Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. If you continue browsing the site, you agree to the use of cookies on this website. See our User Agreement and Privacy Policy.

Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. If you continue browsing the site, you agree to the use of cookies on this website. See our Privacy Policy and User Agreement for details.

Like this presentation? Why not share!

755 views

574 views

574 views

Published on

PCL

No Downloads

Total views

755

On SlideShare

0

From Embeds

0

Number of Embeds

2

Shares

0

Downloads

4

Comments

0

Likes

1

No embeds

No notes for slide

- 1. Professional Learning Communities<br />1<br />
- 2. What makes a PLC?<br />Teacher Collaboration<br />Common Curricula<br />Common Assessments<br />Laser Focus on Student Learning<br />Commitment to Success for All<br />2<br />
- 3. In a PLC, frequent and structured<br />teacher collaboration<br />leads to improved <br />instructional practice, <br />which results in<br />higher achievement<br />for all students.<br />PLCs: Linking What with How<br />3<br />
- 4. Question # 1:What should students learn? <br />Articulated curriculum<br />Horizontally and vertically<br />Articulated learning outcomes<br />Annual and unit outcomes<br />4<br />
- 5. Question 2:How do we measure success?<br />1. Identify measureable learning<br /> outcomes.<br />2. Pre-assess at beginning of unit.<br />3. Track students’ ongoing progress.<br />4. Assess performance at end of unit.<br />5. Communicate performance to <br /> students, colleagues, and other<br /> stakeholders.<br />5<br />
- 6. Question 3: How will we provide support when students experience difficulty?<br />Differentiated Instruction: Classroom teachers’ modification of content, process, and/or product relative to variations in students’ skills, readiness, and learning styles. <br />Response to Intervention (RTI): Systematic implementation of evidence-based interventions along with ongoing progress monitoring to provide the best level and intensity of instruction to learners at-risk.<br />6<br />
- 7. RTI= A Tiered System of Interventions<br />Levels of instruction increase in duration and/or intensity based upon the results of the intervention.<br />Tier 1: Support and performance monitoring by the classroom teacher. (e.g. Additional small group work or tutoring.)<br />Referral to school’s child study team for screening.<br />Tier 2: Supplemental support, usually provided for short-term: (e.g. Small group work w/reading or math specialist, could be in regular class or pull-out a few times a week.)<br />Tier 3: Sustained, intensive, and specialized interventions for students still not making adequate progress. (e.g. Daily tutoring from reading or math specialist with remedial instruction vs. support of general curriculum.)<br /> Referral for special education evaluation may be considered after moving through the 3 tiers. <br />7<br />
- 8. Question 4: How will we challenge students who are already proficient?<br />Differentiated Instruction<br />Project based learning<br />Interdisciplinary projects<br />Peer grouping for specific projects<br />8<br />
- 9. 2010-2011 Accomplishments<br />Administrative team: <br /> Through consultation, shared readings, and analysis of faculty survey results, the team has developed a shared understanding and endorsement of a PLC approach to future improvement initiatives.<br />9<br />
- 10. 2010-2011 Accomplishments<br />Elementary School Level: Used late start days and Pre k-Grade 5 district literacy and math committees to develop common curricula and learning outcomes for writing and math.<br />Middle School Level: Used late start days to develop common curricula, learning outcomes, assessments, and analyses of results. (Departments are at different places in this work.)<br />High School Level: Used late start days and department meetings to write common curricula on Atlas and develop common mid-year and final examinations. (Departments are at different places with this work.)<br />10<br />
- 11. Specific Progress<br /> Identified annual learning outcomes:<br />Math: Pre-k - 12<br />Writing: Pre-k – 12<br />Science: Grades 6-12<br />Soc. Studies: Grades 6-12<br />All other subjects: grades 6-12<br />11<br />
- 12. Specific Progress<br />The next series of slides show:<br /> The annual or “by year’s end” learning outcomes expected in elementary math, by grade level.<br />Samples of unit level essential learning outcomes at the middle school level for several subjects.<br />A sample analysis of a common assessment in middle school science.<br />12<br />
- 13. Specific Progress: Elem. Math<br />Pre-K: <br />Recognize, name written numerals 0-10<br />Understand relationship – numerals – quantity<br />Count up to 10 objects – actions 1-1<br />Count up to 7 in scattered configuration<br />Use comparative language to compare and describe collections of objects more/less than, equal to<br />Real world addition/subtraction thru 5 using objects<br />Use measurement vocabulary to compare attributes of length, area, weight, capacity with everyday objects.<br />Sort, categorize, classify objects – more than 1 attribute<br />Recognize coins, dollars are money<br />Use appropriate language to identify position<br />Identify 2D shapes<br />Create 3D shapes using manipulatives<br />13<br />
- 14. Specific Progress: Elem. Math<br />Kindergarten<br />Counting<br />Counting to 100 by ones & tens<br />Counting to form a number other than 1<br />Recognizing and writing numbers 0-20 (writing numbers is developmental)<br />Creating, matching sets to numeral …0-20<br />Comparing sets and numerals using vocab. (greater than, less than, equal to etc.)<br />Counting using 1 to 1 correspondence<br />Operations & Algebraic<br />Represent addition and subtraction with objects, drawings, acting out, etc<br />Solving addition and subtraction problems using drawings<br />Introduction decomposing number and recording …(5=3+2)<br />Measurement & Data<br />Describe attributes of an object…length, weight<br />Compare 2 objects using vocab. (longer, shorter) (holds more, holds less, heavier, lighter, etc)<br />Classify<br />Sort, categorize, classify, count by several attributes…size, color, shape<br />Geometry<br />Describe objects in environment using names of shapes (table…rectangles)<br />Name shapes (see list in common core standards)<br />Identify shapes as 2D or 3D<br />Analyze 2D and 3D using language to describe their parts (corners, sides)<br />Model shapes using clay, sticks, etc.<br />Compose simple shapes to form larger shapes (2 triangles can form a square)<br />Number and operations in base ten<br />Introduce composing and decomposing numbers 11-19 (place value) 18 = 10 + 8<br />14<br />
- 15. Math: Grade 1<br />Add and subtract within 20 (understanding the operation)<br />Work with/read, write, solve/addition and subtraction equations<br />Counting , reading, writing numbers to 120<br />Understand place value (10’s and 1’s)<br />Represent and solve work problems using addition and subtraction within 20 using objects, drawings, and equations.<br />Understand and apply properties of operations as strategies to add and subtract<br />Measuring length with constant units, with no gaps/overlaps, and recording the length as a whole number of units.<br />Organize, represent and interpret data up to 3 categories.<br />Understand and represent the defining attributes of 2D/3D shapes<br />Compose and decompose 2D/3D shapes<br />Identify and compare the values of all US coins and find equivalent values<br />Tell and write time in hours and half hours using analog and digital clocks<br />Divide circles and rectangles into 2 and 4 equal parts. (halves, fourths, and quarters – vocabulary)<br />15<br />
- 16. Math: Grade 2<br />Represent and solve word problems involving + and – using at lease one strategy<br />Know math facts combinations in + and – to 20 using memory and fluent strategies<br />Place value: understand place value and identify hundred, tens, ones in a 3 digit number<br />Skip count by 5, 10, 100 to 1,000<br />Read and write number to 1,000 in standard form<br />Compare 2 and 3 digit numbers using >, < and =<br />Fluently add and sub tract suing strategies up to 100<br />Mentally add or subtract 10 to 100 to a given number<br />Students are able to explain their mathematical thinking and reasoning<br />Measure and estimate length in standard units (inches, feet, yards, centimeter and meters)<br />Tell and write time to the nearest 5 minutes on a digital and analog clock knowing seconds, minutes, hours, days and their relationship to each other.<br />Solve word problems using dollars, quarters, dimes, nickels, pennies and appropriate symbols. ($, ₵)<br />Represent and interpret data using bar graphs, picture graphs and line plot.<br />Recognize and draw geometric shapes (2D, 3D) according to a set of attributes<br />Be able to divide circles and rectangles into parts (halves, thirds, quarters)<br />Know whether a number is odd or even and use this strategy to add and subtract.<br />Understand rectangular arrays and write equations to find the total.<br />16<br />
- 17. Math: Grade 3<br /> Fluently add and subtract within 1000 <br />Multiply and divide within 100, know (from memory) all products of 1 digit numbers <br />Solve 2 step work problems using the four operations <br />Use place value, understanding to round to the nearest 10 or 100 <br />Understand a fraction as the part of a whole or part of a set. <br />Understand a fraction as a number on a number line. <br />Explain equivalence of fractions and compare fractions by reasoning about their size using number lines and visual models. <br />Tell time and write to the nearest minute and measure time interval in minutes. Solve work problems involving addition and subtraction of time intervals in minutes. <br />Draw a picture graph, bar graph and line plot. Solve one and two step word problems. <br />Measure length to the nearest ¼”. Measure volume and mass of objects sing grams, kilograms and liters. <br />Recognize and measure area using square units. <br />Solve real world and mathematical problems solving perimeters of polygons. <br />Identify shapes; compare and describe shared attributes. <br />17<br />
- 18. Math: Grade 4<br />Develop understanding and fluency for 4 math operations<br />solve word problems<br /> solve multistep word problems<br />divide remainder<br />add/subtract algorithm<br /> xxxx xx<br /> . x . Xx<br /> multiplication 12 x 12<br /> rounding<br />Develop understanding for fractions<br />equivalent<br />compare<br />fraction manipulation add/subtract and decompose<br />multiply fraction x whole number and solve word problem<br />decimal => fraction<br />Develop understanding geometric figures<br />area/perimeter<br />draw/identify lines and angles<br />classify 2D figures based on lines and angles<br />18<br />
- 19. Math: Grade 5<br />Write and interpret numerical expressions with ( ) [ ] etc.<br />Analyze patterns and relationships including powers of (10)<br />Read write compare and round decimals to .001<br />Perform multi-digit multiplication and division and demonstrate why procedures work (whole #’s) (decimals) (fractions) w/whole #’s)<br />Understand fractions as division<br />Demonstrate knowledge of benchmark fraction<br />Use # sense of fractions to determine reasonableness.<br />Understand multiplication as scaling (frac.)<br />Use positive and negative integers in the real world (MTV) <br />Convert like measurement units within a given system<br />Use a line plot to represent data including fractions<br />Understand volume and relate it to multiplication and division<br />Graph points on co-ordinate plane<br />19<br />
- 20. Middle School Work<br />Computer Technology Grade 8: Essential Learning Outcomes:<br />Digital Citizenship Unit: Learn and understand..<br />how copyright law protects the ownership of intellectual property<br />consequences of violating copyright law <br />fair use guidelines for using copyrighted materials (e.g., images, music, video, text) in school projects<br />Demonstrate effective, efficient, and ethical (plagiarism) note taking (note facts) based on internet research <br />Continue to formally cite sources using MLA citation standards <br />Discuss and describe the concept and consequences of a “digital footprint” <br />Analyze and explain cyberbullying and how it can be stopped, managed, prevented<br />Identify and discuss the technology proficiencies needed in the workplace, as well as ways to prepare to meet these demands<br />20<br />
- 21. Middle School Work<br />Social Studies Grade 6: Human Origins Unit<br />ELO: Students will be able to respond to this question: <br /> How did early people adapt to their environment to survive?<br />Content<br /> *Understand how hunter-and-gatherer societies survived using the resources available to them*Understand that geography affected and determined where people settled*Know how climate changes affected early people*Explain how early people modified their physical environment<br />Skills <br /> *Begin to understand how to read a timeline*Know how to use latitude and longitude*Distinguish between primary and secondary sources*Understand question answer relationship such as questions that ask about relationships, such as comparisons or causes and effects, require that you make connections in your answers<br />21<br />
- 22. Middle School Work<br />Glenbrook and Williams Middle School – Foreign Language<br />Essential Learning Outcomes*<br />2010-2011<br />Spanish – Grade 8<br /> Unidad 3/Etapa 1<br />-understand the differences and use the verbs ser and estar<br /> Unidad 3/Etapa2<br />-compare, conjugate and use stem-changing verbs<br /> Unidad 3/Etapa 3<br />-talk about what is happening right now using the present progressive tense<br />-Unidad 4/Etapa 1<br />-Identify and discuss places in a city by giving and receiving directions<br /> Unidad 4/Etapa 2<br />-identify and use indirect object pronouns <br /> Unidad 4/Etapa 3<br />-order food in a restaurant setting <br /> <br />*updated 3/24/11<br />22<br />
- 23. Middle School Work<br />Essential Learning Outcomes for Grade 7 Math<br /> <br />By the end of the year students will be able to:<br /> (Ch. 1) Apply the Order of Operations for expressions including positive integer exponents.<br /> (Ch. 1) Represent numbers in scientific notation and use that notation in problem situations.<br /> (Ch. 1, 6) Select, convert, and use appropriate units of measurement<br /> (Ch. 2) Extend, represent, analyze, and generalize a variety of patterns with tables, graphs and words.<br /> (Ch. 2) Find, describe, and interpret mean, median, mode and range of a set of data.<br /> (Ch. 2, 10) Select, create, interpret, and utilize circle graphs, Venn diagrams, stem-and-leaf plots, tables and charts.<br /> (Ch. 3) Demonstrate an understanding of absolute value.<br /> (Ch. 3) Graph points and identify coordinates of points on a Cartesian coordinate plane.<br /> (Ch. 4) Evaluate simple algebraic expressions for given variables.<br /> (Ch. 4) Use inverse relationships to simplify and solve problems.<br /> (Ch. 6, 7) Compare, order, estimate, and translate among integers, fractions and mixed numbers, decimals, and <br /> percents.<br /> (Ch. 6, 11) Demonstrate an understanding of concepts and apply formulas and procedures for determining <br /> measures including those of area and perimeter/circumference of parallelograms, trapezoids and circles.<br /> (Ch. 7) Use ratios and proportions in the solution of problems involving unit rates and scale drawings.<br /> (Ch. 9) Use tree diagrams, tables, and lists to compute probabilities for simple compound events.<br /> (Ch. 10) Demonstrate and understanding of the relationships of angles formed by intersecting lines, including <br /> parallel lines cut by a transversal.<br /> (Ch. 12) Identify three-dimensional figures by their physical appearance and attributes.<br /> <br />23<br />
- 24. Middle School Work<br />Excerpt from a Grade 8 science common assessment analysis:<br />7. In analyzing the evaluation results with your colleagues, what useful feedback was obtained about:<br /> (a) Student learning:<br /> They may know Newton’s laws but they can’t identify which is his first, second, or third law. <br />They had trouble identifying energy conversions in general.<br /> They have trouble recognizing that inanimate objects can exert a force, and that forces have to be equal if objects are not moving. <br /> Questions that required math or formulas were not well done.<br /> Positive trends: They know what kinetic energy it, they can calculate speed, they know energy is measured in joules, they know what a force is.<br /> (b) Effective or less effective instructional strategies:<br /> We need to find more ways to review and reinforce Newton’s three laws.<br />Roller coaster lab is an effective way to learn about kinetic and potential energy and inertia. <br /> <br />8. What might your department do differently to improve student learning<br /> as a result of the feedback obtained through this process?<br /> We need to create a lab to have them identify energy conversions in various situations.<br />24<br />
- 25. Ongoing Work<br />Administrative Team<br />Refine PLC goals and align with District Strategic Plan.<br />Plan to educate faculty about the whys, whats and hows of PLCs.<br />Familiarize faculty with the continuous cycle of PLC work. <br />25<br />
- 26. Our PLC Continuos Cycle <br />1. Create common curricula aligned with state frameworks.<br />2. Map common curricula.<br />3. Plan common units of instruction:<br /> A. Select measurable essential learning outcomes (ELOs).<br /> B. Design common assessments of ELOs and set performance goals.<br /> C. Plan sequence of instruction for unit, including ways to differentiate <br /> instruction.<br />Implement common units:<br /> A. Pre-Assess students.<br /> B. Provide ongoing formative assessments and re-teach as needed. <br /> C. Provide support to struggling learners and challenges to advanced ones.<br /> D. Give common summative assessments.<br />Evaluation of common units: <br /> A. Analyze common assessment results.<br /> B. Discuss what instructional strategies were most effective. <br /> C. Set future student performance goals and update curriculum.<br />26<br />
- 27. Professional Development Needs<br />Using the same language for PLC’s<br />Effective Group Collaboration: Norms and Protocols<br />Curriculum Mapping (and Atlas software training)<br />Unit Plan Development<br />Formative and Summative Assessment Development <br />Analysis of Student Performance Data<br />Differentiating Instruction<br />27<br />
- 28. Next Year’s Early Release Dates<br />Five Mondays: <br />October 3, December 5, February 6, April 2, and May 7.<br />Students depart about 80 minutes early. <br />Combined with faculty meeting time, there will be time for 2 solid hours of interschool collaborative meetings. <br />28<br />
- 29. PLCs: It’s All About Continuous Improvement<br /> Collaboration…<br /> Improved Instruction…<br /> Higher Student Achievement<br />Connecting the dots is an exciting,<br /> long-term commitment<br />We appreciate and value the release time!<br />29<br />

No public clipboards found for this slide

×
### Save the most important slides with Clipping

Clipping is a handy way to collect and organize the most important slides from a presentation. You can keep your great finds in clipboards organized around topics.

Be the first to comment