All Things PLC Magazine - Winter 2019 by Solution Tree

Winter 2019

A LIGHT IN THE S TO R M

all things

PLC M A G A Z I N E

Winter 2019

Features Growing an Ecosystem of Excellence Nathaniel Provencio

The role of instructional assistants in a PLC.

Are We a Group or a Team? Mike Mattos

A quiz to assess your team's current reality.

PLC: It's Who We Are, Not Something We Do Vanessa B. Stuart

A case study for PLCs in practice.

This Winter Timothy D. Kanold Choosing the PLC path of enduring inspiration.

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To o l s & R e s o u rc e s fo r I n s p i ra t i o n a n d E xce l l e n ce

First thing

Assessment in a PLC.

ICYMI

Short bits you might have missed.

FAQs about PLCs

Grading formative assessments.

PLC clinic

Aligned goals.

Words matter All about intervention.

Learning champion

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Julie Schmidt: Stubborn, rebellious, and fiercely protective.

The recommender

Resources for the culture and structure of intervention.

Skill shop

Creating a learning mission.

Classic R&D

What excellent companies do: implications for PLCs.

Contemporary R&D

Great leaders empower great PLCs.

Why I love PLCs

How hard can it be?

Discussion questions and refresher course tear-out To-go resources for your PLC PD.

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PLC M A G A Z I N E

SOLUTION TREE: CEO Jeffrey C. Jones

PRESIDENT Edmund M. Ackerman SOLUTION TREE PRESS:

PRESIDENT & PUBLISHER Douglas M. Rife ART DIRECTOR Rian Anderson PAGE DESIGNERS Abigail Bowen, Laura Cox, Jill Resh, Rian Anderson

AllThingsPLC (ISSN 2476-2571 [print], 2476-258X [Online]) is published four times a year by Solution Tree Press. 555 North Morton Street Bloomington, IN 47404 800.733.6786 (toll free) / 812.336.7700 FAX: 812.336.7790 email: info@SolutionTree.com SolutionTree.com POSTMASTER Send address changes to Solution Tree, 555 North Morton Street, Bloomington, IN, 47404 Copyright © 2019 by Solution Tree Press

AllThingsPLC Magazine/Winter 2019

First Thing Assessment in a PLC: Affirmations and Discoveries

et me start by saying that my journey in the Professional Learning Community at Work process has been filled with a host of affirmations and discoveries. Affirmations have been those things that naturally occur when educators work collaboratively. I would not have been asked to contribute to this magazine had I not witnessed firsthand the impact that a collaborative culture has on student learning. Discoveries have been those beliefs and practices that occur as our consciousness is raised and we realize that changes are required. It is fascinating how these collective beliefs seem to unfold and evolve. I have seen changes in long-held assumptions, beliefs, structures, methods, and practices across the country as schools engage in the PLC at Work process. When a staff works toward the mission of all students succeeding, they develop strategies that support principles of learning. It would be incredibly rare for a school acting as a PLC not to have discovered some aspect of its culture, structure, or practices that needs reshaping. Those who understand the four foundational pillars of a PLC (mission, vision, values, and goals) know that the values pillar is critical. Through a process of learning together, the staff identifies the vital behaviors they must develop, and the values pillar must include statements about creating a collaborative culture. There is no ambiguity about forming and supporting high-performing teams to accomplish schoolwide goals. Likewise, there is no ambiguity that teams will develop a guaranteed and viable curriculum, design common assessments, share instructional processes, intervene for their students, and respond in ways that promote high levels of student learning. In a school of high expectations, everyone clearly understands that they are expected to work interdependently to achieve common goals. The work of the team is clear. Each team identifies essential learning outcomes and describes those

outcomes in explicit success criteria. The teamwork that comes from this level of work provides greater instructional clarity about materials, resources, strategies, assessment, and responses to students throughout a unit of study. They do this unit by unit, with each team member contributing to this effort. Members of the team commit to using the success criteria as part of their lesson design. The lesson design includes formative assessments, and teachers on the team use formative assessment strategies as part of the teaching process. They see that formative assessments are beneficial for noting common errors, but they also understand how this teaching strategy helps students realize the desired outcome. Each member of the team is also aware that his or her response to a student is an opportunity to enhance the student’s self-efficacy. This is the shared reality that I hope every teacher understands and works to accomplish. I recently asked a high school student how he did on an endof-the-unit test. His reply was, “I did terrible. I failed it.” While it was true that he did not demonstrate mastery, his interpretation of his score was totally incorrect. He had scored a 65 percent, which shows that he has mastery of 65 percent of the concepts tested. He needed to be guided in recognizing his strengths, as well as areas for further study. We must help students accurately interpret their results and set goals with a time frame for demonstrating mastery. Student involvement in the assessment process is an important key of formative assessment. The third learning question of teams asks, “How will we respond when they don’t learn it?” Embedded in this question is the guarantee that there is a common response in each classroom. It makes sense that in a learning-centered school, teachers would have a common understanding about how assessment supports a culture of learning. To be blunt, each member of a team has the responsibility of responding appropriately to students who are struggling in his or her class. The act of responding is not just designed for the team to sort students into flexible groups to be serviced by the team. And, it is certainly not just for deciding if students are good or not good at something. We must beware the false narrative that the only reason a student didn’t do well on an assessment is because he or she didn’t study hard enough. I believe we have all had the experience of studying really hard but not doing as well as we thought we would do on an assessment. As an example, my granddaughter recently failed a spelling test. She had studied throughout the week at school and at home. When she left her home that Friday morning, she could accurately spell each word on the list. During dictation, she became confused about a pattern and missed over half of the points possible. It was easy to recognize her errors. I wondered if her teacher shared the common vision of assessment in a learning-centered school. It was my hope that her teacher would help her recognize what she got right in addition to her errors. The last thing we want is for the teacher to simply record the failing grade and move on. It is critical

that educators understand the impact of assessment on a child. The essence of the question “How will we respond?” requires every member of the team to see assessment as an instructional tool. When a team embraces this view of assessment, it becomes an integral part of the teaching and learning process. The teachers understand that assessment is one of their most powerful tools for enhancing students’ desire to succeed. They know that the actions they take, the feedback they give a student and the class, reinforce the culture of learning they are trying to create. It is imperative that each member of a team views and values assessment as a direct link to a student’s self-efficacy. Does every member of your team recognize and affirm that every student has an emotional, as well as a physiological, reaction to assessments and the results he or she receives? The feedback students receive influences their determination and willingness to persevere. The score they receive has a powerful effect on internal motivation. Internal motivation enhances the students’ relationships with the subjects they are attempting to learn. It should also be noted that despite our best efforts to have students compare their performance to learning outcomes, students comparing their performance to that of their classmates is natural. As they do so, they are determining where they fit in with their peers and wondering how their classmates see them. They are also wondering how you, the teacher, see them and what you believe about their capabilities. Performance outcomes, either positive or negative, have a deep impact on students’ attitudes about themselves and about school. Developing ideas and processes that help students see themselves as learners through assessment for learning will lead students to see assessment differently. Team members must discover and support actions and procedures that help reframe the purpose of assessment for themselves and for their students. As I work with educators across the globe, I am encouraged by the deeper understanding of what assessment looks like in a PLC. The work of collaborative teams hinges on each teacher having the same vision of assessment. I’ve been impressed to see and hear of entire schools taking the time to build an understanding of formative assessment and the impact it has on student motivation and self-efficacy. Whether it’s an affirmation or discovery, one thing is certain: a team will never be able to accomplish its goals unless there is a common understanding of and commitment to a vision of assessment. The science of our profession has established that formative assessment is a high-leverage practice. It would be unprofessional to ignore the keys that make it an effective practice. Let’s not wait for the keys of formative assessment to become a discovery. Let’s affirm that when we know better, we must all do better.

–Tim Brown

Winter Fall 2018/AllThingsPLC 2019/AllThingsPLC Magazine

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Sharon Kramer Master PLC at Work Coach

PLC AT WORK

COACHING ACADEMY Prepare your leadership team to champion the work of your professional learning community This time-tested professional development service equips your education leaders with a deep, rich understanding of the professional learning communities process. The PLC at Work Coaching Academy: • Provides customized on-site PLC training for schools or districts • Includes three 2-day sessions over the course of a school year, led by expert PLC Master Coaches • Equips administration and staff with the knowledge and tools to implement, lead, and sustain a PLC at Work

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• Offers research-based curriculum customized for participants’ school or district • Ensures sustainability by training school-based faculty to train others in the PLC at Work concepts and process

Free Films

Good Posture

The Library of Congress has created the National Screening Room, which is a collection of digitized movies, newsreels, and other historical clips, allowing people to download or stream videos for free. There are currently 300 videos on file, covering a time span of 1890 through 1999. More will be added each month. According to curator Mike Mashon, the project is intended to “enrich education, scholarship and lifelong learning.”

Can posture affect student achievement? According to a study by researchers at San Francisco State University, yes. Students who are anxious about a performance, a math test in this case, reported finding it easier to perform while sitting straight up with their shoulders back and relaxed. Students who were anxious about the exam found that doing math while slumped over was more difficult. The takeaway: poor posture is equated with defeat; good posture is equated with empowerment.

Read more: “The Library of Congress Lets You Stream Hundreds of Free Films,” by Sara Aridi. New York Times. https://nyti.ms/2qgtZHI

whether staying in the lines is actually a good thing. Read more: “Coloring Books and Worksheets: What’s the Value of Staying in the Lines,” by Steve Drummond. NPR. https://n.pr/2MEblqI

The Future Depends on the Past …

Coloring in the Lines Children and coloring books go together, but are coloring books appropriate in the classroom? Do they have educational value, or are they merely recreational? We all remember being told to stay in the lines, but how did that affect our creativity? This article takes a look at the uses coloring has in the classroom and

Or at least how it is taught, according to a new study from the Citizen Z project. The project looked to schools and politics to explore the question “What if the inability of Americans to agree on our shared history—and on the right way to teach it—is a cause of our current polarization and political dysfunction, rather than a symptom?” The discussion includes the differences between and intertwining of history and civics education in our schools. Read more: “How History Class Divides Us,” by Stephen Sawchuk. Education Week. https:// bit.ly/2JfwzpW

Read more: “Math With Good Posture Can Mean Better Scores, Study Suggests,” by San Francisco State University. Science News. https://bit.ly/2M5tTis

Grow g

y s em E of

L E L N E C XE CE The Role of Instructional Assistants in a PLC

By Nathaniel Provencio

hen I discuss the work of professional learning communities with colleagues, I often use the metaphor of an ecosystem to explain how every single organism plays a vital role in ensuring that the community thrives. All elements in an ecosystem must have a sense of equilibrium for the community to be successful. Our schools

AllThingsPLC Magazine/Winter 2019

are ecosystems. Every student, teacher, content specialist, family member, and administrator plays an integral role in the success of the school. There is, however, one key group of stakeholders that often is not mentioned when discussing PLCs. Those key stakeholders are the schoolâ&#x20AC;&#x2122;s instructional assistants.

In an ecosystem, living organisms and nonliving components interact as a system. These components are linked together through cycles and energy flows. The instructional assistants of a school might be seen as the nonliving components of the ecosystem because they are often relegated to menial tasks. They are known by numerous nomenclatures: teacher assistants, paras, classified personnel, support staff, student support assistants, or even aides. Regardless of their titles, these individuals are a vital part of our classrooms and school systems and deserve an equal voice if we are to truly operate as high-functioning PLCs.

Assistants make a tremendous impact on the preparation and delivery of instruction and are an invaluable resource in our PLCs. Instructional assistants are generally personnel hired to support teachers, grade levels, and students in both instructional and noninstructional capacities. Some schools may have only one or two assistants working in classrooms; some

schools may have numerous assistants working with students, teachers, and even families. No matter the number of assistants in a school, each makes a tremendous impact on the preparation and delivery of instruction and is an invaluable resource in our PLCs. When I first became a school administrator, I must admit that working with my instructional assistants was not very high on my priority list. I was far more focused on evaluating teacher instruction, managing student discipline, analyzing test data, etc. Our school only had three assistants, and they primarily worked with our kindergarten team and students. When our kindergarten team met for their weekly meetings, our assistants couldn’t meet with the team because they accompanied the students to their various enrichment classes. At the end of the day, those assistants left with the students, and I found myself spending little to no time with these stakeholders. During my second year, I made it a priority to schedule a few hours with our assistants in an effort to get to know them better, to understand how they perceived their role in our school, and to get their feedback on how I could better support their efforts. During this converWinter 2019/AllThingsPLC Magazine

sation, I quickly learned that these kindergarten assistants were very interested in primary literacy instruction and wanted to know what they could do to work directly with small literacy groups in lieu of some of their traditional tasks of copying worksheets, setting up bulletin boards, and grading papers. Their request to work directly with students made an indelible impact on me, and I was committed to making sure these staff members would play a more prevalent role in our PLC. My next step was to make sure I strategically scheduled protected time for our assistants to meet with their grade-level teachers. Because the school day was so hectic and our kindergarten students needed support, I made a financial commitment to schedule time after school for our assistants and teachers to collaborate. During this time, our assistants and teachers had amazing conversations on how they could collaboratively coteach small literacy groups during the day in order to maximize student engagement in language arts. Resources and strategies were shared, schedules were readjusted, and a commitment to learning and col-

laboration was made. Obviously, there were some growing pains and a few bulletin boards were left unattended, but the payoff was a significant increase in our kindergarten literacy scores and an increase in collaboration.

The payoff was a significant increase in our kindergarten literacy scores. As we began growing with the implementation of our professional learning community, our kindergarten team served as a model for our school. Our school teams saw that an increase in the support for the professional growth of instructional assistants could prove essential in increasing our collaborative efforts and meeting the needs of our student population. Currently, our school has 10 instructional assistants, and each assistant is provided necessary ongoing professional development that allows him or her to grow with his or her craft throughout the

school year. These vital team members play an essential role in the delivery of small-group Tiers 1 and 2 literacy and math instruction. In reading, our instructional assistants jointly conduct small literacy groups in the classroom alongside classroom teachers, second-language specialists, and reading specialists. Under the direction of the schoolâ&#x20AC;&#x2122;s reading specialist, our assistants have been trained in techniques for the delivery of small-group literacy instruction. Our reading assistants have direct access to each grade levelâ&#x20AC;&#x2122;s yearlong pacing guides, end-of-unit assessments, and student data. These resources give our instructional assistants knowledge of the grade levelâ&#x20AC;&#x2122;s goals and plans and information about what each student needs in order to be successful. During our monthly response to intervention (RTI) meetings, our instructional assistants give vital input about which instructional interventions are effective and which ones are not. They are also able to provide suggestions for continued growth. For math instruction, our assistants coteach with classroom teachers to assist students with numeracy and com-

putational skills. Often, they have the opportunity to directly deliver the math instruction. During the administration of assessments, instructional assistants assess students in small-group and oneon-one settings, which is vital due to the diverse needs of our learners.

Our assistants are collaborative members of our leadership team and assist with schoolwide planning. They are collaborative members in various grade-level and contentspecialty teams, providing rich insight into understanding standards, creating differentiated lessons, and providing strategies to assist struggling learners and to provide enrichment. Our assistants are also collaborative members of our leadership team and assist with schoolwide planning. All of these efforts from our instructional assistants have paid tremendous dividends for our entire school community; they are an essential element in our school ecosystem!

The reality of funding instructional teaching assistants can be a challenge, especially in times of decreasing educational funding. Our school makes the decision to fund instructional assistants because it aligns with our school vision (soaring for excellence) and mission (commitment, collaboration, community). Our instructional assistants are just as integral a part in our vision and mission as any certificated staff member. Because of this commitment, hard financial decisions have to be made in order to maintain the funds for our assistants. As one teacher put it best, “It’s much more effective to have staff over stuff !” Making a financial commitment to fund instructional assistants also provides much-needed support to the work of classroom teachers, which in today’s public schools can be extremely daunting. For years, teacher assistants were hired to take much of the monotonous clerical work off of teachers’ hands. We found, however, that allowing our instructional assistants to be a key element of the instructional process with a focus on the four critical questions does indeed assist the classroom teachers! But

just as important, investing in additional instructional assistants helps our school focus on results, collaboration, and learning. This is how our school’s ecosystem thrives and what our PLC culture is all about! But don’t just take my word for it; let’s hear from the instructional assistants themselves. Shazia Qureshi, a longtime instructional assistant at our school, collaborates with classroom teachers throughout the day in administering small-group literacy instruction. Qureshi states, “My experience as a reading instructional assistant has made me realize the difference I can make in a child’s educational development. I am part of a support system that works together and shares effective strategies based on students’ needs. Our school provides me common planning time with my cooperating reading teacher and allows me the opportunity to reflect on how my efforts impact student literacy. I maintain direct communication with classroom teachers in discussing student literacy data and share in each student’s growth. Our school culture values and supports my role as an assistant. I am provided training and resources to help

SKILL

SHOP

Creating a Learning Mission Recall the two fundamental assumptions undergirding a schoolâ&#x20AC;&#x2122;s mission to provide high levels of learning for all students: (1) Educators believe that all students are capable of high levels of learning, and (2) they assume the responsibility to make this outcome a reality for every child. This exercise offers a process to create a common mission of learning. Source: Buffum, A., Mattos, M., & Weber, C. (2008). Pyramid response to intervention: RTI, professional learning communities, and how to respond when kids donâ&#x20AC;&#x2122;t learn. Bloomington, IN: Solution Tree Press.

Name: Step 1: Create Individual Mission Statements Have staff members sit in teams. Ask each person to write a response in 8 to 12 words to the question, “What is the fundamental purpose (mission) of our school? In other words, why does our school exist?”

Step 2: Share Individual Mission Statements Ask each person to share his or her answer and ask a team member to chart the responses. Once all team members have shared, have each team discuss how the responses are similar and how they are different. Then inquire, “How can we work collaboratively to help our students if we have different missions for our school?”

Step 3: Create Team Mission Statements Have each team create a collective mission statement in 8 to 12 words. The purpose is not to combine all the ideas into a comprehensive “laundry list,” but rather to find consensus on your school’s single most important purpose.

Step 4: Share Team Mission Statements Ask each team to share its mission statement with the entire group and chart the answers. Ask, “How are our responses similar? How are they different?”

Step 5: Create a School Mission Statement Using the team statements as a resource, create a collective mission statement of 8 to 12 words for your school. Again, reach consensus on the single most important purpose of your school and do not combine all the ideas or make a laundry list.

Step 6: Check Alignment In a PLC, the fundamental purpose of a school must be learning. It is not a school’s mission to ensure that all students are taught, but rather that all students learn. To this end, ask, “Does our final school mission embrace learning?”

Winter 2019/AllThingsPLC Magazine

Why I Love PLCs How Hard Can It Be? US Grant High School was not unique. The challenges and obstacles of turning an underperforming school around were very real. Poverty. Gangs. Discipline issues. Language barriers. Dropouts. A toxic culture. Students far below grade level in all content areas, never feeling that sense of accomplishment academically . . . ever. It was stuck in a cycle of failure. The school was designated as a turnaround school and allocated additional funding under a school improvement grant. The Professional Learning Communities at Work model was selected as the vehicle for school improvement. This began my PLC journey. “How hard can it be? Super-duper way hard, but . . . not impossible, and totally worth it!” This phrase was written on a whiteboard in our administrator collaboration room. It became our ground zero, our “come back to center” mantra, our rebel yell, our call of duty, our battle cry (we were the US Grant Generals, after all) to do the right work for every student (all means all, 100 percent of the students, 100 percent of the time), not because it was easy, but because every student who attended US Grant High School was worth it! This motto was our game-day prep, and every day was game day. We would see these words (How hard can it be?) and feel defiant against them. It was that fist-pumping, high-fiving, gutturalgrrrr-with-a-muscle-flex moment, something that resembled a scene right out of the original Rocky movie—Rocky Balboa (Sylvester Stallone) as he conquers running up the steps of the Philadelphia Museum of Art, with an eager following of kids, celebrating his commitment and basking in 48

AllThingsPLC Magazine/Winter 2019

his glory. The agony of the work, followed by the thrill of victory. We desired to have that moment, and many moments just like it to follow, but it would be the students at Grant conquering those steps, raising their arms in triumph, and we would be their adoring fans celebrating in their glory. Why? Because they are worth it! Our story involved paralleling the focus on climate and the focus on culture through academic achievement. Shared leadership and embedded professional development widened the reach and expanded the expertise of the staff, who collaborated in teacher teams, intentionally, with protected time. The teachers focused on results, sought out best practices, and analyzed student data through the development of authentic common formative assessments, focusing on essential skills and power standards. A 10-day cycle of assessment was created for frequent spot checks within the learning and so remedial supports could be provided sooner rather than later. Students monitored their own learning through individual data notebooks, tracking their progress. The teachers and students looked for opportunities to make the learning meaningful through the use of word walls, where content connections could be made. There was a laser-like focus within the work and a tireless pursuit for the desired results. Fortunately, the US Grant story has a happy ending. My love for PLCs was solidified during the year-end testing window. As students went into the computer lab to be tested, I sat outside the room in a student desk, like an anxious expectant grandparent waiting for a grandbaby to be born. On completing the test, students hit the submit button to reveal their target,

BY DANA RENNER their raw score. One by one, the students exited the testing room. It was my absolute honor and privilege to get to highfive, fist-pump, hug, cheer, celebrate, and sometimes wipe away happy tears with each and every student. US Grant went from an F to a B+ in three short years and was the first successful turnaround school in the state of Oklahoma. The success I was able to be a part of at US Grant High School made me a lifetime believer in the PLC framework and a proponent of the work. It undeniably and intentionally provides the processes for true potential to be realized and defined. How hard can it be? Super-duper way hard . . . but not impossible, and totally worth it!

DANA RENNER is currently assistant superintendent of operations in Stillwater Public Schools in Stillwater, Okla. She has led two schools to model status, one underperforming and one high achieving, making her a believer, yet again, that PLCs are good everywhere and benefit everyone.

AllThingsPLC Magazine | Winter 2019 vw

Discussion Questions 18 Fall 20

CK U N LO

YO U R

LEAR

NING

Use this convenient tear-out card to go over and reinforce the topics discussed in this issue with the members of your team.

Growing an Ecosystem of Excellence (p. 10) 1. How many instructional assistants are in your school? What roles do they play? 2. In what ways can you ensure that the instructional assistants are integral members of your PLC ecosystem?

3. Are the instructional assistants provided with professional development? Do they know and understand the four critical questions?

4. What adjustments can you make to ensure that instructional assistants are provided with meaningful opportunities to make an impact on student achievement?

This Winter (p. 36) 1. How does the winter season affect you personally and professionally? How does it affect your team?

2. What strategies do you have in place to combat the winter doldrums? Are these set goals and strategies or merely good intentions?

3. What takeaways from this article can you and your team use to both find inspiration from within and inspire each other?

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AllThingsPLC Magazine | Winter 2019

Refresher Course Because everyone needs a reminder now and again.

The 3 Big Ideas of a PLC 1. FOCUS ON LEARNING 2. BUILD A COLLABORATIVE CULTURE 3. FOCUS ON RESULTS

The fundamental purpose of the school is to ensure high levels of learning for all students. This focus on learning translates into four critical questions that drive the daily work of the school. In PLCs, educators demonstrate their commitment to helping all students learn by working collaboratively to address the following critical questions: 1. What do we want students to learn? What should each student know and be able to do as a result of each unit, grade level, and/or course? 2. How will we know if they have learned? Are we monitoring each student’s learning on a timely basis? 3. What will we do if they don’t learn? What systematic process is in place to provide additional time and support for students who are experiencing difficulty?

2 3

4. What will we do if they already know it?

• No school can help all students achieve at high levels if teachers work in isolation. • Schools improve when teachers are given the time and support to work together to clarify essential student learning, develop common assessments for learning, analyze evidence of student learning, and use that evidence to learn from one another.

• PLCs measure their effectiveness on the basis of results rather than intentions. • All programs, policies, and practices are continually assessed on the basis of their impact on student learning. • All staff members receive relevant and timely information on their effectiveness in achieving intended results.

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