1. Data Teams in the PLC Cycle
Rapid City Area Schools
August 12, 2013

2. Welcome to the 2013-2014 School year
Dr. Mitchell

3. Katie Bray & Valarie Nefzger http://todaysmeet.com/RCASPLC13
The Big Picture
Katie Bray & Valarie Nefzger

4. Learning Targets
I know what an instructional roadmap is, and why we’re using the process.
I know how to create and instructional roadmap.
I know to use the steps of the data phase to improve student learning.
I am familiar with the PLC Team Cycle.

5. Professional Learning Communities
Rapid City Area Schools
August 12, 2013

6. PLC Team and Data Team…Are they the same?
“Educators committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators.”
DuFour, DuFour, Eaker, Many. 2006
“Data teams adhere to continuous improvement cycles, examine patterns and trends, and establish specific timelines, roles, and responsibilities to facilitate analysis that result in action.”
S. White, 2005
“Data teams are a model for continuous, collaborative action that inspires and empowers professionals to improve teaching, learning, and leadership for all.”
Douglas Reeves, Leadership and Learning Center on Data Teams, 2010
PLC Team Data Team
1. ongoing, continuous 1. continuous
collaboratively 2. collaborative
Achieve better results for students 3. improve teaching and learning
Job-embedded learning for educators
Collective inquiry 4. examine patterns and trends
Action research 5. result in action; action that inspires and empowers

7. PLC Team Cycle
3 Phases….Roadmap, Data, and Post-Data
Today’s focus will be on…
learn about and creating the instructional roadmap
learn the parts of the data phase
use data to make better instructional decisions.

8. PLC Team Data Phase 1. Collect and Chart Data
ONGOING: Monitor and Evaluate Results
5. Determine Results Indicators
2. Analyze Data and Prioritize Needs
Data Phase
6 steps to the data phase…all are important.
Essentially the data phase is simply…
collecting data from a CFA,
charting data so that all team members can see and/or have access to it during PLC meetings,
analyzing the data
making inferences and next steps
determining a goal for success
creating instructional strategies that are differentiated based on student needs and next steps
determining student and adult behaviors/actions during instruction and independent work
and finally monitoring student progress and whether or not strategies are working
4. Select Common Instructional Strategies
3. Set, Review, and Revise Incremental SMART Goals
Douglas Reeves; Leadership and Learning Center, 2010

9. 4 Critical Questions
What do we want the students to learn? (Roadmap Phase)
How will we know if our students are learning? (Roadmap Phase; Data Phase; Post-Data Phase)
How will we respond when students do not learn? (Data Phase; Post-Data Phase)
How will we enrich and extend the learning for students who are proficient? (Data Phase)
4 Critical Questions (District)
Here are the four questions that the district shared as the basis for a PLC meeting and how those questions are related to the PLC Team cycle we will be focusing on today.
As you can see, following the PLC Team Cycle follows the 4 critical questions that should be the fore front of a PLC team.

10. PLC Team Cycle Instructional Roadmap Phase
Next up is Dave. Dave will be introducing you to the Roadmap Phase of the PLC Team Cycle. Let the Journey begin.

11. Instructional Roadmap Design
Dave Swank
Rapid City Area Schools
August 12, 2013

12. Opportunityisnowhere

13. This morning… Part 1: Whole Group
Part 2: Breakout Sessions
Part 1: Whole Group
Content-area sessions facilitated by content coordinators and teacher leaders, focusing on the work of creating instructional roadmaps.
Your team will need to split up so that at least one representative from your building attends each session.
Brief overview of:
Instructional roadmaps
Unit pacing guides
Roles of the district, team, and teacher

14. Have you ever…
Created a conceptual or thematic unit? (i.e., The Water Cycle, Romeo and Juliet, Fractions, The Civil War)

15. Unpacked standards into learning targets?
Have you ever…
Unpacked standards into learning targets?

16. Established proficiency? (i.e., PLD)
Have you ever…
Established proficiency? (i.e., PLD)

17. Have you ever…
Given a summative assessment? (i.e., End of unit test, speech, culminating project)

18. Written a common formative assessment?
Have you ever…
Written a common formative assessment?

19. Decided on a due date for a project or test?
Have you ever…
Decided on a due date for a project or test?

20. Made decisions about the order in which to teach concepts?
Have you ever…
Made decisions about the order in which to teach concepts?

21. Shared resources with your colleagues?
Have you ever…
Shared resources with your colleagues?

22. This is NOT NEW!

23. Critical Understanding #1
Unit Pacing Guides provide our guaranteed, viable curriculum.
Instructional Roadmaps are rooted in the Unit Pacing Guides.

24. Establish a consistent timeframe for instruction across buildings
Unit Pacing Guides
Outline the essential learning (priority/power standards) in a broad way
Establish a consistent timeframe for instruction across buildings
Are established at the district level

25. Critical Understanding #2
Instructional Roadmaps are the work of PLC teams.

26. Instructional Roadmaps
Establish the context of the pacing guide at the team level.
Consider the unique factors of each student and staff population
Include an assessment plan
Provide the “bridge” between the unit pacing guide and classroom instruction

27. Curriculum Design in a PLC
District
Team
Teachers
Establish priority/power standards
Develop unit pacing guides
Create instructional roadmaps
Learning targets
Proficiency level descriptors
Assessment and learning plan
Lesson plans
Learning experiences
Criteria for success
An “instructional roadmap” bridges the gap between district-level curriculum expectations and the work that individual teachers do. Using the district unit pacing guide as a starting point, teams of teachers develop conceptual units that integrate formative and summative assessment into the learning-assessment process.
The district establishes the “tights” concerning pacing and essential outcomes; teams have autonomy to make decisions with their students in mind; individual teachers use their personal teaching styles and methods within their classroom walls.

28. Critical Understanding #3
The process is “tight”; the format is “loose.”

29. Four stages
Stage One: Determine the essential learning based on standards
Stage Two: Determine what evidence to collect
Stage Three: Calendar assessments and learning targets
Stage Four: Increase teacher capacity
Share Example here.

30. Example

31. Example

32. Critical Understanding #4
Individual teachers have the autonomy and flexibility to tailor the instruction in their classrooms.

33. Important to know
This process will push many teachers outside of their comfort zone.
This process is time-consuming, and it can’t be rushed.
Don’t try to create a roadmap for the timeframe in which you’re currently teaching!

34. Facilitation Guides
Detailed steps for each of the four stages of Instructional Roadmap Design
Templates
Protocols
Examples

35. Breakout Sessions Elementary Math – Dakota Hall
Secondary Math – Room #109
Elementary Literacy – Library Community Rm
Secondary Literacy – Room #110
Science – Classroom A (don’t go anywhere!)
Secondary Content – Room #111

36. Opportunityisnowhere

37. Opportunity is no where

38. Opportunity is now here

39. Lunch Break
11:00 – 12:30

40. NOW… Thus Far… What do we do with the data from the CFA? DATA PHASE
We have learned more about the Instructional Roadmap Phase.
We spent lots of time last year working with CFA’s.
We know that the Instructional Roadmap will help us determine what CFA’s to administer and when to administer them.
NOW…
Let’s review what we’ve done so far today. READ BULLET 1: Dave gave you an introduction to the Roadmap Phase and you each attended a break out session with more in depth information concerning a particular curriculum area. READ BULLET 2: everyone worked on at least one CFA last year and will continue that work this year as part of the Instructional Roadmap Phase as indicated in BULLET 3 READ. NOW read question. The answer is the DATA PHASE. That is what we will be discussing this afternoon
What do we do with the data from the CFA?
DATA PHASE

41. Data Phase: The Big Picture
PLC Teams…”are the single best way to help educators…move from drowning in data to using information to make better instructional decisions.”
Reeves 2009
READ SLIDE Better instructional decisions are best for students, but also for teachers. When students do better, teachers feel good about the job they are doing. You wouldn’t be a teacher if student success in whatever form wasn’t the most motivating factor in your job.

42. This is one of the quotes we examined this morning when we looked at the definitions of Data Teams and PLC teams. READ SLIDE
Data (PLC)Teams are a model for continuous, collaborative action that inspires and empowers professionals to improve teaching, learning, and leadership for all Douglas Reeves, Leadership and Learning Center on Data Teams, 2010

43. Data Teams are small, grade-level, department, course-alike, or organizational teams that examine work generated from a common formative assessment.
READ SLIDE: PLC data teams are going to look different at elementary, middle, or high school. Within each level the teams are going to look different from school to school. What makes the team a PLC DATA TEAM is examining work generated from a CFA.
Douglas Reeves, Leadership and Learning Center on Data Teams, 2010

44. THE Presentation For each step in the data phase you will see…
the why, what, and how.
an example.
a short video.
the PLC team’s rubric for each step of the data phase.
Quickly discuss what the format for sharing/learning about each step of the data phase. We will share an examples of both elementary and secondary. The video clip will be of a Middle school PLC data team as it goes through steps of the data phase. The Rubrics will be shown on the slides, but it will best to look at the rubrics in the Data Team Book pp

45. ONGOING: Monitor and Evaluate Results
PLC Team Data Phase
1. Collect and Chart Data:
Data teams gather and display data from the common formative assessment results.
2. Analyze Data and Prioritize
Needs:
Data Teams identify the strengths and needs of student performance and then form inferences based on the data.
Data Teams also prioritize by focusing on the most urgent needs of the learners.
5. Determine Results Indicators:
Data Teams determine the “Look For’s” in student work /behaviors as well as the Adult behaviors
Teacher Actions + Student Actions = Desired Impact
ONGOING: Monitor and Evaluate Results
Quickly go over the five steps prior to zoning in on each step.
4. Select Common Instructional Strategies:
Teachers collaboratively identify research-based instructional strategies. (ex., Marzano’s 9 Research-Based Best Practices)
3. Set, Review, and, Revise
Incremental SMART Goals:
Teams collaboratively set Incremental goals that are reviewed and revised throughout the data cycle
Douglas Reeves, Leadership and Learning Center on Data Teams, 2010

46. Step 1: Collect and Chart Data
Why?
Collecting and charting data allows you to recognize and accelerate all groups of learners.
What is it?
Disaggregation/organization of data into 4 groups:
Proficient and Higher
Close to Proficient
Far from Proficient
Intense Intervention
Teams may disaggregate data into additional groups (Free/Reduced;
Ethnic; Gender; etc.) if wanting information concerning patterns
and trends among subgroups.
How do we do it?
Score Common Formative Assessments (CFA) based on proficiency descriptors (PLD) with PLC team.
As a team, chart data (Chart paper, excel, word document)
Step 1 Collect Data
Why…so that the team can look at the information provided from the data to create inferences, next steps, and determine instructional strategies in order to accelerate ALL learners
Normally organized in 4 groups
* Students who scored proficient or higher on the CFA based on the performance descriptors already determined by the PLC team.
* Students who scored close to proficient on the CFA
* Students who scored far from proficient on the CFA
* Students that require intense intervention and even then still may not score well on the posttest and will continue to need interventions throughout the school year
Reeves, 2010: Leadership and Learning Center
Peery; Leadership and Learning Center, 2011

47. Examples: Charted Data
Teacher 1
Teacher 2
Teacher 3
Example of data charted on a table…
This particular example is from a first grade classroom
CFA was administered prior to any teaching and then data was gathered and disaggregated into the 4 categories.
After instruction, the CFA was administered again and post data was recorded to determine growth.
In elementary classrooms, it is possible to chart the names of the students into the categories on the chart BUT when there are many students in a class it isn’t necessary to record ALL the names the appropriate category (Ex., Middle School; High School)

48. Example: Charting Data Using Excel
Example of charting data in excel
This example is already formatted to do most of the addition, dividing, etc for teachers and it will be made available to the district for teacher use.
It was said at our training that this example would be good for middle school/high school classes BUT after playing with it I really, really like it and my PLC team plans to use it.
CLICK ON AND TYPE EXAMPLE
Discuss Cover Page…I already inputted 2 teacher names; scoring information and labels; and % of students we want proficient (Which comes from the SMART GOAL we will discuss later)
Click on Teacher one…notice that the labels from the scoring information automatically go on the page when you type it
notice how the information changes as Janet types it in
Click on Teacher two…notice how, once again, the information changes as Janet types it in.
notice that the growth is automatically determined for each student AND for each category at the top
Go to Minutes 1…data from pretest is automatically inputted onto the table for quick easy access
Go to Minutes 2…data from posttest is automatically inputted onto the table
Douglas Reeves; Leadership and Learning Center, 2010

49. Sartartia Middle School Video Clip: Step 1-Collecting Data
Before watching video discuss the following:
This a video of a middle school team. This team was recorded by the Douglas Reeves center as an example of a data tem/PLC team in action.
FYI: Before hearing beginning the data discussion, the team reviews the schedule and norms for the team meeting
Important note: The data for this team was inputted onto an excel chart similar to the one I shared by each teacher before the meeting and was then printed for them to look at during the meeting.
Douglas Reeves; Leadership and Learning Center, 2010

50. Data Team Rubric: Collect-Chart Data
Go to page 87 in the Data Team Experience book…
On Pages you will see the PLC team rubrics for each step in the data phase. Once again it is important to note that EACH step in the data phase has a rubric in which the PLC teams can use as a guide to having the BEST PLC team meeting possible. The rubric shows what proficient looks like and what exemplary looks like.
On page 87 you will see the rubric for step 1 collecting and charting data. I also have it displayed on the screen but it was impossible to copy and paste it big enough for you to read.
Right now, I want to take a minute for you to read the rubric for collecting and charting data. Please read only this rubric. You will get a chance to look at the others throughout the presentation.
After a minute, give them two minutes to discuss their thoughts with the professionals at their table.
(all important, training indicated A & F vital)
Douglas Reeves; Leadership and Learning Center, 2010

51. Step 2: Analyze and Prioritize Needs
Why?
“Analysis of data provides insights” (White, 2005) and ensures “that the highest number of students possible will achieve proficiency” (Peery, 2011).
What is it?
Examination of student work in order to make inferences based on both…
Student strength(s)
Student need(s)
How do we do it?
Collaboratively examine and discuss student work/CFA’s.
Determine each groups area of strength(s).
Using what the team knows about each strength(s), prioritize each groups area of focus/need.
Step 2 relates directly back to 3 of the 4 essential questions:
How will we know if our students are learning?
How will we respond when students do not learn?
How will we enrich and extend the learning for students who are proficient?
WE ANALYZE AND PRIORITZE NEEDS
WHY looking for that job satisfaction all teachers want: STUDENT SUCCESS.
WHAT looking for evidence of strengths & needs, proof of knowledge & skills. take a risk & share your expertise by INFERING from student work what their strengths and needs are.
HOW We do this collaboratively. We all bring out own perspectives to the team, detail versus big picture . collaboration helps me to relate my detailed perspective to the big picture. Once we have examined & discussed the work , determined each groups strength, we use the collective team knowledge about each strength to prioritize each groups area of need.
Reeves, 2010: Leadership and Learning Center
Peery; Leadership and Learning Center, 2011

52. Examples: Analysis
Let’s look at an example on a table. The 4 groups are down the side, strengths, inferences, next step: which would be needs , across the top. The next slide you will be able to read better
Douglas Reeves; Leadership and Learning Center, 2010

53. Go over example quickly
Go over example quickly. MAKE SURE I UNDERSTAND EXAMPLES TALK TO CHRISTY

54. Example: Charting Analysis and needs Using Excel
On the excel sheet
Minute one : students close to proficient STRENGTHS – clearly stated position, used some type of structure INFERENCES could state one position on a topic, unfamiliar with formal outlines NEEDS did not state opposing position, examples were weak INFERENCES familiarity with a formal outline would help students include opposing viewpoint, examples need to be explicit and thoughtful students in need of intervention STRENGTH could state a position INFERENCES unfamiliar with formal outlines NEEDS instruction in outlining, support to develop examples with depth, support to state an opposing viewpoint
Douglas Reeves; Leadership and Learning Center, 2010

55. Sartartia Middle School Video Clip: Step 2-Analysis
This is just a snippet of step 2 in the data phase . There is a video available that shows everything the team did in each step of the data phase.
Douglas Reeves; Leadership and Learning Center, 2010

56. Data Team Rubric: Analyzing Data
The Rubric for Step 2 of the data phase is on the bottom of page 87 and top of page 88 in the Data Teams Experience Book.
take a minute to read the rubric for Analyzing Data and then discuss your thoughts about the rubric with your team for two minutes.
(all important, but training indicted A & D)
Douglas Reeves; Leadership and Learning Center, 2010

57. Quiz Time How much do you remember?
TRENT WILL ADMINISTER QUIZ

58. Step 3: Set, Review, Revise Incremental SMART Goal
Why?
Holds individuals and teams accountable
Allows you to analyze, monitor, and adjust professional practice which, in turn, encourages focus and action.
What is it?
S Specific
M Measurable
A Achievable
R Relevant
T Timely
Short Term Goals
Reviewed and Revised throughout the data cycle
Important points:
SMART GOAL: Is a group proficiency goal…ex. 78% of the 8th grade Algebra students will be proficient by…
SMART Goal is:
Specific
Measurable
Achievable
Relevant
Timely
2. The goal is not a random percentage that sounds good…there is a formula for determining the SMART Goal.
Promotes accountability
Because a specific goal is determined that the individual teachers and the team are accountable for..focus and action are encouraged
The goal can be changed by the team if they notice that throughout teaching and monitoring one of the criteria for an effective goal wasn’t what the team expected. EX…timely and achieveable
Douglas Reeves; Leadership and Learning Center, 2010

59. Step 3: Set, Review, Revise Incremental SMART Goal
How to determine SMART Goal?
SMART Goal statement:
The percentage of (student group) scoring proficient or
higher in (content area-standard) will increase from (Pre
Assess %) to  (Goal %) by the end of (Date) as measured by
(CFA) administered on (Administration Date).
Determining SMART GOAL:
Add only the number of students at Proficient, Close and Far, then divide that number by the total number of students.
Example of a SMART Goal statement
How do I determine percentage of group proficiency
Prof+Close+Far/Total
The intense intervention group…since, based on your professional opinion based on observation /formative assessments, this group may make gains but will most likely continue to need intense intervention, they are going to be the % of students that won’t meet the goal during the time frame. The other groups make up the percentage of students that you think will make it.
NOTE: Just because you do not think that the intense intervention group will not meet proficiency during the time frame alotted DOES NOT mean that with continual intervention they will not make proficiency by the end of the year. We are not officially giving up on these kids because it takes them longer to meet proficiency.
Douglas Reeves; Leadership and Learning Center, 2010

60. Examples: SMART Goal Elementary Example
This statement can be used at ANY grade level….For example
% of 7th grade students scoring proficient or higher in Math-equivalent fractions will increase from 46% (Pre-data or initial CFA data that seemed concerning)….etc…etc.

61. Example: Charting SMART GOAL Using Excel
Douglas Reeves; Leadership and Learning Center, 2010

62. Sartartia Middle School Video Clip: Step 3-SMART goal
Same team viewed in earlier videos…shows some of the SMART Goal discussion they had during their PLC meeting.
Douglas Reeves; Leadership and Learning Center, 2010

63. Data Team Rubric: Smart Goal
Data Team Experience Book page 88 (bottom)
Once again, silently read SMART Goal rubric for PLC team—give them a minute
Discuss with table for 2 minutes
Training indicated all are vital, but b through f most vital
Douglas Reeves; Leadership and Learning Center, 2010

64. Step 4: Select Common Instructional Strategies
Why?
Determine strategies that work so that we can share and replicate those strategies in the future.
Determine whether the actions of the adults had an impact on student success.
What is it?
Research-based instructional strategies are:
actions by adults that positively impact student cognition.
actions that provide active involvement of students in the learning.
actions that enhance student achievement.
How do we do it?
Collaboratively examine and discuss student needs
Determine instructional strategies for each group in which there is a direct link between the identified need (Step 2) and the research based strategy.
We’ve all had lessons that we felt were successful in teaching the learning target and those that didn’t but we’re not really sure why.
Step 4 gives you the opportunity to respond to the students’ needs identified in Step 2 in a very intentional way by prioritizing the strategy/strategies to use with your students as a team to determine if your “teaching” has a n impact on student success.
Slide: What is it ? –brief
Slide: How do we do it? - brief
Reeves, 2010: Leadership and Learning Center
Peery; Leadership and Learning Center, 2011

65. Research-Based Strategies: Marzano
Marzano’s Research-based 9 Strategies
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Nonlinguistic Representations: Imagery
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
Applications: Teaching Specific Types of Knowledge
Show 2 Marzano books, In the Data Team Experience Book they talk about Visible Learning : A Synthesis of over 800 Meta –Analyses Relating to Achievement by John Hattie. I recommend the Teacher version.
Marzano; Classroom Instruction that Works, 2001.

66. Examples: Instructional Strategies
We had talked about 2 of the 1st grade groups, here are the research based strategies used by the 1st grade PLC data team.

67. Example: Charting Instructional Strategies Using Excel
For our middle school team they discuss:
Note taking
Graphic organizers
Application: teaching specific type of knowledge
Cooperative learning
NOTICE WHICH ONE THEY DECIDED WAS THE PRIORITY STRATEGY
Douglas Reeves; Leadership and Learning Center, 2010

68. Sartartia Middle School Video Clip: Step 4-Instructional Strategies
What was the priority strategy?
Application: teaching specific type of knowledge
Douglas Reeves; Leadership and Learning Center, 2010

69. Step 4: Instructional Strategies Rubric
Data Team Experience Book page 89 (top)
Once again, silently read Instructional Strategies rubric for PLC team—give them a minute
Discuss with table for 2 minutes (all important, but our training indicated A, C & E as vital)

70. Quiz Time How much do you remember?
TRENT WILL ADMINISTER QUIZ

71. Step 5: Results Indicators
Why?
To have a clear understanding of:
Adult behaviors while implementing the strategy.
Student actions while implementing the strategy.
Expected change in student proficiency levels once the agreed-upon strategies are implemented.
What is it?
Written description of adult behaviors, student behaviors, and what to look for in student work for each strategy and student group.
How do we do it?
Visualize how the strategies will occur.
Visualize the results from the use of the strategies.
Collaboratively discuss the visualizations with the PLC team.
Make a written record of the agreed-upon expected actions of both the teacher and students and the expected results of the students.
Step 5 Results indicators
Helps teams have a CLEAR UNDERSTANDING of:
Adult behaviors
Student actions
Observe change in student proficiency levels once the agreed upon strategies are implemented
To create a written description of the teacher behaviors and student actions…VISUALIZE the strategies being implemented and what behaviors the teacher and students must have to have the desired results.
Discuss visualizations and ideas with team and agree upon expected actions and expected results
Reeves, 2010: Leadership and Learning Center, Peery; Leadership and Learning Center, 2011

72. Examples: Results Indicators
Daily, TTW model creating a visual representation of the number sentence in order to determine equality. TTW also model checking work.
TSW demonstrate the equality of a number sentence using a written visual representation and/or using manipulatives.
Expected Result: Use manipulative and/or drawings to determine if a number sentence shows equality (Is the number sentence true or false) when a standard notation is explored (ex. 8=4+4—Is this true or false).
Click one…Circles Far from Proficient
Click 2/3…Brings in Box and Teacher behaviors
Click 4/5…Brings in Box and Student Action
Click 6/7…Brings in box and expected results from the implementation of the strategy and the consistent teacher behaviors and student actions.

73. Example: Charting Results indicators Using Excel
Click on chart…Go to results indicators to show where in the chart it is located…
Douglas Reeves; Leadership and Learning Center, 2010

74. Sartartia Middle School Video Clip: Step 5-Results Indicators
Douglas Reeves; Leadership and Learning Center, 2010

75. Step 5: Results Indicators Rubric
Bottom page 89 and top of page 90
Same format as the other rubrics
(all important, training indicated all are vital)
Douglas Reeves; Leadership and Learning Center, 2010

76. Step 6: Monitoring and Evaluating
Why?
Monitoring allows team members to reflect on the effectiveness of the strategies being used with the purpose of enhancing student achievement.
What is it?
Reflection of the responses generated from the following 3 questions:
Are the strategies selected by the team having the desired impact on student learning?
If yes, How do we know?
If not, What do we do next to guarantee better success.
How do we do it?
Examine work samples
Team members support each other through dialogue, modeling, and planning.
Decide, through collaborations, whether to continue, modify, or stop the use of the selected strategy.
Last step…monitoring
REFLECTION Step
“Is it working?”
If not…what could the problem be…reflection can be done and then discussed collaboratively with the team
Work samples; written record of observations by the teacher, etc. are a must…you need to have proof of the strategy/results indicators working or not working
Remember when monitoring, observing, and reflecting on student work throughout the teaching process, the group may decide to adjust:
SMART Goal
Instructional Strategy (-ies)
Result Indicators
Adjustments can ONLY be made if the team agrees upon it
Peery; Leadership and Learning Center, 2011

77. Step 6: Monitoring and Evaluating Rubric
Page 90
Same format
Training indicated B & E vital
Douglas Reeves; Leadership and Learning Center, 2010

78. Quiz Time How much do you remember?
TRENT WILL ADMINISTER QUIZ

79. Bringing it all together
What is your PLC time going to look like?
That depends on where in the PLC Team Cycle your team is.

80. Briefly Review PLC Team cycle

81. Instructional roadmap phase
Are you familiar with the unit pacing guides provided to you by your district?
If not…locate them and familiarize yourself with them.
If so…create Roadmap.
Read slide

82. Is your Roadmap finished. If not…finish it
Is your Roadmap finished? If not…finish it. If so…Work within the classroom; administer CFA’s, and collect classroom data.

83. If… 1. You are familiar with your Unit Pacing Guides. 2
If… 1. You are familiar with your Unit Pacing Guides. 2. Roadmap is finished. 3. CFA’s are created, administered, and the data is ready to share with your PLC/Data Team. Then… move to Data Phase and with your team…. 1. Collect and Chart Data. 2. Analyze Data 3. Create SMART Goal. 4. Determine Instructional Strategies. 5. Determine Results Indicators. 6. Monitor effectiveness of strategies.
Pg in Data Team Experience book

84. ONGOING: Monitor and Evaluate Results
PLC Team Data Phase
1. Collect and Chart Data:
Data teams gather and display data from the common formative assessment results.
2. Analyze Data and Prioritize
Needs:
Data Teams identify the strengths and needs of student performance and then form inferences based on the data.
Data Teams also prioritize by focusing on the most urgent needs of the learners.
5. Determine Results Indicators:
Data Teams determine the “Look For’s” in student work /behaviors as well as the Adult behaviors
Teacher Actions + Student Actions = Desired Impact
ONGOING: Monitor and Evaluate Results
Quickly go over the five steps prior to zoning in on each step.
4. Select Common Instructional Strategies:
Teachers collaboratively identify research-based instructional strategies. (ex., Marzano’s 9 Research-Based Best Practices)
3. Set, Review, and, Revise
Incremental SMART Goals:
Teams collaboratively set Incremental goals that are reviewed and revised throughout the data cycle
Douglas Reeves, Leadership and Learning Center on Data Teams, 2010

85. PLC Team Cycle
3 Phases….Roadmap, Data, and Post-Data
Today’s focus will be on learning about and creating the instructional roadmap as well as learn the parts of the data phase as well as use data to make better instructional decisions.