create and revisit norms and plc procedures assessments

Unpack

Standard(s) and

Select Learning

Targets Use Student

Growth Data to

Evaluate

Effectiveness

Establish Common

Assessments and

Scoring Criteria

Adjust Instructional

Strategies to Meet

Individual Student

Needs

Set Student

Growth Goals

Score Assessments

and Analyze Data

Plan and

Implement

Instructional

Strategies

Communicate with Students and Parents

Foster a Safe and Positive Learning Environment

Create and Revisit Norms and PLC Procedures

THE NKSD PLC Binder and

Online Resource Introduction

History:

NKSD has a legacy of successful work with Professional Learning Communities.

Many schools set aside time in daily schedules prior to the board’s adoption of

early release Wednesdays. In 2010, a subcommittee of the Guiding Coalition

created the first resource binder. It is still used by many of our teams. In 2015, in

partnership with Solution Tree, a new group was formed to guide the work of our

collaborative teams. The PLC Steering Committee designed this resource, using

many ideas from our predecessors. Professional Learning Communities are the

way we do our work in NKSD. PLCs help us combine initiatives, learn from each

other and make our jobs simpler, so that our kids get the very best each day.

Function of Professional Learning Communities:

During the 2014-2015 school year, our Solution Tree consultant actually

encouraged us to limit our use of the term PLC! Why? Because PLC means so

many things to different people. Our Steering Committee developed this resource

binder to help people understand what PLCs do. It turns out that effective PLCs do

exactly the same things that effective teachers do. The only difference is that PLCs

do these things together. The graphic below shows the work of an effective

teacher and an effective PLC:



The PLC Cycle: Many people know the PLC cycle as “Questions 1,2,3, and 4.”

1) What do we want our students learn?

2) How will we know when they have learned it?

3) What will we do if they have not learned it?

4) What will we do if they have already learned it?

Our PLC Steering Committee, like the Guiding Coalition of 2011, chose to

elaborate on these simple questions. They don’t capture the specific steps that

effective teams will go through during a unit or school year. If you are a fan of the

4 questions, we believe that you will see the connections easily. The arrows

indicate that the PLC cycle is fluid. There is a rhythm and a logic. Some steps will

not make sense before others, but it is not the same for every team in every

situation.

Vision

Every teacher in the North Kitsap School District provides standards-based

instruction through a guaranteed and viable education thereby ensuring equitable

learning for all students.

Mission

As ambassadors of this Steering Committee we will provide a framework for the

collaborative work, process and products of our Professional Learning

Communities. School buildings will be given clarity as well as supports to

implement the following expectations:

1. Unpack Standard(s) and Select Learning Targets

2. Set Student Growth Goals

3. Plan and Implement Instructional Strategies

4. Establish Common Assessments and Scoring Criteria

5. Score Assessments and Analyze Data

6. Adjust Instructional Strategies to Meet Individual Student Needs

7. Use Student Growth Data to Evaluate Effectiveness



Additional Areas:

Below the PLC cycle graphic, three additional areas of professional practice are

identified.

These areas are addressed in the binder even though they are not part of the PLC

cycle. These areas are inextricably tied to our work with students. Teams may

spend time learning and creating processes in these areas together. With these

three areas added, the PLC binder links closely to the Marzano Instructional

Framework.

TPEP Connection Tabs:

Each tab in this binder lists a few of the connections between PLC work and the

Marzano Instructional Framework. Please do not feel compelled to use this binder

as a collection of evidence. We believe that a high functioning PLC will naturally

produce artifacts that will double as evidence for TPEP. For those who chose to do

so, this binder can serve as a “natural harvest” of those artifacts. Conversations

with your evaluator and direct observations are other important sources of

evidence for your teacher evaluation.

Survey: A great place to start for your team is to take the needs assessment

survey. The survey was re-designed by our Steering Committee to make it simple

and useful. The results will help you decide on next steps you will take together.

The results also help our committee monitor and support the work of our teams.



Student Growth Goals:

Student growth goals are a key area where TPEP and PLCs overlap. Our teacher

evaluation system requires that three growth goals are developed and monitored

for those who are on a comprehensive evaluation:

1) A goal for a/the whole class

2) A goal for a subgroup of students

3) A goal developed collaboratively with your PLC.

For teachers on a focused evaluation, one of these goals must be developed and

monitored.

The three types of goals can often be “nested,” meaning that they are in the same

content and use the same assessments.

Student growth goals that are created using the forms in this resource – the same

forms as our TPEP process - are SMART goals by definition. In many cases, with

communication with your building principal, the goals that are set in your PLC

process may also be used for building improvement.

Glossary:

In complex work, definitions are important. Terms like “formative assessment”

mean so many things to different people. By providing our own glossary we hope

to provide some clarity and to build a common language. It may be worth your

team’s time to read through the glossary before you have a need to look up a

term.

1 2 3 4

Not true of our

team yet.

Our team is

working on this.

True of our

team, and we

monitor!

3… And we

support

others!

Our team functions effectively by following team norms

and protocols in working together.

We establish and monitor student growth goals.

We unpack standard(s) and determine learning targets.

As a PLC or through a district committee, we have

agreed on how to best sequence content and have

established and follow pacing guides.

We build on strengths and address weaknesses in our

teaching after examining data from common

assessments.

We use data from common summative or state

assessments to help us assess the strengths and

weaknesses of our program.

We use individual student data to make decisions that

inform student instruction.

We have developed strategies and systems to assist

students who need additional time and support to

master learning targets.

We have developed strategies and systems to support

students who have already mastered the learning

targets.

We give frequent common formative assessments to

help us determine each student's mastery of learning

targets.

We give common summative assessments to help us

determine each student's mastery of learning targets.

As a team, we examine and adjust our instructional

strategies using the Marzano Framework.

As a team we examine and adjust our learning

environments and improve our relationships with

students using the Marzano Framework.

As a team we celebrate success when students make

progress, and our students and families are involved.

NKSD PLC Survey - Designed by PLC Steering Committee 2015

Create and Revisit Norms and PLC Procedures

PLC Feedback Form

Meeting Date:___________Team:__________________

Members Present:

Which part of The PLC Process did you focus on?

Meeting Outcomes:

Plan for Next Meeting:

Administrator Comments:

144 | REPRoDuCibLE

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

Teams�improve�their�ability�to�grapple�with�the�critical�questions�when�they�clarify�the�norms�that�will�guide�their�work.�These�collective�commitments�represent�the�“promises�we�make�to�ourselves�and�others,�promises�that�underpin�two�critical�aspects�of�teams—commitment�and�trust”�(Katzenbach & Smith, 1993, p 60)

Norms�can�help�clarify�expectations,�promote�open�dialogue,�and�serve�as�a�powerful�tool�for�holding�members�accountable�(Lencioni, 2005)

“When�self-management�norms�are�explicit�and�practiced�over�time,�team�effectiveness�improves�dramatically,�as�does�the�experience�of�team�members�themselves.�Being�on�the�team�becomes�rewarding�in�itself—and�those�positive�emotions�provide�energy�and�motivation�for�accomplishing�the�team’s�goals.”�(Goleman et al , p 182)

Explicit�team�norms�help�to�increase�the�emotional�intelligence�of�the�group�by�cultivating�trust,�a�sense�of�group�identity,�and�belief�in�group�efficacy�(Druskat & Wolf, 2001)

Referring�back�to�the�norms�can�help�“the�members�of�a�group�to�‘re-member,’�to�once�again�take�out�membership�in�what�the�group�values�and�stands�for;�to�‘remember,’�to�bring�the�group�back�into�one�cooperating�whole”�(Kegan & Lahey, 2001, p 194)

Inattention�to�establishing�specific�team�norms�is�one�of�the�major�reasons�teams�fail�(Blanchard, 2007)

Why Should We Create Norms?

Communicate With Students and Parents

Criterion 7: Communicating and collaborating

with parents and the school community

What it looks like…

7.1 Fosters partnerships with families/school/community

7.1 Works cooperatively with appropriate school personnel to

address issues that impact student learning.

7.2 Ensures consistent and timely communication with parents

regarding student expectations, progress, and/or concerns.


Online Resource

Communicate with

Students and Parents

Communicate with Students and Parents:

This section of the binder can be used to store work and ideas that you and your

team have dealing with communication with Students and Parents.

Notes:

Foster a Safe and Positive Learning

Environment

Criterion 5: Fostering and Managing a Safe,

Positive Learning Environment


5.1 Organizing the physical layout of the classroom.

5.2 Reviewing expectations

5.3 Demonstrating “withitness”, for example – occupying all

quandrants of the room or proactively addressing inflammatory

situations.

5.5 Acknowledging adherence to rules and procedures


Online Resource

Foster a Safe and Positive

Learning Environment

Foster a Safe and Positive Learning Environment:

This section of the binder can be used to store work and ideas that you and your

team have dealing with your learning environments.

Notes:

Unpack Standard(s) and Select Learning

Targets

1.1 Provides Clear Learning Goals and Scales

4.1 Attention to Establish Content Standards


Learning Targets Posted (1.1)

Connect Content to Standards (4.1)

Establish Content Vocabulary (4.1)


Online Resource Unpack Standard(s) and

Select Learning Targets

Unpack the Standards and Learning Targets

A step-by-step “how to” guide for unpacking (or unwrapping) the standards

and learning targets can be found in chapter four of Common Formative

Assessment: A Toolkit for Professional Learning Communities at Work by

Kim Bailey and Chris Jakicic. (Note that any standard can be unpacked using

this protocol (the form specifies that it should be a “power standard”). This

book is available in your school’s professional library.

The three following pages contain a sample agenda for unwrapping

standards and two templates.

Washington State K-12 Learning Standards and Guidelines can be found at

the following links: http://www.k12.wa.us/CurriculumInstruct/default.aspx

http://www.k12.wa.us/CurriculumInstruct/default.aspx

R E P R O D U C I B L E | 103

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

Sample Agenda for Unwrapping Standards

Facilitator NotesRefresh members of the team about today’s goal and the purpose and importance of unwrapping the standards.

Purpose—To get team clarity of the power standards through an examination of the skills and con-cepts, big ideas, and potential essential/guiding questions that they address

Why is this important?—The highest levels of learning occur when all teachers agree on the prioritized curriculum and when students are clear about what they’re trying to learn. By unwrapping the stan-dards, we can all make sure we’re focusing on the same learning targets that are contained within the standard. This will help us create aligned instruction and common assessments.

Materials and Equipment Needed • Copies of the power standards for the selected content area

• Unwrapping template/graphic organizer

• Reference materials (standards frameworks, taxonomies)

• Equipment and materials for the group process (document camera, overhead projector, chart paper)

Unwrapping Process • Make sure everyone has a copy of the selected standard from the power standards.

• Ask team members to circle the key verbs (skills) and nouns (concepts) contained within the standard.

• Using the graphic organizer/template, collectively reorganize the concepts (the “need to know” nouns) and the skills (the “able to do” verbs). It’s not absolutely necessary that each member of the team to use the same graphic organizer. (Facilitator note: You can do this using a document camera, an overhead projector, chart paper, or a whiteboard.)

• Identify the academic language that must be reinforced or established.

• Examine the list of identified skills, and discuss the level of thinking associated with each using the preferred taxonomy.

• Identify the big idea behind the standard.

• Identify essential questions that will lead to the big ideas and serve as a focus for instruction.

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

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


Unwrapping Template

Power Standard:

Skills and Concepts:1. Students will know . . . (the con-

cepts that support the standard)2. And be able to . . . (the skills

students are able to demonstrate after instruction)

3. Level of thinking (from one of the three frameworks listed below)

Vocabulary:

Bloom’s Taxonomy (Revised) Marzano’s Taxonomy Webb’s Depth of Knowledge

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Level 1: Retrieval

Level 2: Comprehension

Level 3: Analysis

Level 4: Knowledge utilization

Level 5: Metacognition

Level 6: Self-system thinking

Recall and reproduction (DOK 1)

Skills and concepts (DOK 2)

Strategic thinking/complex reasoning (DOK 3)

Extended thinking/reasoning (DOK 4)




Unwrapping Template for Backward Planning

Guiding Questions • What will we prioritize in our teaching during this time period or instructional unit? (Which standards or

objectives?)

• What do we want students to know and be able to do at the end of this time period or instructional unit? (What are the learning targets?)

• What evidence will we see if students successfully learn these skills and concepts? (What will the assessment items show?)

Learning Targets Level of Thinking (Bloom, Marzano, or Webb)

Type of Assessment Item (Written Response, Multiple Choice, and So On)

Concepts Students will know . . . (simple concepts)

Students will know . . . (complex concepts)

Skills And be able to . . .

Vocabulary that supports the standard

Bloom’s Taxonomy (Revised) Marzano’s Taxonomy Webb’s Depth of KnowledgeRemembering

Understanding

Applying

Analyzing

Evaluating

Creating

Level 1: Retrieval

Level 2: Comprehension

Level 3: Analysis

Level 4: Knowledge utilization

Level 5: Metacognition

Level 6: Self-system thinking

Recall and reproduction (DOK 1)

Skills and concepts (DOK 2)

Strategic thinking/complex reasoning (DOK 3)

Extended thinking/reasoning (DOK 4)


Establish Common Assessments and Scoring

Criteria

Criterion 4.1 Attention to Established Content

Standards


Develops appropriate formative/summative

assessments/rubrics or scoring guides (4.1)


Online Resource Establish Common

Assessments and Scoring

Criteria

Establish Common Assessments and Scoring Criteria

Previously, PLC teams or district curriculum leaders will have selected learning

targets. Each teacher should be clear on the knowledge and skills that will be

taught over a particular period of time (a “unit” for example). Often, a pacing

guide has been developed to remind teachers of how much time is suggested for

each area. The team now has established an “intended curriculum.” But how will

they ensure that the “intended curriculum” indeed becomes the “taught

curriculum” as each PLC member returns to the realities of their own classroom

environment?

Common Assessment is the key to ensuring that the team truly works together

and that the students are provided with a Guaranteed Viable Curriculum (GVC), a

curriculum that 1) Gives students access to the same essential learnings

regardless of who is teaching and 2) Can be taught in the time allotted.

In this section you will find tools for your team to identify the assessments you

use and learn about assessment techniques that you can implement, especially

formative practices for daily classroom use. Perhaps you will find that there are

assessments you can eliminate. Perhaps there are areas on the pyramid where

your team needs to strengthen your assessments. Your team should seek balance

between the different types of assessments. Make sure that you are clear on the

purpose for each assessment you give.

-Exit Slips -Quick Quizzes -Homework -Songs -Surveys

-Think-Pair-Share -Thumb votes -Written responses -Daily observations -Graphic Organizers

-Whiteboards -Note taking -Science labs -IXL, extra math -Waterford lab

-Morning activity -Reading Volunteers -Weekend writing -Journals -Dictation

-Student dialogue -Mini-lessons -Conferring w/students -Diagrams -AR Quizzes

-Fist to Five -Student Reflection -Fist to Five -Exit Slips -Pre-Tests

-Plickers (see PLC binder) - Resources from the Digital Library - 56 formative assessments (see PLC binder)

*STAR Math *STAR Reading *WaKIDS

DIBELS DRA

Math facts, Sight words, Writing samples, Running Records,

Other quizzes and check-ins designed by consortiums, publishers, teachers, school and

district staff with the purpose of measuring and tracking student progress in large

standard or skill areas

Unit Assessments

(curriculum embedded, PLC-Designed, District Designed, Pre/Post)

Consortium or Publisher Designed

Benchmark Assessments (SBA Interim)

District Designed

Benchmark Assessments

PLC Designed Benchmark Assessments

*SBA

*EOCs

Pre/Post Tests

AP exams

Final Exams

SAT/*PSAT

*State CBAs

Placement Tests

Annual Assessments

Benchmark or Interim Assessments

2-4 times a year Best when done together

(common assessment)

Unit Assessments following each agreed

upon unit of instruction (ex. every 6 weeks) Best when done together

(common assessment)

Screening/Monitoring Assessments

Frequency depends on program/grade level

Formative Practices Ongoing,

Daily, Weekly

NKSD Data Pyramid These are examples of some

important assessments in

NKSD. Actual assessments

vary depending on the grade

level and subject area.

Asterisks (*) represent

district state mandated items

Benchmark and Unit Assessments

measure student learning on

specific standards that have just

been taught ensuring that the

“intended” curriculum is the

“taught” curriculum.” These are

Summative Assessments.

Screening and Monitoring

Assessments show how

students are performing

across wide areas of

standards or skills and can

provide diagnostic

information.

Formative practices happen

in classrooms each day as

part of teaching. These are

Formative Assessments.

Annual Assessments

Benchmark or Interim Assessments

2-4 times a year Best when done together

Unit Assessments following each agreed

upon unit of instruction (ex. every 6 weeks) Best when done together

(common assessment)

Screening/Monitoring Assessments

Frequency depends on program/grade level

Formative Practices Ongoing,

Daily, Weekly

Our PLC’s Data Pyramid

Benchmark and Unit Assessments

measure student learning on

specific standards that have just

been taught ensuring that the

“intended” curriculum is the

“taught” curriculum.” These are

Summative Assessments.

Screening and Monitoring

Assessments show how

students are performing

across wide areas of

standards or skills and can

provide diagnostic

information.

Formative practices happen

in classrooms each day as

part of teaching. These are

Formative Assessments.

Which assessments do you use? How will data be analyzed and used to inform instruction?

Subject:_________________

Formative Assessment for All Subjects and Grade Levels

This idea is courtesy of Kelley Daniels at Wolfle Elementary.

Plickers are a paired paper and technology way to do quick formative assessment

with students. I printed my Plickers on card stock, and laminated them. I use my

phone to "read" and record student responses to questions I pose for instant

feedback. These are limited to true/false, or multiple choice, but do not require

student tech to implement them. I have used them for quick quizzes and exit

slips/tickets, class voting, etc. It is all free.

Here is the link for info and to print your own Plicker cards.

https://www.plickers.com/

Demo and info videos here:

http://youtu.be/mI-eBHhEqzs

http://youtu.be/DfUB05xiIGM

Plickers - YouTube

-- Created using PowToon -- Free sign up at

http://www.powtoon.com/ . Make your own animated

videos and animated presentations for free. PowToon is a

free to... Watch now...

https://www.plickers.com/

http://youtu.be/mI-eBHhEqzs


http://www.powtoon.com/



Assessment resources available in each school’s professional library

Embedded Formative Assessment Perfect Paperback – May 25, 2011

How to Create and Use Rubrics for

Formative Assessment and Grading

Paperback – January 11, 2013 (K-12)

Checking for Understanding: Formative

Assessment Techniques for Your

Classroom, 2nd edition (K-12)

Common Formative Assessment: A Toolkit

for Professional Learning Communities at

Work Perfect Paperback – October 11,

2011 (K-12)

Writing in Science in Action: Strategies,

Tools, and Classroom Video Spiral-bound –

August 8, 2011 (K-5)

Science Formative Assessment: 75 Practical

Strategies for Linking Assessment,

Instruction, and Learning Paperback –

March 20, 2008 (K-5)

Assessment resources available in each school’s professional library

Science Formative Assessment: 50 More

Strategies for Linking Assessment,

Instruction, and Learning Paperback,

Volume 2– October, 2014 (K-5)

What's Your Evidence?: Engaging K-5

Children in Constructing Explanations in

Science (Pearson Professional

Development) Paperback – February 24,

2012 (K-5)

Uncovering Student Ideas in Science,

Volumes 1-4, 25 Formative Assessment

Probes Paperback – October 31, 2005 (K-5)

Uncovering Student Ideas in Primary

Science, Volume 1: 25 New Formative

Assessment Probes for Grades K 2 -

PB335X1 (Uncovering Student Ideas in

Science) Paperback – July 19, 2013 (K-2)

Mathematics Formative Assessment: 75

Practical Strategies for Linking Assessment,

Instruction, and Learning Paperback –

September 15, 2011 (K-5)

Set Student Growth Goals

Student Growth 3.1: Establish Student Growth

Goal(s) for Subgroups

Student Growth 6.1: Establish Student Growth

Goal(s) for the Whole Classroom

Student Growth 8.1: Establish Team Student

Growth Goal(s)


Student Growth Goal Setting Template(s) for grade level,

classroom and subgroup (SG8.1)(SG 3.1/6.1)


Online Resource Set Student Growth Goals

Set Student Growth Goals

SMART goals (Specific, Measurable, Attainable, Relevant, Time-bound) have been

set by PLC teams for several years in NKSD. Student growth goals are also

required by our teacher evaluation process (TPEP). Many teachers and principals

are finding that the rubrics that tell us whether goals are proficient in TPEP are

similar to SMART goals. In other words, if you have set a TPEP student growth

goal, you have also set a SMART goal.

NKSD has developed forms that will walk you through the process of setting,

monitoring and evaluating your goals. Teachers who use the district process laid

out in this section and maintain close communication with their colleagues and

their evaluator have an excellent chance to receive at least a proficient rating on

the student growth components.

All classroom teachers are evaluated on student growth components. Below

shows which goals you need to set:

Teachers on Comprehensive Evaluation: 3.1, 3.2, 6.1, 6.2, 8.1

Teachers on Focused Evaluation:

If Criteria 3 is selected: SG 3.1, SG 3.2

If Criteria 6 is selected: SG 6.1, SG 6.2

If Criteria 8 is selected: SG 8.1

If Criteria 1,2,4,5, or 7 is selected: either SG 3.1, SG 3.2 or SG 6.1,

SG 6.2

Components SG 3.1 and SG 3.2 deal with a sub group of students. Components

SG 6.1 and SG 6.2 deal with a whole class of students. SG 8.1 is a goal set with colleagues.

Components 3.1, 6.1 and 8.1 deal with setting and monitoring goals. Components 3.2 and 6.2 deal with actual

student growth on the goals that were set.


Online Resource Set Student Growth Goals

In NKSD we believe that teachers should have a strong voice in deciding which

data is used for their student growth rating. Principals (evaluators) are important

in the process of selecting the data as well. Ideally, conversations between

teachers and principals will produce agreement and clarity about the data that is

used. Like other parts of the evaluation process, student growth data should be

gathered in an authentic way. The PLC process described in this binder will

naturally produce excellent data and evidence for TPEP.

* Note that fillable forms are available on the NKSD website.

The Marzano Teacher Evaluation Model by Washington State Criteria For Use in the 2014-15 School Year – Version 1.1

Student Growth Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs.

Student Growth 3.1: Establish Student Growth Goal(s)

Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4

Does not establish student growth goal(s) or establishes inappropriate goal(s) for subgroups of students not reaching full learning potential. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s).

Establishes appropriate student growth goal(s) for subgroups of students not reaching full learning potential. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s).

Establishes appropriate student growth goal(s) for subgroups of students not reaching full learning potential. Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s).

Establishes appropriate student growth goal(s) for subgroups of students not reaching full potential in collaboration with students, parents, and other school staff. Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s).

Critical Attributes

• Does not establish student learning goal(s) "• Does not specify

assessment(s) to monitor progress towards goal(s)

• Identification of subgroups is partially aligned to data that identifies students not reaching full learning potential (i.e. achievement/opportunity gaps, ELL, special education, highly capable)• Goals may be missing one

or more of the following qualities: specific, measurable and time-bound• Goals are not based on

prior available student learning• Goals partially aligned to

content standards• Grain size of goal may be

missing one or more of the following: appropriate for the context, instructional interval and content standard(s)• Goal is not connected to a

significant impact on student learning of content. Identified formative and summative assessments unable to monitor progress toward specified goals.

• Identification of subgroups uses data that identifies students not reaching full learning potential (i.e. achievement/opportunity gaps, ELL, special education, highly capable)• Goals are specific,

measurable and time-bound • Based on multiple sources

of available data that reveal prior student learning • Goals aligned to content

standards• Grain size of goal is

appropriate for the context, instructional interval and content standard(s)• Goal demonstrates a

significant impact on student learning of content (transferable skills) within the content area• Identifies formative and

summative measures aligned to learning targets to monitor progress towards goals

• Proficient Attributes and:"• Establishes multiple two-

way communication paths to collaborate with , families, students and/or other staff to establish goals specific to individual learning needs

• Students reflect on their

own learning and articulate their understanding of their goals and progress toward goals

� " " " " " http://www.tpep-wa.org"25(Updated 8/13/14)" " " Improving Student Learning Through Improved Teaching and Leadership

http://www.tpep-wa.org


"

Student Growth 3.2: Achievement of Student Growth Goal(s)


Growth or achievement data from at least two points in time shows no evidence of growth for most students.

Multiple sources of growth or achievement data from at least two points in time show some evidence of growth for some students.

Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students.

Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students.

Student Growth Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs.




Student Growth Criterion 6: Using multiple student data elements to modify instruction and improve student learning. Student Growth 6.1: Establish Student Growth Goal(s)


Does not establish student growth goal(s) or establishes inappropriate goal(s) for whole classroom. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s).

Establishes appropriate student growth goal(s) for whole classroom. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s).

Establishes appropriate student growth goal(s) for whole classroom. Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s).

Establishes appropriate student growth goal(s) for students in collaboration with students and parents. These whole classroom goals align to school goal(s). Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s).

Critical Attributes

• Does not establish student learning goals "• Does not specify

assessment(s) to monitor progress towards goal(s)

• Goals may be missing one or more of the following qualities: specific, measurable and time-bound• Goals are not based on

prior available student learning• Goals partially aligned to

content standards• Grain size of goal may be

missing one or more of the following: appropriate for the context, instructional interval and content standard(s)• Goal is not connected to a

significant impact on student learning of content. Identified formative and summative assessments unable to monitor progress toward specified goals.

• Goals are specific, measurable and time-bound • Based on multiple sources

of available data that reveal prior student learning • Goals aligned to content

standards• Grain size of goal is

appropriate for the context, instructional interval and content standard(s)• Goal demonstrates a

significant impact on student learning of content (transferable skills) within the content area• Identifies formative and

summative measures aligned to learning targets to monitor progress towards goals

• Proficient Attributes and:"• Effort to Communicates

(two-way)/Collaborates with other staff, families and/or students to establish goals specific to whole class learning needs "• Students articulate their

understanding of their goals and progress toward goals



Growth or achievement data from at least two points in time shows no evidence of growth for most students.

Multiple sources of growth or achievement data from at least two points in time show some evidence of growth for some students.

Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students.

Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students.




Student Growth Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning.

Student Growth 8.1: Establish Team Student Growth Goal(s)


Does not collaborate or reluctantly collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year.

Does not consistently collaborate with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year.

Consistently and actively collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year.

Leads other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year.

Critical Attributes

• Team does not establish goal(s) for student learning

• Team does not specify assessments to monitor progress towards goal(s) and/or goal is neither specific or time-bound

• Teacher does not communicate with team regarding team goals or plans

• Teacher rarely shares student data, student work or suggestions for strategies to achieve team goal(s)

• Teacher undermines team’s ability to make and implement team decisions and/or does not follow through with team decisions regarding instruction and assessment

• Team goal(s) or measures are established without consensus

• Team goal is missing one or more of the following qualities: specific, measurable, time-bound

• Team goal is missing one or more of the following qualities: appropriate for the context, instructional interval or content standard(s)

• Team goal is not connected to a significant impact on student learning of content

• Teacher’s communication with team is inconsistent regarding team goals and plans

• Teacher occasionally shares student work or suggestions for strategies to achieve team goal(s)

• Teacher rarely shares reflection on instruction to achieve team goal(s)

• Teacher demonstrate inconsistent follow-through with team decisions regarding instruction and assessment

• Team goal(s) and measures are decided collaboratively

• Team goal(s) are specific, measurable and time-bound

• Team goal(s) are appropriate for context, instructional interval and content standard(s)

• Team goal(s) demonstrate significant impact on student learning of content (transferable skills)

• Teacher communicates responsibly with team regarding team goals and plans for measuring and monitoring

• Teacher consistently and actively contributes multiple sources of data to collectively determine evidence of student learning

• Teacher engages in data-based reflection with team and adjusts practice accordingly

• Teacher implements team decisions regarding instruction and assessment

• Team goal(s) and measures are decided collaboratively

• Team goal(s) are specific, measurable and time-bound

• Team goal(s) are appropriate for context, instructional interval and content standard(s)

• Goal(s) demonstrate significant impact on student learning of content (transferable skills)

• Teacher helps develop other team members’ capacity to be effective

• Teacher regularly makes his/her practice public by sharing models and facilitating data processes

• Teacher promotes reflective analysis among team

• Teacher shares a wide range of resources to build and sustain support for team goals



Plan and Implement Instructional

Strategies

Criterion 2.1 Interacting with New Knowledge

Criterion 2.3 Organizes Students for Cognitively Complex

Tasks

Criterion 2.7 Using and Applying Academic Vocabulary

Criterion 3.1 Effective Scaffolding of Information within a

Lesson

Criterion 6.1 Designing Instruction Aligned to Assessment

Criterion 8.1 Seeking Mentorship for Areas of Need or

Interest


Activating student prior knowledge (2.1)

Organizing content into “digestible bites” (2.1.4)

Students represent knowledge in multiple ways (2.1.7)

Organizes students into groups to complete tasks that require

application and transfer of new knowledge (2.3)


Online Resource Plan and Implement

Instructional Strategies

Plan and Implement Instructional Strategies

An overlooked but important part of the PLC process is learning together and

sharing instructional strategies. The book Coaching Classroom Instruction is a

great resource for teachers who want to mentor or coach, or for a group of

teachers who wants to work together to improve the techniques they use in the

classroom. It is available in your school’s professional library. The self-audit from

Coaching Classroom Instruction included in this section is a great place to start.

Many teachers have shared that observing in a colleague’s classroom is a

professional development experience. NKSD has developed protocols to ensure

that peer observation occurs in a safe, non-evaluative manner. Talk to your

principal if you are interested in getting release time to do peer observations. If

physically visiting classrooms is difficult, consider viewing clips of classroom

instruction and using the template in this section for discussions with your team.

A high functioning PLC team will realize through conversations and analysis of

data when one member is getting great results through use of a particular

strategy. The team will then learn from the expert and employ some of the

techniques in their own classrooms. Each member has something to offer, and

there are always new strategies to learn and master.

Resources:

The Teaching Channel: A good place to find clips of classroom instruction to

observe as a team. https://www.teachingchannel.org/videos

Coaching Classroom Instruction and BART Becoming a Reflective Teacher:

Available in your professional library.

https://www.teachingchannel.org/videos

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

Visit marzanoresearch.com/classroomstrategies to download this page.

Self-Audit Ratings on the Personal Profile

Lesson Segments Involving Routine Events

Design Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

1. What do I typically do to provide clear learning goals and scales (rubrics)?

2. What do I typically do to track student progress?

3. What do I typically do to celebrate success?

Design Question: What will I do to establish and maintain classroom rules and procedures?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

4. What do I typically do to establish and maintain classroom rules and procedures?

5. What do I typically do to orga-nize the physical layout of the classroom?

Lesson Segments Addressing Content

Design Question: What will I do to help students effectively interact with new knowledge?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

6. What do I typically do to identify critical information?

7. What do I typically do to organize students to interact with new knowledge?

8. What do I typically do to preview new content?

Page 1 of 4

Coaching Classroom Instruction © 2013 Marzano Research • marzanoresearch.com

http://marzanoresearch.com/classroomstrategies



Design Question: What will I do to help students effectively interact with new knowledge?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

9. What do I typically do to chunk content into digestible bites?

10. What do I typically do to help stu-dents process new information?

11. What do I typically do to help students elaborate on new information?

12. What do I typically do to help students record and represent knowledge?

13. What do I typically do to help stu-dents reflect on their learning?

Design Question: What will I do to help students practice and deepen their understanding of new knowledge?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

14. What do I typically do to review content?

15. What do I typically do to organize students to practice and deepen knowledge?

16. What do I typically do to use homework?

17. What do I typically do to help students examine similarities and differences?

18. What do I typically do to help stu-dents examine errors in reasoning?

19. What do I typically do to help students practice skills, strategies, and processes?

20. What do I typically do to help stu-dents revise knowledge?

Page 2 of 4





Design Question: What will I do to help students generate and test hypotheses about new knowledge?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

21. What do I typically do to organize students for cognitively complex tasks?

22. What do I typically do to engage students in cognitively complex tasks involving hypothesis genera-tion and testing?

23. What do I typically do to provide resources and guidance?

Lesson Segments Enacted on the Spot

Design Question: What will I do to engage students?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

24. What do I typically do to notice when students are not engaged?

25. What do I typically do to use aca-demic games?

26. What do I typically do to manage response rates?

27. What do I typically do to use physi-cal movement?

28. What do I typically do to maintain a lively pace?

29. What do I typically do to demon-strate intensity and enthusiasm?

30. What do I typically do to use friendly controversy?

31. What do I typically do to provide opportunities for students to talk about themselves?

32. What do I typically do to present unusual or intriguing information?

Page 3 of 4





Design Question: What will I do to recognize and acknowledge adherence or lack of adherence to rules and procedures?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

33. What do I typically do to demon-strate withitness?

34. What do I typically do to apply consequences for lack of adherence to rules and procedures?

35. What do I typically do to acknowl-edge adherence to rules and procedures?

Design Question: What will I do to establish and maintain effective relationships with students?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

36. What do I typically do to under-stand students’ interests and backgrounds?

37. What do I typically do to use verbal and nonverbal behaviors that indi-cate affection for students?

38. What do I typically do to display objectivity and control?

Design Question: What will I do to communicate high expectations for all students?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

39. What do I typically do to demon-strate value and respect for low-expectancy students?

40. What do I typically do to ask ques-tions of low-expectancy students?

41. What do I typically do to probe incorrect answers with low-expec-tancy students?

Page 4 of 4



Classroom or Video Observation Template for PLCs

Classroom_________________________________ Observer____________________________

What type of lesson segment did you observe?

involving routines addressing content enacted on the spot

Which strategies did you observe? (refer to “bubble page” Observable Classroom Strategies and Behaviors Form)

_____________________________________________________________________________

_____________________________________________________________________________

How was it going?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Which strategy do you want to learn more about? (learn more about strategies in Coaching Classroom

Instruction or Becoming a Reflective Teacher – both available in your professional library)

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What will you try in your classroom?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Domain 1: Observable Classroom Strategies and Behaviors Form

Employee Name_________________________________________ Date___________

Evaluator Name_________________________________________

Lesson Segments Involving Routines

Lesson Segments Addressing Content

Lesson Segments Enacted on the Spot

#1 Centering instruction on high expectations for

student achievement

1.1 Provides clear learning goals and scales (Rubrics)

1.2 Celebrating success

#5 Fostering and managing a safe, positive learning

environment

5.1 Organizes a safe physical layout of the classroom

5.2 Reviews expectations to rules and procedures

#6 Using multiple student data elements to modify

instruction and improve student learning

6.3 Tracking student progress

#2 Demonstrating effective teaching practices

2.1 Interacting with new knowledge

2.1.1 Identifies critical information

2.1.2 Organizes students in small groups to

facilitate the processing of new knowledge

2.1.3 Helps students to link prior knowledge to

new content

2.1.4 Chunks content into “digestible bites”

2.1.5 Breaks up presentation of content and

engages students in processing new information

2.1.6 Through questions or activities, students

elaborate on new information

2.1.7 Students record and represent knowledge

in linguistic and /or nonlinguistic ways

2.1.8 Students reflect on their learning and the

learning process

2.2 Organizing students to practice and deepen

knowledge

2.2.1 Reviews content, highlights critical

information

2.2.2 Organizes students in groups to practice

and deepen knowledge

2.2.3 Uses homework when appropriate (not

routinely)

2.2.4 Students examine similarities and

differences

2.2.5 Students examine errors in their own

reasoning or the logic of information presented

2.2.6 Students practice skills, strategies, and/or

processes

2.2.7 Students revise previous knowledge

2.3 Organizes students for cognitively complex

tasks

2.7 Using and applying academic vocabulary

#1 Centering instruction on high expectations for

student achievement

1.3 Understanding students’ interests and

backgrounds

1.4 Demonstrates value and respect for typically

underserved students

#2 Demonstrating effective teaching practices

2.4 Asking questions of typically underserved

students

2.5 Probing incorrect answers with typically

underserved students

2.6 Engages students

2.6.1 Notices when students are not engaged

2.6.2 Uses academic games

2.6.3 Manages response rates

2.6.4 Uses physical movement

2.6.5 Maintains a lively pace

2.6.6 Demonstrates intensity and enthusiasm

2.6.7 Uses friendly controversy

2.6.8 Provides opportunities for students to talk

about themselves

2.6.9 Presents unusual or intriguing

information

#5 Fostering and managing a safe, positive learning

environment

5.3 Demonstrating “Withitness”

5.4 Applying consequences for lack of adherence

to rules and procedures

5.5 Acknowledging adherence to rules and

procedures

5.6 Displaying objectivity and control

Notes:

Revised 11/29/12

The Marzano Teacher Evaluation Model At a Glance For Use in the 2014-15 School Year – Version 1.1

1 http://www.tpep-wa.org (Updated 8/13/14) Improving Student Learning Through Improved Teaching and Leadership

Criterion 1 Criterion 2

Centering instruction on high expectations for student achievement.

Demonstrating effective teaching practices.

Component 1.1: Providing Clear Learning Goals and Scales (Rubrics) Component 1.2: Celebrating Success Component 1.3: Understanding Students’ Interests and Backgrounds Component 1.4: Demonstrating Value and Respect for Typically Underserved Students

Component 2.1: Interacting with New Knowledge Component 2.2: Organizing Students to Practice and Deepen Knowledge Component 2.3: Organizing Students for Cognitively Complex Tasks Component 2.4: Asking Questions of Typically Underserved Students

Component 2.5: Probing Incorrect Answers with Typically Underserved Students Component 2.6: Noticing when Students are Not Engaged Component 2.7: Using and Applying Academic Vocabulary Component 2.8: Evaluating Effectiveness of Individual Lessons and Units

Criterion 3 Criterion 4 Criterion 5

Recognizing individual student learning needs and developing strategies to address those needs.

Providing clear and intentional focus on subject matter content and curriculum.

Fostering and managing a safe, positive learning environment.

Component 3.1: Effective Scaffolding of Information Within Lessons Component 3.2: Planning and Preparing for the Needs of All Students

Component 4.1: Attention to Established Content Standards Component 4.2: Use of Available Resources and Technology

Component 5.1: Organizing the Physical Layout of the Classroom Component 5.2: Reviewing Expectations to Rules and Procedures Component 5.3: Demonstrating “Withitness” Component 5.4: Applying Consequences for Lack of Adherence to Rules and Procedures Component 5.5: Acknowledging Adherence to Rules and Procedures Component 5.6: Displaying Objectivity and Control

Student Growth 3.1: Establish Student Growth Goal(s) Student Growth 3.2: Achievement of Student Growth Goal(s)

– OVER –

The Marzano Teacher Evaluation Model At a Glance For Use in the 2014-15 School Year – Version 1.1

2 http://www.tpep-wa.org (Updated 8/13/14) Improving Student Learning Through Improved Teaching and Leadership

Criterion 6 Criterion 7 Criterion 8

Using multiple student data elements to modify instruction and improve student learning.

Communicating and collaborating with parents and the school community.

Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning.

Component 6.1: Designing Instruction Aligned to Assessment

Component 6.2: Using Multiple Data Elements

Component 6.3: Tracking Student Progress

Component 7.1: Promoting Positive Interactions about Students and Parents – Courses, Programs and School Events Component 7.2: Promoting Positive Interactions about Students and Parents – Timeliness and Professionalism

Component 8.1: Seeking Mentorship for Areas of Need or Interest Component 8.2: Promoting Positive Interactions with Colleagues Component 8.3: Participating in District and School Initiatives Component 8.4: Monitoring Progress Relative to the Professional Growth and Development Plan

Student Growth 6.1: Establish Student Growth Goal(s)


Student Growth 8.1: Establish Team Student Growth Goal(s)

Score Assessments and Analyze Data

Criterion 6.2 Using Multiple data

Elements

Criterion 6.3 Tracking Student Progress


Analyzes data from formal and informal assessments (6.2)

Determines whether re-teaching, practice, or moving forward

with instruction is appropriate at both the group and individual

level (6.2)

Helps students track individual progress on the learning goal

(6.3)

Charts progress of the entire class on the learning goal (6.3)


Online Resource Score Assessments and

Analyze Data

Score Assessments and Analyze Data

As mentioned in the Common Assessment section, having criteria for scoring your

common assessments established is very important for your team. Even with

guidelines for scoring, it may be helpful at times to grade or examine student

work together. This does not necessarily mean going through each piece of work.

It may mean choosing a few examples to score together or going through a

protocol during one of your PLC meetings. With Common Core’s emphasis on

critical thinking and explaining, the process of looking closely at the products of

learning is more important than ever.

Once the assessments have been scored, your team will look at the data to inform

instruction. If the assessment is formative, you’ll make plans for actions you’ll

take during the next days and weeks. If the assessment was summative, the data

might help you adjust your pacing or the activities and methods you will choose

to use the next time you teach the unit.

In this section we provide you with a few tools for looking at student work and

data. You will find many more tools on the internet and in your professional

libraries. Solution Tree and Marzano Research Labs both have free resources on

their website, all you need to do is create an account. Many of their resources will

help your team look at data and make decisions.

https://www.solution-tree.com/free-repros

http://www.marzanoresearch.com/free-resources

https://www.solution-tree.com/free-repros

http://www.marzanoresearch.com/free-resources

R E P R O D U C I B L E116 |

Simplifying Response to Intervention © 2012 Solution Tree Press • solution-tree.com Visit go.solution-tree.com/rti to download this page.

Common Assessment Team Protocol

This protocol is designed to help a teacher team quickly and efficiently dis-cuss a common assessment. If each teacher reviews his or her own assess-ment data prior to the team meeting, then the team should be able to col-lectively complete this activity within a typical team meeting of forty-five to sixty minutes.

1. Which specific students did not demonstrate mastery on which specific standards? (Respond by the student, by the standard)

2. Which instructional practices proved to be most effective?

3. What patterns can we identify from the student mistakes?

4. How can we improve this assessment?

5. What interventions are needed to provide failed students addi-tional time and support?

6. How will we extend learning for students who have mastered the standard(s)?

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



Protocol for Data Team MeetingEach teacher brings his or her own data to the meeting. The data should be available by learning target and by student.

Step One: How many students were below proficiency, at proficiency, and above proficiency? Use this information to decide how to regroup students for a response.

Step Two: Did any teacher have significantly better results than the other teachers? If so, consider using the instructional strategy this teacher used in the planned intervention.

Step Three: Look at the students who didn’t meet proficiency. If possible, create a hypothesis about why they may not have reached expectations. Is there a deficit in prerequisite skills? Are students con-crete thinkers trying to learn an abstract concept? Do students need additional vocabulary instruction?

Step Four: Using the hypotheses about students, plan how to reteach the learning target. Decide how to group students so that those who were proficient get enrichment and those who weren’t get extra time and support.

Step Five: If you don’t have any new strategies to use to reteach the learning target, examine best-practice literature to learn new instructional strategies.

Step Six: Determine which teachers will provide intervention to which students using which strategy.

Step Seven: Plan how you will reassess students at the end of the intervention.


Visit the website “Looking at Student Work” for various protocols including the following one to use as

you look at student work together with your colleagues.

http://www.lasw.org/methods.html

http://www.lasw.org/methods.html

ProtocolsaremostpowerfulandeffectivewhenusedwithinanongoingprofessionallearningcommunitysuchasaCriticalFriendsGroup®andfacilitatedbyaskilledcoach.Tolearnmoreaboutprofessionallearningcommunitiesandseminarsforneworexperiencedcoaches,pleasevisittheNationalSchoolReformFacultywebsiteatwww.nsrfharmony.org.

NationalSchoolReformFaculty

HarmonyEducation

Centerwww.nsrfharmony.org

AcombinationofDescribingChildren’sWorkandtheATLASProcessforLearningfromStudentWork,developedinthefieldbyeducatorsaffiliatedwithNSRF.

Thisprocessisgroundedindescription,notjudgmentorevaluation.Themajorassumptionisthatallworkbearstheimprintandsignatureoftheauthorandsooffersimportantaccesstothemaker’sinterest,waysofcreatingorder,andpointofview.Thepurposeistounderstandthisstudent’s(orthesestudents’)way(s)ofknowing.

Theprocessisformal.Duringthedescriptiveportionoftheprotocol,theteamspeaksingo-arounds.Youarefreetopass.Everyonelistenscarefully.Thereisnocrossdialogue.Commentsarekeptshort(ifyoukeephearingyourselfsay“and,”you’vesaidtoomuch).Useactionwords,descriptivewordsandphrases.Thechairsetsthefocusforeachround,listens,andtakesnotesforcommonground.

GettingStarted(10minutes)• Thefacilitatorremindsthegroupofthenormsofcollaborativelylookingatstudentworkand,withthe

group,establishestimelimitsforeachpartoftheprocess.Atthistimethetoneissetfordescriptionthroughabriefactivityorexerciseiftheparticipantsareunfamiliarwithdescriptivereview.

• Thepresenterprovidingthestudentworkgivesaverybriefstatementoftheassignment.Thepresentershouldalsodescribeonlywhatthestudentwasaskedtodoandavoidexplainingwhatheorshehopedorexpectedtosee.

• Thepresenterprovidingtheworkshouldnotgiveanybackgroundinformationaboutthestudentorthestudent’swork.Inparticular,thepresentershouldavoidanystatementsaboutwhetherthisisastrongorweakstudentorwhetherthisisaparticularlygoodorpoorpieceofworkfromthisstudent.

• Thepresentermay,atthistime,informthegroupofthequestionordilemmas/hewouldliketheteamtoconsider.

ExaminingtheStudentWork(10minutes)• Thepresentermaychoosetoreadsomeoftheworkaloudorhavesomeoneelsedoso.Therewillbesome

timeforsilentexaminationoftheworkafterthereading,ortheentireexaminationtimemaybesilent.• Theamountoftimeneededtoexaminetheworkdependsontheamountofstudentwork,complexity,

andnumberofteammembers.

Descriptive/InterpretiveRoundsBegin(30-90minutes)• Eachround(orroundsifthesamefocusisusedforseveralrounds)issummarizedbythefacilitatorand

thefocusforthenextroundset.• Facilitatormayvarythebeginningpersonforrounds,andchangeorderfromclockwisetocounter-clockwise.• Facilitatormaychoosetoinsertaclarifyingquestionround,whereteammemberscanaskthepresenter

clarifyingquestions—notprobingquestions.• Apauseforthepresentertoreflectonwhats/heislearning,eithersilentlyoraloudtotheteam,canbe

interjectedintotherounds.• Thereisnoabsoluteorder,norfocusforrounds,exceptforliteraldescriptionrounds,whichmust

alwaysbedone:“Whatdoyousee?Sixcolorsused:onecloud,twopeople,onewithredpants…”

TheArtShackProtocol

ProtocolsaremostpowerfulandeffectivewhenusedwithinanongoingprofessionallearningcommunitysuchasaCriticalFriendsGroup®andfacilitatedbyaskilledcoach.Tolearnmoreaboutprofessionallearningcommunitiesandseminarsforneworexperiencedcoaches,pleasevisittheNationalSchoolReformFacultywebsiteatwww.nsrfharmony.org.

Rounds• LiteralDescriptionRounds• Physicaldescription…whatdoyousee?• WhatStudentisWorkingonRounds• Elementsthatseemapparent(style,rhythm,tone,form...)• Tasksstudentistryingtoaccomplish• Howthestudentisvisibleinthework• Whatdoesthestudentappeartovalue?Offerevidence.• Whatdoess/heknowhowtodore:skills?• Whatdoesthestudentseemonthevergeofunderstanding?• “Iwonder”• TeachingFocusRounds• Whatdoestheteacherappeartovalue,withevidence?• Whatteacherexpectationsseempresentinthework?

HearingfromthePresenter(5-10minutes)Atthispoint,thepresentercomesintothediscussionbyofferinganyadditionalbackground,clarifyinginformation,reflections,etc.thats/hewantstheteamtoknowabouttheworkbeforecontinuing.

ImplicationsforClassroomPractice(10-20minutes)Basedonthegroup’sobservationsandinterpretations,discussanyimplicationsthisworkmighthaveforteachingandassessmentintheclassroom.Inparticular,considerthefollowingquestions:• Whatstepscouldtheteachertakenextwiththisstudent?• Whatteachingstrategieswouldbemosteffective?• Whatotherinformationwouldyouliketoseeinthestudentwork?Whatkindsofassignmentsor

assessmentscouldprovidethisinformation?• Whatdoesthisconversationmakeyouthinkaboutintermsofyourownpractice?Aboutteachingand

learningingeneral?

ReflectingontheProcess(10minutes)Asagroup,sharewhatyoulearnedaboutthestudent,aboutyourcolleagues,aboutyourself.Usethesequestionsasaguide:

LookingforevidenceofStudentThinking• Whatdidyouseeinthisstudent’sworkthatwasinterestingorsurprising?• Whatdidyoulearnabouthowthisstudentthinksandlearns?• Whatabouttheprocesshelpedyouseeandlearnthesethings?

ListeningtoColleagues’Thinking• Whatdidyoulearnfromlisteningtoyourcolleaguesthatwasinterestingorsurprising?• Whatnewperspectivesdidyourcolleaguesprovide?• Howcanyoumakeuseofyourcolleagues’perspectives?

ReflectingonOne’sOwnThinking• Whatquestionsaboutteachingandassessmentwereraisedbylookingatthisstudent’swork?• Howcanyoupursuethesequestionsfurther?• Aretherethingsyouwouldliketotryinyourclassroomasaresultoflookingatthisstudent’swork?

Ifthegrouphasdesignatedsomeonetoobservetheconversation,thispersonshouldreporthisorherobservations.

Adjust Instructional Strategies to Meet

Individual Student Needs

Criterion 2.1.2 Teacher establishes routines for

student groups

Criterion 3.2 Planning and Preparing for the Needs

of All Students

Criterion 6.1 Designing Instruction Aligned to

Assessment

Criterion 6.2 Using Multiple Data Elements


Identifies specific areas of strength and weakness (2.8)

Uses data for flexible grouping (3.2)

Implements a variety of classroom interventions (3.2)

Modifies instruction based on assessment results (6.1)


Online Resource Adjust Instructional

Strategies to Meet


Adjust Instructional Strategies to Meet


In our work on the PLC Steering Committee we were confronted over and over

with words and acronyms that are problematic because they mean different

things to different people. RTI is a great example. To some people RTI is an extra

class or intervention period. To others it is a framework used to determine

whether students are eligible for special education service. To create clarity, we

have established a working definition for our district:

RTI: A multi-tiered approach to academic and behavior intervention that provides

timely, systematic and appropriate assistance to students who are identified

based on established criteria. Synonym: MTSS (Multi-Tiered Systems of Support)

The PLC process rightly focuses intently on Tier 1 of the RTI Pyramid. 75% to 80%

of our students should attain proficiency through excellent classroom instruction

Tier 1 includes many aspects that are

sometimes called “intervention.” See

the Marzano Framework, especially

Criteria 2 for examples. If 75-80% of

students are successful in Tier 1, our

Tier 2 and Tier 3 programs are much

more effective.


Online Resource Adjust Instructional

Strategies to Meet


including differentiation, grouping, reteaching, scaffolding etc…. For students who

need a boost, Tier 2 is employed. For intensive individual interventions, Tier 3

comes in. Some parameters for RTI systems are defined at the district level, and

some things are decided at the school.

This section is included in the PLC process for NKSD to encourage teachers to be

aware of systems for of intervention at your school. Make sure that the

intervention staff are aware when you have a student who you are concerned

about. Be ready to share data and work samples when working with teams to

make determinations of services.

Notes:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Use Student Growth Data to Evaluate

Effectiveness

Criterion 1.1 Celebrating Success

Criterion 2.8 Evaluating Effectiveness of

Individual Lessons and Units


Uses a variety of ways to celebrate success (show of hands,

certification of success, parent notification, round of applause)

(1.2)

Provides written analysis of specific causes of success or

difficulty (2.8)


Online Resource

Use Student Growth Data

to Evaluate Effectiveness

The 3rd Big Idea of a Professional Learning Community, according to DuFour is a Focus on Results. This occurs after teams develop and use common assessments and common rubrics with multiple data elements and gather data by learning target for each student Celebration is a particularly powerful tool for communicating what is valued and for building community. Celebrations also provide an opportunity to use one of the oldest ways in the world to convey the values and ideals of a community: telling stories. Good stories move us, they teach us, and they cause us to remember. They bring data and evidence to life and persuade people to act in new ways. Studies show that the best motivator is a celebration of progress. Set clear goals, sustain the commitment to the pursuit of those goals, proactively create both the reality and the perception of progress, and celebrate even incremental progress. Four Keys for Incorporating Celebration into the Culture of Your School or District: 1. Explicitly state the purpose of celebration. 2. Make celebration everyone's responsibility. 3. Establish a clear link between the recognition and the behavior or commitment you are attempting to encourage and reinforce. 4. Create opportunities for many winners. Take time to celebrate the little and big successes, the risk-taking, the recovery from bumps and bruises. Celebrate the notion of learning how to learn. Celebrations communicate what is valued and build community. Express appreciation and admiration to create a culture that sustains effort.


Online Resource Plan and Implement

Instructional Strategies

Celebrate Good Times – C’mon!

Reason to Celebrate Data What we did to

celebrate

THE NKSD PLC Binder and Online Resource

Glossary

PLC Glossary Building Shared Knowledge - Learning together. Members of professional learning communities always attempt to answer critical questions by first learning together. They engage in collective inquiry to build shared knowledge. This collective study of the same information increases the likelihood that members will arrive at the same conclusion. Members of a PLC, by definition, will learn together. Common Assessment - An assessment of student learning that uses the same instrument or a common process utilizing the same criteria for determining the quality of student work. State and district benchmark assessments are “common” assessments. Common assessments are also created by a team of teachers with collective responsibility for the learning of a group of students who are expected to acquire the same knowledge and skills. Team-developed common assessments provide members with the basis of comparison that turns data into information and help individuals identify strengths and weaknesses in their instructional strategies. They also help identify problem areas in the curriculum that require attention. Common Formative Assessment – Designed by PLC teams responsible for the same grade level or content area. Common Formative Assessments are the same from class to class and are given frequently throughout the year. Data is used to identify 1) students who need intervention and 2) the most effective teaching strategies for a given topic. Consensus - Consensus is achieved when (1) all points of view have not only been heard but also solicited, and (2) the will of the group is evident even to those who most oppose it. Curriculum – The things that get taught. Not the same as materials or standards. Defined Autonomy – A concept that encourages autonomy and creativity within well-defined parameters. Synonym: loose/tight Differentiation – Teaching strategies occurring in all settings to provide all students access to the essential learning.

THE NKSD PLC Binder and Online Resource

Glossary

Essential Learnings – The agreed upon knowledge, skills and dispositions that are most essential in preparing students for success at the next level. Synonyms: power standards, essential outcomes Formative Assessment – Assessment that provides data for teachers to use while an instructional period (lesson or unit) is underway, prior to summative assessment. A Formative Assessment is an assessment for learning. Guaranteed and Viable Curriculum (GVC) – A curriculum that 1) Gives students access to the same essential learnings regardless of who is teaching and 2) Can be taught in the time allotted. Intervention – Instruction taking place outside and in addition to of core instruction, aimed at students who did not attain the learning target through core instruction. Intervention consists of additional time and support. Learning Target – Clear statement of what students will be able to know or do after a period of instruction (lesson or unit). Materials – The things used as tools to teach specific skills or knowledge. District adopted materials should be used as one of the primary tools. SMART Goal – Specific, Measureable, Attainable, Results Oriented, Timebound. Goals written proficiently for TPEP (called Student Growth Goals) are “SMART” Summative Assessment – Assessment given at the end of an instructional period. Provides data for analysis of proficiency, growth, and systems evaluation. Team - A group of people working interdependently to achieve a common goal for which members are held mutually accountable. Collaborative teams are the fundamental building blocks of PLCs. Unpack - The process of closely reading and deeply grasping a specific standard. Many protocols can be used for this exercise. Unpacking can lead to recognition of pre-requisite skills. Synonym: unwrap

NKSD staff who collaborated to create the PLC

Binder and Online Resource:

2011: Guiding Coalition

2015: PLC Steering Committee

(revision)

Allyson Carter

Chris Fraser

Tim Garrison

Cheri Gerstenberger

Josh Haza

Nick Heckard

Cara Syverson

Jessica Tweten

Mike Hickam

Melinda Hughes

Su-A Kim-Campo

Gwen Lyon

Joe Power

Tamera Rabura

Kelly Rosenbach

Nicky Seaberg

Gail Teneyck

create and revisit norms and plc procedures assessments

Documents