1. PLC @ EMS Collaborating To Ensure All Students Learn

2. Recap 2011-2012 Each PLC Team to create norms to guide their work together SMART Goals are strategic, measurable, attainable, results-oriented, and have a set timeline for completion Meeting Tuesdays and Thursdays Teams translated curriculum and standards, created common unit plans, kept records of PLC work and started to use common assessments

3. What did we do? PLC Teams met on a weekly basis alternating between meeting twice one week and once the next week. Teams held each other accountable by adhering to established norms & working towards your developed goal. Each week Team Feedback Sheets were completed and a copy submitted to Steve or Chris Teams should have adopted a results oriented approach to ensuring all of their students are learning When students did not learn teams should have developed interventions such as differentiation and required extra help during set remediation times

4. What is our focus for this year? All PLC Teams will create and implement one common formative and one common summative assessment per unit These newly created assessments should be shared with your lead observer Results from these assessments should be recorded in a spreadsheet or Google Doc and analyzed for student deficiencies Students who do not master standards and skills should be mandated to attend remedial TIEE time

5. Formative vs. Summative Formative Assessments are short, regularly administered assessments that are created to evaluate a students ability to master a standard (Common Core or NJCCCS) The purpose of formative assessment is to evaluate if a student is learning and provide important data that helps a teacher differentiate their instruction to help all students learn. Grades are not required. Summative Assessments are used to assess what students know. They are to be used for determining student grades are do not need to be administered as frequently. Summative assessments are not part of the learning process!

7. Research Reviews of accountability data from hundreds of schools reveal the schools with the greatest gains in achievement consistently employ common assessments, nonfiction writing, and collaborative scoring by faculty (Reeves, 2004). Powerful, proven structures for improved results are at hand. “It starts when a group of teachers meet regularly as a team to identify essential and valued student learning, develop common formative assessments, analyze current levels of achievement, set achievement goals, and then share and create lessons and strategies to improve upon those levels.” (Schmoker, 2004b, p. 48).

8. More Research “[Common formative assessments provide] regular and timely feedback regarding student attainment of the most critical standards... [and] also foster consistent expectations and priorities within a grade level, course, and department regarding standards, instruction, and assessment.... Most importantly, common formative assessment results enable educators to diagnose student learning needs accurately in time to make instructional modifications.” (Ainsworth, 2007, pp. 95–96)

9. Our Building Goals 1. 85% of students in LAL and Math classes will take and pass three common end of trimester assessments that focuses on grade level skills detailed in the Common Core Standards. (Need specific standards) 2. 80% of students in science and social studies classes will take and pass a common end of trimester assessment that assesses a student’s mastery of analyzing non-fiction texts.

10. So How Does This All Fit Together ? Collaboration in planning leads to an increased collective capacity of best instructional practices Common planning leads to equitable learning experiences Common Assessments allow for teachers to measure student learning against standards and essential learnings Review and analysis of student performance allow teachers to provide targeted instruction and interventions TIEE - Our systematic way to provide student interventions

11. Our Current Reality

12. What Do Our Grades Mean?

15. Checking Our Pulse 5 - Great, we can do this 4- Good, we can do this with help 3 - I am in, but have reservations 2 - Not really sure about this 1 - No Way, absolutely not possible