Professional Learning Communities Using the PLC Data Analysis

Professional Learning Communities Using the PLC Data Analysis Cycle Template to document the work of your PLC for Reading, Math, or Jr. High PLC content areas.

Objectives • Certified staff members will learn how to document PLC activities using the PLC Data Analysis Cycle Template. • In groups, Certified Staff will successfully complete a template using information provided.

Why use the data analysis template? • The PLC Data Analysis Cycle Template allows Professional Learning Community teams to document their ongoing data analysis and planning for a particular instructional unit in Math, Reading or other content areas.

This is a sample of a blank Math template. The templates for other content areas will be identical. The electronic copy will have tabs along the bottom for each Unit of Instruction

The PLC Data Analysis Cycle template does not replace the action agenda used for each meeting. Please note the acceptable PLC Actions

The template provides an adult measure of the appropriate work of a PLC, answering the 4 Critical Questions of a PLC: • What do we want students to know? • How will we know when they have learned it? • How will we respond when learning HAS NOT occurred? • How will we respond when learning HAS occurred?

PLC Data Analysis Cycle template: • The template will be sent to all staff members electronically. (Excel file) • Suggestion: PLC Teams can share the document electronically for viewing and editing purposes.

PLC Data Analysis Cycle Template: • We will review the different sections of the PLC Data Analysis Cycle Template. • The template is meant to be completed over a series of PLC team meetings that take place during an instructional unit. You complete the appropriate sections as you plan instruction, plan for mid-unit common formative assessments, review and analyze the assessment data, and plan for re-teaching/re-engagement, or enrichment. • NOTE: Due to revision of the template, some colors on the template may have changed from what you will see in this presentation.

Step #1: Worthy Targets and Smart Goals Targets and Goals should be created collaboratively with your building and/or grade level. MATH Building Worthy Target: Type in the worthy target (for the year) from your building’s SIP Plan for Math. 2016 -2017 Grade Level PLC SMART Goal: UNIT SMART Goal What do we want the students to learn? Content: Unit: CCSS:

Step #1: Worthy Targets and Smart Goals Targets and Goals should be created collaboratively with your building and/or grade level. MATH Building Worthy Target: 2016 -2017 Grade Level PLC SMART Goal: Type in your grade level SMART Goal for the year for Math UNIT SMART Goal What do we want the students to learn? Content: Unit: CCSS:

Step #1: Worthy Targets and Smart Goals Targets and Goals should be created collaboratively with your building and/or grade level. MATH Building Worthy Target: 2016 -2017 Grade Level PLC SMART Goal: UNIT SMART Goal Working collaboratively with your PLC, create the SMART Goal for the instructional unit, and enter the goal in this section. (example: SMART Goal for Math Unit 1) What do we want the students to learn? Content: Unit: CCSS:

Step #2 – Critical Question #1 What do we want students to learn? Identifying Essential Learning What do we want the students to learn? Content: type in the content name (Math) Unit: type in Unit number CCSS: type in CCSS information NOTE: The boxes in the template will expand as you fill in information.

Step #2 – Critical Question #1 What do we want students to learn? Identifying Essential Learning MATH Building Worthy Target: 2016 -2017 Grade Level PLC SMART Goal: UNIT SMART Goal What do we want the students to learn? Content: Unit: CCSS: Use the White box to provide detailed information about the essential content to be learned/mastered during this particular unit.

Step #3: Critical Question #2 How will be know when they have learned it? Planning instruction and assessment How will we know they've learned it? What CFA will be used? Collaboratively choose or create a common formative assessment to be used midunit, that will measure students’ level of mastery of the stated essential learning. What instructional strategies will be used? When will CFA be given? When will data be normed, scored analyzed?

Accessing Common Formative Assessments for ELA Performance Based Assessments and End of Unit Assessments can be accessed by going to www. schoology. com and clicking on the Literacy Group Grade Level Unit Assessment.

Accessing Common Formative Assessments for Math End of Unit Assessments can be accessed by going to www. schoology. com and clicking on the: Math Group – Grade Level – Unit Assessment

Step #3: Critical Question #2 How will be know when they have learned it? Planning instruction and assessment How will we know they've learned it? What CFA will be used? What instructional strategies will be used? Collaborate and discuss possible instructional strategies, activities, and materials to be used during the course of the Unit. When will CFA be given? When will data be normed, scored analyzed?

Step #3: Critical Question #2 How will be know when they have learned it? Planning instruction and assessment How will we know they've learned it? What CFA will be used? What instructional strategies will be used? When will CFA be given? Collaboratively choose the date that the Common Formative Assessment will be given to all students in the grade level. When will data be normed, scored analyzed?

Step #3: Critical Question #2 How will we know when they have learned it? Planning instruction and assessment How will we know they've learned it? What CFA will be used? What instructional strategies will be used? When will CFA be given? When will data be normed, scored analyzed? Collaboratively choose the dates that the Common Formative Assessment data will first be normed, then scored, and then shared analyzed.

Step #3: Critical Question #2 How will we know when they have learned it? Planning instruction and assessment • With your PLC, calculate and enter the results of the mid-unit Common Formative Assessment. Mid-Unit CFA Analysis Percentage of students who met the SMART goal target at mid-unit: ______%

Step #4: Critical Question #3 How will we respond when learning has not occurred? Planning Re-engagement/Re-teaching How will we respond when learning HAS NOT occurred? What re-teaching strategies will be utilized? (small group, deploy, . . ) Working collaboratively with your PLC, plan how you will provide second chance learning opportunities for the students who did not master the essential concepts. Use this section to detail the plan for re-engagement/re-teaching, such as small group instruction, deploying students to other teachers, use of the intervention period, etc. How will we know if re-teaching was successful?

Step #4: Critical Question #3 How will we respond when learning has not occurred? Planning Re-engagement/Re-teaching • With your PLC, plan how you will reassess student learning after re-teaching has occurred. Type the reassessment results (% of students meeting the goal) in this section. How will we respond when learning HAS NOT occurred? What reteaching strategies will be utilized? (small group, deploy, . . ) How will we know if re-teaching was successful? CFA Percentage of students who met the SMART goal target after re-teaching : ______%

Step #5: Critical Question #4 How will we respond when learning HAS occurred? Planning Enrichment How will we respond when learning HAS occurred? What extension strategies will be utilized? Working collaboratively with your PLC, plan enrichment/extension strategies and activities for the students who have already mastered the essential concepts. Use this section to detail the plan for enrichment/extension. How will we know students can apply concept to everyday situations?

Step #5: Critical Question #4 How will we respond when learning HAS occurred? Planning Enrichment How will we respond when learning HAS occurred? What extension strategies will be utilized? How will we know students can apply concept to everyday situations? Working collaboratively with your PLC, plan how you will assess student learning after providing the enrichment/extension lesson(s) for the students who had already mastered the essential concepts. Use this section to provide the assessment information.

Step #6 – End of Unit Assessment Results After your PLC has completed the mid-unit CFA assessment, re-teaching or enrichment activities, and the re-assessment activity, you will continue instruction through the end of the unit. After all students have completed the “End-of Unit” summative assessment, enter the results in this section. End of Unit Summative Assessment Results Percentage of students who met the Unit SMART goal target: ______%

Step #6 – Meeting attendees and dates Team Members Present: Date(s): Enter the names of all staff members attending the PLC meeting, for each meeting date. This template is designed to be used over a series of PLC meetings while planning and implementing a Unit of Instruction. Enter the meeting dates in this section.

Expectations for using the PLC Data Analysis Cycle template: The PLC Data Analysis Cycle template will be required district-wide. • K-5 PLC teams must complete one template per unit of instruction for at least one content area during the 2016 -2017 school year. (Math units 1 through 10, or Reading units 1 A&B through 5 A&B) • 6 th Grade PLC teams must complete one template per unit of instruction for Reading. • 7 th and 8 th Grade Content PLC teams must complete one template per unit of instruction for their content area. Note: While this template documents the work of a PLC through one data analysis cycle per unit of instruction, please remember that you should be informally assessing student learning all throughout each unit of instruction.

Practice Activity • You will divide into groups to practice completing a PLC Data Analysis Cycle Template. • Using the activity guide, complete the template for a sample unit, including planning a goal, instruction, assessment and re-teaching or enrichment, and assessment results. (20 minutes) • Groups will share out to the whole group to complete one common sample template. (5 -10 minutes)