1. Polk Elementary Staff Development
August 8, 2017

2. Exit Ticket Feedback

3. SAY MY NAME!

4. •1. Write your name in the middle of the name badge (use a marker)
•2. Write your hometown (where you’re from) under your name
(small print)
•3. Top right corner put your job title and number of years in education
•4. Top Left corner – write an adjective that describes you using the first letter of your first name (example: Awesome Alicia)
•5. Bottom right corner – favorite vacation place
6. Bottom left corner – Pet Peeve (something that irritates you)
NAME BADGE ACTIVITY

5. Know your WHY...

7. PLC Norms

8. Develop your norms and violation of norms:
As a team, agree on no more than five norms (less is more!)
As a team, agree on action steps for responding when someone on the team is not following the norms.
Record both on your Norms Template.

9. Tara & Alicia’s Norms Be on time and prepared
Be open and honest with each other
Be dependable
Be flexible
If one of us is in violation of our norms, we will:
Respectfully address the issue/concern with each other
Hold each other accountable

10. Team Roles

11. Facilitator Sends out the agenda before the meeting Reviews norms
Makes sure the goal for the meeting is met
Reviews “to do” list
Facilitator

12. Recorder Types in notes on the agenda during the meeting
Shares the notes with everyone after the meeting
Recorder

13. Time Keeper Calls the meeting to start and end
Keeps the meeting on track and alerts when it’s time to move on
Time Keeper

14. Data & Assessment Specialist(s)
Makes sure everyone is bringing their classroom assessment data to review in the meeting
Helps keep track of the team data
Keeps the data organized in a binder and/or Google sheet
Data & Assessment Specialist(s)

15. Decide on your Team Roles
Decide and record your PLC team meeting roles. Everyone must have an assigned role:
Facilitator
Time Keeper
Recorder
Data/Assessment Specialist (on teams of five, can have two)

16. Your Team SMART Goals

17. Why do we need team goals?
Listen to Becky DuFour talk about setting goals
SMART Goal Review
Why do we need team goals?

18. Campus Goals SET BY BISD EVALUATED BY BISD
3rd, 4th - STAAR 90% or better across the board
K, 1st, 2nd - 82% reading on grade level by EOY

19. Campus Goals SET BY BISD EVALUATED BY BISD
Embedded, sustained PLC’s on campus (rubric)
Embedded, sustained RTI on campus (rubric)

20. Campus Goals SET BY BISD EVALUATED BY BISD
95% staff attendance rate (rate at EOY included on Polk’s evaluation)

21. Create a SMART Goal for your PLC Team
Strategic
Measurable
Attainable
Results Oriented
Time Bound
MUST BE DIRECTLY RELATED TO A CAMPUS GOAL
Create a SMART Goal for your PLC Team
Use this form

22. Break Time
15 minutes

23. The Four Essential Questions
Game:
With your team, write down the four PLC essential questions...no cheating!

24. ANSWERS What do we want students to know?
How will we know they learned it?
What will we respond when they don’t?
What will we do when they already know it?
If you got these all correct, your team will receive a prize!

25. Take-aways from staff who attended Mayberry/Ellisor
PLC Conference
Take-aways from staff who attended
Mayberry/Ellisor

26. What do we want students to learn?
Polk Essential Outcomes

27. Review your Essential Outcomes
Together, review your Essential Outcomes for the core subjects for your grade level. Discuss with your team:
Are they still relevant?
Do we need to add or take away anything, based on standards?
Music/PE/Library/Guidance - add your Essential Outcomes for your grade levels
Polk Essential Outcomes

28. Learning Targets for Each Unit
See Elizabeth Eikmeier’s example

29. Let’s create learning targets for one unit
Look at the first unit of study for the subject you plan for your team.
Create learning targets for that unit.
What kind of formative/summative assessment would you use to measure progress on that target?
Discuss with your team.
Share examples.
Let’s create learning targets for one unit

30. How will we know they learned it?
Formative and Summative Assessments

31. What is a formative assessment?

32. What is a summative assessment?

33. Your grade level assessments
With your team, develop a list of resources you use for:
Formative Assessments
Summative Assessments
ELA, Math, Science, Social Studies posters
Place stickies on the T-Charts

34. How will we respond when they don’t learn it?
RTI

35. When they don’t master it the first time. Reteach/Reassess
Grade level teachers
During RtI time and/or during Guided Reading/Guided Math small group (teacher time)
Can change from standard to standard
T2 RtI
When they don’t master it the first time.
Reteach/Reassess

36. For students who are multiple grade levels behind
Interventions for a 9-12 weeks: TEMI/LLI/Redbird provided by Reed, Stansel, Hatthorn, Chapa, Marquez, Rudkin
Multiple grade levels behind
Progress monitor to see if student is responding to T3 intervention
T3 RtI
For students who are multiple grade levels behind

37. One hour daily In class room
Think about this:
What is our GRADE LEVEL plan for RtI?
All students will be in classroom Panda Time except for T3 pull out, Dyslexic, SpEd, and ESL.
Panda Time
One hour daily
In class room

38. Questions for your PLC to consider:
How will we decide which intervention is needed?
How will we track that data?
What will we do in our Panda Time in our classroom?
How will we share intervention time?
Panda Time
Questions for your
PLC to consider:

39. What will we do if they already know it?
Enrich/Extend

40. Questions to consider as a grade level PLC:
What we we do to differentiate for our students who already get it?
Panda Time
Questions to consider as a grade level PLC:

41. Lunch Time
Enjoy!

42. Reinhardt’s Data Binder

43. Model PLC/DuFour Award

44. Break Out Sessions Come back at 3:30 p.m. 1:30-2:30
Guided Reading - Library with Piper
Guided Math - Mayberry’s Room
PK/PPCD/Life Skills - Classrooms
Specials - Classrooms
Intervention - Tech Lab
2:30
SpEd Gen Ed - PLC room
Break Out Sessions
Come back at 3:30 p.m.

45. Reflections
Exit Ticket