Building Responsibility for PLC Leadership
Building Responsibility for PLC Leadership
David Hoss & Steve Meade
Building Responsibility for PLC Leadership Singapore American School
David Hoss
Outcomes Participants will … ● Be introduced to a PLC Leadership Model that has been used successfully at the Singapore American School. ● Learn about strategies that are developed to foster key leadership skills within leaders and their PLC communities.
SAS Elementary School Principal
Steve Meade
● Understand the importance of building responsibility for strong leadership and ensuring a successful PLC processes.
SAS Executive Director of Curriculum & Assessment
Singapore American School Elementary School Number of Students (SAS)
3,950
Number of Students (ES)
1,780
Number of Teachers
172
Number of Support Staff
102
Singapore American School Elementary School Number of Deputy Principals
4 (ELC, K–G1, G2–3, G4–5)
Number of Learning Coaches
3 (ELC–G1, G2–3, G4–5)
Number of Tech / Librarians Number of Learning Support Staff
© Hoss 2017. SolutionTree.com Do not duplicate.
4&3 20
1
Singapore American School Elementary School Grade Level Pre-School
From Good to Great!
No. of Classes
Most of our schools are good, maybe even really good!
4
Pre-Kindergarten
7
Kindergarten
10
Grade 1
12
Grade 2
12
Grade 3
14
Grade 4
13
Grade 5
14
How do we become truly great? Jim Collins explains in essence: Our willingness to confront the brutal facts of our reality is directly correlated with our ability as an organization to become great.
Leadership Matters
Four Driving Forces of School Change
“Indeed, there are virtually no documented instances of troubled schools being turned around without intervention by a powerful leader(s). Many other factors may contribute to such turnarounds, but leadership is the catalyst.” —Wallace Foundation, “Executive Summary: How Leadership Influences Student Learning” (September 2004)
Shifting From …
Shifting To …
A teaching focus
A learning focus
Teaching as private practice
Teaching as collaborative practice
School improvement as an option
School improvement as a requirement
Accountability
Responsibility
We would argue the same is true for schools going from good to great.
2
© Hoss 2017. SolutionTree.com Do not duplicate.
Wellman & Lipton, Data Driven Dialogue, 2004
The three big concepts of Professional Learning Communities are: 1. A focus on learning 2. Developing a culture of collaboration and collective responsibility
G3 SMART Goal - By the end of May 2017, at least 90% of 3rd grade students will score a 3 (secure) or above on the CTC Writing Learning Progression (or demonstrate at least one level of growth on the associated rubric).
3. A focus on student learning results
The Short-Term Action Items that Grade 3 Teachers Thought Impacted Student and Teacher Learning the Most Were … CTC Writing Learning Progression:
● Targeted small group lessons based on skills and following the impact of those lessons on learning/teaching ● Calibrating the scoring of writing assessments and looking at Writing Pathways examples ● Collecting and using student writing exemplars and mentor texts ● Going “deep” into a concept such as leads, endings, etc. ● Having students use the learning progression rubrics (with examples) with a partner and independently
● Assess pre and post on-demand writing pieces
Formative Assessments: ● Student writing checklists ● Analyzed student work daily to create targeted groups ● Immediate feedback to students
© Hoss 2017. SolutionTree.com Do not duplicate.
3
Interventions ● ● ● ● ● ●
Plan across your fingers Mentor texts Sentence starters Graphic organizers Sentence frame Color coding to organize Info ● Tedx Talks ● Clear learning progression
Extensions
Grade-Level Average Score for Each Unit (Pre and Post)
● Wider varieties of elaboration ● Student exemplars ● Clear learning progressions ● Compound and complex sentences ● Color coding to organize info ● TEDx Talks
Average Scores for the BOY and EOY On-Demand
Number of Students Who Scored Each Level for Each Genre (Pre and Post) Pre 1 Post 1 Pre 2 Post 2 Pre 3 Post 3 Pre 4 Post 4
4
2.7
2.1
2.9
2.2
3.1
2.5
3.1
1%
0%
5%
1%
16%
2%
15%
2%
27%
6%
26%
3.5
1%
14%
0%
21%
3
9%
33%
7%
42% 10% 35% 27% 34%
2.5 2
18% 34% 24% 22% 26% 14% 29% 18% 45% 15% 44%
9%
41%
7%
29%
7%
1.5
26%
2%
21%
1%
19%
1%
7%
0%
1
1%
0%
4%
0%
1%
0%
1%
0%
288
284
283
279
279
280
279
284
90%
4
2.1 0%
© Hoss 2017. SolutionTree.com Do not duplicate.
75% +8% that made one year’s growth.
Final Outcome of PLC SMART Goal
83% of 3rd grade students scored a 3 (secure) or above on the CTC Writing Learning Progression (or demonstrated at least one level of growth on the associated rubric).
Why?
● SMART goal is narrative writing based ‒ not all genres. ● We did not have as strong a knowledge of the rubric when we scored the BOY assessments as we did with the EOY assessments. ● No “zero” option on the rubric ‒ this made it so that we could not see the full growth of all students.
Next Steps ‒ Considerations for Next Year for Grade 3 ● ● ● ● ● ● ●
Keep focusing on small group targeted lessons. Keep collaborative learning going. Complete strategy/skills notebook. Use the K–5 progression instead of 1–4. Get back to Fairy Tales. Build in time to continue working on our writing. Continue to look at interventions and extensions you can use to help all learners. ● Investigate spelling strategies. ● Continue calibrating the scoring of writing assessments. ● Continue to utilize the fabulous Jodi to support our teaching.
Grade 3 PLC: Writing Action Steps 2016–17
Number of Grade 2 Students Fountas & Pinnell Reading Assessment August 2016 – May 2017
• Identified (by referring to previous data) writing as a learning area requiring strengthening (especially opinion writing) • Revisited the Power Standards for each writing unit of study
August 2016
May 2017
• PLC reviewed formative & summative assessments to monitor growth and plan interventions & extensions. Each unit included a pre and post on-demand writing assessment.
Grade 3 Band (N–P)
2
110
Grade 2 Band (K–M)
131
155
• PLC met regularly to review data and plan interventions as well as extensions. Developed enrichment opportunities for each unit. Based on pre-assessment data, certain students were offered alternative assignments to challenge their thinking.
Grade 1 Band (E–J)
133
7
Kindergarten Band (C–D)
6
-
• PLC reviewed formative assessment data and used this assessment data to drive instruction. • Developed common understanding around the CTC Writing Learning Progressions and associated scoring system
*Includes all ELL students **Multiple forms of assessment used to determine student reading proficiency
© Hoss 2017. SolutionTree.com Do not duplicate.
5
Kindergarten 2016-17 Final Outcome of PLC SMART Goal
Question: Tom has 9 flowers in his hand. He drops 5 flowers on the ground. How many does he have now? 190 Students 5 Students
SAS Collaborative Team Leaders ● Selected by administration ● Provided a job description for their leadership role ● Trained and given support ● Establish a distributed leadership matrix ● Part of a Leadership Cohort within the school ● Provided a stipend for their leadership ● Responsible to ensure accountability by the team
End-of-Year PLC SMART Goal Outcome ● PLC SMART Goal ● Examples of short-term actions items (goals) to reach your year long PLC SMART goal ● Assessment tools used ● Interventions / extensions used ● Evidence of student growth ‒ from August 2017 to May 2018 ● The final outcome of your PLC SMART goal for the year ● Next steps ‒ considerations for next year
6
© Hoss 2017. SolutionTree.com Do not duplicate.
Learning Focused PLC SMART Goal
Singapore American School
A Learning Focused School
PLC Celebration of Learning GROUP 1 Kindergarten
GROUP 2 Grade 1
GROUP 3
Stage 1: Desired Results
Art
Grade 5
Grade 3
Grade 4
Chinese K–2
PE
Library
Technology
Music
Spanish K-5
Early Learning Grade 2 Center
Stage 2: Evidence of Learning How do we know when students have learned?
Mostly tight
Stage 3: Learning Plan What do we do when they don’t learn? What will we do when they have already learned it?
Understanding by Design
By the end of May 2017, all Kindergarten students will attain a “secure” on the summative assessment of determined Math power standards.
Tight
What do we want students to learn?
Chinese 3–5
Curriculum Mapping
Some flexibility
Professional Learning Communities
Short-Term Action Items ●
Identify Power Standards.
●
Unpack Power Standards.
●
Create Common Formative Assessments based on Power Standards.
●
Use data to drive instruction.
© Hoss 2017. SolutionTree.com Do not duplicate.
7
Final Outcome of PLC SMART Goal
Final Outcome of PLC SMART Goal
175 Students
190 Students
20 Students
5 Students
Final Outcome of PLC SMART Goal
Final Outcome of PLC SMART Goal
Question: Tom has 9 flowers in his hand. He drops 5 flowers on the ground. How many does he have now? 190 Students 5 Students
8
© Hoss 2017. SolutionTree.com Do not duplicate.
188 Students 7 Students EOY Question 17
Next Steps for Math
Trends ● Consistent growth in all standards
● Consistently review math data in small PLCs (CFAs and end-of-unit check ins).
● We know who is struggling and why they made errors
● Begin RTI with math.
○ ELL ○ Special Learning needs ○ Accuracy
● Consider accommodations for ELL students to enable them to show more of their math ability.
● Biggest area of difficulty is in fluency ○ Does this question really measure fluency? ○ There was addition and subtraction—could they be fluent in one or the other?
● Continued intervention until the end of the year
● Refine fluency and shape questions in EOY/BOY to gain more accurate data.
● Work toward including math practices as a central part of mathematics learning. ● Next year may be even stronger when we implement the work we’ve done this year.
Thank You
© Hoss 2017. SolutionTree.com Do not duplicate.
9
David Hoss & Steve Meade
Building Responsibility for PLC Leadership Singapore American School
David Hoss
Outcomes Participants will … ● Be introduced to a PLC Leadership Model that has been used successfully at the Singapore American School. ● Learn about strategies that are developed to foster key leadership skills within leaders and their PLC communities.
SAS Elementary School Principal
Steve Meade
● Understand the importance of building responsibility for strong leadership and ensuring a successful PLC processes.
SAS Executive Director of Curriculum & Assessment
Singapore American School Elementary School Number of Students (SAS)
3,950
Number of Students (ES)
1,780
Number of Teachers
172
Number of Support Staff
102
Singapore American School Elementary School Number of Deputy Principals
4 (ELC, K–G1, G2–3, G4–5)
Number of Learning Coaches
3 (ELC–G1, G2–3, G4–5)
Number of Tech / Librarians Number of Learning Support Staff
© Hoss 2017. SolutionTree.com Do not duplicate.
4&3 20
1
Singapore American School Elementary School Grade Level Pre-School
From Good to Great!
No. of Classes
Most of our schools are good, maybe even really good!
4
Pre-Kindergarten
7
Kindergarten
10
Grade 1
12
Grade 2
12
Grade 3
14
Grade 4
13
Grade 5
14
How do we become truly great? Jim Collins explains in essence: Our willingness to confront the brutal facts of our reality is directly correlated with our ability as an organization to become great.
Leadership Matters
Four Driving Forces of School Change
“Indeed, there are virtually no documented instances of troubled schools being turned around without intervention by a powerful leader(s). Many other factors may contribute to such turnarounds, but leadership is the catalyst.” —Wallace Foundation, “Executive Summary: How Leadership Influences Student Learning” (September 2004)
Shifting From …
Shifting To …
A teaching focus
A learning focus
Teaching as private practice
Teaching as collaborative practice
School improvement as an option
School improvement as a requirement
Accountability
Responsibility
We would argue the same is true for schools going from good to great.
2
© Hoss 2017. SolutionTree.com Do not duplicate.
Wellman & Lipton, Data Driven Dialogue, 2004
The three big concepts of Professional Learning Communities are: 1. A focus on learning 2. Developing a culture of collaboration and collective responsibility
G3 SMART Goal - By the end of May 2017, at least 90% of 3rd grade students will score a 3 (secure) or above on the CTC Writing Learning Progression (or demonstrate at least one level of growth on the associated rubric).
3. A focus on student learning results
The Short-Term Action Items that Grade 3 Teachers Thought Impacted Student and Teacher Learning the Most Were … CTC Writing Learning Progression:
● Targeted small group lessons based on skills and following the impact of those lessons on learning/teaching ● Calibrating the scoring of writing assessments and looking at Writing Pathways examples ● Collecting and using student writing exemplars and mentor texts ● Going “deep” into a concept such as leads, endings, etc. ● Having students use the learning progression rubrics (with examples) with a partner and independently
● Assess pre and post on-demand writing pieces
Formative Assessments: ● Student writing checklists ● Analyzed student work daily to create targeted groups ● Immediate feedback to students
© Hoss 2017. SolutionTree.com Do not duplicate.
3
Interventions ● ● ● ● ● ●
Plan across your fingers Mentor texts Sentence starters Graphic organizers Sentence frame Color coding to organize Info ● Tedx Talks ● Clear learning progression
Extensions
Grade-Level Average Score for Each Unit (Pre and Post)
● Wider varieties of elaboration ● Student exemplars ● Clear learning progressions ● Compound and complex sentences ● Color coding to organize info ● TEDx Talks
Average Scores for the BOY and EOY On-Demand
Number of Students Who Scored Each Level for Each Genre (Pre and Post) Pre 1 Post 1 Pre 2 Post 2 Pre 3 Post 3 Pre 4 Post 4
4
2.7
2.1
2.9
2.2
3.1
2.5
3.1
1%
0%
5%
1%
16%
2%
15%
2%
27%
6%
26%
3.5
1%
14%
0%
21%
3
9%
33%
7%
42% 10% 35% 27% 34%
2.5 2
18% 34% 24% 22% 26% 14% 29% 18% 45% 15% 44%
9%
41%
7%
29%
7%
1.5
26%
2%
21%
1%
19%
1%
7%
0%
1
1%
0%
4%
0%
1%
0%
1%
0%
288
284
283
279
279
280
279
284
90%
4
2.1 0%
© Hoss 2017. SolutionTree.com Do not duplicate.
75% +8% that made one year’s growth.
Final Outcome of PLC SMART Goal
83% of 3rd grade students scored a 3 (secure) or above on the CTC Writing Learning Progression (or demonstrated at least one level of growth on the associated rubric).
Why?
● SMART goal is narrative writing based ‒ not all genres. ● We did not have as strong a knowledge of the rubric when we scored the BOY assessments as we did with the EOY assessments. ● No “zero” option on the rubric ‒ this made it so that we could not see the full growth of all students.
Next Steps ‒ Considerations for Next Year for Grade 3 ● ● ● ● ● ● ●
Keep focusing on small group targeted lessons. Keep collaborative learning going. Complete strategy/skills notebook. Use the K–5 progression instead of 1–4. Get back to Fairy Tales. Build in time to continue working on our writing. Continue to look at interventions and extensions you can use to help all learners. ● Investigate spelling strategies. ● Continue calibrating the scoring of writing assessments. ● Continue to utilize the fabulous Jodi to support our teaching.
Grade 3 PLC: Writing Action Steps 2016–17
Number of Grade 2 Students Fountas & Pinnell Reading Assessment August 2016 – May 2017
• Identified (by referring to previous data) writing as a learning area requiring strengthening (especially opinion writing) • Revisited the Power Standards for each writing unit of study
August 2016
May 2017
• PLC reviewed formative & summative assessments to monitor growth and plan interventions & extensions. Each unit included a pre and post on-demand writing assessment.
Grade 3 Band (N–P)
2
110
Grade 2 Band (K–M)
131
155
• PLC met regularly to review data and plan interventions as well as extensions. Developed enrichment opportunities for each unit. Based on pre-assessment data, certain students were offered alternative assignments to challenge their thinking.
Grade 1 Band (E–J)
133
7
Kindergarten Band (C–D)
6
-
• PLC reviewed formative assessment data and used this assessment data to drive instruction. • Developed common understanding around the CTC Writing Learning Progressions and associated scoring system
*Includes all ELL students **Multiple forms of assessment used to determine student reading proficiency
© Hoss 2017. SolutionTree.com Do not duplicate.
5
Kindergarten 2016-17 Final Outcome of PLC SMART Goal
Question: Tom has 9 flowers in his hand. He drops 5 flowers on the ground. How many does he have now? 190 Students 5 Students
SAS Collaborative Team Leaders ● Selected by administration ● Provided a job description for their leadership role ● Trained and given support ● Establish a distributed leadership matrix ● Part of a Leadership Cohort within the school ● Provided a stipend for their leadership ● Responsible to ensure accountability by the team
End-of-Year PLC SMART Goal Outcome ● PLC SMART Goal ● Examples of short-term actions items (goals) to reach your year long PLC SMART goal ● Assessment tools used ● Interventions / extensions used ● Evidence of student growth ‒ from August 2017 to May 2018 ● The final outcome of your PLC SMART goal for the year ● Next steps ‒ considerations for next year
6
© Hoss 2017. SolutionTree.com Do not duplicate.
Learning Focused PLC SMART Goal
Singapore American School
A Learning Focused School
PLC Celebration of Learning GROUP 1 Kindergarten
GROUP 2 Grade 1
GROUP 3
Stage 1: Desired Results
Art
Grade 5
Grade 3
Grade 4
Chinese K–2
PE
Library
Technology
Music
Spanish K-5
Early Learning Grade 2 Center
Stage 2: Evidence of Learning How do we know when students have learned?
Mostly tight
Stage 3: Learning Plan What do we do when they don’t learn? What will we do when they have already learned it?
Understanding by Design
By the end of May 2017, all Kindergarten students will attain a “secure” on the summative assessment of determined Math power standards.
Tight
What do we want students to learn?
Chinese 3–5
Curriculum Mapping
Some flexibility
Professional Learning Communities
Short-Term Action Items ●
Identify Power Standards.
●
Unpack Power Standards.
●
Create Common Formative Assessments based on Power Standards.
●
Use data to drive instruction.
© Hoss 2017. SolutionTree.com Do not duplicate.
7
Final Outcome of PLC SMART Goal
Final Outcome of PLC SMART Goal
175 Students
190 Students
20 Students
5 Students
Final Outcome of PLC SMART Goal
Final Outcome of PLC SMART Goal
Question: Tom has 9 flowers in his hand. He drops 5 flowers on the ground. How many does he have now? 190 Students 5 Students
8
© Hoss 2017. SolutionTree.com Do not duplicate.
188 Students 7 Students EOY Question 17
Next Steps for Math
Trends ● Consistent growth in all standards
● Consistently review math data in small PLCs (CFAs and end-of-unit check ins).
● We know who is struggling and why they made errors
● Begin RTI with math.
○ ELL ○ Special Learning needs ○ Accuracy
● Consider accommodations for ELL students to enable them to show more of their math ability.
● Biggest area of difficulty is in fluency ○ Does this question really measure fluency? ○ There was addition and subtraction—could they be fluent in one or the other?
● Continued intervention until the end of the year
● Refine fluency and shape questions in EOY/BOY to gain more accurate data.
● Work toward including math practices as a central part of mathematics learning. ● Next year may be even stronger when we implement the work we’ve done this year.
Thank You
© Hoss 2017. SolutionTree.com Do not duplicate.
9
