Professional Learning Communities

15-Day Challenge

Maria Nielsen

Solution-Tree Associate marianielsenplc@gmail.com    

Guaranteed and Viable Curriculum Write short and long term SMART Goals “Unpack” To identify concepts and skills embedded in each standard. This fosters a deep understanding of the standard before determining if it is essential. Identify POWER Standards These become the Power, Priority Standards, or Essential Knowledge Create Pacing Guides

To determine when each Power Standard will be taught Write high-quality Common Assessments aligned to Power Standards Provide Intervention/Enrichment based on Student Data

Learning/Assessment Cycle

www.parcconline.org

15 –Day Challenge Outline

Pre-Work

• Unpack standards into learning targets (form 1:1) • Identify the power standards that all teachers in the course or grade level

will emphasize • Pace standards throughout the school calendar. (Form 1:2) Keep in

mind that all standards must be mastered by the scheduled state end-of-level tests.

-or-

Jump Right in and try the 15-Day Challenge!

• Identify standards where students historically struggle in the course of study or grade level.

• First time recommendation--Select succinct standards and targets rather than long cycle standards and targets such as:

o Measurement o Parts of a Sentence o Writing a Multi-Paragraph Essay o Water Cycle o Plants o Parts of the Brain

• List standards, targets, and skills for the unit of study (form 1:3) • Complete the 15-Day Pacing Chart (form 1:4) • Schedule and create common assessments through the unit of study

(form 1:5) o Pre-test o Common formative assessments (2-3) o Summative assessment

Designing the Unit of Study (based on standards and targets)

• Bring everything from your file cabinet or computer files to the team table. This is critical so that all team members will collectively design lessons using the best ideas and materials for students in the course or grade level.

• Based on the 15-Day pacing chart write lesson plans together. o Tip-While planning the initial lesson design, gather materials and

plan for tier 2 intervention and extension groups. Tier 2

• Plan when and how skill specific interventions and extensions will be embedded in the school day.

• Ideas may include: o Trading students among teachers when they teach the same course

at the same time. o Scheduling a time during the day when all students are in Tier 2

such as Flex or WIN (What I Need) time. • Tip: Ensure that all activities and materials for Tier 2 time are planned

and ready in advance so that students may be placed quickly in skill specific groups.

You are now ready to teach, assess, intervene, extend, and move all students forward in well-planned, systematic manner.

School Culture

Culture Always Trumps Structure!

Are we willing to give it a try! Write collective commitments for your team:

We will

Norms for PLC Team Time:

Turn-offs about meetings you have attended

Norms to address Turn-offs

What works well at meetings you attend?

Norms to protect those values

A breach of norms - Norm

Sample Norms • We will plan our units of study together. • All team members will participate in the planning. • We will have an agenda for each meeting. • We will avoid side conversations. • We will treat team members with honesty and trust. • We will keep a team learning-log to track our meeting goa

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4 Critical Questions

1) What do we want students to know and be able to do? • What should each student know and be able to do as a result of

each unit, grade level, and/or course? • Essential standards and targets are identified. • The curriculum is unpacked to meet the criteria of guaranteed,

viable, and visible learning expectations. • Targets are written in “I Can” Statements.

2) How will we know if they have learned it? • Common formative assessments aligned with the essential

standards and targets are created or agreed upon. • Data is analyzed to inform teaching practice and learning growth. • Students track their own progress for greater self-efficacy.

3) How will we provide intervention when students have not

reached mastery on the standard or target? • Time is scheduled during the school day to provide skill specific

intervention. • Students are given multiple opportunities for success. • During this time no new instruction takes places in the

classroom.

4) How will we extend the curriculum when students have mastered the standard or target?

• Opportunities are scheduled each day for enriching the curriculum during Tier II or Flex time.

• No new instruction takes place during this time.

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4 Critical Questions - Evidence

What do we want our students to know and be able to do?

How will we know if they have learned it?

How will we respond when some students don’t master the learning

targets?

What will we do when students demonstrate the learning?

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Unpacking Standards into Learning Targets (form 1:1)

Standard: CCSS.ELA-Literacy.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target (Include DOK Level)

Instruction Assessment

Vocabulary:

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Year Long Planning Templates (form 1:2)

2015-2016

Course or Grade Level

When

Standards

Targets

Notes

Aug

Sept

Oct

Nov

Dec

Jan

12

Feb

Mar

April

May

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Standards, Targets, and Skills Planning Chart (form 1:3)

Area of Focus: ____________________________________________________________________________

Standard Target Skills

Standard

Standard

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15-Day Challenge Pacing Chart (form 1:4)

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Common Assessment Guide (form 1:5)

Area of Focus____________________________________

Write sample questions for each target:

Target

Target

Target

Unit Assessment Map

Essential Standard(s): Student will represent multiplication of 2 digit by 3 digit and describe how that representation connects to the related number sentence.

� Knowledge � Per. Skill X Reasoning � Product

End-of-Unit Summative Assessment: 25 item test with 5 items 1 digit X 2-3 digits, 5 items with 2 digits X 2 digits, 5 items with 2 digits X 3 digits, and 10 points for problem solution with description.

When taught? March Instructional Days Needed: 16

Knowledge Targets Reasoning Targets Performance Skills Targets Product Targets • Know basic facts 0-10 • Know/use several models

to represent number sentences

• Explain how the representation matches the number sentence

• Identify and explain strategies used to solve problems

• Compute multiple digit problems accurately

I can statements: I can recall basic facts, 0-10, quickly and accurately. I can set up multiplication problems. I can use 2 ways to solve multiplication problems. I can use effective strategies to solve problems and find a workable solution. I can explain my thinking and strategies.

Assessment: Which target(s)?

Formative or Summative? Common or Individual?

Connection to Standard(s): How will this assessment set students up for successful

mastery of the standard?

Student Involvement How will students engage in the

assessment process?

Timeline

Assessment 1: Ongoing daily quizzes of basic multiplication facts 0-10; one summative quiz – chosen by student - per week. Individual

Students must develop accurate and fluent recall of multiplication facts to successfully compute

multiple digit problems.

Students will track daily progress

and determine when they are ready for a summative quiz each week.

Ongoing, daily

Assessment 2: Single digit X 2-3 digits using 2 different models, & with explanation of models Formative and Summative Common Formative

Students much develop fluency with multiple algorithms and mathematical language to explain

their thinking.

Students will self-assess and peer-assess pretest and make corrections.

Day3:Pretest (formative) Day 6: Summative Test

Assessment 3: 2 digit X 2 digits, using different models, & with explanation of models Formative and Summative Individual

Students must develop fluency with multiple algorithms and mathematical language to explain

their thinking with problems that have 2 digit multipliers.

Students will self-assess pretest, make corrections, and set goals for

summative test.

Day 9: Formative Day 12: Summative

Assessment 4: 2 digit X 3 digit (Mysterious Multiplication) Formative Common

Students must be able to use multiplication understanding to solve problems and identify

workable solutions.

Students will self-assess, select appropriate practice activities, and set goals for final summative test.

Day 14: Formative Day 16: Final Summative

Unit Assessment Map

Essential Standard(s):

Knowledge Per. Skill

Reasoning Product

End-of-Unit Summative Assessment:

When taught?

Instructional Days Needed:

Knowledge Targets Reasoning Targets Performance Skills Targets Product Targets

I can statements:

Assessment: Which target(s)?

Formative or Summative?

Common or Individual?

Connection to Standard(s): How will this assessment set students up for successful

mastery of the standard?

Student Involvement How will students engage in the

assessment process?

Timeline

Assessment 1:

Assessment 2:

Assessment 3:

1

Notes:

2

Student Name Teacher: Standards/Targets: Score %

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Total # Missed

Target

3

Data Analysis

Questions   Responses  

What  worked  well?  

Where  do  our  students  struggle    the  most?    

Item  analysis:  Which  problems  were  most  frequently  missed?  Why?  

How  can  we  improve  the  assessment?  

What  teaching  strategies  can    we  share?    

Plan  of  action  for  skill  specific  intervention  and  extension?  

 

Names  of  students  in  need  of  additional  intervention  and  extension  

4

Team Data Chart

Teacher

# S

tude

nts

Wh

o T

ook

Ass

essm

ent

Ove

rall

Ave

rage

Sc

ore

# S

tude

nts

P

rofi

cien

t

( /

)

# S

tude

nts

Not

P

rofi

cien

t

( /

) Names of students in need of

additional intervention

Total

5

Flexible Grouping Plan

Students who need more time

Students who will benefit from more practice

Students who will benefit from extension

Target 1

Target 2

Target 3

Target 4

Target 5

6

Planning for Tier 2

What direct instruction and materials can we use?

Below Proficiency (reteach in multiple ways)

Proficiency (firm to mastery)

Above Proficiency (extend with rigor)