Transforming School Culture: Using the PLC … the PLC Process to Develop Campus Leaders ... Transforming School Culture: Using the PLC ... Examine TEKS and Report Card Scoring Rubric

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@dr_majones@janetdnuzzie

Transforming School Culture: Using the PLC Process to Develop Campus Leaders

10.30.17Dr. Karen Hickman [email protected]

Deputy Superintendent of Academic AchievementDr. Marsha Jones [email protected]

Executive Director, Curriculum & InstructionJanet Nuzzie [email protected]

Instructional Specialist - Elementary Mathematics

@dr_majones @janetdnuzzie

mailto:[email protected]



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Transforming School Culture: Using the PLC Process to Develop Campus Leaders• Our District PLC Goal:

• To equip campus administrators and teacher leaders with the tools necessary to transform teacher teams into collaborative, interdependent teams with a collective investment in the learning of all students

• Our Session Goals:• Our First Steps• Our Second Steps• Our Next Steps

Pasadena ISD Presentation for TX ASCD Transforming School Culture:

Using the PLC Process to Develop Campus Leaders

Session Description:

Organizational transformation is a team effort. This session will focus on how one district is working to equip campus administrators and teacher leaders with the tools necessary to transform teacher teams into collaborative, interdependent teams with a collective investment in the learning of all students. Join us as we explore how our district has utilized these efforts to develop the leadership skills of all stakeholders and the evidence of student achievement that supports these efforts. Contact Information:

Dr. Karen Hickman, Deputy Superintendent of Academic Achievement [email protected]

Dr. Marsha Jones, Executive Director, Curriculum & Instruction [email protected] @dr_majones

Janet Nuzzie, Instructional Specialist - Elementary Mathematics [email protected] @janetdnuzzie

Key Points/Notes:

Our First Steps Our Second Steps Our Next Steps

Twitter Hashtag: #PISDPLC




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Pasadena ISD: Demographics

• 68 campuses• 56,137 students

• African American: 8%• Hispanic: 83%• White: 6%• Asian: 3%• LEP: 30%• Economically Disadvantaged: 78%

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Transforming School Culture: Using the PLC Process to Develop Campus Leaders• Our First Steps

• District Data Cycle

Facilitate Instruction and Monitor with

Formative Assessments

Administer Common Assessments Across

Teams

Analyze Data from Common

Assessments and Plan for Re-teaching and

Enrichment

Develop Assessments for Targeted SEs and Collaborate to Plan

Instruction

TEKS

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• Common Formative Assessments “In high-performing PLCs, the assessment process must also include team-developed common formative assessments as team members attempt to answer the second critical question of the PLCs: “How do we know our students are learning?” Learning by Doing (Solution Tree, 2016, pg. 163)

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• Here’s What! So What? Now What?

27%4%5%64%*

Here’s What! What happened?

So What? So what does that mean?

Now What? So what do we do now?

What do we do for the students that have demonstrated mastery of the concept(s)? What do we do for the students that have not demonstrated mastery of the concept(s)? How will we know when students have mastered the concept(s)?

Adapted from Data Driven Dialogue (Lipton and Wellman, 2003) and Professional Learning Communities at Work (DuFour and Eaker, 1998)

SMART Goal (Strategic/Specific, Measurable, Attainable, Results Oriented, Time-Bound)

Pasadena ISD

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• District PLC Cycle

• Materials• Before the Meeting• During the Meeting• After the Meeting

Pasadena ISD

District PLC Cycle: K-4 Mathematics

•Meet before the start of the grading period•Establish norms for team planning meetings/team data meetings•Use PISD Scope & Sequence to determine pacing calendar for grading period

Team Planning Meeting 1: Grading Period Overview

•Meet before the start of each unit/bundle •Determine and record "What is it we expect our students to learn?"•Determine and record "How will we know when they have learned it?"•Develop common assessment for unit/bundle•Plan instruction (Whole Group, Guided Math, Work Stations) for unit/bundle

Team Planning Meeting 2: Unit/Bundle Instruction

•Facilitate TEKS-aligned instruction for unit/bundle•Use formative assessment to monitor student progress during unit/bundle•Use anecdotal notes to record student progress during unit/bundle•Administer common assessment (end of the unit/bundle) or curriculum-based

assessment (end of grading period)

Facilitate Instruction

•Meet once per week during unit/bundle•Analyze formative assessment data•Discuss "How will we respond when some students do not learn?"•Discuss "How will we respond when some students already know it?"•Determine action plan for reteaching, remediation, enrichment, and/or extension

Team Data Meeting 3: Formative Data

•Meet at the end of each bundle/unit and grading period •Analyze data from common assessment (end of the bundle/unit) or curriculum-based

assessment (end of the grading period)•Discuss "How will we respond when some students do not learn?"•Discuss "How will we respond when some students already know it?"•Determine action plan for reteaching, remediation, enrichment, and/or extension

Team Data Meeting 4: Summative Data



Administer Common

Assessments Across Teams

Analyze Data from Common Assessments

and Plan for Re-teaching and Enrichment

Develop Assessments for

Targeted SEs and Collaborate

to Plan Instruction

TEKS

Pasadena ISD

Materials: � Scope & Sequence: Year at a Glance & Instructional Calendar � Mathematician’s Workshop Instructional Resources (Math Routines, Math Review, Math Instruction, Math Share) � Standard Clarifications (current grading period), Report Card Scoring Rubrics (K-2), and I Can Statements (K-4) (current grading period) � Bundle Assessments (K-4), Quick Checks (K-4), and Assessment Clarifications (3-4) (current grading period) � CBA Blueprint (current grading period) � PLC Data Cycle Team Meeting Dates (K-2, 3-4) � Netbooks, Printer, Promethean Board

Before the Meeting (Mathematics Peer Facilitator & Mathematics Teachers):

� Gather materials � Individually review the Scope & Sequence: Year at a Glance & Instructional Calendar � Individually review the Bundle Assessment (K-4), Quick Checks (K-4), and Assessment Clarifications (3-4) for each Student Expectation (current grading period) � Individually review the TEKS and Report Card Scoring Rubric (K-2)/I Can Statements (K-4) for each Student Expectation (current grading period) � Individually review the CBA Blueprint (current grading period)

During the Meeting:

� Assign jobs (ex. Timekeeper, Recorder, Questioner, Gatekeeper, etc.) � Establish norms for team planning meetings/team data meetings � Share celebrations � Examine Scope & Sequence: Year at a Glance � Examine Bundle Assessment (K-4), Quick Checks (K-4), and Assessment Clarifications (3-4) (current grading period) � Examine TEKS and Report Card Scoring Rubric (K-2)/I Can Statements (K-4) (current grading period) � Examine Scope & Sequence: Instructional Calendar and confirm pacing of standards � Complete the PLC Data Cycle Team Meeting Dates (K-2, 3-4) � Determine instructional support needed from Mathematics Peer Facilitator (clarification of TEKS, etc.)

After the Meeting:

� Begin preparation for Team Planning Meeting: Unit/Bundle Instruction




Administer Common

Assessments across Teams





to Plan Instruction

TEKS

•Meet before the start of the grading period•Establish norms for team planning meetings/team data meetings•Use PISD Scope & Sequence to determine pacing calendar for grading periodTeam Planning Meeting 1:

Grading Period Overview

Pasadena ISD

Materials: � Scope & Sequence: Year at a Glance & Instructional Calendar � Mathematician’s Workshop Checklist: Instructional Planning � Mathematician’s Workshop Instructional Resources (Math Routines, Math Review, Math Instruction, Math Share) � TEKS Analysis Documents (one per Standard Clarification) � Standard Clarifications (current grading period), Report Card Scoring Rubrics (K-2), and I Can Statements (K-4) (current grading period) � Bundle Assessments (K-4), Quick Checks (K-4), and Assessment Clarifications (3-4) (current grading period) � Mathematician’s Workshop: Lesson Plan Overview � Netbooks, Printer, Promethean Board

Before the meeting (Mathematics Peer Facilitator & Mathematics Teachers): � Gather materials � Individually review the notes from the Team Planning Meeting: Grading Period Overview � Individually review the Scope & Sequence: Year at a Glance & Instructional Calendar � Individually review the Bundle Assessment (K-4), Quick Check (K-4), and Assessment Clarifications (3-4) for each Student Expectation and complete Part A (The End in

Mind) of the TEKS Analysis Document � Individually review the Standard Clarification (TEKS, Vertical Alignment, Possible Core Vocabulary, TEKS Clarifications, Instructional Clarifications) and Report Card

Scoring Rubric (K-2)/I Can Statements (K-4) for each Student Expectation and complete Part B (TEKS Clarifications) of the TEKS Analysis Document

During the meeting: � Assign jobs (ex. Timekeeper, Recorder, Questioner, Gatekeeper, etc.) � Review meeting norms and share celebrations � Debrief individual analysis of TEKS (using TEKS Analysis Documents) � Determine and record "What is it we expect our students to learn?" � Determine and record "How will we know when they have learned it?" � Develop common assessment for unit/bundle & determine passing standards (the evidence of student mastery for each task) � Optional for Meeting 2: Use the Mathematician’s Workshop Checklist: Instructional Planning to complete Mathematician’s Workshop: Lesson Plan Overview for

unit/bundle, including Support for Bilingual Instruction � Optional for Meeting 2: Enter detailed lesson plans into Eduphoria � Determine instructional support needed from Mathematics Peer Facilitator (modeling of instructional strategies, etc.)

After the meeting: � Facilitate TEKS-aligned instruction for unit/bundle � Use formative assessment to monitor student progress during unit/bundle � Use anecdotal notes to record student progress during unit/bundle � Administer common assessment (end of the unit/bundle) or curriculum-based assessment (end of grading period)




Administer Common






to Plan Instruction

TEKS

•Meet before the start of each unit/bundle •Determine and record "What is it we expect our students to learn?"•Determine and record "How will we know when they have learned it?"•Develop common assessment for unit/bundle•Plan instruction (Whole Group, Guided Math, Work Stations) for unit/bundle

Team Planning Meeting 2: Unit/Bundle Instruction

Pasadena ISD

Materials: � Scope & Sequence: Year at a Glance & Instructional Calendar � Standard Clarifications (current grading period) � Formative Assessment Data (including student work and data reports) � Here’s What! So What? Now What? Data Analysis Tool

Before Meeting (Mathematics Peer Facilitator & Mathematics Teachers):

� Gather materials � Individually analyze formative assessment data (including student work and data reports) � Record analysis on the Here’s What! So What? Now What? Data Analysis Tool

During the Meeting:

� Assign jobs (ex. Timekeeper, Recorder, Questioner, Gatekeeper, etc.) � Review meeting norms and share celebrations � Debrief individual analysis of formative assessment data (including student work and data reports) � Identify effective instructional practices as evidenced in the data � Discuss "How will we respond when some students do not learn?" � Determine action plan for reteaching/remediation and action plan for reassessment � Discuss "How will we respond when some students already know it?" � Determine action plan for enrichment/extension � Enter plans for reteaching/remediation and enrichment/extension into Eduphoria � Determine instructional support needed from Mathematics Peer Facilitator (guidance for PIE time planning, etc.)

After the Meeting

� Facilitate plans for reteaching/remediation and enrichment/extension � Use formative assessment to monitor student progress during reteaching/remediation and enrichment/extension � Use anecdotal notes to record student progress during reteaching/remediation and enrichment/extension




Administer Common






to Plan Instruction

TEKS

•Meet once per week during unit/bundle•Analyze formative assessment data•Discuss "How will we respond when some students do not learn?"•Discuss "How will we respond when some students already know it?"•Determine action plan for reteaching, remediation, enrichment, and/or extension

Team Data Meeting 3: Formative Data

Pasadena ISD

Materials: � Scope & Sequence: Year at a Glance & Instructional Calendar � Standard Clarifications (current grading period) � Common Assessment Data and/or Curriculum-Based Assessment Data (including student work and data reports) � Here’s What! So What? Now What? Data Analysis Tool � CBA Data Team Cycle Analysis Tool for “Here’s What!” � Data Team Cycle Template: Mathematics

Before the Meeting (Mathematics Peer Facilitator & Mathematics Teachers): � Gather materials � Individually analyze common assessment data and/or curriculum-based assessment data (including student work and data reports) � Record analysis of the lowest-performing student expectations on the Here’s What! So What? Now What? Data Analysis Tool � Complete the CBA Data Team Cycle Analysis Tool for “Here’s What!” (CBA)

During the Meeting: � Assign jobs (ex. Timekeeper, Recorder, Questioner, Gatekeeper, etc.) � Review meeting norms and share celebrations � Debrief individual analysis of common assessment data and/or curriculum-based assessment data (including student work and data reports) � Complete the Data Team Cycle Template: Mathematics Sections 1 & 2 � Discuss "How will we respond when some students do not learn?" � Determine action plan for reteaching/remediation and action plan for reassessment � Discuss "How will we respond when some students already know it?" � Determine action plan for enrichment/extension � Complete the Data Team Cycle Template: Mathematics Section 3 � Complete the Data Team Cycle Template: Mathematics Sections 4 & 5 � Enter plans for reteaching/remediation and enrichment/extension into Eduphoria � Determine instructional support needed from Mathematics Peer Facilitator (guidance for PIE time planning, etc.)

After the Meeting: � Facilitate plans for reteaching/remediation and enrichment/extension � Use formative assessment to monitor student progress during reteaching/remediation and enrichment/extension � Use anecdotal notes to record student progress during reteaching/remediation and enrichment/extension




Administer Common






to Plan Instruction

TEKS •Meet at the end of each bundle/unit and grading period •Analyze data from common assessment (end of the bundle/unit) or curriculum-based assessment (end of the grading period)•Discuss "How will we respond when some students do not learn?"•Discuss "How will we respond when some students already know it?"•Determine action plan for reteaching, remediation, enrichment, and/or extension

Team Data Meeting 4: Summative Data

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Transforming School Culture: Using the PLC Process to Develop Campus Leaders• Turn & Talk

• What steps has your district taken to support the implementation of common assessments?

• How could the tools shared today be used to support your efforts?

• What are some “take-aways” from the conversations thus far?

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Transforming School Culture: Using the PLC Process to Develop Campus Leaders• Our Second Steps

• PLC Teacher Leader Collaborative • Logistics (Who, What, When, Where, Why, How)

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• PLC Teacher Leader Collaborative

PLC Teacher Leader Collaborative Session 1

Learning by Doing, Chapters 1 & 2 1: A Guide to Action for PLCs at Work

2: Defining a Clear and Compelling Purpose


Learning by Doing, Chapters 3 & 9 3: Building the Collaborative Culture of a PLC

9: Addressing Conflict and Celebrating in a PLC


Learning by Doing, Chapters 4 & 5 4: Creating a Results Orientation in a PLC

5: Establishing a Focus on Learning


Learning by Doing, Chapters 6 & 7 6: Creating Team-Developed Common Formative Assessments

7: Responding When Some Students Don’t Learn

Big Ideas: Session 1 • Cultural Shifts in a PLC • Defining PLCs • The 3 Big Ideas of a PLC • The 4 Critical Questions of a PLC • Defining Loose & Tight Elements of a PLC • The Foundation of a PLC

Big Ideas: Session 2

• Defining Team (vs. Group) • The Purpose of Norms & Establishing Norms • Establishing Collective Commitments • Critical Issues for Team Consideration • Responding to Resistance and Managing Conflict

Big Ideas: Session 3 • Creating a Results Orientation • SMART Goals • Attainable Goals & Stretch Goals • Celebrations in a PLC • Guaranteed and Viable Curriculum

Big Ideas: Session 4 • Common Formative Assessment • Systematic Process for Intervention • Protocols for Examining Student Achievement Data • Carol Dweck’s Mindset

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Cultural Shifts in a Professional Learning Community

A PLC shifts efforts from … A PLC shifts efforts to …

Learning by Doing (Solution Tree)


a focus on teaching planning for short-term wins

engaging collaborative teams in building shared knowledge regarding essential

curriculum a focus on learning

balanced assessments

providing individual teachers with curriculum documents such as state standards and

curriculum guides

collaborative teams of teachers helping each other improve

collaborative teams establishing the priority of respective learning standards

Individual teacher assessments a language of complaint

each teacher clarifying what students must learn invitational support outside of the school day

assessing impact on the basis of teacher satisfaction (“did you like it?”)

teachers gathering data from their individually constructed tests in order to

assign grades

collaborative teams acquiring information from common assessments in order to (1) inform their individual and collective practice and (2) respond to students who need additional time and support

an over-reliance on one kind of assessment

directed (that is, required) support occurring during the school day

individual teachers attempting to discover ways to improve results

a language of commitment long-term strategic planning

assessing impact on the basis of evidence of improved student learning

assessments developed jointly be collaborative teams

Learning by Doing (Solution Tree)

258 |

Learning by Doing © 2006, 2010, 2016 Solution Tree Press • SolutionTree.comVisit go.SolutionTree.com/PLCbooks to download this free reproducible.

REPRODUCIBLE


A Shift in Fundamental Purpose

From a focus on teaching . . . to a focus on learning

From emphasis on what was taught . . . to a fixation on what students learned

From coverage of content . . . to demonstration of proficiency

From providing individual teachers with curriculum documents such as state standards and curriculum guides . . .

to engaging collaborative teams in building shared knowledge regarding essential curriculum

A Shift in Use of Assessments

From infrequent summative assessments . . . to frequent common formative assessments

From assessments to determine which students failed to learn by the deadline . . .

to assessments to identify students who need additional time and support

From assessments used to reward and punish students . . .

to assessments used to inform and motivate students

From assessing many things infrequently . . . to assessing a few things frequently

From individual teacher assessments . . . to collaborative team–developed assessments

From each teacher determining the criteria to use in assessing student work . . .

to collaborative teams clarifying the criteria and ensuring consistency among team members when assessing student work

From an over-reliance on one kind of assessment . . . to balanced assessments

From focusing on average scores . . . to monitoring each student’s proficiency in every essential skill

A Shift in the Response When Students Don’t Learn

From individual teachers determining the appropriate response . . .

to a systematic response that ensures support for every student

From fixed time and support for learning . . . to time and support for learning as variables

From remediation . . . to intervention

From invitational support outside of the school day . . . to directed (that is, required) support occurring during the school day

From one opportunity to demonstrate learning . . . to multiple opportunities to demonstrate learning

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http://go.SolutionTree.com/PLCbooks

| 259


REPRODUCIBLE

A Shift in the Work of Teachers

From isolation . . . to collaboration

From each teacher clarifying what students must learn . . .

to collaborative teams building shared knowledge and understanding about essential learning

From each teacher assigning priority to different learning standards . . .

to collaborative teams establishing the priority of respective learning standards

From each teacher determining the pacing of the curriculum . . .

to collaborative teams of teachers agreeing on common pacing

From individual teachers attempting to discover ways to improve results . . .

to collaborative teams of teachers helping each other improve

From privatization of practice . . . to open sharing of practice

From decisions made on the basis of individual preferences . . .

to decisions made collectively by building shared knowledge of best practice

From “collaboration lite” on matters unrelated to student achievement . . .

to collaboration explicitly focused on issues and questions that most impact student achievement

From an assumption that these are “my students, those are your students” . . .

to an assumption that these are “our students”

A Shift in Focus

From an external focus on issues outside of the school . . .

to an internal focus on steps the staff can take to improve the school

From a focus on inputs . . . to a focus on results

From goals related to completion of projects and activities . . .

to SMART goals demanding evidence of student learning

From teachers gathering data from their individually constructed tests in order to assign grades . . .

to collaborative teams acquiring information from common assessments in order to inform their individual and collective practice and respond to students who need additional time and support

A Shift in School Culture

From independence . . . to interdependence

From a language of complaint . . . to a language of commitment

From long-term strategic planning . . . to planning for short-term wins

From infrequent generic recognition . . . to frequent specific recognition and a culture of celebration that creates many winners

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A Shift in Professional Development

From external training (workshops and courses) . . . to job-embedded learning

From the expectation that learning occurs infrequently (on the few days devoted to professional development) . . .

to an expectation that learning is ongoing and occurs as part of routine work practice

From presentations to entire faculties . . . to team-based action research

From learning by listening . . . to learning by doing

From learning individually through courses and workshops . . .

to learning collectively by working together

From assessing impact on the basis of teacher satisfaction (“Did you like it?”) . . .

to assessing impact on the basis of evidence of improved student learning

From short-term exposure to multiple concepts and practices . . .

to sustained commitment to limited focused initiatives

page 3 of 3


#PISDPLC




We use the results of our common assessments to assist each other in building on strengths and addressing weaknesses as part of an ongoing process of continuous improvement designed to help students achieve at higher levels.

We have developed frequent common formative assessments that help us determine each student’s mastery of essential learning.

| 69


REPRODUCIBLE

Critical Issues for Team Consideration

Team Name:

Team Members:

Use the following rating scale to indicate the extent to which each statement is true of your team.

1 2 3 4 5 6 7 8 9 1 0

Not True of Our Team Our Team Is Addressing This True of Our Team

1. We have identified team norms and protocols to guide us in working together.

2. We have analyzed student achievement data and established SMART goals to improve on this level of achievement we are working interdependently to attain (SMART goals are specific and strategic, measurable, attainable, results oriented, and time bound. SMART goals are discussed at length on page 89).

3. Each team member is clear on the knowledge, skills, and dispositions (that is, the essential learning) that students will acquire as a result of our course or grade level and each unit within the course or grade level.

4. We have aligned the essential learning with state and district standards and the high-stakes assessments required of our students.

5. We have identified course content and topics we can eliminate to devote more time to the essential curriculum.

6. We have agreed on how to best sequence the content of the course and have estab-lished pacing guides to help students achieve the intended essential learning.

7. We have identified the prerequisite knowledge and skills students need in order to master the essential learning of each unit of instruction.

8. We have identified strategies and created instruments to assess whether students have the prerequisite knowledge and skills.

9. We have developed strategies and systems to assist students in acquiring prerequi-site knowledge and skills when they are lacking in those areas.

10. We have developed frequent common formative assessments that help us determine each student’s mastery of essential learning.

11. We have established the proficiency standard we want each student to achieve on each skill and concept examined with our common assessments.

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70 |


REPRODUCIBLE

12. We use the results of our common assessments to assist each other in building on strengths and addressing weaknesses as part of an ongoing process of continuous improvement designed to help students achieve at higher levels.

13. We use the results of our common assessments to identify students who need addi-tional time and support to master essential learning, and we work within the systems and processes of the school to ensure they receive that support.

14. We have agreed on the criteria we will use in judging the quality of student work related to the essential learning of our course, and we continually practice applying those criteria to ensure we are consistent.

15. We have taught students the criteria we will use in judging the quality of their work and provided them with examples.

16. We have developed or utilized common summative assessments that help us assess the strengths and weaknesses of our program.

17. We have established the proficiency standard we want each student to achieve on each skill and concept examined with our summative assessments.

18. We formally evaluate our adherence to team norms and the effectiveness of our team at least twice each year.

page 2 of 2




Learning by Doing © 2006, 2010 Solution Tree Press • solution-tree comVisit go.solution-tree.com/PLCbooks to download this page

REPRoDuCibLE | 137

Comments to the Facilitator: This activity will enable a group to develop a set of operating norms or ground rules. In existing groups, anonymity will help ensure that everyone is able to express their ideas freely. For this reason, it is essential to provide pens or pencils or to ask that everyone use the same type of writing implement.

Supplies: Index cards, pens or pencils, poster paper, display board, tape, tacks

Time: Two hours

Directions1. Explain to the group that effective groups generally have a set of norms that govern

individual behavior, facilitate the work of the group, and enable the group to accom-plish its task.

2. Provide examples of norms.

3. Recommend to the group that it establish a set of norms:

� To ensure that all individuals have the opportunity to contribute in the meeting;

� To increase productivity and effectiveness; and

� To facilitate the achievement of its goals.

4. Give five index cards and the same kind of writing tool to each person in the group.

5. Ask each person to reflect on and record behaviors they consider ideal behaviors for a group. Ask them to write one idea on each of their cards. Time: 10 minutes.

6. Shuffle all the cards together. Every effort should be made to provide anonymity for individuals, especially if the group has worked together before.

7. Turn cards face up and read each card aloud. Allow time for the group members to discuss each idea. Tape or tack each card to a display board so that all group mem-bers can see it. As each card is read aloud, ask the group to determine if it is similar to another idea that already has been expressed. Cards with similar ideas should be grouped together.

8. When all of the cards have been sorted, ask the group to write the norm suggested by each group of cards. Have one group member record these new norms on a large sheet of paper.

9. Review the proposed norms with the group. Determine whether the group can sup-port the norms before the group adopts them.

Used with permission of the National Staff Development Council, www.nsdc.org, 2006. All rights reserved. Adapted from Tools for Change Workshops by Robby Champion. Oxford, OH: National Staff Development Council, 1993.

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Developing Norms

138 | REPRoDuCibLE

Learning by Doing © 2006, 2010 Solution Tree Press • solution-tree comVisit go.solution-tree.com/PLCbooks to download this page

When Establishing Norms, Consider: Proposed Norm

Time

� Whendowemeet?

� Willwesetabeginningandendingtime?

� Willwestartandendontime?

Listening

� Howwillweencouragelistening?

� Howwillwediscourageinterrupting?

Confidentiality

� Willthemeetingsbeopen?

� Willwhatwesayinthemeetingbeheldinconfidence?

� Whatcanbesaidafterthemeeting?

Decision Making

� Howwillwemakedecisions?

� Areweanadvisoryoradecision-makingbody?

� Willwereachdecisionsbyconsensus?

� Howwillwedealwithconflicts?

Participation

� Howwillweencourageeveryone’sparticipation?

� Willwehaveanattendancepolicy?

Expectations

� Whatdoweexpectfrommembers?

� Arethererequirementsforparticipation?

Used with permission of the National Staff Development Council, www nsdc org, 2006 All rights reserved From Keys�to�Successful�Meetings by Stephanie Hirsh, Ann Delehant, and Sherry Sparks �Oxford, OH: National Staff Development Council, 1994

Page 2 of 2

6 Tips for Creating Norms (pg. 73-74)

1. Each team should create its own norms. 2. Norms should be stated as commitments to act or

behave in certain ways rather than as beliefs. 3. Norms should be reviewed at the beginning and

end of each meeting for at least six months. 4. Teams should formally evaluate their effectiveness

at least twice a year. 5. Teams should focus on a few essential norms rather

than creating an extensive laundry list. 6. One of the team’s norms should clarify how the

team will respond if one or more members are not observing the norms.

6 Tips for Creating Norms (pg. 73-74)

1. Each team should create its own norms. 2. Norms should be stated as commitments to act or

behave in certain ways rather than as beliefs. 3. Norms should be reviewed at the beginning and

end of each meeting for at least six months. 4. Teams should formally evaluate their effectiveness

at least twice a year. 5. Teams should focus on a few essential norms rather

than creating an extensive laundry list. 6. One of the team’s norms should clarify how the

team will respond if one or more members are not observing the norms.

Norm Check Process 1. Use an agreed upon nonverbal norm violation

signal 2. Facilitate a team discussion about the topic 3. Request administrative assistance 4. Allow campus administrator to address individual(s)

Team norms are not intended to serve as rules but rather as collective commitments - public agreements shared among the members. (pg. 72)

Source: Mike Mattos (PLC Institute)

Norm Check Process 1. Use an agreed upon nonverbal norm violation

signal 2. Facilitate a team discussion about the topic 3. Request administrative assistance 4. Allow campus administrator to address individual(s)

Team norms are not intended to serve as rules but rather as collective commitments - public agreements shared among the members. (pg. 72)

Source: Mike Mattos (PLC Institute)

#PISDPLC




Data Team Cycle Template Name (Campus or Teacher): Subject /Topic:

Here

’s W

hat

1. Collect and Chart Data Proficient Students Close-to-Proficient Far-from-Proficient

Total # of Students: / Total # of Students: / Total # of Students: /

So

Wha

t?

2. Analyze Strengths & Obstacles Strengths Obstacles

•

•

Now

Wha

t?

3. SMART Goal Our Current Reality (%)

Our SMART Goal (%) Who is Responsible for Accountability?

4. Action Steps • What professional development and/or other action steps are needed? • How will we know if it’s working?

5. Results Indicator • How will we know if we’re really implementing the PD and/or other action steps we decided on? • How will we know if it’s working?

Pasadena ISD

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Creating a Common Understanding of Systematic Intervention Essential Characteristics (Learning by Doing, pg. 165-166)

1. Every faculty member must participate.

2. The identification process must be timely.

3. The school must guarantee that each student can actually receive the targeted help matched to each student’s needs.

Creating a Common Understanding of Systematic Intervention

Multitiered System of Interventions (Learning by Doing, pg. 166-167) Source: Simplifying Response to Intervention pg. 13 http://pages.solution-tree.com/rs/solutiontree/images/SRTI%20Free%20Chapter.pdf

Considering the Key Criteria for Targeting Interventions (Learning by Doing, pg. 169)

1. By Student, By Standard

2. By Kid, By Cause

http://pages.solution-tree.com/rs/solutiontree/images/SRTI%20Free%20Chapter.pdf

Creating a Common

Understanding of Systematic Intervention

Learning by Doing, pg. 165-169

#PISDPLC



• Our Second Steps• PLC Teacher Leader Collaborative


#PISDPLC

PLC Teacher Leader Collaborative: Session 3Next Steps: Assess Your Place on the PLC Journey •The PLC Continuum: Using School Improvement Goals to Drive Team Goals Complete the Continuum: Using School Improvement Goals to Drive Team Goals (pg. 105) Complete the Worksheet: Using School Improvement Goals to Drive Team Goals (pg. 106) using the

Guiding Questions (pg. 109) Read: Tips for Moving Forward (pg. 107-108)

•The PLC Continuum: Clarifying What Students Must Learn Complete the Continuum: Clarifying What Students Must Learn (pg. 128) Complete the Worksheet: Clarifying What Students Must Learn (pg. 129) using the Guiding Questions

(pg. 130) Read: Tips for Moving Forward (pg. 127)

| 47


REPRODUCIBLE

The

Pro

fess

iona

l Lea

rnin

g C

om

mun

itie

s at

Wo

rk™

C

ont

inuu

m: L

ayin

g t

he F

oun

dat

ion

DIR

EC

TIO

NS

: In

div

idu

ally

, sile

ntly

, an

d h

on

estl

y as

sess

th

e cu

rren

t re

alit

y o

f yo

ur

sch

oo

l’s im

ple

men

tati

on

of

each

ind

icat

or

liste

d in

th

e le

ft c

olu

mn

. Co

nsi

der

wh

at e

vid

ence

or

anec

do

tes

sup

po

rt y

ou

r as

sess

men

t. T

his

fo

rm m

ay a

lso

be

use

d t

o a

sses

s d

istr

ict

or

team

im

ple

men

tati

on

.

We

hav

e a

clea

r se

nse

of

ou

r co

llect

ive

pu

rpo

se, t

he

sch

oo

l we

are

atte

mp

tin

g t

o c

reat

e to

ach

ieve

th

at p

urp

ose

, th

e co

mm

itm

ents

we

mu

st m

ake

and

h

on

or

to b

eco

me

that

sch

oo

l, an

d t

he

spec

ific

go

als

that

will

hel

p m

on

ito

r o

ur

pro

gre

ss.

Ind

icat

or

Pre

-Ini

tiat

ing

Init

iati

ngIm

ple

men

ting

Dev

elo

pin

gS

usta

inin

g

Sha

red

Mis

sio

n

It is

evi

den

t th

at

lear

nin

g f

or

all i

s o

ur

core

pu

rpo

se.

Th

e p

urp

ose

of

the

sch

oo

l has

no

t b

een

ar

ticu

late

d. M

ost

st

aff

mem

ber

s vi

ew

the

mis

sio

n o

f th

e sc

ho

ol a

s te

ach

ing

. T

hey

op

erat

e fr

om

th

e as

sum

pti

on

th

at a

lth

ou

gh

all

stu

den

ts s

ho

uld

hav

e th

e o

pp

ort

un

ity

to

lear

n, r

esp

on

sib

ility

fo

r le

arn

ing

bel

on

gs

to t

he

ind

ivid

ual

st

ud

ent

and

will

be

det

erm

ined

by

his

or

her

ab

ility

an

d e

ffo

rt.

An

att

emp

t h

as

be

en m

ade

to c

lari

fy

the

pu

rpo

se o

f th

e sc

ho

ol t

hro

ug

h t

he

dev

elo

pm

ent

of

a fo

rmal

mis

sio

n

stat

emen

t. F

ew

pe

op

le w

ere

invo

lved

in

its

crea

tio

n. I

t d

oes

litt

le t

o im

pac

t p

rofe

ssio

nal

pra

ctic

e o

r th

e as

sum

pti

on

s b

ehin

d t

ho

se

pra

ctic

es.

A p

roce

ss h

as b

een

in

itia

ted

to

pro

vid

e g

reat

er f

ocu

s an

d

clar

ity

reg

ard

ing

th

e m

issi

on

of

lear

nin

g

for

all.

Ste

ps

are

bei

ng

tak

en t

o c

lari

fy

wh

at, s

pec

ific

ally

, st

ud

ents

are

to

le

arn

an

d t

o m

on

ito

r th

eir

lear

nin

g.

So

me

teac

her

s ar

e co

nce

rned

th

at t

hes

e ef

fort

s w

ill d

epri

ve

them

of

acad

emic

fr

eed

om

.

Teac

her

s ar

e b

egin

nin

g t

o

see

evid

ence

of

the

ben

efit

s o

f cl

earl

y es

tab

lish

ed

exp

ecta

tio

ns

for

stu

den

t le

arn

ing

an

d

syst

emat

ic p

roce

sses

to

mo

nit

or

stu

den

t le

arn

ing

. Th

ey a

re

bec

om

ing

mo

re

anal

yti

cal i

n a

sses

sin

g

the

evid

ence

of

stu

den

t le

arn

ing

an

d

are

loo

kin

g f

or

way

s to

bec

om

e m

ore

ef

fect

ive

in a

sses

sin

g

stu

den

t le

arn

ing

an

d

pro

vid

ing

inst

ruct

ion

to

en

han

ce s

tud

ent

lear

nin

g.

Sta

ff m

emb

ers

are

com

mit

ted

to

hel

pin

g

all s

tud

ents

lear

n.

Th

ey d

emo

nst

rate

th

at c

om

mit

men

t b

y w

ork

ing

co

llab

ora

tive

ly t

o

clar

ify

wh

at s

tud

ents

ar

e to

lear

n in

eac

h

un

it, c

reat

ing

fre

qu

ent

com

mo

n fo

rmat

ive

asse

ssm

ents

to

m

on

ito

r ea

ch

stu

den

t’s

lear

nin

g

on

an o

ng

oin

g b

asis

, an

d im

ple

men

tin

g a

sy

stem

atic

pla

n o

f in

terv

enti

on

wh

en

stu

den

ts e

xper

ien

ce

dif

ficu

lty.

Th

ey a

re

will

ing

to

exa

min

e al

l pra

ctic

es a

nd

p

roce

du

res

in li

gh

t o

f th

eir

imp

act

on

le

arn

ing

.

page

1 o

f 4


48 |


REPRODUCIBLE

Ind

icat

or

Pre

-Ini

tiat

ing

Init

iati

ngIm

ple

men

ting

Dev

elo

pin

gS

usta

inin

g

Sha

red

Vis

ion

We

hav

e a

shar

ed

un

der

stan

din

g o

f an

d c

om

mit

men

t to

th

e sc

ho

ol w

e ar

e at

tem

pti

ng

to

cre

ate.

No

eff

ort

has

be

en

mad

e to

en

gag

e st

aff

in d

escr

ibin

g t

he

pre

ferr

ed c

on

dit

ion

s fo

r th

e sc

ho

ol.

A f

orm

al v

isio

n

stat

emen

t h

as b

een

cr

eate

d f

or

the

sch

oo

l, b

ut

mo

st

staf

f m

emb

ers

are

un

awar

e o

f it

.

Sta

ff m

emb

ers

hav

e p

arti

cip

ated

in a

p

roce

ss t

o c

lari

fy

the

sch

oo

l th

ey a

re

tryi

ng

to

cre

ate

, an

d le

ader

ship

ca

lls a

tten

tio

n t

o

the

resu

ltin

g v

isio

n

stat

emen

t o

n a

re

gu

lar

bas

is. M

any

staf

f m

emb

ers

qu

esti

on

th

e re

leva

nce

of

the

visi

on

sta

tem

ent,

an

d t

hei

r b

ehav

ior

is

gen

eral

ly u

naf

fect

ed

by

it.

Sta

ff m

emb

ers

hav

e w

ork

ed t

og

eth

er t

o

des

crib

e th

e sc

ho

ol

they

are

try

ing

to

cr

eate

. Th

ey h

ave

end

ors

ed t

his

gen

eral

d

escr

ipti

on

an

d u

se it

to

gu

ide

thei

r sc

ho

ol

imp

rove

men

t ef

fort

s an

d t

hei

r p

rofe

ssio

nal

d

evel

op

men

t.

Sta

ff m

emb

ers

can

an

d d

o r

ou

tin

ely

arti

cula

te t

he

maj

or

pri

nci

ple

s o

f th

e sc

ho

ol’s

sh

ared

vi

sio

n a

nd

use

th

ose

p

rin

cip

les

to g

uid

e th

eir

day

-to

-day

ef

fort

s an

d d

ecis

ion

s.

Th

ey h

on

estl

y as

sess

th

e cu

rren

t re

alit

y in

th

eir

sch

oo

l an

d

con

tin

ual

ly s

eek

mo

re

effe

ctiv

e st

rate

gie

s fo

r re

du

cin

g t

he

dis

crep

ancy

bet

we

en

that

rea

lity

and

th

e sc

ho

ol t

hey

are

w

ork

ing

to

cre

ate.

Co

llect

ive

Co

mm

itm

ents

(S

hare

d V

alue

s)

We

hav

e m

ade

com

mit

men

ts t

o e

ach

o

ther

reg

ard

ing

ho

w

we

mu

st b

ehav

e in

o

rder

to

ach

ieve

ou

r sh

ared

vis

ion

.

Sta

ff m

emb

ers

hav

e n

ot

yet

arti

cula

ted

th

e at

titu

des

, beh

avio

rs,

or

com

mit

men

ts

they

are

pre

par

ed

to d

emo

nst

rate

in

ord

er t

o a

dva

nce

th

e m

issi

on

of

lear

nin

g

for

all a

nd

th

e vi

sio

n

of

wh

at t

he

sch

oo

l m

igh

t b

eco

me.

Ad

min

istr

ato

rs

or

a co

mm

itte

e o

f te

ach

ers

hav

e cr

eate

d s

tate

men

ts

of

bel

iefs

reg

ard

ing

th

e sc

ho

ol’s

pu

rpo

se

and

its

dir

ecti

on

. S

taff

mem

ber

s h

ave

revi

ewed

an

d r

eact

ed

to t

ho

se s

tate

men

ts.

Init

ial d

raft

s h

ave

bee

n am

end

ed b

ased

o

n st

aff

feed

bac

k.

Th

ere

is n

o a

ttem

pt

to t

ran

slat

e th

e b

elie

fs

into

th

e sp

ecif

ic

com

mit

men

ts o

r b

ehav

iors

th

at s

taff

w

ill m

od

el.

A s

tate

men

t h

as

bee

n d

evel

op

ed

that

art

icu

late

s th

e sp

ecif

ic c

om

mit

men

ts

staf

f h

ave

bee

n as

ked

to

em

bra

ce t

o h

elp

th

e sc

ho

ol f

ulf

ill it

s p

urp

ose

an

d m

ove

cl

ose

r to

its

visi

on

. T

he

com

mit

men

ts a

re

stat

ed a

s b

ehav

iors

ra

ther

th

an b

elie

fs.

Man

y st

aff

ob

ject

to

sp

ecif

yin

g t

hes

e co

mm

itm

ents

an

d

pre

fer

to f

ocu

s o

n

wh

at o

ther

gro

up

s m

ust

do

to

imp

rove

th

e sc

ho

ol.

Sta

ff m

emb

ers

hav

e b

een

en

gag

ed in

th

e p

roce

ss t

o a

rtic

ula

te

the

colle

ctiv

e co

mm

itm

ents

th

at

will

ad

van

ce t

he

sch

oo

l to

war

d it

s vi

sio

n. T

hey

en

do

rse

the

com

mit

men

ts

and

se

ek w

ays

to

bri

ng

th

em t

o li

fe in

th

e sc

ho

ol.

Th

e co

llect

ive

com

mit

men

ts a

re

emb

race

d b

y st

aff,

emb

edd

ed in

th

e sc

ho

ol’s

cu

ltu

re, a

nd

ev

iden

t to

ob

serv

ers

of

the

sch

oo

l. T

hey

h

elp

def

ine

the

sch

oo

l an

d w

hat

it

stan

ds

for.

Exa

mp

les

of

the

com

mit

men

ts

are

shar

ed in

sto

ries

an

d c

eleb

rati

on

s,

and

pe

op

le a

re

chal

len

ged

wh

en

they

beh

ave

in w

ays

that

are

inco

nsi

sten

t w

ith

th

e co

llect

ive

com

mit

men

ts.

page

2 o

f 4


| 49


REPRODUCIBLE

Ind

icat

or

Pre

-Ini

tiat

ing

Init

iati

ngIm

ple

men

ting

Dev

elo

pin

gS

usta

inin

g

Co

mm

on

Scho

ol

Go

als

We

hav

e ar

ticu

late

d

ou

r lo

ng

-ter

m

pri

ori

ties

, sh

ort

-ter

m

targ

ets,

an

d t

imel

ines

fo

r ac

hie

vin

g t

ho

se

targ

ets.

No

eff

ort

has

be

en

mad

e to

en

gag

e th

e st

aff

in e

stab

lish

ing

sc

ho

ol i

mp

rove

men

t

go

als

rela

ted

to

st

ud

ent

lear

nin

g.

Go

als

for

the

sch

oo

l hav

e b

een

es

tab

lish

ed b

y th

e ad

min

istr

atio

n o

r sc

ho

ol i

mp

rove

men

t te

am a

s p

art

of

the

form

al d

istr

ict

pro

cess

fo

r sc

ho

ol

imp

rove

men

t. M

ost

st

aff

wo

uld

be

un

able

to

art

icu

late

a

go

al t

hat

has

be

en

esta

blis

hed

fo

r th

eir

sch

oo

l.

Sta

ff m

emb

ers

hav

e b

een

mad

e aw

are

of

the

lon

g-t

erm

an

d

sho

rt-t

erm

go

als

for

the

sch

oo

l. To

ols

an

d s

trat

egie

s h

ave

be

en d

evel

op

ed

and

imp

lem

ente

d t

o

mo

nit

or

the

sch

oo

l’s

pro

gre

ss t

ow

ard

it

s g

oal

s. L

ittl

e h

as b

een

do

ne

to

tran

slat

e th

e sc

ho

ol

go

al in

to m

ean

ing

ful

targ

ets

for

eith

er

colla

bo

rati

ve

team

s o

r in

div

idu

al

teac

her

s.

Th

e sc

ho

ol g

oal

h

as b

een

tra

nsl

ated

in

to s

pec

ific

go

als

that

dir

ectl

y im

pac

t st

ud

ent

ach

ieve

men

t fo

r ea

ch c

olla

bo

rati

ve

team

. If

team

s ar

e su

cces

sfu

l in

ac

hie

vin

g t

hei

r g

oal

s, t

he

sch

oo

l w

ill a

chie

ve it

s g

oal

as

wel

l. Te

ams

are

exp

lori

ng

dif

fere

nt

stra

teg

ies

for

ach

ievi

ng

th

eir

go

als.

All

staf

f m

emb

ers

pu

rsu

e m

easu

rab

le

go

als

that

are

d

irec

tly

linke

d t

o t

he

sch

oo

l’s g

oal

s as

p

art

of

thei

r ro

uti

ne

resp

on

sib

iliti

es.

Team

s w

ork

in

terd

epen

den

tly

to a

chie

ve

com

mo

n g

oal

s fo

r w

hic

h m

emb

ers

are

mu

tual

ly

acco

un

tab

le. T

he

cele

bra

tio

n o

f th

e ac

hie

vem

ent

of

go

als

is p

art

of

the

sch

oo

l cu

ltu

re a

nd

an

im

po

rtan

t el

emen

t in

su

stai

nin

g t

he

PLC

p

roce

ss.

page

3 o

f 4


50 |


REPRODUCIBLE

Whe

re D

o W

e G

o F

rom

Her

e? W

ork

shee

t La

ying

the

Fo

und

atio

n

Ind

icat

or

of

a P

LC a

t W

ork

Wha

t st

eps

or

acti

viti

es m

ust

be

init

iate

d t

o

crea

te t

his

con

-d

itio

n in

yo

ur

scho

ol?

Who

will

be

resp

ons

ible

fo

r in

itia

ting

o

r su

stai

ning

th

ese

step

s o

r ac

tivi

ties

?

Wha

t is

a r

eal-

isti

c ti

mel

ine

for

each

ste

p

or

pha

se o

f th

e ac

tivi

ty?

Wha

t w

ill y

ou

use

to a

sses

s th

e ef

fect

ive-

ness

of

your

in

itia

tive

?

Sha

red

Mis

sio

n

It is

evi

den

t th

at le

arn

ing

fo

r al

l is

ou

r co

re p

urp

ose

.

Sha

red

Vis

ion

We

hav

e a

shar

ed u

nd

erst

and

ing

of

and

co

mm

itm

ent

to t

he

sch

oo

l we

are

atte

mp

tin

g t

o c

reat

e.

Co

llect

ive

Co

mm

itm

ents

(S

hare

d V

alue

s)

We

hav

e m

ade

com

mit

men

ts t

o e

ach

oth

er r

egar

din

g h

ow

we

mu

st b

ehav

e in

ord

er t

o a

chie

ve o

ur

shar

ed v

isio

n.

Co

mm

on

Scho

ol G

oal

s

We

hav

e ar

ticu

late

d o

ur

lon

g-t

erm

pri

ori

ties

, sh

ort

-ter

m

targ

ets,

an

d t

imel

ines

fo

r ac

hie

vin

g t

ho

se t

arg

ets.

page

4 o

f 4


#PISDPLC


Transforming School Culture: Using the PLC Process to Develop Campus Leaders• Turn & Talk

• What steps has your district taken to equip campus leaders with the tools necessary to facilitate PLCs?

• How could the tools shared today be used to support your efforts?

• What are some additional “take-aways” from the conversations thus far?

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Pasadena ISD: 2017 STAAR Data

• Evidence of Student AchievementReading/ELA District State

Grade 3 72 71 +Grade 4 68 69 -Grade 5 75 81 -Grade 6 61 67 -Grade 7 70 72 -Grade 8 81 84 -

ELA I 62 70 -ELA II 62 71 -

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Pasadena ISD: 2017 STAAR Data

• Evidence of Student AchievementMathematics District State

Grade 3 76 76Grade 4 74 74Grade 5 81 86 -Grade 6 60 75 -Grade 7 69 68 +Grade 8 88 84 +Algebra I 86 87 -

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• Our Next Steps• Monthly Newsletter

When All Means ALL

Exploring and Applying the PLC Process in Pasadena ISD Issue 7 - October 18, 2017

How Does PISD Define Professional Learning Community?

In Pasadena ISD, the PLC process is a never-ending process in which educators commit to working together to ensure high levels of learning for every student. They achieve this outcome by learning together about the best practices proven to increase student learning, applying what they have learned, and using evidence of student learning to make decisions and revisions in practices to help even more students learn at higher levels.

-Mattos, Dufour, Dufour, Eaker, & Many, Concise Answers to Frequently Asked Questions About Professional Learning Communities at Work (2016, p. 5)

What are Norms? Norms are the standards of behavior by which we agree to operate while on a particular team and are often described as “commitments” or “public agreements”. Norms enhance productivity, promote collaboration, and create the environment for a successful experience among the adults in the school. Teams should create norms that address things like time, communication with one another, decision making, participation, and expectations (roles and responsibilities). Norms should focus on the behaviors that promote development of a collaborative culture focused on learning. Once norms are established, team members should review norms and collective commitments at the start of every meeting until they are internalized. Norms are unique to the needs of each team and page 2 provides a sampling of norms developed by various teams in our district.

-Mattos, Dufour, Dufour, Eaker, & Many, Concise Answers to Frequently Asked Questions About Professional Learning Communities at Work (2016, p. 63-65)

Developing Common Vocabulary

high levels of learning = High School + Plus; Grade Level or Better

norms = the standards of behavior by which we agree to operate while on a particular team and are often described as “commitments” or “public agreements”.

If you have any questions or need any support with the PLC Process, please feel free to email Marsha Jones @ [email protected], If you use Twitter, you can continue the discussion, share ideas, and/or comments to @dr_majones and/or use our hashtag #PISDPLC. Archives of this newsletter can be found @ http://tinyurl.com/PLCnewsletters


http://tinyurl.com/PLCnewsletters

Samples of Meeting Norms Example Norms

● Be punctual-at the designated time ● Positive contributions- be honest and tactful ● Positive support for one another ● Participate actively- share ideas ● Be respectful and courteous to persons addressing the group/team ● Write down questions/comments as you go and ask at the end

Team Norms

● Be respectful to everyone ● Be an active participant ● Begin promptly at 1:00 and end by 1:40 (read norms) ● Be prepared with materials.

Norms

● Go to bathroom before meeting begins ● Wait time-while others are asking and answering a question. ● Be as prepared as you can be- Bring at least 1 resource or idea related to the SE that is being planned. ● Respect thoughts and opinions. ● Use phone/computers for data/SE based purposes that are currently being planned/discussed. ● Stay on topic for the upcoming SE. ● Have data on hand, class at a glance, timeline, some sort of electronic device…you never know when we are going to

need it…

Meeting Norms ● Attend all meetings as scheduled. ● Be on time. ● Focus on the topic at hand. ● Be respectful of others and their issues. ● Read all handouts and printed materials before and after team meetings. ● Follow through with commitments and tasks in a timely manner. ● Work as a team and ask for help and support when needed. ● What is said in the room stays in the room. ● Follow conflict resolution plan. ● Keep it positive.

Norms for Planning ● honor the start and end time –12:30-1:15 ● keep a positive tone ● make sure everyone is heard ● be an active participant/ stay present ● no cell phone use ● come prepared with your materials (planning binder, SE’s, 9 week planning guide and ideas to share) ● do not bring other things to work on (report cards, progress reports or Tuesday folders, etc.)

2

Transforming School Culture: Using the PLC Process to Develop Campus Leaders• Our Next Steps

• Essential Standards/Learning Targets

102 | R E P R O D U C I B L E

Common Formative Assessment © 2012 by Solution Tree Press • solution-tree.com Visit go.solution-tree.com/assessment to download this page.

Sample Agenda for Determining Power Standards*

Time Description of Activity Product

Ten minutes The team discusses the terms endurance, leverage, and readiness to make sure team members have a common understanding of these criteria and what they are looking for.

Twenty minutes Each team member works independently to apply the three criteria to his or her list of state standards. It is important not to take too much time during this step or some teachers may overthink the process and want to mark most of the standards.

Each teacher will have highlighted approximately one-third of his or her standards, indicating the ones he or she believes meet the criteria.

Up to an hour During this step, the team builds consensus about which standards belong on the draft list. Team members may spend time discussing what the standard means.

Teams develop a first draft of their team list of power standards.

Twenty minutes Compare the draft of power standards to the state blueprint indicating what is likely going to be emphasized on the state test. The team may want to spend some additional time looking at longitu-dinal data about how students generally do on the state test.

Teams might revise the draft to reflect what they’ve learned.

Thirty minutes to one hour

Teams review how their draft list of power stan-dards fits into the standards chosen by the grade level or course before theirs and the grade level or course taught after theirs. They look for gaps and redundancies.

Each team walks away with a final list of power standards for its team that is aligned to the state test blueprint and vertically aligned with other teams in its building or district.

Varies The team then discusses the pacing of its power standards. For some schools and districts this is done using previously developed curriculum maps or pacing guides. For others, this will take much longer if teams are starting from scratch.

Teams should have a document that lays out—at least quarterly or by trimester—which power standards are being taught during that quarter or trimester.

*This will likely not all happen during the same meeting.

http://go.solution-tree.com/assessment

2016-2017

© Pasadena ISD All rights reserved. Reproduction authorized only for the students of Pasadena ISD.

Self-Assessment: I Can …

Grade 4 Mathematics: 1st Nine-Weeks (Page 1) I h

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(4.1A) I can apply mathematics to problems arising in everyday life, society, and the

workplace.

(4.1B) I can use a problem-solving model.

(4.1C) I can select tools and techniques to solve problems.

(4.1D) I can communicate mathematical ideas, reasoning, and their implications.

(4.1E) I can create and use representations to organize, record, and communicate

mathematical ideas.

(4.1F) I can analyze mathematical relationships to connect and communicate

mathematical ideas.

(4.1G) I can display, explain, and justify mathematical ideas and arguments using

precise mathematical language in written or oral communication.

(4.2A) I can interpret the value of each place-value position as 10 times the position

to the right (whole numbers).

(4.2A) I can interpret the value of each place-value position as one-tenth of the value

of the place to its left (whole numbers).

(4.2B) I can represent the value of digits in whole numbers using expanded notation

(0-1,000,000,000).

(4.2B) I can represent the value of digits in whole numbers using numerals

(0-1,000,000,000).

(4.2C) I can compare whole numbers using the symbols (>,<, or =) (0-1,000,000,000).

(4.2C) I can order whole numbers (0-1,000,000,000).

(4.2D) I can round whole numbers to a given place value (tens).

(4.2D) I can round whole numbers to a given place value (hundreds).

(4.2D) I can round whole numbers to a given place value (thousands).

(4.2D) I can round whole numbers to a given place value (ten thousands).

(4.2D) I can round whole numbers to a given place value (hundred thousands).

(4.4G) I can round to the nearest 10 to estimate solutions (addition).

(4.4G) I can round to the nearest 100 to estimate solutions (addition).

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Transforming School Culture: Using the PLC Process to Develop Campus Leaders• Our Next Steps

“This was by far one of the BEST trainings the district has offered. I appreciate the training especially, because this is something my campus is shifting to. I feel more equipped to lead my Data PLCs as well as training team leaders to effectively build their PLCs. Thank you for your wealth and knowledge.”

“I love this training, it has helped me reflect on what I do with my team. It has helped me learn how to focus more on what is important and stop focusing on things that are outside my power to change.”

“As a specialist coming with one of my campus team leaders, it has been invaluable. We share ideas and come up with new ones together that will work on our campus. We also support each other in sharing out with our other team leads during our team leader meetings.”

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Transforming School Culture: Using the PLC Process to Develop Campus Leaders• Our District Goal:

• To equip campus administrators and teacher leaders with the tools necessary to transform teacher teams into collaborative, interdependent teams with a collective investment in the learning of all students

• Our Session Goals:• Our First Steps• Our Second Steps• Our Next Steps