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PLC Planning Pacing and Assessment Calendars

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PLC Planning Pacing and Assessment Calendars

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Modification of Graphic Organizers to Support Rigor

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Modification of Graphic Organizers to Support Rigor

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#1 - What do we want them to learn

Made scales, which developed and became better over each quarter

#2 - How will we know when they learned it?

Teachers eventually realized that their assessments were not aligned to the rigor of the standard and began planning in them in advance.

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Walkthroughs also encouraged need for shift in practice. Teachers requested additional walkthroughs to learn more about the core actions and for planning with the IPG.

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Teachers went from looking at school averages to individual percentages and finally to individual student growth. Learned to Avoid the Average in PLCs!

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Rewarded their handwork and provided evidence for continuing that hard work.

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Team Reflection EOY

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At the request of the Participants

6 Meetings
13 PLCs
14 Planning sessions
5  Classroom support
6 Walkthroughs

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Number of Requests by teachers & admins
Walkthrough Data using the IPG
Quarterly Check Data

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Teachers feel unsupported.
Teachers feel unprepared.
Loose school wide expectations for PLCs. (attendance over purpose)

Loose expectations for PLC actions, lesson planning, and instructional practices.

Some teachers believe their current practices are effective.

Some teachers believe student data is not reflective of their instructional practices.

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The teachers have requested support and some teachers are open minded and willing to try new things in regards to shifting their practices.

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1 admin
2 district supports
1 coach
4 English teachers
4 Reading teachers

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Goal: To increase the effectiveness of PLCs with standards based instruction

Purpose: student achievement in ELA directly affects student graduation requirements and school wide grades. So it's important for students to receive high quality instruction.

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Students will have daily instruction and practice opportunities to utilize standards in complex text