Professional Learning

Communities

Today’s Learning Targets

✓I can explain common formative assessments.

✓I can unwrap a standard.

✓I can identify effective instructional strategies.

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IT’S A WAY OF BEING!It’s not a meeting;

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Collaborative teams are the

building blocks of each PLC.

Your school is the PLC.

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Stages of TeamsStage Characteristics Leaders Can Help By

Filling The Time

Not knowing what to do, trying to do too much. Just not jiving.

Define specific tasks; create essential outcomes or common assessments, create norms

Sharing Professional Practices

Helps make instruction “transparent”

Asking for team products- what do you agree it should look like?

Planning, Planning, Planning

More common pacing, instructional strategies, delegate responsibilities

Challenge teams to focus on learning rather than teaching. Share data results

Developing Common Assessments

Analyzing Student Learning

Differentiating Follow-Up

Reflecting On Instruction

From Sharon Kramer, PhD, Solution Tree 10/13

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Stage Characteristics

Leaders Can Help By

Filling The Time

Sharing Professional Practices

Planning, Planning, Planning

Developing Common

Assessments

Identify what proficiency looks like, what evidence

do we need?

Provide support with difficult

conversations, model strategies for consensus decisions

Analyzing Student Learning

Relying on the data to determine what comes

next?

Support with data analysis, creating safe environment

Differentiating Follow-Up

Responding by providing additional time and

support for students, taking collective

responsibility

Posing provocative questions which encourage team

“ownership.”

Reflecting on Instruction

Teams engaged in reflection, professional

learning

Help them observe each other, find the time to share and learn together.

From Sharon Kramer, PhD, Solution Tree 10/13

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Celebrating Our Focus

Instead Of Thinking…My job is to teach.

These are my students.

I have good intentions.

We Think…

My job is to make sure students learn.

These our our students.

We need to have good results and respond when our data indicates areas of need.

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IT HASN’T BEEN TAUGHT.Until it’s been learned,

Common Formative

Assessment

How will we know when they have learned it?

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WHAT ARE WE EMPHASIZING?

ASSESSMENT FOR

LEARNING

ASSESSMENT OF

LEARNING

Formative

Summative

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What is common formative assessment?

•Created by a team•Team uses the same instrument and criteria •Used to inform teacher and student of progress•Results are used to identify students experiencing difficulty, support students, and give other opportunities for students to learn

IT IS:

Learning By Doing, pg. 75-81

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What is common formative assessment?

IS NOT:

•Teaching the exact same way at the exact same time using the exact same instructional resources

•An “always graded” assessment only at the end of a unit

Learning By Doing, pg. 75-81

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The Process

1. Select standards

2. Choose the learning targets to

be assessed

3. Decide on your format

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The Process

1. Select standards

But how and which standard?

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As a PLC, you need to answer…

What is essential for our students to know?

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Use these questions as a guideline:

1. Does the standard have endurance?

2. Does the standard have leverage?

3. Does the standard develop readiness for the next level of learning?

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UNPACKING THE STANDARD

We have the standard, now what?

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is not always just a “test”:

• Short constructed response (Power Write)• Extended constructed response• Performance Task• Checklist• Individual Conferences• Multiple Choice

The possibilities are endless!

3. Decide on your format

Possible Formats:

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More Of The Process:

5. Decide what will be proficient (rubric, etc.):

4. Create your assessment

6. Differentiate instruction based on

student data and teach for mastery

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Some samples: High School

After reading the Declaration of Independence, write a break-up letter using RAFT (Role, Audience, Format, Topic)…

R: The American ColoniesA: EnglandF: Break-Up LetterT: Reasons

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The Rubric: High School

Exemplary: Correctly identifies 3 or more reasons for American independence from England with accurate details and elaboration. Writes in letter format with correct spelling and punctuation.

Proficient:. Correctly identifies 2 reasons for American independence from England with accurate details and some elaboration. Writes in letter format with correct spelling and punctuation.

Progressing: Correctly identifies 1-2 reasons for American independence with limited details and elaboration. Contains some features of a letter with minimal errors in punctuation and/or spelling.

Beginning: Incorrectly identifies 1 or more reasons for American independence from England. Limited or no elaboration. May contain some features of a letter with multiple errors in spelling and/or punctuation.

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IT’S USED TO GUIDE NEXT STEPS

It’s not formativeunless…

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Reflection Possibilities:

• Where do our students struggle the most?

• What are our most effective instructional strategies?

• What is our plan to extend/enrich the learning of those who are ready?

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LEARNING BY DOING, PG. 75-81For more information…

Today’s Learning Targets

✓I can explain common formative assessments.

✓I can unwrap a standard.

✓I can identify effective instructional strategies.

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Next StepsSubmit PLC Schedule

Share Common Formative Assessments

Monitor PLC Minutes

K-12 Alignment Overview

Ongoing Timeline for Growing Students’ in

DCS