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Professional Learning Communities Data Teams Day One

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Guiding Questions of A Professional Learning Community What do we want students to know?What do we want students to know? How will we know if they have learned it?How will we know if they have learned it? What will we do for the students who have not learned it?What will we do for the students who have not learned it? How will we extend and enrich the learning for students who have?How will we extend and enrich the learning for students who have?

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One of the Six Characteristics of a PLC Collective Inquiry People in a learning community relentlessly question the status quo, seek new methods of teaching and learning, test the methods, and then reflect on the results. They reflect publicly on their beliefs and challenge each others beliefs.They reflect publicly on their beliefs and challenge each others beliefs. They share insights and hammer out common meanings.They share insights and hammer out common meanings. They work jointly to plan and test actions and initiatives.They work jointly to plan and test actions and initiatives. They coordinate their actions, so that the work of each individual contributes to the common effort.They coordinate their actions, so that the work of each individual contributes to the common effort.

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Todays Objectives Establish Triad Grade Level Teams Review and Begin the Data Team Process Grade Level Meeting Agenda

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The data team process for results 1. Collect and Chart Data 2. Analyze data and prioritize needs. 3. Set, review, and revise incremental SMART goals. 4. Select common instructional strategies. 5. Determine results indicator 6. Monitor and evaluate results Data Team Process

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Data TEAm Definitions Data Teams use common priority standards, generate common formative assessments, and use common scoring guides to monitor and analyze student performance.Data Teams use common priority standards, generate common formative assessments, and use common scoring guides to monitor and analyze student performance. Data Teams are small, grade-level, department course, content teams that examine work generated from a common formative assessment in order to drive instruction and improve professional practice.Data Teams are small, grade-level, department course, content teams that examine work generated from a common formative assessment in order to drive instruction and improve professional practice. Data Team have scheduled, collaborative, structured meetings that concentrate on the effectiveness of teaching and learning.Data Team have scheduled, collaborative, structured meetings that concentrate on the effectiveness of teaching and learning.

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Quick Write Compare your current data team practice with the Data Team description.Compare your current data team practice with the Data Team description. How are the structures the same? How are they different?How are the structures the same? How are they different? Data Team Definitions and Reflection Page

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ROles Introduce yourself to your new teammates.Introduce yourself to your new teammates. Select one person for each role:Select one person for each role: FacilitatorFacilitator RecorderRecorder TimekeeperTimekeeper Focus MonitorFocus Monitor Grade Level Meeting Agenda

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Setting Norms If we are to have productive data team meetings then we. (state the expected behaviors)If we are to have productive data team meetings then we. (state the expected behaviors) 1.1. 2.2. 3.3. 4.4. 5.5. Grade Level Meeting Agenda

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Analyzing data Review District-wide Cluster Analysis Data

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Guiding Questions to Analyze Data Which clusters carry the greatest value in terms ofWhich clusters carry the greatest value in terms of Leverage, or skills to take across curricular areas?Leverage, or skills to take across curricular areas? Endurance, or knowledge to take to the next grade levels?Endurance, or knowledge to take to the next grade levels? Success in lifeSuccess in life State TestState Test Of those clusters, where is the biggest achievement gap?Of those clusters, where is the biggest achievement gap? As a grade level team agree uponAs a grade level team agree upon the cluster you will focus on priority standard or standards to take through the data team process.

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UnwrapPING Priority StandardS Unwrap the standards: Underline the concepts (nouns) and circle the skills (verbs)Unwrap the standards: Underline the concepts (nouns) and circle the skills (verbs) Create a T- chart of unwrapped standardsCreate a T- chart of unwrapped standards Label level of rigor using Blooms TaxonomyLabel level of rigor using Blooms Taxonomy Unwrapping Standards Template

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UnwrapPING Priority Standard(S): Example Concepts: (KNOW & UNDERSTAND) Skills: ( DO & APPLY) Main idea Supporting details (4) Distinguish (main ideas and supporting details) RC 2.5 DISTINGUISH between main idea and supporting details in expository text.

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Data teams begin by asking the question.. What evidence do we need to collect in order to know if students have mastered the concepts/skills for this data cycle?

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Common formative Assessment Assessment TypeDefinitionExamples Selected ResponseChoosing the answer from a set of alternatives -Multiple Choice -T/F Questions -Matching -Fill in the blank Short Constructed ResponseProviding a brief answer in writing or by drawing a diagram or picture -Thinking Maps -Outline the major concepts -Brief written response questions Extended Written ResponseWriting the answer-List and explain the most important causes of an event -Compare and contrast two concepts Choose from a set of alternatives and justify the choice

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CFA Short constructed response Read the paragraph. Then, answer the questions. Snakes are interesting animals. They do not have any legs, so they move around by wiggling their entire body. They also do not have any eyelids, so their eyes are always open. Most snakes can also swallow things that are bigger than its head. These features and more make snakes interesting animals. Snakes are interesting animals. They do not have any legs, so they move around by wiggling their entire body. They also do not have any eyelids, so their eyes are always open. Most snakes can also swallow things that are bigger than its head. These features and more make snakes interesting animals. 1.What is the main idea in this paragraph? Write it in a sentence. 2. Write down 2 details from this paragraph? Write it in a sentence or two.

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Creating the CFA Scoring Guide and Criteria 4321 Topic sentence is phrased in their own words. There are 2-3 details that are stated in their own words. Topic sentence is restated. There are 2 general details. No main idea is stated/confuses main idea with details. There are 1 - 2 details. No main idea. There is 1 or no details.

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Determine Criteria for analyzing Student data in a Selected-response CFA Determine Criteria for analyzing Student data in a Selected-response CFA Already Advanced or Proficient. Most Likely to be proficient at the end of the instructional time. Likely to be proficient at the end of the instructional time. Not Likely to be proficient at the end of the instructional time. How many items correct? 9 or 10 correct out of 10 items on the CFA. How many items correct? 7 or 8 correct out of 10 items on the CFA. How many items correct? 6 or 5 correct out of 10 items on the CFA. How many items correct? Less than 5 correct out of 10 items on the CFA.

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Collaboratively creating a CFA

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Charting our data

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CFA Commitments Review Actions and AgreementsReview Actions and Agreements When will students be assessed?When will students be assessed? How many days will be spent teaching this standard?How many days will be spent teaching this standard? Determine Agenda Items for Next MeetingDetermine Agenda Items for Next Meeting Charted results from CFACharted results from CFA ReflectionReflection Logistics for the Next Meeting on Oct. 4 thLogistics for the Next Meeting on Oct. 4 th Rotate RolesRotate Roles What materials will we need?What materials will we need? Grade Level Meeting Agenda

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Thank You