Ela Plc

Inquiry-based Decision Making in Content Areas Ric Seager - Bronson Community Schools

How does our school help students to use their minds well?

What are our school’s struggles and challenges in helping students use the minds well?

“ Authentic PLC’s are exceedingly rare in schools; unsupervised isolation is the norm.”

Mike Schmoker

“ Excellent teachers modify their curriculum based on data collected from student learning.”

“ Excellent teachers take responsibility for failed student performance.”

Platt, Trip, Ogden, Fraser

“ Too often, school is a process of stimulus-response. The work cycle is: Do it, Turn it in, get your grade, forget it…But learning is greatly strengthened when (students) have time to look back…to digest and debrief, to recognize broader principles and understand how they overcame obstacles.

Zemelman. Daniels & Hyde

Do you agree or disagree with this premise? Take a stand….

A Professional Learning Community , or PLC is an extended learning opportunity to foster collaborative learning among colleagues within a particular work environment or field.

http://en.wikipedia.org/wiki/Professional_Learning_Community

Professional Learning Communities seek to promote life long learning for its members through a safe and supportive working and learning environment which encourages collaboration, innovation, sharing and the development of partnerships.

http://www.learningplace.com.au/deliver/content.asp?pid=13525

What do students need to know and be able to do?

How will we know when they have learned it?

What will we do for those who haven’t learned it?

What will we do for those who already know it?

ENC - 2001

Begin with a question

Whose Question is it? Answerable and Meaningful.

Examine the data

What data is available? Narrative Statements.

Raise questions about the data

Don’t jump to conclusions or solution. Let the data ‘speak’

Interpret the data

What ‘testable’ hypotheses can you make?

5. Propose actions / interventions

Include monitoring activities

Easily disaggregated

Skill-based; objective-based

Routine, embedded, accessible assessments

What’s Good/Bad?

ELA Teacher Grade Period Fall Text Level Spring Text Level Adequate Progress? Fall Oral Reading Rate Spring Oral Reading Rate Fall Fluency Score Spring Fluency Score Fall Comprehension Spring Comprehension Keller 5 2 40 50 YES 101 109 9 12 13 15 Keller 5 2 50 70 YES 147 135 13 14 16 19 Keller 5 2 60 70 YES 128 146 13 13 16 16 Keller 5 2 60 70 YES 132 136 13 14 17 18 Keller 5 2 50 70 YES 127 130 14 14 20 19 Keller 5 2 24 30 NO 90 84 11 13 14 17 Keller 5 2 30 38 NO 78 114 11 12 15 20 Keller 5 2 34 40 NO 118 105 11 12 12 16 Keller 5 2 50 70 YES 138 144 10 13 15 18 Keller 5 2 10 14 NO 55 19 24 Keller 5 2 34 40 NO 118 130 11 14 12 18 Keller 5 2 14 NA 54 19 Keller 5 2 20 30 YES 60 81 11 13 12 17 Keller 5 2 38 50 YES 95 124 12 14 21 17 Keller 5 2 34 40 NO 113 117 13 13 17 15 Keller 5 2 38 50 YES 93 117 11 13 14 17 Keller 5 2 50 70 YES 115 131 12 13 13 15 Keller 5 2 40 70 YES 144 137 13 14 16 18

5TH Start Mid Lexile DRA DRA Change DRA Change 1/16 58 60 7 68 13 830-980 50 80 30 80 856-1006 50 50 0 70 20 1009-1159 70 80 10 80 748-898 34 40 6 50 10 865-1015 50 60 10 60 0 714-864 40 40 0 50 10 454-604 50 40 -10 60 20 844-994 38 50 12 50 0 563-713 60 80 20 80 533-683 30 40 10 50 10 884-1034 60 80 20 80 872-1022 50 70 20 70 617-767 50 70 20 70 933-1083 80 60 -20 80 20 844-994 70 80 10 80 661-811 60 40 -20 60 20 598-748 70 60 -10 80 20 60 80 20 80 50 60 10 70 10 0 70 70

Paired Reading Scores

Ric Seager - [email_address]