1. Using PLCs to support MTSS Florida Association of Staff Developers September 24, 2012 Florida Association of Staff Developers September 24, 2012

2. Professional Learning Communities 2 = = = =

3. 3 Desired Outcomes / Consider the concept and implementation of Professional Learning Communities (PLCs). / Consider how your role can contribute to enhancing, expanding, and supporting MTSS in your school(s) through the use of PLCs. / Consider the concept and implementation of Professional Learning Communities (PLCs). / Consider how your role can contribute to enhancing, expanding, and supporting MTSS in your school(s) through the use of PLCs.

4. Professional Learning Communities 4 CCPS’s Journey with PLCs

5. Professional Learning Communities 5 A Problem-Solving PLC is… A place to meet when we have time. A place to discuss the worst students in our classes A place to focus on the difficult home lives of some of our students. A place to discuss lesson plans and curriculum. A place to complain about administrative decisions. OR IS IT?

6. Professional Learning Communities 6 A Problem-Solving PLC REALLY is….. A group who meets regularly to discuss student achievement and behavior in an effort to work towards solutions to challenges. A collaborative group who uses the problem-solving process to Systematically implement student interventions to meet students’ needs. A group who consistently examines and utilizes data in making instructional decisions. A group who may discuss curriculum and lesson plans in the context of problem-solving based on data.

7. Professional Learning Communities 7 The Role of the PLC Makes problem-solving a team event. Problem-solve for groups of students with common problems and barriers (reason for the problem). Team approach to looking at data. Share interventions and progress monitoring tools. Together, we can make a difference!

8. Professional Learning Communities 8 Shift in Cultural Differences Teacher Centered Student Centered Lecture Flexible Grouping Educational Expectation for opportunity success for all

9. Professional Learning Communities 9 Shift in Cultural Differences Isolated Collaborative profession profession Experience Data-driven driven

10. Professional Learning Communities 10 Best use of Common Planning Time—(Weekly) Developing Standards-Based Lesson Plans Developing Common Assessments Reviewing Student Data Developing/Implementing Centers Reading/Writing Initiatives (Intertextual Triads) Developing Higher Order Questions

11. Professional Learning Communities 11 Best use of Common Planning Time—(Weekly) Creating Meaningful Academic Practice Grading Best Practices Sharing +/- of strategies used in classroom Discussion of possible additional resources needed Questions

12. Professional Learning Communities 12 Vision + Action=An Effective School Being an effective school by meeting the needs of each student and believing that each child can be academically successful

13. Professional Learning Communities 13 Progress Monitoring Intersecting Data Is every student progressing? If not, what action is required of me as the classroom teacher?

14. Professional Learning Communities 14 A PLC uses “assessment for learning” in addition to the usual “assessment of learning.” / Difference between a physical and……

15. Professional Learning Communities 15 / ………an autopsy.

16. Professional Learning Communities 16 Plan of Action To transform schools into professional learning communities to support MTSS Plan of Action To transform schools into professional learning communities to support MTSS

17. Professional Learning Communities 17 Do Check Act Plan

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23. Professional Learning Communities 23 Culture: Does the culture support teachers through the learning process? Are there forums for teachers to have meaningful conversations about teaching and learning? Knowledge: Does the staff have a collective knowledge of research-based practices? Is there a common language for talking about teaching and learning?

24. Professional Learning Communities 24 Practice: Do teachers have opportunities to observe, talk about, and help refine each other’s practice? Achievement: Is the work having a positive impact on teacher performance and student learning? (JSD June, 2012)