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