focus on professional learning communities state personnel development grant d. ahrens 5/10/2013
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Focus on Professional Learning Communities
State Personnel Development Grant
D. Ahrens5/10/2013
What do we want our students to learn?
Reading and Math LiteracyCommon Core State StandardsCollege and Career Ready
with IEPs
Statewide assessments District assessmentsGrade level /subject
assessmentsClassroom assessments Individual assessments
How do we know when students have learned?
Smarter Balanced Assessme
nts
with IEPs
What is our response when studentshave difficulty
learning?with IEPs
2+ (4x6)= 48
WI Reading: SwD vs. SwoD
WI Mathematics: SwD vs. SwoD
WI Reading: SwD vs. SwoD
WI Mathematics: SwD vs. SwoD
GrantSchools Cohortup to 26 grants
awarded
Using Professional Learning Communities
to ensure that all students learn
2013-2017 Wisconsin State Personnel Development Grant
Why was our school chosen to apply for this grant?
You may have already won…….or…
very low subgroup performance for students with disabilities, or
significant gaps between the student with disabilities subgroup and the statewide averages for the students with disabilities subgroup on statewide assessments.
in the area of reading or math
Eligible Applicants
Ensure that all students learn by designing strategies to provide any student who does not meet learning objectives with timely and effective interventions
Create a systematic process in which teachers work together to analyze and improve classroom practice
Results-oriented
Why Professional Learning Communities?
Focus on learning Achieve common
goal s related to classroom
Collective inquiry Action oriented Commitment to
continuous improvement
Results driven
Shared interest Share information/ discussions Repertoire of
resources Activities Creates connections Multiple benefits from
professional networking to synergistic problem solving
Community of Practice
(CoP)
Professional Learning Community (PLC)
Ensuring that ALL students learn
A culture of collaboration
A focus on results
Three BIG Ideas of PLC’s
What do we want students to learn?How do we know when students have
learned it?How do we respond when a student
experiences difficulty in learning?How do we respond when a student has
mastered the learning?
The Four Questions:
Our own BIG IDEAS
When implemented with fidelity, the Professional Learning Community
framework supports a collaborative culture of continuous improvement.
This collaborative culture can have a significant impact on educational
outcomes for students with IEPs.
Answering the questions:
School site PLC
WDPI coaches
IHE research & collaborative
WI-FACETS
ECCAN
Online virtual community
Collaborative partners
Collaborative partners
Student with IEP
Wrap-AroundCircles
of Suppor
t
Identify your student with disabilities population
Identify your focus for improving educational outcomes (reading or math based on school data)
Use PLC framework to review meaningful data and research evidence-based strategies
Develop an action plan Implement plan Study the results and
continue the cycle of continuous improvement
Professional Learning Community
*for more detailed description of required activities and expected outcomes refer to NOFA
(your school name here)’s
Develop a cycle of continuous improvement using site data to create action plans that improve student outcomes
Develop a deep collaboration with a grant partner intended to extend beyond the life of the grant
Develop common formative assessments Increase family engagement Use school data as a discussion point when
developing Effective Educator Plans Become catalysts for developing additional
professional learning communities both in the school and district
Highlights of Expected Outcomes
Eight hours of coaching each month
(days and times determined collaboratively between coach and
site)
PLC specific training (PLC Toolkit from Solution Tree TM is
provided for each site – including one CEU course )
Assist principals to enlist staff who will be drivers of culture change school-wide
Assist PLC members to build capacity using the PLC model
Provide technical assistance and support as staff increase their knowledge and skill
Foster connections between PLCs and grant partners
Provide small group professional development sessions to PLC members
Professional Learning Community
COACHES
Will make connections to grant schools through research in evidence-based practices that are shared for the purpose of contributing to improved student outcomes
Connections can be through the virtual community or through partnership projects
Meet with representatives from grant schools at the 2014 IHE Summer Institute
Institutions of Higher Education IHE
Provides specific training for families surrounding the interpretation of data and serving on collaborative decision making groups
Family mentors in selected schools will use achievement data to assist families as they implement home-based interventions in order to increase achievement in reading and math
Wisconsin Family Assistance Center for Education, Training and Support
WI FACETS (family engagement)
Provide training specific to early childhood outcomes
Connect to resources to support EC students with IEPs
Support effective early intervention strategies as part of the school’s action plan
Early Childhood Curriculum and Assessment Network
ECCAN
The Virtual Community
Discussion Boards
Links to Resources/
Evidence-Based Practices
Link/upload grant data
Webinars/ Training Modules
Share and grow with 26 school sites
Community Calendar
any questions on
Project DesignRequirementsExpectations?
Let’s pause for just a second……
Determine focus of PLC - reading or math
(based on grant eligibility data contact [email protected] ) Invite key members based on grant
focus and grant requirements Gain commitment from members
and district leadership Develop a calendar of meeting
times for the upcoming school year– weekly is optimal
Identify challenges to implementation
So you want to apply for the grant?
Application Questions1. How do you anticipate that your school’s PLC will provide
the opportunity for special education teachers, regular education teachers, and administrators to function as members of a collaborative culture that uses agreed upon student achievement goals to focus student learning and expand professional development directed to student needs? (BE SURE TO INCLUDE INFORMATION ABOUT ANY ACTIVITIES, INITIATIVES AND COLLABORATIONS THAT ARE CURRENLTLY IN PLACE)
2. Determine PLC membership3. What is the status of family engagement in your school,
related to improving outcomes for students with disabilities and what are your plans for building upon this?
4. Briefly summarize how your school anticipates using additional funds provided by the SPDG to establish or enhance your schools' PLC to work on activities.http://sped.dpi.wi.gov/sped_grt_spdgdisc
Application can be completed electronically and submitted by e-mail [email protected]
Follow up with PDF or fax of signature page
APPLICATIONS DUE BY JUNE 15
Applications will be reviewed by the Special Education Team and chosen for funding using these priorities:
Need based on current achievement data for students with disabilities
Composition of proposed Professional Learning Community
Ability to support scope and objectives of the 2013-2017 SPDG
Ability to engage collaboratively with grant partners/current partnerships
Support of school governing board and district level administration
Grants will be awarded in early August
Budget will be developed with
district administrators + WDPI following
the award of the grant
BUDGETRelease time for staff to attend
PLC meetings or observe peers
Materials for professional development
related to action plan
Site visits to approved model
schools
Annual attendance
at IHE Summer Institute
Additional activities mutually
determined by SPDG staff and
site
Additional Q and A session scheduled for Wednesday, May 29, 2013 1:00 PM-2:30
PM
Project Director contact info:Debra Ahrens(608) 266-7987(800) [email protected]
Questions??