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- 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 />

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