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Good morning everyone, It has been awhile since weve been able to meet as PLCs.

Hopefully, youve been able to make progress towards your individual and groups goals. The next step is gather data on your students progress towards your individual and group goals. Fresh on the heels of the staff development provided to us by Ryan Cox, we have a few terrific technological tools with which to gather that data. Here are the suggested steps: 1. Refine your individual goal, thus making it easier to gather data. a. We will be in contact with those of you that applies to. 2. Identify how youd like to assess your students. a. For example, the 9th and 10th grade PLC had a goal of improving students graph interpretation. b. My individual goal was infusing graphing activities into my weekly curriculum to increase the students achievement. c. I will choose to assess my students ability to interpret graphs using Kahoot. 3. Then come up with your assessment. You dont need to show your assessment, but Ive included mine.

Refer to the graph above. Which statement best expresses the principle illustrated by the data shown in the graph? a. The effects of disruptive selection over time is shown in population B. b. Population C was not able to compete as effectively with population A or B. c. Allele frequencies are more likely to remain stable in large populations than in small populations. d. Allele frequencies do not change dramatically whether the population is large, medium, or small. Refer to the graph above. What happened to the allele frequency within all three populations between the 30th and 40th generations? a. Allele frequency was reduced. c. Allele frequency remained stable. b. Allele frequency increased. d. Allele frequency fluctuated. Refer to the graph above. What was the eventual fate of the allele in population C? a. The allele remained at a stable number. b. The allele increased in frequency. c. The allele eventually disappeared. d. The allele was reduced in frequency.

4. Give your assessment and collect your data. a. For example, 57 students took this assessment, as a part of a larger assessment. 71% of the students answered the 1st question correctly, 80% of the students answered the 2nd question correctly, and 54% of the students answered the 3rd question correctly. 5. Analyze your data. a. I pleased with results overall, from where theyve come in the semester this is an improvement. However I am troubled by the fact only 54% of the students could recognize the trend of population C going to zero and disappearing. 6. Include your next steps.

a. I will need to emphasize graphs in which the students analyze trends. I also believe that having multiple sets of data lead to the confusion and incorrect responses. Thus I will also include multiple sets of data on the same graphs on their assignments. 7. This data will be vital next year we must use data from valid and reliable assessments aligned to state and local academic standards and must use state and local measures of student growth that may include valueadded models or student learning goals to determine 35 percent of teacher evaluation results. See Subdivision 8 paragraph (8). Growth is shown over multiple data collections.