MD6AssignCCornwell PP
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This document outlines the goals and procedures of professional learning communities (PLCs) at Newsome High School for the 2014-2015 and 2015-2016 school years. It discusses how PLCs will be used to monitor literacy trends, increase collaboration between departments, and use assessment data to drive instruction with the goal of improving student achievement on standardized tests. Key aspects include having representatives from each department meet monthly to discuss data and professional development, as well as having instructional teams plan literacy activities and enhance literacy instruction across all subjects.
MD6AssignCCornwell PP
- 1. Professional Learning Communities Making PLCs work for you Newsome High School 2014-2015 and 2015-2016
- 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
- 5. G1.BARRIER1 Departments need consistent PLC meetings School Improvement Plan
- 6. G1.B1.STRATEGY1 Pre-planning PD on PLC meetings with Power Point and handouts for PLC implementation. School Improvement Plan
- 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
- #3: 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.
- #4: 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.
- #5: 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.
- #6: 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.
- #7: 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.
- #8: 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.
- #9: 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.
- #10: 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.
- #11: 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.
- #12: There are colored cards on your table. Write on these cards those assessments that provide information related to student literacy.
- #13: 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.
- #14: 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.
- #15: In two-minutes form groups in which no two colors are duplicated. Each department should be represented at each group.