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Liberal High School

Professional Learning Community

Manual: Operationalizing the Big Picture

General Information/Resources

Professional Learning Community Teams PLC Team Meeting Days/Rooms PLC Systematic Process PLC Negotiables/Non-Negotiables PLC Notes Form PLC Meetings/Product Deadlines PLC Team Etiquette Guiding Questions Member Information Form

2 3 4 5 6 7 8 9

Curriculum

SMART Goals SMART Goal Fill-in-the-Blank Guaranteed and Viable Curriculum Pyramid Guaranteed and Viable Curriculum Action Plan Course Essential Outcomes/Power Standards Pacing Guide Course Essential Outcomes/Power Standards Planner Assessment Planning Essential Outcome Student Progress Monitor Essential Outcome End of Unit Progress Monitor Unit Plan Rubric

10 11 12 13 14 15-24 25-26 27-28 29 30

Data Analysis

Teacher Reflection Intervention Grouping Essential Outcome Class Progress Monitor PLC Data Analysis Template

31-32 33 34 35-39

Educational Research

References

40

Appendix A—Comments/Feedback Appendix B—The “Steptical” Process Appendix C—LHS Initiatives Appendix D—Support Document Guide for Critical Issues for Team

Consideration & SMATT Goal

41 42 43 44-46

Liberal High School Professional Learning Community Manual

Table of Contents Operationalizing the Big Picture

LIBERAL HIGH SCHOOL

PROFESSIONAL LEARNING COMMUNITIES

2012-2013

1st Hour (14)

Sarah Byrne Larry Moore Ted Diepenbrock Jamie Jamison

Mariah Cline Cole Ely Tasha Miller Drew Gruver Gary Downs Caleb Cline Brad Evans Gary Marsh Kammy Downs LaNita Hobza

Kody Thexton (PE PLC)

2nd Hour (3)

Lindsey Diepenbrock Michael Scott Mike Pewthers

3rd Hour (16)

Heather Harrison Margaret Porter Stephanie Leeper Lisa Duerson Lori Navarro Carina Diaz deLeon Abraham Rosales

Thais Baziquetto-Allen Melisa Westerman Debbie Green

Heather Watt Aleyamma George Steven Brinkman Brandon Traugh

5th Hour (9)

Will Slasor Bonnie Young David Engelhardt

Michelle Bremenkamp Lalu George Alex Groves Russ McFall

Tiffany Bulk (PE PLC) Duke Atterberry (PE PLC)

6th Hour (7)

Rory Arnold Brandon Hyde

Jodi Malick Lisa Owens Drake Foster

Lance Burnett Tony Claus Gloria Goodwin

Bill Baird (PE PLC)

7th Hour (13)

Luz Riggs Laura Thomas

Shelley Tiedeman Karen Wilkerson Charito Flores David Hoffman

Eric Olmstead Wes Fox

Kami Traugh Rob Wilson Georgia Gray

Rob Green (PE PLC)

8th Hour (7)

Eli Svaty Jenifer Jones Bret Irby Heather Hardwick Michelle Wells Gary Dowell Kathy Croy Sherry Fick

Chase Olsen (PE PLC)

LEADERSHIP PLC TEAMS

Keith Adams Rafe Begley Shiloh Vincent Brandi Price Yvonne Rito Ashley Kappelmann

Yvonne Rito Rosa Arellano Jan DuBois Mariah Cline

Ashley Kappelmann Ginny Duncan Tech Coach

Professional Learning Community Meeting Days/Room

PLAN PERIOD PLC LEADER DAY/ROOM 1st Hour

2nd Hour

3rd Hour

5th Hour

6th Hour

7th Hour

8th Hour

PLC Systematic Process

Create team norms

Assess current reality

Set long-term SMART goals

Determine guaranteed and viable curriculum

Committed to Learn Together/

Work Interdependently

Set Short-Term SMART

Goal(s)

Collaboratively Plan

Teach the Guaranteed and Viable Curriculum

Administer Common

Assessment

Analyze Data

Plan/Provide Interventions

PLC

NON-NEGOTIABLES/NEGOTIABLES

NON-NEGOTIABLE NEGOTIABLE

Purpose The purpose of PLC’s is to ensure that all students are learning at high levels.

Demonstration of the Big Ideas 1. Accept learning as the fundamental

purpose of our school and be willing to examine all practices in light of their impact on learning

2. Cultivate a collaborative culture. 3. Assess effectiveness on the basis of

results.

Scheduling /Collaboration Time

Each teacher’s plan period will be scheduled to coordinate with teachers in his/her PLC. No exceptions.

One hour of plan time each school week, regardless of the length, will be used for collaboration and planning with PLC's.

Scheduling/ Collaboration Time

The day and room for collaboration and planning may be determined by the team.

Norms

Each PLC must create a set of norms. Norms should be reviewed each

meeting.

Norms

The method for creating the set of norms and the method of review may be determined by each PLC.

SMART Goals

Each team must set SMART goals both on a long term and short term basis, that pertain to that team’s commonality, and that are the focus of the PLC.

SMART Goals

The SMART goals created are determined by each PLC.

Data/Evidence

Each PLC must analyze data and provide evidence as a basis for decisions.

Data/Evidence

The method for data analysis may be determined by each PLC.

Team Products

Products of PLC collaboration will be given a due date and are expected to be turned in on time.

Team Products

Each PLC may determine its own smaller due dates and/or individual assignments.

Team Etiquette:

DuFour’s Questions that should guide our work?

1. What do we want our students to learn? 2. How will we know they have learned it? 3. How will we respond when a student experiences

difficulty? 4. How will we respond when a student already knows it?

Team SMART Goal - Long-Term:

Team SMART Goal - Short-Term:

Date:

Beginning Time:

End Time:

Location:

Team Members Present:

Team Member(s) Absent:

Topic(s) of Discussion:

Key Ideas and New Information Presented:

Classroom Application Before the Next Meeting:

Concerns/Reflections/Recommendations:

Plans for the Next Meeting:

Individual assignments for next meeting:

Needs from principals/instructional coach before next meeting:

Next Meeting:

Professional Learning Community

Agenda/Meeting Notes

Product Deadlines – YEAR 3

Example

Product Date/ Deadline

Critical Issues/SMATT Goal/Team Roles/Long-Term SMART Goal/Course Essential Outcomes (G & V)

Aug. 31st

Unit Plan/Progress Monitoring Tool

Sept. 7th

Data Analysis Template/Intervention Groupings/Unit Plan

Oct. 5th

Critical Issues/SMATT Goal

Oct. 17th


Nov. 9th


Dec. 12th


Dec. 14th


Feb. 1st


March 1st


March 20th


April 5th


May 10th


May 15th

PLC Team Etiquette

Guiding Questions

TIME – At what time should everyone arrive and expect to leave?

PREPARATION – What does each member need to come prepared with and how will this be

communicated?

SPEAKING – What should we expect when speaking and listening to each other?

CELL PHONES, LAPTOPS, and OTHER DISTRACTIONS (i.e. grading papers, eating)– What guidelines would

we like to have for each other concerning these?

CONFLICT – How do you want to address conflict within and outside of our team?

PROFESSIONALISM – How do we define professionalism and what professionalism do we expect from each

other?

PARTICIPATION – What do we expect from each other in terms of participation?

Name Teaching Assignment

College(s) Hometown

Years Experience in Education

Address Home/Cell Phone # Birthday

Favorite Sweet/Salty Snacks

Favorite Vending Machine/Drive-thru Drink(s)

Favorite Restaurant(s) in Liberal

Least Favorites (Food/Drink)/ Allergies

Must See TV Favorite Movie Genre Favorite Book/Magazine Genre

Hobbies Favorite Travel Location(s)

Way(s) to Relieve Personal Stress

If someone at school wanted to do something to make your day, what would that be?

What inspires you?

Professional Learning Communities

Member Information

SMART GOAL

S – Specific — says exactly what the learner will be able to do (as in ACTION!)

M – Measurable — can be observed (meaning a tangible product; not abstract like “learn” or

“understand”)

A – Attainable — for the participants within scheduled time and specified conditions

R – Results Based & Relevant — there should be a way for students to demonstrate their learning;

relevant to the needs of the student

T – Time-framed — achievable by the end of time frame set by the team

SMART GOAL FILL-IN-THE-BLANK

By __________________________ (DATE), students will be able to ________________________________________________

(SPECIFIC/MEASUREABLE ACTION) with __________________________ (ATTAINABLE RESULTS/ACCURACY).

Short and Long Term Goals:

Set short-term and a long-term goal(s), which can be revised or adjusted based on data/information. Based on discussion and analysis of assessment results, teachers agree on which of their common goals to address and on their common next steps.

For a short-term goal, the group chooses from their Guaranteed and Viable Curriculum something that is not dense and therefore requires shorter and less complex re-teaching. Students’ achievement should be reassessed within a short period of time— three weeks or less.

For a long-term goal, the group chooses from their Guaranteed and Viable Curriculum something that is dense and takes longer to remediate. They agree on tools and a timeline for short formative assessments along the way and a summative assessment.

When planning for re-teaching, lesson details would be helpful to team members. A best practice would be to specify the explicit instruction, the frequency and extent of modeling, what will be used for guided practice, etc. The group should consider what can be omitted, postponed, or de-emphasized to provide time for re-teaching.


Current Reality: Last year by _________ (DATE), _____% of our students in _____________ (this course/grade level) met or exceeded proficiency in _________________________ ______________________________as measured by _______________. SMART Goal: By _________ (DATE), _____% of our students in _____________ (this course/grade level) will meet or exceed proficiency in _________________________ ______________________________as measured by _______________.

EXAMPLE: Current Reality: By May, 2011, 89% of our students in math/English met or exceeded the proficiency standard on each strand (sub-test) of our end-or-course assessment. SMART Goal: By May, 2012, at least 95% (or some number greater than 89%) of our students in math/English will meet or exceed the proficiency standard on each strand (sub-test) of our end-or-course assessment.

COMMON CORE STANDARDS/CONTENT STANDARDS & COMPETENCIES

ESSENTIAL/POWER STANDARDS BY COURSE

8-10 Per Semester

UNPACK COURSE OBJECTIVES IN SKILLS/CONCEPTS FORMAT

Write scaffolded objectives, select target vocabulary/WICR strategies

PACING GUIDES/CURRICULUM MAPS BASED ON STANDARDS

PLANNING GUIDE/

CREATE COMMON ASSESSMENT

EXPLICIT INSTRUCTION PLANS FOR NEW KNOWLEDGE/CONCEPTS

DAILY EXPERIENCES

Activities

ADMINISTER COMMON ASSESSMENTS/

ANALYZE DATA FOR RETEACHING and/or

EXTENSION

GUARANTEED AND VIABLE CURRICULUM

GUARANTEED AND VIABLE CURRICULUM ACTION PLAN

G&V Process Steps Document Person(s) Responsible Time Frame Target Completion Date

COMMON CORE STANDARDS/CONTENT STANDARDS & COMPETENCIES

ESSENTIAL/POWER STANDARDS BY COURSE

UNPACK COURSE OBJECTIVES IN SKILLS/CONCEPT FORMAT

PACING GUIDES/CURRICULUM MAPS BASED ON STANDARDS (p14)

PLANNING GUIDE (p15-24)/ CREATE COMMON ASSESSMENT (p25-26)

EXPLICIT INSTRUCTION PLANS FOR NEW KNOWLEDGE/ CONCEPTS

DAILY EXPERIENCES

ADMINISTER COMMON ASSESSMENTS/ANALYZE DATA FOR RETEACHING and/or EXTENSION (p31-39)

COURSE ESSENTIAL OUTCOMES/POWER STANDARDS PACING GUIDE

COURSE _____________________________________

NINE WEEKS 1ST HALF 2ND HALF

1ST

2ND

3RD

4TH

COURSE ESSENTIAL OUTCOMES/POWER STANDARDS PLANNER

COURSE:

PART ONE: WHAT DO WE WANT STUDENTS TO LEARN? SMART GOAL: ____________________________________________________________________________________________________________________________________________________________

ESSENTIAL OUTCOME/ POWER

STANDARD

SCAFFOLDED DAILY OBJECTIVES

ANCHORING AND SUGGESTED TEXTS

ACADEMIC VOCABULARY

PROCESSES/ STRATEGIES

HIGH-LEVEL QUESTIONS

Relevance/Purpose/Real-Life Applications Writing Prompts

PART TWO: HOW WILL WE KNOW WHEN THEY HAVE LEARNED IT?

Date of Common Assessment: Assessment/Rubric/Criteria:

PART THREE: WHAT WILL WE DO IF THEY HAVEN’T LEARNED IT?

Interventions:

PART FOUR: WHAT WILL WE DO WHEN THEY ALREADY KNOW IT?

Advanced Instruction/Enrichment:

Assessment Planning

Webb’s DOK

Objectives

# of Questions for:

Recall

(Level 1)

# of Questions for:

Skill/Concept

(Level 2)

# of Questions for:

Strategic Thinking

(Level 3)

# of Questions for:

Extended Thinking

(Level 4)

Total # of

Questions

Totals

[ @ 20% ] [ @ 80% ]

Stiggins Table of Specifications

Webb’s Depth of Knowledge

Assessment Planning (Continued)

What do we want students to know?

What do students already know?

At what level do they know it?

1. Develop semester final.

2. Break information covered on final into smaller increments.

3. Develop/Administer Common Formative as pretest.

4. Analyze data—begin instruction where 60% of students level out.

5. Develop/Administer Common Formative as posttest.

6. Provide intervention/enrichment.

7. Repeat cycle (#3-6) until semester end.

ESSENTIAL OUTCOME STUDENT PROGRESS MONITOR (Demonstration of Learning/Closure of Lesson)

Class ________________________________________ Date _____________________

CAN YOU… (Objectives)

YES/NO RATE

1-5

PROVE IT (Tell a partner Write it down)

IDEAS FOR IMPROVEMENT (Metacognition)

ESSENTIAL OUTCOME STUDENT PROGRESS MONITOR (Demonstration of Learning/Closure of Lesson)

Class ________________________________________ Date _____________________

Can You… (Objectives)

Rate 1-5

Problem Prove It (Work the Problem/Show the Steps)

Ideas for Improvement (Metacognition)

ESSENTIAL OUTCOME STUDENT PROGRESS MONITOR (End of Unit)

Name ______________________________________________ Course____________________ Start Date______________ Assessment Date______________

ESSENTIAL OUTCOME HAVE YOU

LEARNED

IT?

RATE

YOURSELF

PROVE IT WAYS TO

IMPROVE

HOW DO

YOU THINK

YOU WILL

BE TESTED

ON THIS?

Unit Plan Rubric

4

Excellent

3

Good

2

Needs Revision

1

Incomplete

PART 1: What do we

want students to learn?

___ Meets Requirements

___ More Planning

Neded

Clear, Specific, Detailed,

All Required Components

are Included and Meet the

Required Criteria

___ SMART Goal

___ Essential

Outcomes/Power

Standards

___ College Readiness

standards and/or AP

standards, if applicable

___ Anchoring &

Suggested Texts

___ Academic Vocabulary

___ Processes &

Strategies

___ High Level

Questions/Writing

Prompts

All Required Components

are Included and Meet the

Required Criteria, but are

not as Clear, Specific, or

Detailed as a “4”

___ SMART Goal

___ Essential

Outcomes/Power

Standards


standards and/or AP


___ Anchoring &

Suggested Texts


___ Processes &

Strategies

___ High Level

Questions/Writing

Prompts

Not Fully Developed;

Vague and/or Missing 1 or

2 Required Components

___ SMART Goal

___ Essential

Outcomes/Power

Standards

___College Readiness

standards and/or AP


___ Anchoring &

Suggested Texts


___ Processes &

Strategies

___ High Level

Questions/Writing

Prompts

Missing Majority or All

Required Components

and/or Components Do

Not Meet the Required

Criteria or are Very Vague

___ SMART Goal

___ Essential

Outcomes/Power

Standards


standards and/or AP


___ Anchoring &

Suggested Texts


___ Processes &

Strategies

___ High Level

Questions/Writing

Prompts

PART 2: How will we

know when they have

learned it?


___ More Planning

Needed

Method of assessing

student learning is

outlined or described in

detail and matches the

SMART goal. All

assessment tools are

complete and attached.

Method of assessing

student learning is

outlined or described in

detail and matches the

SMART goal.

Method of assessing

student learning is listed,

but not specific; does not

clearly communicate how

SMART goal will be

assessed.

Missing (blank) and/or

does not match the

SMART goal.

PART 3: What will we do

if they haven’t learned it?


___ More Planning

Needed

Intervention plans are

clear, specific, and

detailed; the plan for

intervention is a different

approach and not a repeat

of the same activity.

Intervention plans are

listed, but are not as clear,

specific, or detailed as a

“4;” the plan for

intervention is a different

approach and not a repeat

of the same activity.

Intervention plans are not

fully developed; vague.

No plans for intervention

(missing/blank).

PART 4: What will we do

when they already know

it?


___ More Planning

Needed

Enrichment and/or

extension plans are clear,

specific, and detailed; the

plan for enrichment is not

merely additional work,

but prompts more in-depth

thinking.

Enrichment and/or

extension plans are listed,

but are not as clear,

specific, or detailed as a

“4;” the plan for

enrichment is not merely

additional work, but

prompts more in-depth

thinking.

Enrichment and/or

extension plans are not

fully developed; vague.

No plans for enrichment

and/or extension

(missing/blank).

**Based on “Critical Issues for Team Considerations”

Data Analysis Reflection Questions for Teachers After Reviewing Test Results

Individual teachers should respond to their assessment data and begin acting immediately within their classroom. Teacher reflection is fundamental to good PLC Data Conversations and therefore should occur before the formal PLC Data Conversations occur. Reflection questions provide a format to use with any assessment given to students. Below are reflection questions for teachers to think about and to act on immediately after receiving/reviewing any test results. Teachers are encouraged to keep notes on their reflections and to bring them to their PLC Data Conversation meeting. Secondary teachers will want to look at their data by period since students in different periods may have different needs.

Skill _____________________________________ Skill _______________________________________

Skill _____________________________________ Skill _______________________________

****How will I use this data to guide my instruction tomorrow?

Hour # of Students Who Met Target

Score

# of Students Who DID NOT Meet Target

Score

# of Students

Improved


Score


Score

# of Students

Improved


Score


Score

# of Students

Improved


Score


Score

# of Students

Improved

Further Teacher Reflection: Remember, this needs to be done before your PLC Data Conversation Meeting.

What instructional strategies/materials were used effectively resulting in my students scoring high on certain standards/skills?

What strategies will I want to share with my grade level team?

For standards where my students didn’t score well, which instructional strategies/materials were not effective enough?

Was there enough guided and individual practice?

How will I reteach in a different way to lower-achieving students and still keep up with the pacing guide?

How might I reteach in smaller groups?

Which student(s) should I be particularly concerned about?

What will be my next steps with this (these) student(s)?

What best practices can I bring to my PLC Data Conversation meeting?

What questions/concerns do I want to bring to my grade level teachers?

INTERVENTION GROUPING For Unit Plan: ______________________________________________________________________________

5 Exemplary

4 Exceeds Standards

3 Meets Standards

2 Approaches Standards

1 Academic Warning

Criteria for this level: Criteria for this level: Criteria for this level: Criteria for this level: Criteria for this level:

Student Names: Student Names: Student Names: Student Names:

Student Names:

CHALLENGE OR EXTENSION ACTIVITY

CHALLENGE OR EXTENSION ACTIVITY

REINFORCEMENT MATERIALS

RETEACH MATERIALS RETEACH MATERIALS

ESSENTIAL OUTCOME CLASS PROGRESS MONITOR

STUDENT NAMES OUTCOME 1 OUTCOME 2 OUTCOME 3 OUTCOME 4 OUTCOME 5

PLC Data Analysis Template

One characteristic shared by many highly successful schools and districts is frequent and effective teacher

collaboration concerning data. The purpose of Data Conversations is to provide a setting and a framework for

teachers to discuss and act upon assessment results so that they can provide focused support to students who need

additional help to meet the most important standards/skills. Below is a template and framework to guide teachers in

meaningful and effective follow-up to any assessment.

Teachers should have already completed the teacher reflection questions and have begun to provide

focused support for their students before coming to this PLC team meeting.

Teachers should bring the following items to the team meeting:

o copy of the assessment, including the answer key

o teacher resources used in teaching the assessed subject matter

o the completed Report I (see below)

o Data Reports/Results

o Intervention Groupings

o Teacher Reflection

PLC teams should review the components of the PLC Data Reflection Summary before beginning their

conversation.

Team Leader(s):____________________________ Recorder: _______________________

Grade/Subject: _____________________________ Date: ___________________________

Report I Directions: Please complete the chart below for your students before coming to the Data Conversation Meeting.

Count ‘Proficiency’ as ________% or greater.

Double click on the chart to enable calculations. When finished click out of the chart and continue.

Actual number of students Proficient or Higher – (B)

Actual number of students Not Proficient – (C)

Percentage of group Proficient or Higher – (B ÷ A)

# of Students # of Students # of Students % of Students

Who Took Proficient or Not-Proficient Proficient or

Assessment

Higher

(>_____% ) Higher B ÷ A

0 #DIV/0!

0 #DIV/0!

0 #DIV/0!

0 #DIV/0!

0 #DIV/0!

0 #DIV/0!

0 #DIV/0!

0 #DIV/0!

0 #DIV/0!

0 #DIV/0!

0 #DIV/0!

Teacher

Report II: Based on a discussion of the results/reflections, teachers will agree on which standards/skills to

address and on their common next steps.

Short and Long Term Goals:

Set short-term and a long-term goal(s), which can be revised or adjusted based on data/information.

Based on discussion and analysis of assessment results, teachers agree on which of their common goals to address

and on their common next steps.

For a short-term goal, the group chooses from their Guaranteed and Viable Curriculum something

that is not dense and therefore requires shorter and less complex re-teaching.

Students’ achievement should be reassessed within a short period of time—

three weeks or less.

For a long-term goal, the group chooses from their Guaranteed and Viable Curriculum something

that is dense and takes longer to remediate. They agree on tools and a timeline for short

formative assessments along the way and a summative assessment.

When planning for re-teaching, lesson details would be helpful to team members. A best practice would be to

specify the explicit instruction, the frequency and extent of modeling, what will be used for guided practice, etc.

The group should consider what can be omitted, postponed, or de-emphasized to provide time for re-teaching.

SMART GOAL S – Specific — says exactly what the learner will be able to do (as in ACTION!)

M – Measurable — can be observed (meaning a tangible product; not abstract like “learn” or “understand”)

A – Attainable — for the participants within scheduled time and specified conditions

R – Results Based & Relevant — there should be a way for students to demonstrate their learning; relevant to

the needs of the student

T – Time-framed — achievable by the end of time frame set by the team

SMART GOAL FILL-IN-THE-BLANK (Example)

By __________________________ (DATE), students will be able to _______________________________

(SPECIFIC/MEASUREABLE ACTION) with __________________________ (ATTAINABLE

RESULTS/ACCURACY).

Liberal High School USD 480---Duncan/Kappelmann © 2011 Page 37


Current Reality: Last year by _________ (DATE), _____% of our students in _____________ (this course/grade level) met or exceeded proficiency in _________________________ ______________________________as measured by _______________. SMART Goal: By _________ (DATE), _____% of our students in _____________ (this course/grade level) will meet or exceed proficiency in _________________________ ______________________________as measured by _______________.

EXAMPLE: Current Reality: By May, 2011, 89% of our students in math/English met or exceeded the proficiency standard on each strand (sub-test) of our end-or-course assessment. SMART Goal: By May, 2012, at least 95% (or some number greater than 89%) of our students in math/English will meet or exceed the proficiency standard on each strand (sub-test) of our end-or-course assessment.


Report III:

Teachers will discuss commonly missed questions. They will try to determine what caused the high failure rate and how they might be able

to remedy the situation.

The PLC Data Reflection Summary should be completed by the recorder during the meeting. Copies should be made immediately and

given to each member of the team and to the principal.

Date: Subject/Grade:

Recorder: Team Leader:

1) On what three standards/skills did our students do the worst? What might be some of the reasons?

2) Are there any specific vocabulary/notations that our students need to review/learn to be more successful on standard mastery?

PLC Data Reflection Summary (Short-Term Goal for Interventions)

A. Short-Term Standard/Skill Focus: (summarize discussion in each area)

1) Essential Standard/Skill: _______

What will students learn?

2) Select (deconstruct) the standard/skill to be taught: (Underline areas of greatest need, if applicable.)

3) Commonly Agreed Upon:

Instructional Strategies:

Materials and Resources:

4) Next Steps: 5) Timeline

(include formative

assessments, if applicable):

6) Who is responsible:

7) Follow-up Assessment(s)

How will we know that

students are learning?

8) SMART Goal for Interventions (Strategic/specific Measurable, Attainable Results-orientated, Time-bound):

S = specific standard/skill (what students will be able to do)

M = with the goal of all students passing

A = using the strategy/strategies to support and reteach

R = with as evidence

T = I will reassess/re-evaluate in (days/weeks) to monitor progress

9) Determine/Select/Develop common assessment(s) to be administered:


PLC Data Reflection Summary (Long-Term Goal for Interventions)

1) Essential Standard/Skill: _______

What will students learn?

2) Select (deconstruct) the standard/skill to be taught: (Underline areas of greatest need, if applicable.)

3) Commonly Agreed Upon:

Instructional Strategies:

Materials and Resources:

4) Next Steps: 5) Timeline:

(include formative

assessments)

6) Who is responsible:

7) Follow-up Assessment

How will we know what

students are learning?

8) SMART Goal for Interventions (Strategic/specific Measurable, Attainable Results-orientated, Time-bound):

S = specific standard/skill (what students will be able to do)

M = with the goal of all students passing

A = using the strategy/strategies to support and reteach

R = with as evidence

T = I will reassess/re-evaluate in (days/weeks) to monitor progress

9) Determine/Select/Develop common assessment(s) to be administered:

B. Long-Term Standard/Skill Focus: (summarize discussions for each area)


Educational Research DuFour, Richard. Professional Learning Communities at Work. Bloomington: Solution Tree, 2011. Marzano, Robert J. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction.

Alexandria: Association for Supervision and Curriculum Development, 2007. Marzano, Robert J., Debra J. Pickering, & Jane E. Pollock. Classroom Instruction That Works: Research-Based

Strategies for Increasing Student Achievement. Alexandria: Association for Supervision and Curriculum Development, 2001.

Marzano, Robert J. What Works in Schools: Translating Research into Action. Alexandria: Association for

Supervision and Curriculum Development, 2003. Reeves, Douglas B. Accountability for Learning: How Teachers and School Leaders Can Take Charge. Alexandria:

Association for Supervision and Curriculum Development, 2004. Schmoker, Mike. Focus: Elevating the Essentials to Radically Improve Student Learning. Alexandria: Association for

Supervision and Curriculum Development, 2011. Why Should We Ensure Students Have Access to a Guaranteed and Viable Curriculum? http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweensure.pdf Why Should We Use Common Assessments? http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweusecommonassessments.pdf Why Should We Implement Systematic Interventions? http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweimplement.pdf Why Should We Use Teams as Our Basic Structure? http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweuseteams.pdf Why Should We Collaborate? http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldwecollaborate.pdf Why Should We Create Norms? http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldwecreatenorms.pdf Why Do We Need SMART Goals? http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whydoweneedsmartgoals.pdf How Can We Create a Result Orientation and Foster Continuous Improvement? http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/howcanwecreatearesultorientation.pdf Why Is a Results Orientation the Key to School Effectiveness? http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyisaresultsorientationthekey.pdf Professional Learning Communities Glossary of Key Terms http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/glossaryofkeyterms.pdf

http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweensure.pdf

http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweusecommonassessments.pdf

http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweimplement.pdf

http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldweuseteams.pdf

http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldwecollaborate.pdf

http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyshouldwecreatenorms.pdf

http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whydoweneedsmartgoals.pdf

http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/howcanwecreatearesultorientation.pdf

http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/whyisaresultsorientationthekey.pdf

http://files.solution-tree.com/pdfs/Reproducibles_LBD2nd/glossaryofkeyterms.pdf


Appendix A—Comments/Feedback

"Wow. Have you put together a valuable resource to help your teachers move forward…This is one of the best examples I have seen of a leadership team attempting to provide teachers with the clarity, templates and resources to succeed in the important work they are being asked to do.”

Dr. Rick DuFour, PLC at Work

“I wish we would have had a manual this complete, specific and detailed when we implemented PLC's at Ponca City High School. I find your course Essential Outcomes/Power Standards Planner and Unit Plan Rubric especially helpful…I find it to be phenomenal!”

Dr. Linda Powers, Literacy First Senior Consultant

“…we are excited to share your terrific work with all who visit allthingsplc.info for years to come. And of course we

look forward to showcasing Liberal High School as a model PLC at Work as soon as the "Evidence of Effectiveness"

guidelines are met.”

Becky DuFour

http://allthingsplc.info/


Appendix B—The “Steptical” Process


Appendix C—LHS Initiatives


Appendix D—Support Document Guide for Critical Issues for Team Consideration

Critical Issues for Team Consideration Supporting Document 1. We have identified team norms and protocols to guide

us in working together. Professional Learning Community Meeting Agenda/Notes, PLC Team Etiquette Guiding Questions, pp. 6, 8

2. We have analyzed student achievement data and have established SMART goals that we are working interdependently to achieve.

SMART Goal, SMART Goal Fill-In-the-Blank pp. 10, 11

3. Each member of our team is clear on the essential learning of our course in general as well as the essential learning of each unit.

Course Essential Outcomes/Power Standards Pacing Guide, Course Essential Outcomes/Power Standards Planner (Unit Planner) pp. 14, 15

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

Guaranteed and Viable Curriculum, Guaranteed and Viable Curriculum Planner pp. 12, 13

5. We have identified course content and/or topics that can be eliminated so we can devote more time to essential curriculum.

Guaranteed and Viable Curriculum, Guaranteed and Viable Curriculum Planner pp. 12, 13

6. We have agreed on how to best sequence the content of the course and have established pacing guides to help students achieve the intended essential learnings.

Course Essential Outcomes/Power Standards Pacing Guide pp. 14

7. We have identified the prerequisite knowledge and skills students need in order to master the essential learnings of our course and each unit of this course.

Course Essential Outcomes/Power Standards Planner (Unit Planner) p. 15

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 prerequisite knowledge and skills when they are lacking in those areas.

Course Essential Outcomes/Power Standards Planner (Unit Planner), Assessment Planning pp. 15, 25-26

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


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

Intervention Grouping p. 33

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

Assessment Planning pp. 25-26

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

Assessment Planning pp. 25-26

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

Course Essential Outcomes/Power Standards Planner (Unit Planner), Intervention Grouping pp. 15, 33

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

Course Essential Outcomes/Power Standards Planner (Unit Planner), Intervention Grouping pp. 15, 33

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

17. We use the results of our common assessments to assist each other in building on strengths and addressing weaknesses as part of a process of

Teacher Reflection, Intervention Grouping, Essential Outcome Class Progress Monitor, PLC Data Analysis Template pp. 31-39


continuous improvement designed to help students to achieve at higher levels.

18. We use the results of our common assessments to identify students who need additional time and support to master essential learnings, and we work within the systems and processes of the school to ensure they receive that support.

Teacher Reflection, Intervention Grouping, Essential Outcome Class Progress Monitor, PLC Data Analysis Template pp. 31-39


SMATT GOAL FILL-IN-THE-BLANK

By _________ (DATE), our PLC team led by __________ will ____________________________ __________________________________________________________________ (SPECIFIC/MEASUREABLE ACTION) with ______________________________________ ______________________ as evidence.

S – Specific M – Measurable A – Attainable T – Teacher/Team Oriented T – Time-framed

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