PLC Training Phase II

1. PLC Training Phase II August 18, 2010

2. Student Needs Problem identified through data analysis. PLCs Teachers determine how to address student needs. WSFCS Continuous Improvement Model What are we going to do about it? (SIP, Title I Plan, Magnet Plan) Summative Assessment What now? PROGRESS MONITORING Formative Assessment EOQ Daily classroom assessments Common assessments Authentic assessments Universal Screening INSTRUCTION Interventions Marzano HYS Learning Focus Problem Solving Model (RtI) Vertical Teaming Professional Development CWT

3. PLC’s Focus on Learning Focus on Collaborating Focus on Results

4. Focus On Learning What do we want our students to know, understand and be able to do? - Unpacking Standards How will we know when they have learned it? Data Protocols and Common Assessments How will we respond when some students have not learned and how will we respond when some students have learned? “Learning by Doing”. Dufour, Dufour, Eaker, Many. Solution Tree.2006

5. All Teams Engage In An Ongoing Cycle of Continuous Improvement Develop Strategies Apply New Knowledge Implement Strategies Analyze the Impact Data: Gather Evidence of Student Learning

6. All Teams Engage In An Ongoing Cycle of: Gathering evidence of current levels of student learning Developing strategies to build on strengths and address weaknesses in that learning

7. All Teams Engage In An Ongoing Cycle of: Implementing the strategies and ideas Analyzing the impact of the changes to discover what was effective and what was not Applying the new knowledge in the next cycle of continuous improvement

8. The Basic Picture-PLC Analyzing evidence of student learning Examining Data Protocols Clarifying essential student learning Unpacking Standards Developing common formative assessments Instructional practices that impact student learning Examining student work Standards in Practice

9. Clarifying Essential Student Learning:Unpacking the Standards

10. What is “Unpacking a Standard?” Breaking a standard, goal, or benchmark into smaller, more explicit learning targets

11. Why do we unpack standards? Enhances student understanding and mastery Enables teachers to interpret standards the same way Clarify learning targets Write broad standards as smaller more explicit learning targets

12. When do we unpack a standard? When targets for students and teachers are unclear When necessary to create a common understanding of learning targets When creating assignments aligned to standards It is not necessary to deconstruct every standard!

13. When we unpack a standard, we ask a series of questions: What knowledge will students need to demonstrate the intended learning? What patterns ofreasoning will they need to master? What skillsare required, if any? What product or capabilities must they create or acquire, if any? Remember you are looking at what the content standard requires students to know, understand and be able to do not how you will assess it.

14. “Remember you are looking at what the content standard requires students to know, understand and be able to do, not how you will assess it. Deconstruct only the content standard rather than all possible ways to assess it or all possible ways to teach it.” Rick Stiggins

15. What knowledge will students need to demonstrate the intended learning? Knowledge: basic information, knowledge, facts, concepts to be learned outright Key Words: explain, understand, describe, identify, define, label, recognize, know, match, choose, tell, recall, select

16. What patterns ofreasoning will they need to master? Reasoning: Thinking skills, mental processes that require skillful use of knowledge to solve problems, make a decision etc. (higher order reasoning) Key Words: analyze, predict, contrast, synthesize, classify, infer, justify, summarize, solve, use, evaluate, categorize

17. What skillsare required, if any? Skills: Demonstrations where the doing is what is important, using knowledge and reasoning to perform skillfully Key Words: perform, conduct, speak, assemble, operate, use, demonstrate, measure, investigate, model, collect, dramatize, listen

18. What product or capabilities must they create or acquire, if any? Products: Where the characteristics of the final product are important; using knowledge, reasoning and skills to produce a final product Key Words: design, produce, develop, create, make, write, draw, model, display, construct

19. Deconstructing/Unpacking Steps Select standard or objective to unpack. Highlight all of the verbs in the standard Highlight all of the nouns in the standard

20. Subject: 6th Grade Social Studies Standard: 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time

21. 2. Look at the verbs and place each one in the appropriate category on the Deconstructing/Unpacking Standards Worksheet: Knowledge Patterns of reasoning Skills Products Deconstructing/Unpacking Steps Cont.

22. Subject: 6th Grade Social Studies Standard: 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time

23. Deconstructing/Unpacking StepsCont. 3. Use the nouns with the verbs to write learning targets.

24. Subject: 6th Grade Social Studies Standard: 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time

25. Deconstructing/Unpacking StepsCont. Stop and Reflect Are all of the knowledge, reasoning, skills and products that students need to be successful from the standard listed on the chart? What else do students need to know, understand or be able to do to master this standard?

26. Subject: 6th Grade Social Studies Standard: 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time

27. Deconstructing/Unpacking StepsCont. 5. Write each target in student friendly “I Can” language on the Learning Targets in Student Friendly Language worksheet. Beside of each “I can” statement identify the target as knowledge, reasoning, skills, or products.

28. Student-Friendly Language I can compare the cultures of South America. I can explain how South American peoples adapted to their environment. I can describe Incan culture. I can explain how the relationship between individuals in South American and their government changed over time. Use Learning Targets in Student Friendly Language…..

29. Deconstructing an Everyday Standard Standard: Students will drive a car with skill.

30. Standard: Students will drive a car with skill. Select standard or objective to unpack. Look at the verbs and nouns (what the students have to know and do). Write the learning targets in the appropriate category (knowledge, reasoning, skill, product). Stop and Reflect (add anything left out) Write each target in student friendly “I Can” language.

32. Student-Friendly Language I can read road signs and understand what they mean. I can analyze road conditions. I can use past experiences to make informed decisions. I can evaluate options to make decisions about what to do next . I can parallel park. I can shift gears smoothly. Use Learning Targets in Student Friendly Language…

33. What are some resources that may help you in deconstructing a standard? North Carolina Standard Course of Study DPI Support Documents Bloom’s Taxonomy / Webb’s Depth of Knowledge

34. Developing Common Formative Assessments

37. 1. Team developed common assessments are more efficient. • Teachers teaching the same course or grade level are responsible for ensuring all students acquire the same knowledge and skills. • Teachers working in isolation work hard. Creating assessments together is working smart.

38. 2. Team developed common assessments are more equitable. Increases the likelihood that students will have access to the same essential knowledge and skills, will take assessments of the same rigor, and have their work judged according to the same criteria.

39. 3.Team developed CFA’s are more effective in monitoring and improving student learning Proven to be one of the most powerful strategies available to educators for improving student achievement.

40. 4.Team-developed CFA’s can inform and improve the practice of both individual teachers and teams of teachers. Teachers can benefit from the practice of others. “Teachers have to feel that there is some compelling reason for them to practice differently, with the best direct evidence being that students learn better.”

41. 5. Team-developed CFA’s can build the capacity of the team to achieve at higher levels. The conversations surrounding the creation of common formative assessments are a powerful tool for professional development.

42. 6. Team-developed common formative assessments are essential to systematic interventions when students do not learn. • The conversations surrounding the results of common formative assessments are a powerful tool for targeting students who are not succeeding and for planning focused, common remediation strategies.

43. Assess all students with the same rigor, on the same targets Usually are Not graded. (formative) If teachers feel they must be used for grades then students should be given additional opportunities to demonstrate learning. Should identify students who need additional time and support for learning. Common Formative Assessments:

44. Common Formative Assessments: Identify program area concerns where many students are struggling. Can be used with pre/post assessment model. Common Formative Assessments can be structured in ways other than multiple choice tests.

45. Common Formative Assessments are NOT: every assessment a teacher gives in the classroom. However, they could be a few items identified as “essential” by the group and included on a unit test. mini benchmark or EOC’s/EOQ’s. designed to make teachers teach the same way, only the same content.

46. Learning Team Common Assessment Process Clear Purpose Clear Targets Sound Design Effective Communication Student Involvement

47. Clear Targets will be appropriately matched to assessment methods! * Remember: You will have already unpacked essential learning standards and selected ONE to address before designing a common assessment!

48. Assessment Methods Selected Response-Multiple choice, true/false, matching, short answer, fill-in Extended Written Response (constructed response)-Requires student response that is at least several sentences in length. Scoring guide. Performance assessment-Observation and judgment as to quality of performance or product. Requires scoring guide. Personal communication-Requires interaction with students; can be time consuming.

49. Target-Method Match Chart

50. Learning Team Common Assessment Process Clear Purpose Clear Targets Sound Design Effective Communication Student Involvement