New to PLC? Get Started Then Get Better INDIAN NATION: Bismarck
RV High School Professional Learning Communities
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K-6 Enrollment 7-12 Enrollment Free and Reduced Small, Rural
Town Bismarck RV School Data
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Jason King High School Principal Lindsey Taylor Counselor Terry
Skinner English Muriel WatsonMath Corey RiceSocial Studies Josh
Hagerty Science Katie Martinez Non Core Bismarck PLC Leadership
Team
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If you wait for perfect conditions, you will never get anything
done. If you wait for perfect conditions, you will never get
anything done. Ecclesiastes 11:4Ecclesiastes 11:4 Understand that
PLC is an ongoing, evolving process. As long as educational
philosophies, school faculties, local communities, and government
policies change so to will your goals. Get started assess
problem-solve revise re-implement. FIRST GET STARTED!
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PHASE ONE: PHASE ONE: In-Depth to Get You Started Your First
Year PHASE TWO: PHASE TWO: Issues Before You Attempt Your Second
Year PHASE THREE: PHASE THREE: Questions Answered For Year Two and
Beyond (Implementation Rubric is in Packet) PRESENTATION FOCUS
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Strand #1: Strand #1: Foundation for Learning Community Culture
Strand #2: Strand #2: How Effective Leadership Teams Work Strand
#3: Strand #3: Administrative/Leadership ( Duties,
responsibilities, and expectations of an administrative leader in
the PLC process ) FOCUS: Re-Creating School Goals, Focus, Climate
and Philosophy Challenge: Convincing Participants to Buy-In and
Make Long-Term Commitments. IMPLEMENTATION EXPECTATIONS Phase One:
Recreate Your Educational Climate
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Strand #4: Strand #4: How Effective Teams Work Strand #5:
Strand #5: What Students Need to Know & Do Strand #6: Strand
#6: Assessment for/of Learning FOCUS: Restructuring Leadership
Roles and Transitioning from Individual Autonomy in the Classroom
to Collaboration Challenge: Faculty Conflict in Changing the Focus
Paradigm from Classroom Autonomy to Group/Building/District
Collaboration IMPLEMENTATION EXPECTATIONS Phase Two: Setting Team
Goals
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Strand 7: Strand 7: Systematic Process for Intervention &
Student Success Strand 8: Strand 8: Continuous Improvement FOCUS:
Collection, Analysis, Interpretation of Data for Effective Goal
Setting Challenge: Cannot be Achieved until Strands 1-6 are
Functioning Appropriately IMPLEMENTATION EXPECTATIONS Phase Three:
Fluid Strategies
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FOCUS: FOCUS: MAKING THE TRANSITION FROM ISOLATION TO COMMUNITY
Strand #1: Strand #1: Foundation for Learning Community Culture
IMPLEMENTATION PROCESS Phase One: Recreate Your Educational Climate
A. MISSION B. VISION C. VALUES Pros: Can be accomplished in a day
Should help focus entire staff on common goals These set the
standards for all that follow Cons: Often rushed through to finish
product Often idealistic instead of realistic Often based on other
schools instead of local Often include too much to recall or
communicate to others Often quickly ignored or left behind, instead
of used as the driving tool.
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Building-Wide Mission and Vision Statement Adoption of
Educational Characteristics & Practices Leading to High-Level
Student Achievement Proven, Promising, and Realistic Achieving
Consensus and Common Ground Commitments from Staff MISSION, VISION,
AND VALUES
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MISSION Produce successful, self-respecting, contributing
citizens who are goal- oriented, life-long learnersVISION Be a
safe, reliable learning community that provides opportunities for
students to set and achieve realistic goals with high expectations
for postgraduate success.VALUES Maintain high expectations for our
students y no accepting failure and identifying the necessary
resources to meet them Consistently provide students the
opportunity to set and achieve realistic goals Model lifestyles
that reflect the high expectations we hold for our students Be
supportive and dedicated to professional development and
collaboration MISSION, VISION, AND VALUES
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Strand #1: Foundation for Learning Community Culture
IMPLEMENTATION PROCESS Phase One: Recreate Your Educational Climate
Pros: Provides Clear Goals for Teams Provides Clear Goals for Teams
Focused upon a few Big Ideas rather than dozens of Skills Focused
upon a few Big Ideas rather than dozens of Skills These set the
standards for all that follow These set the standards for all that
follow Cons: CANNOT BE ACCOMPLISHED EFFECTIVELY IF ATTEMPTED TOO
SOON CANNOT BE ACCOMPLISHED EFFECTIVELY IF ATTEMPTED TOO SOON Often
rushed through to finish product Often rushed through to finish
product Often idealistic instead of realistic Often idealistic
instead of realistic Often supported in groups but ignored in
classroom Often supported in groups but ignored in classroom
Becomes the first major cause of conflict Becomes the first major
cause of conflict Because of conflict, often overlooked Because of
conflict, often overlooked Must be revisited frequently Must be
revisited frequently FOCUS: MAKING THE TRANSITION FROM ISOLATION TO
COMMUNITY
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FOCUS: TRANSITIONING FROM ISOLATION TO COMMUNITY Strand #1:
Foundation for Learning Community Culture IMPLEMENTATION
EXPECTATIONS Phase One: Recreate Your Educational Climate SCHOOL
CULTURE Pros: Common Goals produce Common Accomplishments
Celebrations from Individual to Group to School to Community Cons:
It is an ongoing, long-term process. Cannot be fully realized in
the first year.
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Staff Buy-In and Long-Term Commitments. Overcoming the Cycle of
Failed Reforms Achieving Buy In Administrative Commitment
Leadership Assignments PHASE ONE CHALLENGES
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The Cycle of Failed Reforms Initial Enthusiasm Confusion over
Fundamental Concepts. Implementation Issues Failure to Achieve
Desired Results Abandonment of Reform New Search for the Next
Initiative Repeat Steps Educator-Outlook: This too shall pass.
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Breaking The Cycle of Failed Reforms Create a Clear Vision
Convince People that You Are Committed Dont Expect Faculty to Do
Their Part, if Admin Wont Expect Failure As a Part of the Process
When Failure Occurs Dont Abandon Analyze, Assess, Restructure, and
Redo.
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Creating Community and Consensus Creating Leadership Teams
Identifying Member Differences Addressing Teacher Autonomy Deciding
Upon Team Focus Team Building and PLC Time STILL THERE WERE SOME
WHO WERE NOT YET SOLD. ACHIEVING BUY IN
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Favorite Phrase: If Enough of Us Refuse, Theyll Give
UpCharacteristics: Undermines Authority Disobeys Orders Generates
Dissension Manipulates Others to Fight Their Battles Possible
Solutions Communicate Clearly Keep Focus on Common Goals Never
Allow Focus to Become Personal Listen to Ideas Call them out
Addressed by Administration Dysfunction #1: Subversives
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Favorite Phrase: I Didnt See That ComingCharacteristics:
Unprepared Cant Understand Fails to See Mistakes Good Natured
Disregards group protocols Have Their Own Agenda Possible
Solutions: Focus on Their Performance Tie Benefits to Expected
Behavior Dont Overlook or Excuse Behavior Dysfunction #2:
Clueless
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Favorite Phrase: Where Do I Begin? Characteristics:
Disorganized Indecisive Misses Deadlines Anxiety and Frustration
Possible Solutions Team Binder and Calendar Communicate Clearly
Avoid Rushing Work Do It Right the First Time Dysfunction #3:
Overwhelmed
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Favorite Phrase: Yeah. Right. Now What do you REALLY
want?Characteristics: Questions Everything Quick to Draw
Conclusions Wont Accept Data Results Experience with Failed
Programs Feels Used As A Pawn Possible Solutions Must Believe
Genuine Conviction and Commitment Teams Must Develop Deep Levels of
Trust No Short Fixes. Trust Takes Time Dysfunction #4: Skeptic
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Favorite Phrase: Favorite Phrase: This Doesnt Effect Me. Just
Let Me Do My ThangCharacteristics: Apathetic Looks at Job As Its a
Paycheck Autonomous Just let me do my thing Fear of Rejection Fear
of Change Unconvinced Change is Important Love Comfort Lack
Connections With Others Personally Motivated Possible Solutions
More Challenging Tasks Move Them From Comfort Zone.. Often. Be
Assertive about Change Help Them to Leave for Greener Pastures Team
Dysfunction #5: Disengaged
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Favorite Phrase: Favorite Phrase: Been There Done
That.Characteristics: Like Skeptics & Disengaged, but Not
Hostile Product of Previous Failed Initiatives Believes New
Programs Are Going To Fail Feelings of Helplessness, Unimportance,
and Insignificance Possible Solutions Like Skeptics, Must Witness
Genuine Conviction and Commitment Must Believe that THIS Program
Will Succeed. Must Be Valued and Respected Must Be Given Valuable,
Engaging Work. No Short Fixes. Trust Takes Time Team Dysfunction
#6: Here We Go Again
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Favorite Phrase: Favorite Phrase: I Couldnt Care Less or Its
Time for Me To RetireCharacteristics: Apathetic Hates Job Threatens
to Leave But Stays for the Paycheck Thinks Their Negativity is
Admirable Sees Apathy as a Character Strength Doesnt Fear Change
Just Refuses To Loves Comfort Lacks Connections With Others
Personally Motivated Possible Solutions Be Assertive about Need for
Change Next Time They Threaten to Leave Call Their Bluff Team
Dysfunction #7: Nay-Sayers
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Favorite Phrase: Favorite Phrase: Im Just Not Doing
ItCharacteristics: Believes They Represent the Majority Feels
Untouchable More Than Likely Has Position of Power Believes Their
Defiance is Necessary Sees Being Bold and Outspoken as a Character
Strength Doesnt Fear The Administration Possible Solutions This is
a Cancer to PLCs and Must Be Dealt With By Administration Team
Dysfunction #8: Defiant
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Overcoming Teacher Autonomy Some Have Never Known Anything But
A Decades Old Perk Freedom to Teach! Fear of Losing Individuality
Keep focus on setting and achieving Common Goals May require
reassignment May Need Encouragement to Move to Different Hunting
Grounds Too Many Chiefs
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Not Enough Collaborative Time English/Social Studies Team
Combined ELOs vs. Measurable Skills and SMART Goals Analyze Common
Core Still Shifting Ideology from Lesson Ideas to Goals and
Standards Year One Challenges
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Social Studies a Separate Collaborative Team Restructured
Faculty Meetings for PLC Time Restructured School Calendar for
Full-Day PLC Work as Opposed to Day Developed a PLC Handbook for
Bismarck High School Restructure Master Schedule Modifications for
Year Two
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Our Method Qualities of a Team Leader Problems Encountered
Solutions Ongoing Issues Leadership Teams
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FOCUS: FOCUS: MAKING THE TRANSITION FROM ISOLATION TO COMMUNITY
Strand #2: How Effective Building-Level Leadership Teams WorkMOVING
IMPLEMENTATION PROCESS Phase One: Recreate Your Educational Climate
FROMTO Control OrientedShared Leadership
Social/PopularFocused/Trained SeniorityCommitted I FocusedWe
Focused Poor CommunicationClear Communication
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Qualities of a Team Leader
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Share Leadership Meeting Conditions Communication Progress
Monitoring Feedback to Teams Support PLC TEAM LEADER TASKS
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Resistance by Old Leadership Seniority Doesnt Always Work Team
Leaders Are Not Considered Authority Inability to Run Meetings
Inability to Communicate PLC No Buy-In Critical of PLC Out of
Element PLC TEAM LEADER ISSUES
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PROBLEMS ENCOUNTERED PROBLEMREALIZATION New Program / Previous
Leadership Some Prior Leaders Lead in the Wrong Direction New
Leaders ResignedSome Are Not Committed New Leaders are
ResentedLeaders Need the Backing of Principal Leaders are Too
NiceLeaders Need to Expect and Direct Conflict Leaders Do It
AllLeaders Need to Delegate Leaders Make All DecisionsLeaders Need
to Listen and Collaborate with Team Leaders Cannot Clearly
Communicate Leaders Need to Be Teachers to Teachers
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FOCUS: MAKING THE TRANSITION FROM ISOLATION TO COMMUNITY Strand
#3: Administrative Leadership (Duties, responsibilities, and
expectations of an administrative leader in the PLC process)
COMMITMENT MODELING CHANGE COMMUNICATION SHARED LEADERSHIP
IMPLEMENTATION PROCESS Phase One: Recreate Your Educational
Climate
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Administrative Commitment Skeptics will say This Too Shall Pass
Your Commitment Must be Equal or Greater than Theirs Attend
Training with Faculty (no magic phone calls) Be the Leader for PLC
Dont Expect Faculty to Stretch Their Efforts, if You Refuse to
Stretch Yours (i.e. budget, new staff, scheduling, support)
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Mission, Vision and Collective Commitments 18 Critical Issues
for Team Considerations (in packet) Utilized Norms, Agendas,
Minutes, etc. Began Creating and Monitoring SMART Goals Phase One
Outcomes
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Increased ACT & State Test Scores Met Standards for
Distinction in Performance Decreased Fs Increased Student
Motivation Phase One Achievements
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Strand #4: Strand #4: How Effective Teams Work Strand #5:
Strand #5: What Students Need to Know & Do Strand #6: Strand
#6: Assessment for/of Learning FOCUS: FOCUS: Restructuring
Leadership Roles and Transitioning from Individual Autonomy in the
Classroom to Collaboration Challenge: Challenge: Faculty Conflict
in Changing the Focus Paradigm from Classroom Autonomy to
Group/Building/District Collaboration IMPLEMENTATION EXPECTATIONS
Phase Two: Setting Team Goals
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FOCUS: CREATING TEAMS FOCUSED ON STUDENT SUCCESS Strand #4: How
Effective Teams Work MEETING CONDITIONS COLLABORATION COROLLARY
QUESTIONS TEAM MONITORING EVIDENCE FOCUS ON RESULTS FROM DATA
TRUST/PARTICIPATION IMPLEMENTATION PROCESS Phase Two: Setting Team
Goals
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Selection and Acceptance of Team Leaders Structure and Focus of
Teams Meeting Times Team Discipline Addressing Conflict and
Confrontations Goals and Pacing Revising and Correcting Work
Eliminating Pet Projects Creating Productive Teams PHASE TWO
CHALLENGES Creating Productive Teams
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Team Formation Team Focus Grade Level Interdisciplinary By
Discipline Vertical Team Norms, Roles and Practices Problems Mixed
Disciplines Real Attitudes Emerge Team Leader Authority? Fringe
Teachers
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Elementary: Elementary: By Grade Level / Interdisciplinary
Middle School and High School: Middle School and High School: By
Department English Math Science Social Studies Non-Core Effective
Team Composition
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English English Build and Refine Previous Skills and Learn New
Skills Math Math -- Build and Refine Previous Skills and Learn New
Skills Science Science -- Subject Areas Social Studies Social
Studies Subject Areas Non-Core Non-Core -- Fragmented Traditional
Team Planning
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English English Spent More Time Re-Teaching Skills before New
Skills Could be Learned Math Math -- Spent More Time Re-Teaching
Skills before New Skills Could be Learned Science Science -- Gaps
In Learning Social Studies Social Studies Gaps In Learning Non-Core
Non-Core Where Do They Fit? Revising Team Planning
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Sometimes Our Staff Truly Works Well As a Team. Team
Reality
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Sometimes People Just Cant Work Together. Team Reality
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FROM ISLANDS TO CONTINENTS CREATING FOCUSED TEAMS
BEFORETRANSITIONINGNOW Distracted By Life Educational Concern
Sessions Focused On Common ELOs Leave Me Alone Heres What Im Doing
In Class Heres Our Common Goal But Ms. Smith Never Made Us Do That!
I Touch On It You Mean Every Everyone is Doing This? I Dont Know if
My Kids Really Get It Half My Class Failed the Test Our Grade Level
Scores in XXX Are Low. What Do We Need to Do About It?
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Moving Beyond Teaching to Learning TEACHERS CAN PROVE THAT THE
MATERIAL HAS BEEN TAUGHT Instructional Practices Lesson Plans Unit
Plans Administration Observations Grade Books BUT
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A GUARANTEE OF LEARNING? IS PROOF OF TEACHING
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In two of Shakespeares most famous plays Othello and Romeo and
Juliet. In all honesty, I am already bored with this topic. It is
far less interesting than I had hoped and I really dont want to
finish this essay. Im fairly sure you dont really read these, so Im
just going to put enough words down to make it seem like I wrote a
lot while I kill time. Wanna hear some words that rhyme with time?
Crime, dime, mime, chime, lime. Aw dude, you know what has lime in
it? Sprite, its like lemon-lime. I could really go for one of those
about now.. GRADE: A- Nice Job GRADE: A- Nice Job Do TEACHERS
Really Know What they Expect from Students?
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FOCUS: INSURING STUDENTS LEARN Strand #5: What Students Need to
Know and Do Four Guide Questions What Do We Want Each Student to
Learn? How Will We Know When They Have Learned It? How Will We
Respond When They Have Difficulty in Learning? What Will We Do When
They Already Know It? IMPLEMENTATION PROCESS Phase Two: Setting
Team Goals
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The Focus Prior to PLCs GLEs, Common Core, Traditional Units,
Pet Projects? Developing Essential Learning Outcomes Vertical
Alignment Team Question #1: What Do We Want Each Student To
Learn?
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ESSENTIAL LEARNING OUTCOMES NOT ELECTRIC LIGHT ORCHESTRA
ELOS
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Backward Design Driven Beginning w/College Expectations for
Freshmen Through Team Consensus, Establish & Identify 5-7 ELOs
Establish Skills to Support ELOs Check for Vertical Alignment
Problems Moving from Pet Projects to Standards Quick development
lead to problematic ELOs ELOs became a source of confusion once
work on SMART goals is introduced Some skills and standards have
been left out. Advice Successes OUR PROCESS OF CREATING BIG
ROCKS
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IN SHORT. Traditional Planning is like building a shack, based
on the hodge-podge of materials available. Backward Design vs.
Traditional Planning Process
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Traditional Design Builds Upon a Previous Foundation Forced to
Accept Student Levels Assigned to Them Teachers are Responsible for
Their Position in the FrameworkBUT There Can be Gaps in That
foundation? Key Skills/Standards Sometimes Dropped at a Level.
Progress Depends Upon What was Taught Before Not What Lies Ahead.
Time Spent Re-Teaching Skills Easier to Blame Failure on Prior
Inadequacies. Backward Design vs. Traditional Planning Process
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Backward Design Establishes Goals Determines Instruction
Necessary to Reach Those Goals Measures Whether Goals are Met and
Responds to Inadequacies. The Focus is on what CAN be, not on what
HAS been. The Goal is to Create Readiness for the Next Level, NOT
Add to the Previous Level. The Idea of Failing a Level Changes to a
Concept of Not Ready for the Next Level. Backward Design vs.
Traditional Planning Process
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IN SHORT . Backward Design is like using a blue print to
determine the materials, plans, and sequence necessary to build a
palace Backward Design vs. Traditional Planning Process
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No Teacher or Grade-Level is Isolated. Introducing Some
Grade-Levels are Responsible for Introducing Concepts. Some
Grade-Levels are Responsible for Reinforcing Concepts. Higher DOK
Some Grade-Levels are Responsible for Taking Concepts to a Higher
DOK. Finalizing and Assessing Some Grade-Levels are Responsible for
Finalizing and Assessing Concepts. Vertical Alignment
RESPONSIBILITY = READINESS
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READING STANDARDS for LITERATURE Literature: Key Ideas and
Details Concept Introduced Skills Maintained Readiness Adjusted DOK
or Skill Where is the Shift from Retell to Recount? Where is the
shift from Central message to theme? Final Stage/Assessment Where
Should a Skill be Checked and Where Should it Be Formally Assessed?
Each Level NEEDS to understand their responsibility for READINESS
or progression Grade Grade-Specific Standard Kindergarten With
prompting and support, retell familiar stories, including key
details. Grade 1 Retell stories, including key details, and
demonstrate understanding of their central message or lesson. Grade
2 Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
Grade 3 Assessed Recount stories, including fables, folktales, and
myths from diverse cultures; determine the central message, lesson,
or moral and explain how it is conveyed through key details in the
text. Grade 4 Determine a theme of a story, drama, or poem from
details in the text; summarize the text. Grade 5 Determine a theme
of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text. Grade
6 Determine a theme or central idea of a text and how it is
conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments. Grade 7 Determine a
theme or central idea of a text and analyze its development over
the course of the text; provide an objective summary of the text.
Grade 8 Determine a theme or central idea of a text and analyze its
development over the course of the text, including its relationship
to the characters, setting, and plot; provide an objective summary
of the text. Grades 9-10 Assessment of Theme Determine a theme or
central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the
text. Grades 11-12 Assessment of Comparison of Themes Determine two
or more themes or central ideas of a text and analyze their
development over the course of the text, including how they
interact and build on one another to produce a complex account;
provide an objective summary of the text V.A. Map
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Replacing and Restructuring Teams Replacing Team Leaders
Building Trust and Collaboration Addressing Team Conflict and
Discipline Finding Common Assessments Goals and Pacing Revising and
Correcting Work Sharing Ideas Achieving Consensus SECONDARY TEAM
ISSUES
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Student Results Paramount to Teacher Autonomy to Teacher
Autonomy Finding Common Goals Creating SMART Goals Creating Clear
Goals that Are Student Friendly Phase Two Goals A Culture of
Collaboration
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Developed Common Formative Assessments Developed Common
Quarterly Finals Non-Core Collaborative Team Mission/Vision/Values
Classroom Posters Phase Two Accomplishments
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Phase Three: Phase Three: Fluid Strategies Just When We Thought
We Were Done.
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The Real Key to PLC Success
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Strand 6: Strand 6: Assessment for/of Learning Strand 7: Strand
7: Systematic Process for Intervention & Student Success Strand
8: Strand 8: Continuous Improvement FOCUS: FOCUS: Collection,
Analysis, Interpretation of Data for Effective Goal Setting
Challenge: Challenge: Cannot be Achieved until Strands 1-6 are
Functioning Appropriately IMPLEMENTATION EXPECTATIONS Phase Three:
Fluid Strategies
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Developing Common Assessments Do Students Understand What Will
Be Expected of Them? Do Students Understand How They Will be
Graded? Have Students Seen Models of Learned Concepts? Are
Assessments Consistent between Classes & Teachers? SMART Goals
Team Question #2: How Will We Know When Our Students Have Learned a
Concept?
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Need for Common Assessment Teachers of Same Subject Held
Accountable Students Get Equal Instruction Insures Consistent
Instruction for Next Level Clear Expectations of All Students at
Next Level Issues Team Collaboration on Common Assessments Getting
Rid of Fluff Team Focus Consistent Assessments Across Classes
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Redesigned Schedule with Common Class Preps Common Summative
Assessments Developed with ELOs in Mind Students Take the Same
Common Summative Assessments and Finals in Like Courses Common
Assessment Grading is Developed as a Team so that Grading is
Consistent Developing Common Assessments
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Student Work of Various Calibers Posted for All to Examine
Students Self-Assess Students Have Input on Grading Rubrics (not
summative assessments) Do Students Know The Goal?
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Two-Way Communication Input on Grading Rubric Cross Evaluation
of Posted Work Do Students Understand Their Grade?
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How DO we respond when a student experiences difficulty in
learning? Hold Back the Class to Remediate Move Forward, Leaving
Struggling Students Behind. Students Moved to Classes with Less
Rigor Adopt Less-Challenging Standards for Sub-Groups Before/After
School Tutoring Accepting Student Failure Before, Each Teacher was
Free to Respond as They Saw Fit BUT THERE WASNT A CONSISTENT,
BUILDING-WIDE RESPONSE TO INTERVENTION S trand 7: Systematic
Process for Intervention & Student Success
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PROVIDING CLEAR GOALS All Grading Criteria Given Up Front Have
Students Been Exposed to Models? Is the Rubric / Scoring Guide
Student Friendly? Can Students Correctly Place Their Papers in the
Appropriate Level Before Grading?
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Levels of Remediation Restructure Daily Schedule for Tutoring
(8 th Hour) Data Room Student Goal Plans Math Lab Celebrations Team
Question #3: What Will We Do If A Student Hasnt Learned a
Skill?