# data[].attributes.headline
Backwards design- work backwards from the date from which you decide to have your formative assessment to develop daily lessons for students to develop the skills necessary to master content. 

# data[].attributes.subject
Backwards design- work backwards from the date from which you decide to have your formative assessment to develop daily lessons for students to develop the skills necessary to master content. 

# data[].attributes.body
Common Assessments are based on Essential Questions created as part of the planning process, focusing on the END IN MIND (Yes!).

# data[].attributes.body
When will the first meeting take place?

What will be discussed?

How often will the PLC team meet, and when?

Create an agenda for PLC meetings.

# data[].attributes.headline
Check for understanding.  Bring samples of students works and collaborate on ways to check for understanding, reevaluate, and plan activities for new methods of teaching.

# data[].attributes.subject
Check for understanding.  Bring samples of students works and collaborate on ways to check for understanding, reevaluate, and plan activities for new methods of teaching.

# data[].attributes.body
On unit analysis, each teacher brings in test assessments and checks TEKS for understanding and which students are falling behind.

# data[].attributes.body
Formative Assessments versus Summative Assessments-formative assessments allow for more teacher feedback.

# data[].attributes.body
time, confidentiality, expectations, decision making.... norms of how will be fair/standards

# data[].attributes.body
Stage 5 is within a unit, bringing data and examples of student work to evaluate what is working well and what is not. It moves into making a plan on how to help students who are struggling with aspects of the lesson and how to enrich students that are doing well. Stage 6 is basically the same thing, but it is after the Unit exam and is evaluating that assessment. Then looking to reinforce concepts that were not learned well during the next unit.

# data[].attributes.headline
Start with the end in mind. Backwards design.  Use TEKS and summative assessment to guide instruction. Instruction is the vehicle for getting students to the "what we want them to know".

# data[].attributes.subject
Start with the end in mind. Backwards design.  Use TEKS and summative assessment to guide instruction. Instruction is the vehicle for getting students to the "what we want them to know".

# data[].attributes.headline
Stem & Leaf Plots to track student performance on sumative assessments.

# data[].attributes.subject
Stem & Leaf Plots to track student performance on sumative assessments.

# data[].attributes.headline
Establish essential outcomes and unpack TEKS

# data[].attributes.subject
Establish essential outcomes and unpack TEKS

# data[].attributes.body
Analyze student data.

Determine priorities for PLC outcomes.  (Use the"dotstorming" process to help with this).

Implement the essential outcomes that are voted upon by PLC team.

Identify TEKS and create essential questions based on these.

# data[].attributes.headline
meet only when there is a meaningful agenda

# data[].attributes.subject
meet only when there is a meaningful agenda

# data[].attributes.body
Reflection component after the test. Where/what can we do better?

# data[].attributes.body
Create a roadmap of common assessments and lessons

# data[].attributes.body
Time: When do we meet?
Listen: Encourage listening and discourage disruptions
Confidentiality
Decision Making
Participation
Expectations of the PLC

# data[].attributes.body
-Discuss with team why they are important
-Establish them with team collaboration
*Ex: idea wall with sticky notes where team members write ideal behaviors
*After they're discussed decide and facilitator transcribes them
-Post them

# data[].attributes.body
Checks for understanding
Align with TEKS/objectives
Units

# data[].attributes.body
The agenda should list the materials members need to bring, PLC members names, the goals, the norms, topics to be discussed, time keep, and notes of the meeting.

Agendas should be sent to everyone a day in advance.

There is a specific format to follow.
Share the agenda with the notes two days after the meeting to team and principal.

# data[].attributes.body
Know what the desired end result is and work backwards to create the lesson.

# data[].attributes.body
Reach decisions by consensus.

# data[].attributes.headline
Bring student samples and data on specific skills or data points.  Look at what students did well, who mastered, who needs more help.

# data[].attributes.subject
Bring student samples and data on specific skills or data points.  Look at what students did well, who mastered, who needs more help.

# data[].attributes.body
As a team, share best practices to move kids from one data point to another.  Re-teach,  big picture

Then in Stage 6, it's more individual reflection for your specific classes and or periods.

# data[].attributes.body
use assessments to check for understanding

# data[].attributes.body
look for those who struggled with TEKS/objectives and create interventions

# data[].attributes.headline
"To begin with the end in mind begins with a clear understanding of your destination. It means to know where you're going so that you can better understand where you are now so that the steps you take are always in the right direction." Stephen Covey

# data[].attributes.subject
"To begin with the end in mind begins with a clear understanding of your destination. It means to know where you're going so that you can better understand where you are now so that the steps you take are always in the right direction." Stephen Covey

# data[].attributes.headline
5.Discuss Student Performance data on formative assessments 6. Compare Summative Data results 

# data[].attributes.subject
5.Discuss Student Performance data on formative assessments 6. Compare Summative Data results 

# data[].attributes.body
5. plan reteach strategies, switch up methods prior to summative assessment/ 6. compare results see what misconceptions exist and where there are opportunities for reteach.

# data[].attributes.headline
Essential Outcomes and unpacking the TEKS

# data[].attributes.subject
Essential Outcomes and unpacking the TEKS

# data[].attributes.body
Stage 2- Come up with essential outcomes (determine as a team before the unit starts) and analyze student data from previous years to determine what needs to be more of  a focus

Stage 3:  Unpacking the TEKS
Identify the TEKS that are aligned, unpack those TEKS, look over student data and then create essential questions.

# data[].attributes.body
-look at next unit, plan where we can reinforce or re-teach in the next unit

# data[].attributes.body
PLC works with data to help with interventions

# data[].attributes.headline
5.  Have a targeted goal,  bring data and student work to assess if reaching goal, interventions?, new directions to reach goal

# data[].attributes.subject
5.  Have a targeted goal,  bring data and student work to assess if reaching goal, interventions?, new directions to reach goal

# data[].attributes.body
Prior to your unit:
- individually identify essential outcomes prior to your PLC mtg,
- as a PLC, could dotstorm as a voting method to determine EOs of greatest importance to your learning community
- Discussion organization/action plan could benefit your PLC determine what your students need for success
- Needs should be based on data and how it connects to your TEKS

# data[].attributes.headline
Formative assessment given throughout the learning process. Formal and informal assessment procedures to modify teaching and learning activities to improve student attainment.  

# data[].attributes.subject
Formative assessment given throughout the learning process. Formal and informal assessment procedures to modify teaching and learning activities to improve student attainment.  

# data[].attributes.body
Meetings - include goals, topics, and norms agreed upon.

Share the agenda ahead of time.