Professional Professional Learning Learning

CommunitiesCommunitiesHeritage Middle Heritage Middle

SchoolSchoolHow Data Drives InstructionHow Data Drives Instruction

Changes in Our PLC Changes in Our PLC StructureStructure

PASTPAST After school After school

interventionsinterventions

Interventions are Interventions are optional for studentsoptional for students

Inconsistency Inconsistency between teachersbetween teachers

Results were not Results were not always effectively always effectively usedused

CURRENTCURRENT Idea behind PLC is that Idea behind PLC is that

interventions happen interventions happen within the school daywithin the school day

Mandatory for students Mandatory for students who need intervention who need intervention

Consistency between Consistency between teachersteachers

Use results daily to Use results daily to modify instructionmodify instruction

Mathematics Three Year Mathematics Three Year TrendTrend

Year 6th 7th 8th

2007 50.3% 45.8% 62.0%

2008 52.7% 57.6% 52.9%

2009 57.2% 57.6% 70.6%

• 7.3% increase from 2007 to 2008•13% increase from 2008 to 2009•Increases in the last five years have been between 4% and 7%•Percentages have not been close to 70% (the highest was 62% in 2007)

What Does Our PLC Look What Does Our PLC Look Like?Like?

Data analysis-current data based directly on Data analysis-current data based directly on specific standards and student achievementspecific standards and student achievement

Common planning based off the data-includes Common planning based off the data-includes specific lessons, re-grouping, and re-teachingspecific lessons, re-grouping, and re-teaching

Communication and reflection-analyze new Communication and reflection-analyze new data and reflect on effectiveness of data and reflect on effectiveness of interventionsinterventions

Very little PLC time is spent discussing things Very little PLC time is spent discussing things that are not directly related to student learningthat are not directly related to student learning

Data Drives InterventionData Drives Intervention

Teachers look for questions students Teachers look for questions students struggled with and analyze possible struggled with and analyze possible reasons for difficulty.reasons for difficulty.

Teachers use data to design Teachers use data to design intervention for specific indicators.intervention for specific indicators.

Data is used to find instruction that Data is used to find instruction that increased student achievement for increased student achievement for specific indicators.specific indicators.

Teacher ResultsTeacher Results

Teachers receive results comparing Teachers receive results comparing classes by indicators. classes by indicators.

How Data Changes How Data Changes InstructionInstruction

Data from common district assessments is Data from common district assessments is used to monitor mastery of indicators.used to monitor mastery of indicators.

Students use data to self-evaluate their Students use data to self-evaluate their progress with the standards.progress with the standards.

Data is used to identify standards that Data is used to identify standards that need to be re-taught.need to be re-taught.

Data is used to determine intervention Data is used to determine intervention groups.groups.

Data is used to revise instruction in Data is used to revise instruction in various PLC’s to increase student various PLC’s to increase student achievement.achievement.

Standards Based Standards Based EducationEducation

ASSESS

REVISE

TEACHAcademic Content Standards

Types of InterventionTypes of InterventionWhat are we doing when students aren’t What are we doing when students aren’t

achieving at high levels?achieving at high levels? Re-teach material Re-teach material Small group instructionSmall group instruction Re-group/re-teach with all three teachersRe-group/re-teach with all three teachers Re-group/re-teach within our classroomsRe-group/re-teach within our classrooms Re-take assessmentsRe-take assessments Lunch supportLunch support After school support After school support

*Most of our support is within the school day *Most of our support is within the school day and is mandatory for students who are not and is mandatory for students who are not achievingachieving

Common PlanningCommon Planning

All planning is data driven!All planning is data driven!

Engaging Lessons Are SharedEngaging Lessons Are Shared Problem of the WeekProblem of the Week Common AssessmentsCommon Assessments District AssessmentsDistrict Assessments

Engaging Shared Engaging Shared LessonsLessons

Teachers create one lesson on a concept Teachers create one lesson on a concept they feel confident teachingthey feel confident teaching

All three teachers pick a different conceptAll three teachers pick a different concept Each teacher teaches their lesson to all Each teacher teaches their lesson to all three math classes over a three day periodthree math classes over a three day period

Planning time is saved and more engaging Planning time is saved and more engaging lessons are createdlessons are created

Teachers feel confident in their content Teachers feel confident in their content and can reflect and make changes to their and can reflect and make changes to their

lessonlesson

Problem of the WeekProblem of the Week All teachers create and use the same All teachers create and use the same

problemsproblems O.A.T. level and format O.A.T. level and format

Writing in math is emphasized and Writing in math is emphasized and practiced practiced dailydaily

DRASTIC improvements on short-extended DRASTIC improvements on short-extended response itemsresponse items

*A big change we made this year was *A big change we made this year was creating our own problem of the week to creating our own problem of the week to

include higher level thinking and include higher level thinking and reasoningreasoning

Common AssessmentsCommon Assessments Created weekly/bi-weeklyCreated weekly/bi-weekly

Created by the whole team Created by the whole team (including the intervention (including the intervention

specialist)specialist) Questions model the O.A.A. formatQuestions model the O.A.A. format Questions from all levels of Bloom’s Questions from all levels of Bloom’s

Taxonomy are usedTaxonomy are used All students take the assessment on All students take the assessment on

the SAME daythe SAME day

How Common Assessments How Common Assessments Improve InstructionImprove Instruction

The common assessment items are The common assessment items are standard-based. Questions are written in standard-based. Questions are written in O.A.A. format and include varying levels of O.A.A. format and include varying levels of thinking.thinking.

The instruction is guided by the common The instruction is guided by the common assessments items that are selected assessments items that are selected beforebefore instruction begins.instruction begins.

There is consistency between what is being There is consistency between what is being assessed and the assessment method. assessed and the assessment method.

District assessments are also created using District assessments are also created using common assessment items.common assessment items.

District AssessmentsDistrict Assessments Teachers collaborate to build common Teachers collaborate to build common

assessments at the assessments at the beginningbeginning of the nine of the nine weeks.weeks.

Learning activities are designed around Learning activities are designed around concepts on the district assessments.concepts on the district assessments.

Common assessments (quizzes) are also Common assessments (quizzes) are also built into the quarter and are designed built into the quarter and are designed around the common district assessments.around the common district assessments.

Common district assessments are Common district assessments are administered at the end of each quarter.administered at the end of each quarter.

Results are quickly sent to teachers.Results are quickly sent to teachers. Intervention begins based off results.Intervention begins based off results.

Communication and Communication and ReflectionReflection

Teachers collaborate throughout the Teachers collaborate throughout the whole processwhole process

Common lesson plans, activities, Common lesson plans, activities, homework, practice, notes, assessments, homework, practice, notes, assessments, etc.etc.

Framework and structures of classes are Framework and structures of classes are very similar, but there is still room for very similar, but there is still room for individual teaching styles and strategiesindividual teaching styles and strategies

Teachers communicate on a daily basis for Teachers communicate on a daily basis for reflection and improvementreflection and improvement

Intervention specialist attends all Intervention specialist attends all meetings and collaborates meetings and collaborates

Challenges and SolutionsChallenges and Solutions

ChallengesChallenges Insufficient staff for Insufficient staff for

regroupingregrouping Rotating scheduleRotating schedule

GroupingGrouping

Don’t know studentsDon’t know students

SolutionsSolutions Utilize all available staffUtilize all available staff

Set standard time for re-Set standard time for re-group lessons (45 min.)group lessons (45 min.)

Variety of grouping Variety of grouping methods to choose frommethods to choose from

After a few re-groupings, After a few re-groupings, students names were students names were learned and behavior learned and behavior problems significantly problems significantly droppeddropped

Challenges and Challenges and Solutions-cont.Solutions-cont.

ChallengesChallenges Honors and resource Honors and resource

classesclasses

Lack of computers for Lack of computers for enrichment groupenrichment group

Lack of common planning Lack of common planning timetime

Lack of rooms for re-Lack of rooms for re-teaching/re-groupingteaching/re-grouping

SolutionsSolutions Different models-Different models-

sometimes they were sometimes they were included-other times they included-other times they were notwere not

Library computers/staffLibrary computers/staff

Refocused meeting time to Refocused meeting time to concentrate on data and concentrate on data and planning-added our own planning-added our own PLC timePLC time

Plan ahead and utilize all Plan ahead and utilize all available spaceavailable space