7/30/2019 Collaborative Cultures for Student Achievement
1/39
RUTHERFORD COUNTYSCHOOLS
ENCOURAGE
COLLABORATIVECULTURES
FOR STUDENTACHIEVEMENT
7/30/2019 Collaborative Cultures for Student Achievement
2/39
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.
7/30/2019 Collaborative Cultures for Student Achievement
3/39
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)
7/30/2019 Collaborative Cultures for Student Achievement
4/39
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.pdf7/30/2019 Collaborative Cultures for Student Achievement
5/39
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.
7/30/2019 Collaborative Cultures for Student Achievement
6/39
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.pdf7/30/2019 Collaborative Cultures for Student Achievement
7/39
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?
7/30/2019 Collaborative Cultures for Student Achievement
8/39
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.pdf7/30/2019 Collaborative Cultures for Student Achievement
9/39
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.
7/30/2019 Collaborative Cultures for Student Achievement
10/39
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.pdf7/30/2019 Collaborative Cultures for Student Achievement
11/39
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.pdf7/30/2019 Collaborative Cultures for Student Achievement
12/39
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)
7/30/2019 Collaborative Cultures for Student Achievement
13/39
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.pdf7/30/2019 Collaborative Cultures for Student Achievement
14/39
COMMUNITIES
(COLLABORATIVE TEAMS)
This process iscontinuousthroughout the
year. The goal isfor teachers toconsistentlycollaborate forgreater student
learning.
7/30/2019 Collaborative Cultures for Student Achievement
15/39
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.
7/30/2019 Collaborative Cultures for Student Achievement
16/39
TEACHERSWORKING
ANDPLANNING
TOGETHER IS
CRITICALFOR PLC
SUCCESS.
Collaborate on theRightIssuesToImpactChild &
AdultLearning
7/30/2019 Collaborative Cultures for Student Achievement
17/39
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.pdf7/30/2019 Collaborative Cultures for Student Achievement
18/39
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=17/30/2019 Collaborative Cultures for Student Achievement
19/39
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.pdf7/30/2019 Collaborative Cultures for Student Achievement
20/39
ANALYZE DATAANALYZE DATADistrict Information and GoalsDistrict Information and Goals
7/30/2019 Collaborative Cultures for Student Achievement
21/39
THE USING DATA PROCESSTHE USING DATA PROCESS
7/30/2019 Collaborative Cultures for Student Achievement
22/39
THE USING DATA PROCESSTHE USING DATA PROCESS
7/30/2019 Collaborative Cultures for Student Achievement
23/39
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
7/30/2019 Collaborative Cultures for Student Achievement
24/39
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.
7/30/2019 Collaborative Cultures for Student Achievement
25/39
RUTHERFORD COUNTYRUTHERFORD COUNTY
ACCOUNTABILITYACCOUNTABILITY
7/30/2019 Collaborative Cultures for Student Achievement
26/39
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
7/30/2019 Collaborative Cultures for Student Achievement
27/39
ACHIEVEMENT MEASURES FOR 2012-ACHIEVEMENT MEASURES FOR 2012-
1313
7/30/2019 Collaborative Cultures for Student Achievement
28/39
ACHIEVEMENT MEASURES FOR 2012-ACHIEVEMENT MEASURES FOR 2012-
1313
7/30/2019 Collaborative Cultures for Student Achievement
29/39
RCS WRITING PROFICIENCY HISTORYRCS WRITING PROFICIENCY HISTORY
7/30/2019 Collaborative Cultures for Student Achievement
30/39
RCS VALUE-ADDED GRADES 3-8RCS VALUE-ADDED GRADES 3-8
Math Value-Added R/LA Value-Added
7/30/2019 Collaborative Cultures for Student Achievement
31/39
RCS VALUE-ADDED GRADES 3-8RCS VALUE-ADDED GRADES 3-8
Science Value-AddedSocial Studies Value-Added
7/30/2019 Collaborative Cultures for Student Achievement
32/39
RCS VALUE-ADDED GRADES 3-8RCS VALUE-ADDED GRADES 3-8
Composite Value-Added
EXPLORE Value-Added
7/30/2019 Collaborative Cultures for Student Achievement
33/39
DISTRICT 2012 EXPLORE RESULTSDISTRICT 2012 EXPLORE RESULTS
7/30/2019 Collaborative Cultures for Student Achievement
34/39
DISTRICT 2012 PLAN RESULTSDISTRICT 2012 PLAN RESULTS
7/30/2019 Collaborative Cultures for Student Achievement
35/39
DISTRICT 2012 ACT RESULTSDISTRICT 2012 ACT RESULTS
7/30/2019 Collaborative Cultures for Student Achievement
36/39
Layers of support are
needed for all levels ofstudent success.
Response to Instruction andIntervention Initiative (RTI2)
7/30/2019 Collaborative Cultures for Student Achievement
37/39
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
7/30/2019 Collaborative Cultures for Student Achievement
38/39
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)
7/30/2019 Collaborative Cultures for Student Achievement
39/39
REFERENCES
DuFour, Richard, DuFour, Rebecca, Eaker, Robert, Many,Thomas, Learning
by Doing: A Handbook for Professional LearningCommunities at Work, Solution Tree Press