. 04. 33 Multiply and divide decimals up to two decimal places by a one-digit whole number where the result is a terminating decimal, e. g. , 0. 42 ÷ 3 = 0. 14, but not 5 ÷ 3 = 1. 6.

How do we get there? Common Assessments District Input: Trimester Assessments, based on GLCEs, provided for all grade levels. Teacher Input: Grade-Level teams create unit assessments based on Power GLCEs. Additional instructional material created by “Backward Design” to supplement district-provided curriculum. Admin Input: Monitor team reviews of student work samples leading up to common assessments and results. Output: Regular feedback among team, alteration of instructional strategies and monitoring of student results before standardized testing

process – n. the transformation of inputs into outputs Historic Professional Development Input • Observations • Books/Articles • Reports • “Best Practices” Process Output • Sit & Get • Reliance on individual • Staff Discussion • Personal Reflection Knowledge and Experience • Return to comfortable practices • Filing of Handouts • Haphazard implementation “…the status quo is not sustainable…” – Barak Obama

process – n. the transformation of inputs into outputs PLC Professional Development Input Process Output Data Intervention & Documentation Data • Specific to SMART Goals • Identified by teacher • Specific to student groups • Intervention • Review data strategies/materials • Review/Revise • Common Assessment SMART Goals • Team review of student work “…the fierce urgency of now…” – Martin Luther King, Jr.

Dimondale PD Plan for ’ 09 -’ 10 What’s the Difference? Historic PD • District/Admin Constructed • Staff/Team Responsibility • Curriculum Focus (Wide & Thin) • Staff Meetings • Punitive Reaction to Mass Data • Curriculum Specialists utilized as planners and presenters PLC PD • • • District/Admin Supported Staff/Team Accountability Power GLCE Focus (Narrow & Deep) Grade-Level Team Meetings SMART Goals Based on Specific Data • Curriculum Consultants leveraged for data expertise, research assistance, project management and staff guidance “This will happen when we radically reorient the work of school improvement toward internal expertise and self-managing teams. ” – HOPE Foundation

Dimondale PD Plan for ’ 09 -’ 10 Sept Oct • Review Year. End Assessments • Complete New Assessments Output Input Nov Dec • 1 st Trimester Assessments Output Input Jan Feb • 2 nd Trimester Assessments • QI/Culture Surveys • 3 -Column Self Assessment Output Input Mar Apr • MEAP Results Output Input May June • 3 rd Trimesters Assessments Output Input

Dimondale PD Plan for ’ 09 -’ 10 PLC Professional Development Wednesdays PD Requirements: • 38 Hours of instructional time replaced by PD • Honoring IP days Average Monthly: • Utilizing Curriculum Consultants effectively • 3 days PLC, 1 day IP @ 1. 9 hours per meeting Annually: • Building business limited to first 30 minutes of day (if • SMART Goal updates, with data reported every 6 -8 needed) weeks • Curriculum Consultants available by appointment on Wednesdays for consultation

FINO Flow: Less is More