1. New PLC Facilitator Training Day 2 1

2. Opening Discussion “We believe that teachers are professionals and engineers of teaching and learning…we need to set course on a new journey that extends our past learning. A journey that ignites empowerment and professionalism in Pasco County.” 2

3. Continuation of Yesterday’s Work  Peer Feedback – view resources on Canvas and think about what they will need to support their plan  Submit on Canvas  Email administrators and trainers  smckenna@pasco.12.fl.us smckenna@pasco.12.fl.us  jdivince@pasco.k12.fl.us jdivince@pasco.k12.fl.us 3

4. Reflection of Previous Days Learning 4

5. Pasco’s Integrated System: Why, What, and How As a team – 1.Why are we moving towards an integrated system? 2.What will that system look like? 3.How will this be done? 5

6. Review of Content: True or False 1.Professional Learning Communities are focused on learning. 1. Step “0” are things that we need to address before we engage in collaborative planning. 1.PLCs are time in which teams problem-solve and/or use the inquiry process and talk about at-risk students. 6

7. Activity #1: Review of Pre Rating Assignment 1.Independently: Review your self-rating on the PLC Facilitator scale (pre- assignment) Identify an area that is a strength for you and an area that you need to build on. 2.Share with your process partner What are the key differences among 2, 3 and 4 ratings? Why are you here at this training? What is your role? PLC Facilitator’s Training Learning Map Goal for this Unit: Develop and Implement PLCs to support Florida Standards and Professional Growth PLC Facilitator Training Day 1PLC Facilitator Training Day 2 Introduction and Background Pasco’s Multi-Year PLC Plan How PLC work integrates all district focus areas PLCs Definition of PLCs; Key Terms Purpose of PLC work Building a Common Language Step 0 & Routine Events for PLCs PLC infrastructure planning Build a “Compelling Why” for PLC team Clarify the Work PLC teams will Accomplish Create/Refine Common Assessments Build your Collaborative Culture Common Assessments/Assessment Mapping Effective Facilitation Techniques Characteristics of a Professional Facilitator Review of Previous Work Purpose of Work PLC Facilitator’s Quick Guide Purpose and Use PLC Guiding Question 1 What do we want all students to learn? (Unwrapping Standards, Creating Learning Goals and Scales) PLC Guiding Question 2 How will we know if and when they’ve learned it? (Scales/Rubrics) PLC Guiding Question 3 How will we design learning experiences for our students? (Prioritized instructional practices, Marzano Connections, Prioritized Shifts) DQ 6: Communicating Learning Goals 7

8. Day 2: Key Content and Learning Goals 1.Review of Previous Work 2.PLC Driving Questions 1-3: Key Facilitation Questions, Activities, and Practices Today’s Learning Goal : To understand that PLC work centers on planning and responding to student student learning. Unit Learning Goal: Develop and implement PLCs to support Florida Standards, Professional Learning, and Professional Growth DQ 6: Communicating Learning Goals 8

9. Day 2: Authentic Learning Task  Develop a plan for key activities and discussion questions that you will use to facilitate future PLCs.  Your plan will be submitted on Canvas and considered a deliverable for in-service points. Paradigm Shift Application Skills Application 9

10. Scheduling of Day  Benchmark Lesson Times  Posters with times and titles all on one paper  10:15 – 10:35 Benchmark #1 5 PLC Driving Questions  12:30 – 1:15 Benchmark #2 PLC Question #1  1:45 -2:20 Benchmark #3 PLC Question #2  2:40 – 3:00 Benchmark #4 PLC Question #3  3:00 – 3:30 Wrap-up/Home Team Discussion  Small Group (optional) Mini Lessons (5-6 people)  Posters for sign-ups  Framework 10:45 – 11:00  Scales 1:15-1:30 (determine based on group needs)  Help Board 10

11. “ The fact that teachers collaborate will do nothing to improve a school. The purpose of collaboration can only be accomplished if the professionals engaged in collaboration are focused on the right things.” ~Richard DuFour What has collaboration looked like with your team/at your school? What does it sound and look like? What type of work does your team engaged in? 11

12. A note about Content vs. Process The focus of this training is on the process of PLCs Content is also important, and will be critical for your PLC, but our goal is to teach the process Specific content (Florida Standards and Marzano) will be light for illustration purposes 12

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14. 5 Driving Questions for Professional Learning Communities (PLC) Learning Goal: I know the key questions and activities that guide PLC work. 14

15. The “Right” Work 15

16. The Most Powerful strategy for Improving Student Learning  Teachers work together in collaborative teams to:  Clarify what students must learn.  Gather evidence of student learning.  Analyze the evidence.  Identify the most powerful teaching strategies.  Reflective teaching must be based on evidence of student learning. Reflection is most powerful when it is collaborative. 16

17. 5 Driving PLC Questions 1.What do we expect all students to learn?  Unwrap Standards (K-U-D)  Use K-U-D to develop learning scales and goals 2.How will we know if and when they’ve learned it?  Use learning scales and other assessments to track and monitor student progress (formative and summative assessments) 3. How will we design learning experiences for our students?  Based upon learning scale, decide the type of lesson that will best facilitate student mastery of content (e.g., introducing new knowledge, deepening knowledge, or generating and testing hypotheses)  Select instructional strategies within an element that will maximize student learning (Marzano’s 41 elements) 4.How will we respond when some students don’t learn?  Anticipate and plan for needs of at-risk students 5.How will we respond when some students have already learned?  Anticipate and plan for needs of students who need acceleration 17

18. Starting Point for PLC teams Unwrap Standards Learning Scale/Goal Assessment Lesson Segments Daily Lessons Reflect/Re spond Question 1: What do we expect all students to learn? Identify and Cluster Florida Standards for Unit Planning Question 3: How we will design learning experiences for all students? Question 4/5: How will we respond when some students don’t learn? How do we respond when some students have already learned? Question 2: How do we know if and when they’ve learned it? (District & Teacher Curriculum Planning Teams) 18

19. INTRODUCE PLC FACILITATOR QUICK GUIDE(s) – a support document for PLC Facilitators 19

20. Independently, take 2 minutes and preview the quick guide for your level. Note the suggested activities and potential questions. Mark PLC activities that you have used or facilitated. Answer the question: What purpose do the activities serve and what resources will we need to accomplish those activities? PLC Facilitator Quick Guide Preview 20

21. PLC Question 1: What do we expect all students to learn? Unwrapping our standards and developing a learner scale 21

22. Why do you think it is important to unwrap the common core standards as a collaborative PLC team? What are some benefits for improving teaching practices and student achievement? 22

23. Why Unwrap the Common Core Standards? “Guaranteed and viable curriculum gives students access to the same essential learning regardless of who is teaching the class and each member of the team will work to ensure every student acquires the knowledge and skills the team has agreed are most essential for that unit." (Marzano, 2003) “GUARANTEED & VIABLE CURRICULUM” NUMBER ONE FACTOR that increases levels of learning -Marzano; Porter; Lezotte 23

24. PLC Question 1: What do we expect all students to learn? Unwrap Standards 1.Identify prioritized standard(s) 2.Identify what students need to be able Know, Understand, and Do and make connections to declarative and procedural knowledge 3.Identify pre-requisite skills needed for KUD Develop a Scale 4.Use K-U-D to develop a scale that represents increased levels of cognitive complexity (make sure that the scale matches desired taxonomy) 5.Use scale to develop student friendly learning goals/essential questions Desired Outcomes: Students will be able to explain what they are learning and why based upon learning goals and scales. 24

25. Unwrapping Standards Standard: Know (facts/vocabulary)Understand (Concepts)Do (skills) What prior knowledge do students need to be successful with this standard? Step 1: Identify prioritized standard(s) Step 2: Unwrap Standards (Know, Understand, Do) Step 3: Determine pre-requisite skills required 25

26. Unwrapping Standards – Our PLC training example Standard: PLC.0.0.2 – Participants will plan to facilitate Step 0 components with PLC teams Know (facts/vocabulary)Understand (Concepts)Do (skills) Organization of Team Schedule for Meetings Consensus Techniques Norms Roles PLC Key Vocabulary Facilitation Techniques Where their team is on Step 0 Impact of Step 0 components on effectiveness of PLCs Impact of facilitation techniques on Step 0 Importance of Reflecting on PLC work Anticipate barriers and plan step 0 to minimize barriers Identify Step 0 content that will be addressed during first few PLC meetings Identify what techniques that will utilized to address step 0 Communicate effectively with other professionals What prior knowledge do students need to be successful with this standard? Key Characteristics: Growth mindset Well respected, organized and dependable Will support the vision and mission of the school Acts and views themselves as a professional educator Ability to be and potentially already in a faculty leadership position Beliefs: All students and staff can learn Power of Collaboration Decisions are best made with data Teams can learn and grown and will persevere Step 1: Identify prioritized/focus standard(s) Step 2: Unwrap Standards (Know, Understand, Do) Step 3: Determine pre-requisite skills required 26

27. Starting Point for PLC teams Unwrap Standards Learning Scale/Goal Assessment Lesson Segments Daily Lessons Reflect/Re spond Question 1: What do we want all students to learn? Identify and Cluster Florida Standards for Unit Planning Question 3: How will we design learning experiences for all students? Question 4/5: How will we respond when some students don’t learn? How do we respond when some students have already learned? Question 2: How do we know if and when they’ve learned it? (District & Teacher Curriculum Planning Teams) 27

28. A scale: What’s the point? A scale: Articulates distinct levels of knowledge and skills relative to a specific topic Provides a roadmap for designing instruction that reflects a progression of learning and authentic assessment. Allows students to know how they are doing and how to get better-motivating! 28

29. A Tale of Two Scales Multi-dimensional scales  The multidimensional, unit scale is a curricular organizer for the unit and provides preliminary unwrapping of the focus standards.  Intended use is as a teacher tool for non- measurement, curricular purposes. Uni-dimensional scales  The uni-dimensional lesson scale unwraps the cognitive complexity of a focus standard for the unit, using student friendly language.  Develop uni-dimensional scales for prioritized standards in order to measure and track student progress.  Intended use as a teacher and student tool to track student progress and communicate essential knowledge. 29

30. Big Picture Road Map of the Unit 30

31. More Specific Turn-by-Turn Directions for Prioritized Standards 31

32. Creating Scale Tasks and Assessments Level Four: Knowledge Utilization Decision Making, Problem Solving, Experimenting, Investigating Level Three: Analysis Matching, Classifying, Analyzing Errors, Generalizing, Specifying Level Two: Comprehension Integrating, Symbolizing Level One: Retrieval Recognizing, Recalling, Executing Level Four Level Three Level Two Level One

33. What Tools In Our Toolbox are Available? Materials: Florida Standards Vertical Articulation of Grade Level Standards Curriculum Maps (if available) Florida Standards Test Specifications (if available) Helpful Websites: http://www.corestandards.org/ http://dpi.state.nc.us/acre/standards/common core-tools/#unela http://www.engageny.org/common-core-curriculum http://www.fsassessments.org/ 33

34. Our PLC Training Example Know (facts/vocabulary)Understand (Concepts)Do (skills) Organization of Team Schedule for Meetings Consensus Techniques Norms Roles PLC Key Vocabulary Facilitation Techniques Where their team is on Step 0 Impact of Step 0 components on effectiveness of PLCs Impact of facilitation techniques on Step 0 Importance of Reflecting on PLC work Anticipate barriers and plan step 0 to minimize barriers Identify Step 0 content that will be addressed during first few PLC meetings Identify what techniques that will utilized to address step 0 Score 0:Score 1.0:Score 2.0:Score 3.0: (Leaning goal)Score 4.0: (more complex) Even with help, no understanding or skill demonstrated. The facilitator, with support, is able to: Identify PLC infrastructure at the school (meeting times, facilitators). Participants will recall the organization of their team Participants will identify norms and roles Participants will know facilitation and consensus techniques Participants will plan to facilitate Step 0 components with PLC teams. Plans include specific content to be covered, and techniques in which the content will be covered Participants will incorporate feedback and reflect to continue to work on Step 0 components Participants will consult with other facilitators to support their Step 0 work 34

35. Video of KUD and Scale creation (Q1)  What are some similarities and/or differences that you noticed about how this team unwrapped standards and made connections with scales?  How does this compare to the work at your school? Click the image to start the video 35

36. PLC Question 2: How do we PLC Question 2: How will we know if and when they’ve learned it? Align Learning Scales to Assessment Assessment of Learning Assessment for Learning 36

37. The “Right” Work 37

38. Starting Point for PLC teams Unwrap Standards Learning Scale/Goal Assessment Lesson Segments Daily Lessons Reflect/Re spond Question 1: What do we want all students to learn? Identify and Cluster Florida Standards for Unit Planning Question 3: How will we design learning experiences for all students? Question 4/5: How will we respond when some students don’t learn? How do we respond when some students have already learned? Question 2: How do we know if and when they’ve learned it? (District & Teacher Curriculum Planning Teams) 38

39. Question 2: “We taught it, did they get it?” Timing (C-I-A) Within our lesson, when and how are we going to assess for student learning ? How are we pre-planning for this?  - Ongoing and embedded in teaching (daily)  - Pre and Post learning (before and after instruction)  - Student Self- Assessment and Goal Setting w/ feedback Combination When and how are we going to reflect on the lesson/unit and student learning? What student data will you collect and bring to the meeting? 39

40. Multiple Means to Assess Paper and Pencil Probing discussions Demonstrations/Performance-Based Work Samples Observations Student Generated 40

41. Your goal is to ride the bike by yourself! Learning Level Level 4 Expert I meet level 1, 2, and 3 and can…  Write about how your world would change if you woke up tomorrow and discovered that you were green and your cells contained chloroplasts. Level 3 Meeting the Goal I meet level 1 and 2 and can…  Compare and contrast the function of major organelles in plant and animal cells  Compare and contrast the structure of major organelles in plant and animal cells  Identify different types of cells based on their structures (lab slides and diagrams)  Create an analogy for each organelle Level 2 Almost There I can…  Describe what an animal cell is and its key parts… (cell membrane, nucleus, mitochondria, cytoplasm, vacuoles, ribosomes, ER, Golgi complex)  Describe what a plant cell is and its key parts… (+ cell wall, large central vacuole, chloroplasts)  Draw and label an animal and plant cell diagram Level 1 Getting Started With help, I can…  Complete some items in level 2 Level 0 Not on the Bike What is a cell?! 41

42. Journal entry and reflection on learning level. Monitor student reflections. Share with a partner 42

43. Assessment Map Example AssessmentWhen GivenGiven to WhomAdmin Procedures Reading Pre/Post Assessments 10/1-10/7 11/14-11/19 12/10-12/15 1/30-2/5 3/1-3/6 4/14-4/19 All StudentsComputer-Based Formative Reading Assessments -Prompts, -Work Sample -Performance Tasks TBD based upon PLC discussions All StudentsEmbedded within instruction Math Pre Post Assessments Every 5 weeksAll StudentsStudents take pre tests during third week or prior chapter test. Test is given whole group 43

44. Video of Common Assessment Planning (Q2)  How is the team approaching assessment of/for learning?  How is this process similar or different from the way you have approached planning for assessments in the past? Click the image to start the video 44

45. PLC Question 3: How will we design learning experiences for all student? Develop an instructional plan 45

46. The “Right” Work 46

47. Starting Point for PLC teams Unwrap Standards Learning Scale/Goal Assessment Lesson Segments Daily Lessons Reflect/Re spond Question 1: What do we want all students to learn? Identify and Cluster Florida Standards for Unit Planning Question 3: How will we design learning experiences for all students? Question 4/5: How will we respond when some students don’t learn? How do we respond when some students have already learned? Question 2: How do we know if and when they’ve learned it? (District & Teacher Curriculum Planning Teams) 47

48. Instructional Delivery: Marzano’s 41 Elements 48

49. For Each Chunk of Critical Information Practice and Deepen Knowledge Hypothesis Generation Introduce New Knowledge DQ 2DQ 3 DQ 4 49

50. Elaborate: Design Question 3 and Florida State Standards Increasing Rigor Deepen Knowledg e and Practice Skills (DQ 3) Identifying Critical Knowledge and Skills (DQ 2) How is Design Question 3 critical for success in a standards-based system? 50

51. 1. What is my (entry point/ next logical student objective) for this standard? 2.What design question will I be in during this lesson segment? 3. How many days will it take me to teach this objective? 51

52. Text Suggestions for Unit Unit Planner 52

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55. Clear Learning Goals for Students -KUDs -Scales -Relevant Assessments Intentional Planning of Instruction -Sequence of Learning -Design Question/Elements and Desired Effects -CCSS Instructional Shifts Powerful, Coherent, and Intentional Educational Experiences to Ensure Student Learning 55

56. Video of Lesson Planning (Q3)  What did you notice? How is the work of this team similar or different to instructional planning at your school? Click the image to start the video 56

57. PLC Questions 1,2, & 3 Afternoon Differentiated Workshop Learning Goal : Learning Goal: I know the key questions and activities that guide PLC work. DQ 3: Practice and Deepen New Knowledge 57

58. Day 2: Authentic Learning Task  Develop a plan for key activities and discussion questions that you will use to facilitate future PLCs. What activities will you build into your schedule to support your learning?  Your plan will be submitted on Canvas and considered a deliverable for in-service points. Paradigm Shift Application Skills Application 58

59. PLC Questions 1,2, & 3 Workshop How to Get Started:  Step 1: Preview workshop activities and evidence of learning on Canvas  Step 2: Develop a schedule using the Facilitators Training Activity List on Canvas  Step 3: Share and discuss your schedule with your processing partner  Step 4: Discuss the end of the day Show What You’ve Learned Team Activity (if needed)  Step 5: Get Started! Differentiated Workshop Set-Up  2 Required Activities:  CCSS Shifts Resources  PLC Facilitators Guide Activity  2 Optional Activities:  Video Scale Study  Create an assessment plan  Framework Overview  Small Group Unit Planning  Revise an existing KUD and scale 59

60. Reflection: Show What You Learned  As a group, process and discuss your essential learning from the day:  What did you review? What are some key points? How will your new learning impact your PLC planning?  Prepare a product to share with the whole group that represents your “collective learning” from the day  Visual (e.g., diagram, ppt, video)  Auditory (e.g., song)  Kinesthetic/Tactile (e.g., activity) DQ 2: Reflecting on Learning 60

61. Step 0: Building our Foundation Workshop 1.You will be given four 30 min intervals for work (rotation cues will be provided by the trainers)  Prepare to share your work with home team 2.At the end of the workshop, as a home team, be prepared to summarize and visually share what you have learned with the entire group  We encourage creativity! DQ 2: Reflecting on Learning 61

62. Facilitator Proficiency Scale Post Rating Revisit your Facilitator Proficiency scale 1.Update your rating (as needed) 2.Develop a realistic but ambitious goal to move up at least 1 level on the scale. (e.g., I will move from level 2 to level 3 by October 2013). 3.Discuss your rating and goals with your processing partner 62

63. Planning & End of Training Reminders  Submit deliverables on Canvas for PLC Day 1 and Day 2. Submit Here! 63

64. Onward Forward PLC Facilitator Year 2 Training 64

65. PLC Facilitator Year 2 Training Deeper Learning on PLC Question 2 PLC Questions 4 and 5 Protocols for data driven dialogue (Inquiry cycle) 65