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Moving from just doing

to high performing:
Fresh ideas for making your PLC
function at high levels
Rich Smith, Associate
Solution Tree

Sanger Unified District API
Historical Special Education Percentages
9.6%
9.8%
9.9% 10.0%
10.2%
9.6%
8.7%
7.5%
6.9%
6.8% 6.8% 6.7%
6.3%
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13
S
p
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c
i
a
l

E
d
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%

Academic Year
Sanger Unified Special Ed. Enrollment Percentage
Can you make every parent this promise?

It does not matter which teacher your child
has at our school, all children in every class
will learn a guaranteed curriculum at high
levels.

If your child needs extra time and support to
learn at high levels, we guarantee he or she
will receive it.

Discuss your schools current reality.
Current Reality
Question to Ponder.
Is your district, school, or team.
Reforming
or
Transforming?
Clarity Precedes Competence
New Program Implementation
Imagined
Implementation
Actual
Implementation




Common Intent
Aligned goals and objectives
Development of Professional Learning Communities
Instructional Norms + HOTS EL Emphasis
Common Core Curriculum Enhancement and Training
Quality Assessments with a Reliance on Data
Leadership
Increased instructional
competency, focus,
and understanding by
leadership at all levels
A Districtwide Approach to Common Core
District Initiatives
Goals and Initiatives/Programs
Raise All Students
Achievement
Close Achievement
Gap between Sub-
Groups
Ensure a Safe
Environment
What are your schools
overarching goals?
Goals and Initiatives/Programs
Raise All Students
Achievement
Close Achievement
Gap between Sub-
Groups
Ensure a Safe
Environment
PLC Collaboration
Discipline Standards
and Rules
RtI Program
Attendance Incentive Program
PBIS
Engagement Walk-Throughs
Increase student
Achievement and
Growth through
Differentiated/Sheltered
Instruction
Increase Student
Achievement and
Growth through
Effective Monitoring and
Feedback
Safe and Conducive
Learning Environment
Looping Teams---PLC
Professional Development
Attendance/Tardy
Incentives
No Place For
Hate/Equity/Culture
RTI-Data Teams/Interventions
PBIS
Walkthroughs/Peer Observations
Wellness
Discipline and Rules
Dalton Elementary Goals and Initiatives 2013-2014

Dear English 9 Colleagues,

It is time once again to defeat the forces of
ignorance.

Where: Room 132
When: Tuesday, May 16
Time: 3:10 4:00
Topics: Data Review with planning for Re-
teach and Enrichment.
Bring: Class Data marked by protocol
Weekly planner
Together we can Joan

How will we know they have learned it?
Essential standard
Develop CFA
P and P
Set SMART goal
Understand
Standard
Give common assessment
Plan based on common assessment results
How will we respond when learning
has not occurred?
Analyze data
How will we respond when learning has
already occurred?
What do we want all students to learn?
Teach, CFU,
App. Adj.
Re-teach - individualize, small group, deploy, etc.
Enrichment and deepen
Re-Assess Learning Produce a Product based on Standard
Knowing Doing Gap
Non-Application
Innovation
Learning
Literal
Refinement
Spectrum of
Learning
Internalized
Formative Assessment Process
ETS, 2009
Data In Useful, Explicit Forms
Names used are fictional
Protocols
the rules or conventions of behavior on official
occasions
the rules of correct or appropriate behavior of
a group, organization, or profession
What are the key protocol questions or guidance
you give or should give your PLC teams?
Selection of a Learning Target
To separate the target from the peripheral, carefully
apply these three to each standard:
1. Endurance- are students expected to retain the
skills/knowledge long after the test is complete?
2. Leverage- is the skill/knowledge applicable to
many academic disciplines?
3. Readiness for the Next Level of Learning- is this
skill/knowledge preparing the student for
success in the next grade/course?

Team Discussion Protocol
Am I contributing at all?
Am I speaking more than others?
Am I listening well enough that I
could paraphrase or build on the
comments of others?
Keys to Quality Assessments
Clear Purposes
Why Assess?
Whats the purpose?
Who will use results?
Clear Targets
Assess What?
Are they clear?
Are they good?
Good Design
Which method?
Quality items?
Sampled how?
Avoid bias how?
Sound Communication
Plan/inform instruction?
Communicate how?
How manage information?
How report?
Accurate Assessment
Effectively Used
Student Involvement
Students are users, too.
Students need to understand learning targets, too.
Students can participate in the assessment process, too.
Students can track progress and communicate, too.
2012,
Chappuis,
Stiggins,
Arter, &
Chappuis.
Pearson ATI.
Protocol for
Creation of a Common Formative Assessment
Step 1: Define Purpose Aligned with Standard
Step 2: Develop an Assessment Blueprint Type and number of
Step 3: Select or Develop Assessment Items
Step 4: Combine Items to Create the Assessment
Step 5: Review the Assessment for Rigor and Alignment
Step 6: Develop the Rules for Scoring the Assessment
Step 7: Set Cut/Mastery Scores
Step 8: Set Date for Assessment and Guidelines for Administration

Data Analysis Protocol:
Identifying a Focus Area & Goals
Data Analysis Protocol
1. How was the performance of the overall team as compared to the
SMART goal?
2. What was the overall performance of the sub-groups of the overall team
as compared to individual teacher results?
3. What connections can you make between student performance on the
CFA and instructional strategies?
4. What does the sub-group data tell you about the effectiveness of
instructional strategies?
5. What does the data suggest about next steps for this team as they work
to answer PLC question 3 (re-teach) and 4 (enrich)?
6. What team recommendations can be made before taking on the next
essential standard?

The 18 Critical Issues of a PLC
These are all research based and proven to be
foundational to high functioning teams.
Defining the role and task that each require is
critical to making sure your teams address all
18.
These are great in allowing your team to
measure growth and efficacy.
Define Roles and Tasks
We have identified team norms and protocols
to guide us in working together.
Role of Principal Role of Guiding
Coalition Member
Role of Team
Members
Build Rationale
Model
Reinforce
Monitor through
Guiding Coalition

Lead the
development by the
team
Reinforce norms in
staff/team meetings
Develop and use
protocols
Create Team Norms
Hold each other
accountable
Participate in the
development and use
of protocols for
effective and
efficient team work
Take a minute to discuss your personal
definition of rigor as it relates to instruction
and learning.




Before
we
begin

Your class has just read some version
of The Three Little Pigs.

What is a basic comprehension
question you might ask?

What is a more rigorous question
you might ask?



Now lets apply your rigor definition
Thinking in the Common Core
Concrete to Complex
Write a question or student task
for each cell in a row regarding the
water cycle.
Students at Risk
A student is at
risk because of
deficits in
Academic
Skills
Social
Behaviors
Academic
Behaviors
Academic Skills
Reading
Number sense
Writing
English language
Listening/Speaking
Social Behaviors
Disruption
Defiance
Physical contact
Inappropriate
language
Inattention
Impulsivity
Poor Attendance
Academic Behaviors
Metacognition
Self-concept
Self-monitoring
Motivation
Strategy
Volition
Organization
Students at Risk
Academic Intervention Pyramid
Tier 2
Tier 3
Entry
Assessment/Criteria
Intervention
Program/Strategy
Delivery
Method/Grouping
Progress
Monitoring Method
Exit
Assessment/Criteria
Universal Screening Instrument(s):
Tier 1
Behavior Intervention Pyramid
Tier 2
Tier 3
Entry
Assessment/Criteria
Intervention
Program/Strategy
Delivery
Method/Grouping
Progress
Monitoring Method
Exit
Assessment/Criteria
Universal Screening Instrument(s):
Tier 1
Red Flag Green Flag

No cemeterary seating.

Classroom seating will allow
for pair share and
collaborative team work
between students.
Red Flag Green Flag

No more busy work:
Search-a-words
Cross-word Puzzles
Writing definitions without
usage


All assignments will be
focused on learning or the
practice of skills and content
associated with the
objectives being covered.
Red Flag Green Flag

No instruction is provided for
reading strategies prior to
students reading complex
text.

Appropriate scaffolding is
provided to help students
understand complex text
based on their individual
needs, building toward the
goal of independent reading.
Reading: Red Flag Green Flag

The bulk of questions
regarding the text can be
answered without reading the
text, either because it is not
directly related to the text or
because students can answer
by referencing teacher
comments.

The majority of text-based
questions focus on
conversations and writing
and require students to use
information from text in
their answers.
Reading: Red Flag Green Flag
Paperwork!
Really?
The forms that your teams use help to define
the work and the work load.
Form and function must go hand-in-hand.
The time to positive product ratio must be
a critical consideration towards the use of
reporting instruments.
Dont ever give out a form you arent willing
to read once it has been completed.
To schedule professional
development, contact
Solution Tree
at (800) 733-6786.

Thank you!
rich_smith@sanger.k12.ca.us