solutiontree com How Effective PLCs Can Create Transformative
- Slides: 34
solution-tree. com
How Effective PLCs Can Create Transformative Momentum Wylie ISD Kerry Gain, Director of Secondary Curriculum Joei Shermer, Director of Elementary Curriculum @WISDCurriculum @kerrygain solution-tree. com
Wylie ISD • • • Suburb north of Dallas in Collin County 14, 500 students 19 campuses (20 in 2016 -17) Cities of Wylie, Murphy, and Sachse Economically Disadvantaged at 27. 5% Year 4 of TRS (CSCOPE) solution-tree. com
Summer 2011 solution-tree. com
October 2014 solution-tree. com
July 2011 AU October 2014 ONLY district with more than 5000 students to show growth on STAAR solution-tree. com
July 2011 AU D ata-Driven Decisions R igorous and Relevant Instruction I ndividualized Learning V aluable Professional Development E ffective Leadership solution-tree. com October 2014 ONLY district with more than 5000 students to show growth on STAAR
2011 -2012 solution-tree. com
Spring 2012 STAAR District Checkpoint Type: Summative Frequency: Once per year Timing: End of the first semester Content: 2014 STAAR Released Test Purpose: Evaluate first semester mastery and predict performance on second semester content Data Collection: District and campus; feedback provided to students and parents K-6 Grading: No grades recorded 7 -12 Grading: Grades recorded** *The TRS assessment bank will be visible to all TRS users for the purposes of transparency and awareness. Classroom teachers MAY NOT use TRS assessment bank items in classroom instruction or assessment. **Grading requirements have been established by the secondary principals. These requirements must be followed by all secondary campuses. Wylie ISD 2015 -16 Assessment Plan TRS Unit Assessments Type: Formative/Summative Frequency: Based on YAG Timing: End of each unit Content: Items selected from TRS assessment bank*; all readiness and supporting standards from IFD must be assessed; aligned to STAAR Blueprint; assessment created by learning specialists with input from teachers Purpose: drive instructional decisions and verify implementation of curriculum Data Collection: District and campus; feedback provided to students and parents K-6 Grading: No grades recorded 7 -12 Grading: Grades recorded** Campus Assessments Type: Formative Frequency: TRS Performance Assessments at least once per unit K-6; minimum 2 per nine weeks 7 -12 Timing: Campus/Teacher discretion Content: TRS Performance Assessments/Teacher Created; determined by IFD Purpose: drive instructional decisions Data Collection: Campus; feedback provided to students and parents K- 12 Grading: Teacher discretion solution-tree. com
Summer 2012 solution-tree. com
Non-negotiable in Wylie with input for revisions accepted solution-tree. com
Summer 2013 Local District A solution-tree. com Local District B Local District C Local District D Local District E
Summer 2013 “The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a Professional Learning Community. ” Dr. Richard Du. Four solution-tree. com
Summer 2013 solution-tree. com
solution-tree. com
Building Capacity – 2013 -14 SY • Setting Expectations – PLC time, focus, and space • Modeling Tools and Resources at Monthly Leadership Meetings • District Protocol Tool – minimum expectation to guide the work of collaborative teams at district campuses. • Central Office Team attended Rt. I at Work Institute – began aligning district Rt. I Plan solution-tree. com
The Four (4) Critical Questions of Learning GUARANTEED & VIABLE CURRICULUM 1. What is it we expect students to learn? QUALITY ASSESSMENT – EFFECTIVELY USED 2. How will we know when they have learned it? PYRAMID RESPONSE to INTERVENTION 3. How will we respond when they don’t learn? 4. How will we respond when they already know it? solution-tree. com
WISD Data Protocol solution-tree. com
solution-tree. com
Student Data Card solution-tree. com
“Meet” some of our kids solution-tree. com
Bring on the color solution-tree. com
solution-tree. com
solution-tree. com
solution-tree. com
solution-tree. com
You’re not done… You’re done with this assignment Dr. Debra Pickering solution-tree. com
What Works in Schools • When setting objectives and providing feedback are used in the classroom, achievement improves an average of 23% Dr. Robert Marzano solution-tree. com
Dr. Debra Pickering solution-tree. com
Rick Wormeli solution-tree. com
Building Capacity – 2014 -15 SY solution-tree. com
April 2015 solution-tree. com
Joei Shermer Joei. Shermer@Wylie. ISD. net Kerry Gain Kerry. Gain@Wylie. ISD. net Kerry. Gain@Comal. ISD. org solution-tree. com
Thank you! solution-tree. com