Bringing the Four PLC Questions to Life: Systems …...Bringing the Four PLC Questions to Life: Systems That Ensure All Students Learn Anthony Muhammad This session focuses on systemic

Bringing the Four PLCQuestions to Life:

Systems That EnsureAll Students Learn

Anthony Muhammad

This session focuses on systemic implementation of the four critical questions of a PLC. Participants gain a powerful understanding of what it takes to move from theory to practical, systemic implementation. The strategies Anthony Muhammad presents can be immediately applied when participants return to their schools.

Participants in this session:• Practice developing essential standards and student outcomes.• Learn the process for creating useful and valid common assessments.• Discover how to methodically create an effective academic intervention system

that meets each student’s needs.

The presenter might refer to page numbers for viewing information. For that reason, materials retain original numbering.

Anthony MuhammadA practitioner for more than 20 years, Anthony Muhammad, PhD, has served as a middle school teacher, assistant principal, and principal, and as a high school principal. His Transforming School Culture approach explores the root causes of staff resistance to change.

Dr. Muhammad has received several awards as a teacher and a principal. His most notable accomplishment came as principal of Levey Middle School in Southfield, Michigan, a National School of Excellence, where student proficiency on state assessments more than doubled in five years. Dr. Muhammad

and the staff at Levey used the PLC at Work process to effect substantial school improvement, and the school has been recognized in videos and articles as a model high-performing PLC.

Twitter: @newfrontier21Solution Tree Resources:

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Bringing the 4 PLC Questions to Life: Systems That Ensure All Students Learn

Anthony Muhammad, PhD

Focus• Essential standards

• Common assessments

• Academic interventions

• Action orientation and experimentation

Teach and Collaborate

Assess

Analyze DataIntervene

Plan

Four Corollary PLC Questions

1. What do we want student to knowand be able to do?

2. How do we know if students havelearned?

3. How do we respond when studentsdon’t learn?

4. How de we respond when studentshave learned?

Professional Learning Communities

A World Leader in Education Cultivating Exceptional Thinkers Prepared for the Future

Targets

Q1. What do we want

students to know and be able to do?

Evidence

Q2. How will we know if they get it or can do it?

ActionQ3.How will we respond when

they don’t learn?

Q4. How will we respond

when they do learn, or

already know it?

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PLC Question #1

Robert Marzano (2001) found that … On average - 200 broad standards; 3093

benchmarks (www.mcrel.org) Given # of days/hours/minutes necessary to

change from K–12 to K–22 prior to university Increase time or decrease standards!

Power Standards

“Prioritized standards that are derived from a systematic and balanced approach to distinguishing which standards are absolutely essential for student successfrom those that are nice to know.”

—Ainsworth, Power Standards: Identifying the Standards that Matter the Most, 2003

Power Standards

LESS is more!

o Leverage

o Endurance

o Success in School (readiness)

What Do We Want Students to Know and Be Able to Do?

• Identify essential standardsand outcomes.

• Pace them per quarter.

• Identify instructional materialto ensure student masteryof standards.

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Unpack Learning Targets

Understands and analyzes how cultures and cultural groups have contributed to history

Unpack Learning Targets

Understands and analyzes how cultures and cultural groups have contributed to history

• Underline the content.

• Circle the cognitive behavior.

Webb’s DOKHigh

Cognitive Demand

Low Cognitive Demand

Reflection

• How do you currently address thefirst PLC question: What do wewant students to learn?

• Do teachers get an opportunity togain a common understanding ofthe standards?


Traditional Assessment Model

Pretest Teach Teach Teach Teach Post-test

Assign grades

Formative

• Occurs during thecourse of a unit of study

• Determines astudent’sknowledge and skills, including learning gaps

• Used to informinstruction and guide learning

• Includes assessmentas and for learning

Summative

• Made at the end ofa unit of study

• Determines thedegree to which astudent has met a learning target

• Used to evaluate orjudge studentachievement

• Includes assessmentof learning

Assessment Literacy

Of

For

As

Summative

Formative

How Do We Know If Students Have Learned?

• Assessments measure if students can performidentified tasks.

• Students should receive assessments at leasteach quarter per core subject matter.

• Assessments should not exceed 25 questions.

• Teachers who teach the content should develop assessments.

• Assessment questions should be more challenging than the modality used on state assessment.

Develop common assessments.


Reflection

• How do you currently address the secondPLC question: How do we know if studentshave learned?

• What do you do with assessment results?

Pyramid of Intervention

Base Program

Supplemental

Intensive

Supplemental Instruction & Support

• Identify students with common assessment data, grades, and environment data

Base Program

• For all students

• Daily best practice

• Should address the needs of at least 75% of your students.

Intensive Support

• For students who have not responded to first two levels

• Track student progress weekly.

Pyramid of InterventionsHow do we respond when students

do not learn?

• Homework lunch

• In‐school tutors

• Student support specialist

• After‐school tutoring

• Student success plan

• Title 1 summer institute

Reflection

• How do you address the third and fourthPLC questions?

– How do we respond when students do not learn?

– How do we respond when students have learned?

• Do you need to address these questionsagain systemically?


Levey Academic/Testing Calendar 2004–2005 Tuesday August 31 Math Yellow Sheet Day—A.M. (Library) Tuesday August 31 Science Yellow Sheet Day—P.M. (Library) Wednesday September 1 SS Yellow Sheet Day—A.M. (Library) Wednesday September 1 ELA Yellow Sheet Day—P.M. (Library) Tuesday October 19 SS Common Assessment Administered Wednesday October 20 Science Common Assessment Administered Thursday October 21 Math Common Assessment Administered Friday October 22 ELA Common Assessment Administered Friday October 29 End of 1st Marking Period Wednesday November 3 *ELA Yellow Sheet Day—A.M. (Library) Wednesday November 3 *SS Yellow Sheet Day—P.M. (Library) Thursday November 4 *Science Yellow Sheet Day—A.M. (Library) Thursday November 4 *Math Yellow Sheet Day—P.M. (Library) Wednesday November 10 Parent-Teacher Conferences Monday Nov. 29–Dec. 17 Writing Month Monday January 10 ELA Common Assessment Administered Tuesday January 11 Math Common Assessment Administered Wednesday January 12 Science Common Assessment Administered Thursday January 13 SS Common Assessment Administered Monday Jan. 24–Feb. 11 MEAP Testing Wednesday March 23 Student-Led Conferences Thursday March 24 End of 3rd Marking Period Wednesday April 6 Science Yellow Sheet Day—A.M. (Library) Wednesday April 6 Math Yellow Sheet Day—P.M. (Library) Thursday April 7 SS Yellow Sheet Day—A.M. (Library) Thursday April 7 ELA Yellow Sheet Day—P.M. (Library) Tuesday May 31 Science Common Assessment Administered Wednesday June1 ELA Common Assessment Administered Thursday June 2 Math Common Assessment Administered Friday June 3 **SS Common Assessment Administered Wednesday June 8 End of 4th Marking Period Friday June 10 Complete Common Assessment Results and Year-End Departmental Reports due to Principal *Identify 2nd and 3rd Quarter Objectives **6th and 7th Grade, 8th Grade will take on June 2, 2005

A National School of Excellence

25300 W. Nine Mile Road, Southfield, MI 48034 Main Office: 248-746-8740 Fax: 248-746-8718


Departmental Fact Sheet

Date of meeting: ___________ Quarter: __________ Department: ________________

6th grade focus objectives/benchmarks:



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Protocol for Unwrapping Standards Finding the Learning Targets to Teach and Assess

1. Circle the verbs (skills).

2. Underline the nouns (concepts) to be taught.

3. Double underline any prepositional phrase (context).

4. Write separately each verb (skills) and noun (concept) combination as a separate learning target.

5. If a prepositional phrase (the context) is included at the beginning or the end of the standard, include it in the target.

6. Examine each learning target, asking the following questions:

What are the instructional and assessment implications of this target?

What would it look like to teach this target in the classroom (setting, materials, strategies)?

Is the skill measurable?

What would the assessment look like?

Do we need to change the verb to make it more measurable?

7. After examining the instructional and assessment implications, are there any targets that are implicit or not directly stated in the standard that should be included?

(Adapted from Bailey & Jakicic, Common Formative Assessment: A Toolkit for Professional Learning Communities at Work, 2011)

Unwrapping and Deconstructing

Focus on Key Words: Standard:

What Will Students Do? (skills or verbs)

With What Knowledge or

Concept? (nouns or direct

instruction)

In What Context? Level of Thinking

Bloom’s (revised) Taxonomy

Marzano’s Taxonomy Webb’s DOK

Remembering, understanding Retrieving Recalling and reproducing

(DOK 1)

Applying Comprehending Skills and concepts (DOK 2)

Analyzing Analyzing Strategic thinking (DOK 3)

Evaluating, creating Knowing, utilizing Extended thinking (DOK 4)



Protocol for Unwrapping Standards Finding the Learning Targets to Teach and Assess

1. Circle the verbs (skills).

2. Underline the nouns (concepts) to be taught.

3. Double underline any prepositional phrase (context).

4. Write separately each verb (skills) and noun (concept) combination as a separate learning target.

5. If a prepositional phrase (the context) is included at the beginning or the end of the standard, include it in the target.

6. Examine each learning target, asking the following questions:

What are the instructional and assessment implications of this target?

What would it look like to teach this target in the classroom (setting, materials, strategies)?

Is the skill measurable?

What would the assessment look like?

Do we need to change the verb to make it more measurable?

7. After examining the instructional and assessment implications, are there any targets that are implicit or not directly stated in the standard that should be included?



Focus on Key Words: Standard:


With What Knowledge or

Concept? (nouns or direct

instruction)


Bloom’s (revised) Taxonomy

Marzano’s Taxonomy Webb’s DOK

Remembering, understanding Retrieving Recalling and reproducing

(DOK 1)



Evaluating, creating Knowing, utilizing Extended thinking (DOK 4)




Focus on Key Words: Standard: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the difference in focus and the information provided.


With What Knowledge or Concept?

(nouns or direct instruction)


Compare Firsthand account, secondhand account

Of the same event or topic

Contrast Firsthand account, secondhand account


(Know) Firsthand account, secondhand account

Describe

The difference in focus each account provided

Describe

The difference in information each account provided

Bloom’s (Revised) Taxonomy Marzano’s Taxonomy Webb’s DOK

Remembering, understanding Retrieving Recalling and reproducing (DOK 1)



Evaluating, creating Utilizing knowledge Extended thinking (DOK 4)

(Adapted from Bailey & Jakicic, Common Formative Assessment: A Toolkit for Professional Learning Communities at Work (2011)

Homework Lunch Assignment Form

Grade Level: __________________________

Date: ________________________________

Student Name Missing Assignments

Teacher Name (print): ________________________________ Teacher Signature: ___________________________________ * Please turn in to guidance counselor no later than Thursday.

** Please attach all necessary copies.



Focus on Key Words: Standard: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the difference in focus and the information provided.


With What Knowledge or Concept?

(nouns or direct instruction)


Compare Firsthand account, secondhand account


Contrast Firsthand account, secondhand account


(Know) Firsthand account, secondhand account

Describe

The difference in focus each account provided

Describe

The difference in information each account provided

Bloom’s (Revised) Taxonomy Marzano’s Taxonomy Webb’s DOK

Remembering, understanding Retrieving Recalling and reproducing (DOK 1)



Evaluating, creating Utilizing knowledge Extended thinking (DOK 4)

(Adapted from Bailey & Jakicic, Common Formative Assessment: A Toolkit for Professional Learning Communities at Work (2011)

Homework Lunch Assignment Form

Grade Level: __________________________

Date: ________________________________

Student Name Missing Assignments

Teacher Name (print): ________________________________ Teacher Signature: ___________________________________ * Please turn in to guidance counselor no later than Thursday.

** Please attach all necessary copies.

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Title 1 Student Support Specialist Position: Title 1 Student Support Specialist Location Levey Middle School Salary Not to exceed Step 2 of the SEA Master Agreement (grant funded, 1-year position only) Qualifications Possess a valid Language Arts (6–8) or English (6–8) teaching certificate Description The primary function of the Title 1 Student Support Specialist is to monitor, mentor,

plan, and assist Title 1 students in order to help them acquire grade level proficiency in math and reading. The person who fills this key position must demand and promote high academic achievement for all students. This key person would collaborate with students, teachers, counselors, administrators, and parents to ensure student success. In addition, this person would help plan and oversee all Title 1 programming, including the Title 1 Parent Advisory Committee. This person also will teach no more than three Reading Support classes or other support classes as determined by the building principal. This person will also assist with reports and paper work associated with Title 1 funding.

Responsibilities

Monitor progress of Title 1 students. Create plans and intervention strategies to help Title 1 students be successful. Communicate progress of Title 1 students to their parents. Effectively work with teachers to devise strategies to help improve the

achievement of Title 1 students. Plan and participate in programming/workshops for Title 1 parents. Prepare reports and assist with paperwork associated with Title 1 funding. Teach a maximum of three support classes for Title 1 students. Disaggregate achievement data for Title 1 students and prepare reports for the

building principal as requested. Participate in school improvement efforts such as NCA and school improvement

plans as it relates to Title 1 student. Conduct other duties and responsibilities as determined by the building principal.


Levey Middle School Title 1 Tutoring Request

Teacher: ________________________________ Subject: ______________________ Date: _______________ Room Requested for Tutoring: __________________________ Dates for Tutoring: ___________________________________

Please provide an abstract in the space provided which explains the following:

What activities do you plan to engage students in?

How will these activities improve student proficiency in math or reading?

Who will be serviced (specific students)?

What curriculum standard(s) will you address?

What are your expected outcomes? (Attach a copy of the assessment.)

(Attach paper if you need additional space.)

Approved Administrator: _______________________

Denied Date: _______________________________


Levey Middle School 2004–2005 Student Success Plan

Student: ________________________________ Grade: _____________

Subject: ________________________________ Teacher: ______________________ To receive a passing grade ____________________________ must do the following:

1. _____________________________________________________________________

2. _____________________________________________________________________

3. ____________________________________________________________________

4. _____________________________________________________________________ I, ____________________________ agree to make the following commitments to receive a passing grade:

1. _____________________________________________________________________ 2. _____________________________________________________________________

3. _____________________________________________________________________

4. _____________________________________________________________________


I, ____________________________ will make sure that my child honors his/her academic commitments by doing the following:

1. ___________________________________________________________________________ 2. ___________________________________________________________________________

3. ___________________________________________________________________________

4. ___________________________________________________________________________

I, Mr./Ms. ____________________________ will support ____________________________ by providing the following assistance

1. ___________________________________________________________________________ 2. ___________________________________________________________________________

3. ___________________________________________________________________________

4. ___________________________________________________________________________

We are all totally committed to the success of all of our students. Success takes hard work and commitment and a solid plan. We believe that if this plan is put into action, the student will find success. If the plan is not followed, the student runs the risk of failing his/her current grade, having to attend summer school, or being placed in an alternative school. Signing this plan signifies that we are all focused and committed to student achievement. Student: ________________________________________ Date: ____________________ Parent: _________________________________________ Date: ____________________ Parent: _________________________________________ Date: ____________________ Teacher: ________________________________________ Date: _____________________


Documents

Bringing the Four PLC Questions to Life: Systems …...Bringing the Four PLC Questions to Life: Systems That Ensure All Students Learn Anthony Muhammad This session focuses on systemic