2. Representative from each department,
administration, and counseling meet monthly
Discuss SIP and data trends
Monitor literacy trends school-wide
Professional Development to increase literacy scores
Plan annual literacy week activities
Instructional Leadership Team
3. Use assessment data to drive instruction
Collaborate within and across departments
Enhance literacy in all departments
Objectives
4. GOAL1.
Student achievement will increase when students work
with rigorous curriculums which prepare them to
successfully meet content area standards and state
standardized test (FSA) pass rates.
School Improvement Goals
7. 1) Discuss and review discussion of culture / atmosphere of
Newsome.
a) Did the ideas from the last meeting work?
b) Are there new suggestions to try and / or new concerns to discuss?
c) Students with excessive absences/behavior issues?
PLC Logs Question #1
8. 2) Discuss and review suggestions and ideas from the last PLC meeting:
a) Problems anyone is having?
b) Suggestions for the problem(s).
c) Assessment(s) results.
d) Changes to pacing needed?
e) Using standards handout: highlight any standard(s) your group is currently
using and list the standard number(s).
f) What successful strategies did you use when teaching these standards
(activities, CRISS, KAGAN, gradual release, scaffolding, modeling, etc.)
PLC Logs Question #2
9. Make a list of all of the assessments you
use in your classroom
Decide if each assessment is (F)
Formative of (S) Summative
Assessment(s) results
10. Box in RED the assessments that are used
school-wide
Circle in GREEN the assessments that are
used throughout your department
Underline in BLUE the assessments that
you ONLY use in your classroom
Assessment(s) results
11. Write on a card those assessments that
include data about reading and /or
literacy.
Assessment(s) results
12. THIS is the data you will include on your PLC
form each month.
What does the data tell you?
Increases/Decreases?
Compare period-to-period, throughout
departments, across departments.
Assessment(s) results
13. Each department has been assigned a color (the color
on your name tag)
Blue = English and Reading
Green = History
Yellow = Math
Red = Science
Orange = Fine Arts and Foreign Language
Purple = Technology and PE
Mix-It-Up
14. In two-minutes form groups in which
no two colors are duplicated. Each
department should be represented.
Mix-It-Up
15. Select literacy assessments from the lists
(1) each that is from a specific department only and (2)
that are school wide assessments
New Group Discussion
16. What does the data tell you?
What do increases and decreases tell you?
Are there assessments that departments
share?
New Group Discussion
17. Write down one assessment that you
can use to track student achievement
Write down one data solution that
you will use in your PLC
Exit Ticket
Editor's Notes
The Instructional Leadership Team was created this year to help our faculty meet the demands of tests, like End of Course exams, FAIR testing, and the FCAT/FSA tests. We do that primarily be helping your PLCs function more effectively, align with our school improvement plan, and help your analyze assessment data that you use in the classroom. Everything you do in your PLCs are brought to ILT meetings so we can help you with everything you do in your classrooms. Since the FSA involves more reading and literacy that the FCAT our school-wide focus is in developing literacy skills in our students.
Our objectives for this learning session are to better understand how the assessments used in your classroom can help drive decisions about your instruction. We will better understand how assessments we use can guide instruction for similar courses; how assessment in our own departments and between departments can be used to help student learning; and how each classroom and department can help build student literacy as outlined in state standards.
The first goal in our school improvement plan is to prepare students for success on the new FSA . Freshmen, Sophomore, and Juniors will take the FSA in March which involves a deeper level of reading comprehension and literacy.
We recognize that in the past PLCs have been ineffective. Effective PLCs must be focused, data-driven, and more than a singular month-to-month process. Establishing a consistent sent of expectations will help your PLCs work as a better use of your time and expertise.
You have a copy of the new PLC form. There are a few changes that will help the ILT respond to your needs more efficiently and help us prepare our students for the demands of the FSA. When our PLCs evaluate rigorous instruction and the assessments we all use, you will also be prepared for your classroom evaluations by administration and your peer-evaluators.
The ILT needs to know how our efforts affect the culture and atmosphere at Newsome. We want to see and hear what you are trying in your departments that are working so we can make every effort to roll out those ideas school wide. We also want to share ideas between departments that might be a solution for someone else on campus. And we want to keep an eye on those students who are attendance and behavioral needs. Seven teachers see these students every day and we should keep an eye on trends and address them together ad faculty and administration.
What we want to focus on today are the assessment you are using to drive instruction. This falls under question #2 and is linked to the standards handout. Much of the discussion has been about what data to use on PLC logs, and that we are expecting you to do more than ever before. Hopefully after today you will realize that you are already completing this step and the ILT is only asking it to be written down on the PLC form that you submit every month. There is nothing new here. And our goal is that you reap the benefits on your evaluations because you already have this information written down to use with pre- and post-conferences, your lesson write up, and more.
To start, discuss with your department clusters and make a list of all of the assessments that your students complete. Don’t forget to include EOCs, FAIR, FCAT, PSAT, and more. Write down every assessment for your student.
Then mark every formative assessment with F, and every summative assessment with S.
Now, place a red box around all of those assessments that are school-wide assessments. This means that every student completes the assessment.
Circle in green those assessments that are unique to your department. These may be EOCs, components of school-wide assessments that report data for your department.
Finally, underline in blue those assessments that only one or two teachers use in their classroom.
There are colored cards on your table. Write on these cards those assessments that provide information related to student literacy.
This is the data and information you will provide each month to the ILT. You will answer questions like “what does this data tell us?”, “what do increases and decreases in scores mean?”. You should look at this information between each period you teach the same subject, between teachers in your department, across departments on campus. Keep in mind those lower quartile students and how their achievement is increasing or decreasing.
Now that we have looked at the data within our departments we need to have a school-wide conversation about the same data. Your name tags are color coded by your department.
In two-minutes form groups in which no two colors are duplicated. Each department should be represented at each group.
