“a focus for plc” follow-up training marion sowders & lori hollen “when teachers meet...

“A FOCUS FOR PLC”

FOLLOW-UP TRAINING

MARION SOWDERS & LORI HOLLEN

“When teachers meet regularly to work on the work, good things are sure to happen for their students.”

BRITE Ideas © Sowders & Hollen

Purpose: To Build a systematic approach for working on the work that matters most


Facilitators must :

Believe in the model Be very positive Be willing to help their colleagues Be willing to work through the bumps

in the road…..no model is perfect for every school. You have to make it work for YOUR school.


Principals must:


Believe in the model Be very positive Make it a Priority (Priorities of the

leadership become priorities of the staff)

Be visible Monitor, Monitor, Monitor , Monitor


TEAM DEVELOPMENT

WHEEL

1. FORMING 3. NORMING 4. PERFORMING2. STORMING

*Dr. Bruce Tuckman is a published psychologist who is presently directing the Academic Learning Lab at Ohio State University.


O

U

F

CS

Professional Learning

Communities

Week One: Find & understand what I want my students to know and be able to do through Unpacking the Standards

Week Two:Organize an assessment to measure the targeted standards

Week Three:Construct & critique instructional activities congruent with the unpacked standards

Week Four:Utilize information from analysis of student work samples to inform decisions & analyze assessment results to inform interventions (flashbacks, power groups)

Systematically revisit the process for the next unit

WEEK 1:“UNPACKING THE STANDARDS”

SESSION TARGET: : “I will be able to clearly define what I want my students to know and be able to do by the end of this unit.”


WEEKS 1 - 3

Pre-planning: Pre-planning: Curriculum, Curriculum, Assessment & Assessment & InstructionInstruction


Week #1 Components:

Weekly Organizer Principal Feedback Form Agenda & Sign-in Sheet Protocol Sheet w/Samples Bridge



“A FOCUS for PLC” BRITE Ideas © Sowders & Hollen

Unpacking the Standard Sample Subject: _____PLVS_______________ Grade: ____HS_____ Unit_____Personal Wellness_________ Understanding “Know”

understand that individuals have a responsibility to advocate for personal, family and community health.

Critical Thinking and Skills – “Do” explaining how body system functions can

be maintained and improved 1. classify parts of body systems

(e.g. nervous, circulatory, respiratory, digestive)

2. identify functions of these body systems

demonstrate the ability to use various strategies when making decisions

evaluate the effectiveness of communication methods

predicting how decisions have consequences for self and others

evaluate how an individual’s behaviors and choices affect the body

explaining how decision-making relates to responsible sexual behavior

analyze the effect of individual behavior choices and habits relating to diet, exercise, rest and other choices

apply goal-setting and decision-making skills in developing, implementing and evaluating a personal wellness plan

1. describe the components of a personal wellness

2. utilize health criteria to evaluate personal health

(Understanding “Know” – Red) (Pre-requisite Skills/Concepts – Green) (Critical Thinking and Skills “Do – Blue)

Program of Studies: Understandings

PL-H-PW-U-1 Students will understand that individuals have a responsibility to advocate for personal, family and community health.

Program of Studies: Skills and Concepts

PL-H-PW-S-PPH1 Students will understand the importance of assuming

responsibility for personal health behaviors by: a) predicting how decisions regarding health

behaviors have consequences for self and others b) explaining how body system functions can be

maintained and improved (e.g., exercise, nutrition, safety)

c) explaining how decision-making relates to responsible sexual behavior (e.g., abstinence, preventing pregnancy, preventing HIV/STDs), impacts physical, mental and social well being of an individual

PL-H-PW-S-PPH2 Students will apply goal-setting and decision-making

skills in developing, implementing and evaluating a personal wellness plan

PL-H-PW-S-PPH3 Students will evaluate the effectiveness of

communication methods for expressing accurate health information and ideas

PL-H-PW-S-PPH4 Students will evaluate how an individual’s behaviors

and choices of diet, exercise and rest affect the body

PL-H-PW-S-SMEH3 Students will demonstrate the ability to use various

strategies when making decisions related to health needs and risks of young adults

Related Core Content for Assessment

PL-HS-1.1.6 Students will analyze the effect of individual behavior

choices and habits relating to diet, exercise, rest and other choices (e.g., tobacco, alcohol, and other drug use) on various body systems (e.g., circulatory, respiratory, nervous, digestive).

DOK 3

Step 1:

Step 2:

Step 3:

Steps 4 & 5:


Big Idea: Cultures and Societies Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals connecting all cultures. Culture influences viewpoints, rules, and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. Academic Expectations 2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. 2.17 Students interact effectively and work cooperatively with the many ethnic and cultural

groups of our nation and world.

Program of Studies: Understandings

Program of Studies: Skills and Concepts

Related Core Content for Assessment

SS-5-CS-U-1 Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. Through a society’s culture, individuals learn the relationships, structures, patterns and processes to be members of the society.

SS-5-CS-S-1 Students will demonstrate an understanding of culture and cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) of diverse groups:

a) investigate cultural similarities and differences of diverse groups (e.g., English, French, Spanish and Dutch Colonists, West Africans, Immigrants of the 1800’s) during the early development of the United States

b) research the contributions of diverse groups to the culture (e.g., beliefs, traditions, literature, the arts) of the United States today

c) investigate factors that promoted cultural diversity in the history of the United States

SS-05-2.1.1 Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences.

DOK 2

DOK & Congruent vs. Correlated Power Point


WEEK 2:“ASSESSMENT DESIGN”

SESSION TARGET: “I will be able to apply peer feedback in order to revise an aligned, rigorous, CATS-like assessment.”


Week #2 Components:

Organizer Administrator Check-list & Feedback

Sheet Learning Check Protocol Sheet Agenda & Sign-In Sheet Sample (“Learning Check Protocol

Sheet”) BRIDGE: Week 2 to Week 3


CATS-Like Assessment Design Understanding “Know” understand that individuals have a responsibility to advocate for

personal, family and community health.

PL-HS-1.1.6 & PL-H-PW-S-PPH1 (DOK 3)Which of the following body systems is(are) directly related to the body’s ability to move blood through the body.

ΟRespiratory ΟDigestive ΟCirculatory ΟBoth A & B

Critical Thinking and Skills – “Do” predicting how decisions have

consequences for self and others explaining how body system

functions can be maintained and improved








Use the protocol sheet to critique this

question.


PL-HS-1.1.6 & PL-H-PW-S-PPH1 (DOK 3)Which of the following body systems is(are) directly related to the body’s ability to move blood through the body. ΟRespiratory ΟDigestive ΟCirculatory ΟBoth A & B

Criteria:

DOK Level? 1 2 3 Is the question congruent to the critical thinking

and skills identified from the POS/CC Standards? Yes No Does the question utilize vocabulary taken

directly from the POS/CC Standards? Yes No Comments:_____________________________


Criteria:

DOK Level? 1 2 3 Is the question congruent to the critical

thinking and skills identified from the POS/CC Standards?

Yes No Does the question utilize vocabulary taken

directly from the POS/CC Standards? Yes No Comments: Not targeting what students

need to be able to do. Lower Level (Recall) BRITE Ideas © Sowders & Hollen

CATS-Like Assessment Design Understanding “Know” understand that individuals have a

responsibility to advocate for personal, family and community health.

1.PL-HS-1.1.6 & PL-H-PW-S-PPH4 (DOK 3)Joe consumes twice as many calories as he should for an average twenty-year old man. He also smokes at least twenty cigarettes over the course of each day. Predict what consequences will most likely occur based on these behavioral choices.

Ο Increased body weight and increased respiratory function.

Ο Decreased body weight and decreased respiratory function.

Ο Increased body weight and decreased respiratory function.

Ο Decreased body weight and increased respiratory function.












question.


1.PL-HS-1.1.6 & PL-H-PW-S-PPH4 (DOK 3)Joe consumes twice as many calories as he should for an average twenty-year old man. He also smokes at least twenty cigarettes over the course of each day. Predict what consequences will most likely occur based on these behavioral choices. Ο Increased body weight and increased respiratory function. Ο Decreased body weight and decreased respiratory function. Ο Increased body weight and decreased respiratory function. Ο Decreased body weight and increased respiratory function.

Criteria:



directly from the POS/CC Standards? Yes No Comments:____________________________


Criteria:



directly from the POS/CC Standards? Yes No Comments: Excellent Question


Single Dimension

Asks a straight forward question which requires explanation

Example: Rivers provide several advantages to

cities. Many Kentucky cities are located near large rivers.

Describe three important advantages that the rivers provide these cities. Explain why each advantage is important.


Scaffolded

Have multiple parts

Each question labeled separately

Each subsequent part relies on the student getting the first part correct

Example: In the story you have just read, Trevor is a complex

character.A. What traits would you use to describe him?B. How do these traits affect the people around him?


Response to Provided InformationStudent responds to passages, data or graphics

Example: The students in Mr. Cupp’s class bought candy that came

in small bags. Each student reported how many candies were in their bag. Here are the amounts: 16, 19, 18, 19, 20, 17, 21, 18, 19, 18, 16, 15, 14, 18 , 17

A) Make a graph, table, chart or organized list that demonstrates the above data

B) Mrs. Cupp also bought a small bag of candy. Based on the data above, how many candies do you predict are in her bag? Explain your thinking.


Student Choice

Provides options for students to choose from

Example: You must teach your friend to strike a

ball in one of the following activities:a. Golf b. Softballc. Tennis d. Baseball

Select ONE activity and describe the proper steps in preparing, striking and ending a swing.


Two or More Independent Components

Question has multiple parts

One part does NOT rely on the previous part being answered correctly

Example: This picture shows a sealed bottle with some water in it. It

is a model of the water cycle.A) Use what you see in the bottle and explain the water cycle.B) Predict how life on earth would be different if water did not

go through the water cycle.


CATS-Like Assessment Design Understanding “Know” understand that individuals have

a responsibility to advocate for personal, family and community health.

PL-HS-1.1.6 & PL-H-PW-S-PPH4 (DOK 3) Healthy Choice

Daily choices we make in our lives affect our health as we grow and

mature. List two choices that would be

harmful to your body systems. Explain why these choices would

be negative.












question.


PL-HS-1.1.6 & PL-H-PW-S-PPH4 (DOK 3) Healthy ChoiceDaily choices we make in our lives affect our health as we grow and mature. A. List two choices that would be harmful to your body systems.B. Explain why these choices would be negative.

Criteria:



directly from the POS/CC Standards? Yes No Comments:_____________________________


Criteria:

DOK Level? 1 2 3 Is the question congruent to the critical

thinking and skills identified from the POS/CC Standards?

Yes No Does the question utilize vocabulary taken

directly from the POS/CC Standards? Yes No Comments: ORQ is the best way to reach

higher order thinking, would be great to address PL-H-PW-S-PPH2 – personal wellness plan



•Targets (Congruent to) Standards•Improved DOK (from 1 to 2)

•Directly Congruent to standards•DOK improved (1 to 3)

3.(Original) Which of the following body systems is (are) directly related to the body’s ability to move blood through the body.

Ο Respiratory

Ο Digestive

Ο Circulatory

Ο Both A & B

3. (Revised) Which of the following lifestyle factors will most likely make a positive impact on the following body systems : circulatory, respiratory, digestive.

Ο Increase in fiber in diet

ΟMaintaining proper rest and exercise cycles

Ο Reducing caffeine consumption

Ο Weight-lifting regimen

(Original)Healthy Choice

(Revised)Wellness Plan

Daily choices we make in our lives affect our health as we grow and mature. A. List two choices that would be harmful to your body systems.B.Explain why these choices would be negative.

Lauren, a forty-eight year old mother, has just received the results of her annual physical. Her HDL level was low, LDL was high, blood pressure was found to be 158 over 88 and her resting heart rate was 96. During the questionnaire in the exam, she revealed that her father passed away at age fifty-three of complications associated with a stroke. Also, Lauren is involved in a high-stress job placement.A.Evaluate Lauren’s current health status.B.Design a personal wellness plan for Lauren.


3. (Original) Which of the following body systems is (are) directly related to the body’s ability to move blood through the body.

Ο Respiratory

Ο Digestive

Ο Circulatory

Ο Both A & B3. (Revised)

Which of the following lifestyle factors will most likely make a positive impact on the following body systems : circulatory, respiratory, digestive.

Ο Increase in fiber in diet

Ο Maintaining proper rest and exercise cycles

Ο Reducing caffeine consumption

Ο Weight-lifting regimen


(Original)Healthy Choice

(Revised)Wellness Plan

Daily choices we make in our lives affect our health as we grow and mature. A. List two choices that would be harmful to your body systems.B.Explain why these choices would be negative.

Lauren, a forty-eight year old mother, has just received the results of her annual physical. Her HDL level was low, LDL was high, blood pressure was found to be 158 over 88 and her resting heart rate was 96. During the questionnaire in the exam, she revealed that her father passed away at age fifty-three of complications associated with a stroke. Also, Lauren is involved in a high-stress job placement.A.Evaluate Lauren’s current health status.B.Design a personal wellness plan for Lauren.

WEEK 3:“QUALITY INSTRUCTION”

SESSION TARGET: “I will be able to analyze an activity and apply feedback to ensure that the assignment and future assignments are rigorous and aligned to our standards (C.C., P.O.S. 4.1).”


Week #3 Components:

Organizer Administrator Check-list & Feedback

Sheet “Quality Instruction Protocol Sheet” Reflection Sheet Agenda & Sign-In Sheet Sample (“Quality Instruction Protocol

Sheet”) BRIDGE: Week 3 to Week 4



Quality Instruction Protocol SheetINSTRUCTIONS:1. Each participant will bring one activity planned for the upcoming unit.2. Each participant will have two minutes to share activity with the group.

Share the context of the lesson (is this a beginning activity, middle of the unit activity, or culminating performance?).

What is the Learning Target that this lesson will address (specifically from the “Unpacking the Standards” process).

What is the intended Depth of Knowledge and level of critical thinking required?

Any other specific concerns the presenting teacher has with the activity.3. Each group member will have one minute to make suggestions/recommendations to take the activity to the next level (rigorous, aligned, etc.). If a group member cannot come up with an idea, he/she may pass.4. After all members have had a chance to provide input on the activity, the presenting teacher reports out to the group what suggestions he/she may try.5. Going clockwise, the next teacher presents their activity and the group follows the same protocol.6. After all teachers have presented, each participant will reflect on the session using the reflection sheet provided.


Reflection Ideas:1 What suggestions will I try with my instructional activity?

2 What activity was presented by another teacher that I will try to incorporate in upcoming units? (Be specific about the activity and how you plan to use it.)

WEEK 4WEEK 4

Reflecting on Reflecting on Instruction & Instruction & AssessmentAssessment


WEEK 4:“STUDENT WORK/ITEM ANALYSIS”SESSION TARGET: “I will be able to use assessment data to identify non-mastered standards to inform interventions for students. My partner and I will be able to use the criteria check-list to identify areas of growth in instruction and incorporate these suggestions into future units of study. ”


Week #4 Components:

Organizer Administrator Check-list & Feedback Sheet “Item Analysis Protocol Sheet” “Student Work Analysis Sheet” Agenda & Sign-In Sheet Sample Data Sheet Sample “Item Analysis Protocol Sheet” Sample Student Work Instructional Activity Sample “Student Work Analysis Sheet”


Item Analysis Process(Completed Prior to Session 4)

Identify the % of students answering each question correctly.

Focus on the Skills & Concepts not mastered (Below 75 % MC or Below 3 on ORQ)

List the formative assessments you used to teach each skill/concept



NN NM NH AL AM AH P D INDEX

0 0 1 0 2 2 1 1 78.00

10 <---

1 <---

71% 71% 57% 57% 29% 86% 14% 86% 71% 71% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 2.4 0.0

Name GradeMC #1

MC #2

MC #3

MC #4

MC #5

MC #6

MC #7

MC #8

MC #9

MC #10

MC #11

MC #12

MC #13

MC #14

MC #15

MC #16

MC #17

MC #18

MC #19

MC #20

MC #21

MC #22

MC #23

MC #24

MC #25

ORQ #1

ORQ #2

Period 1 / Name of Class:

Name GradeMC #1

MC #2

MC #3

MC #4

MC #5

MC #6

MC #7

MC #8

MC #9

MC #10

MC #11

MC #12

MC #13

MC #14

MC #15

MC #16

MC #17

MC #18

MC #19

MC #20

MC #21

MC #22

MC #23

MC #24

MC #25

ORQ #1

ORQ #2

SAMPLE STUDENT ONLY 10 1 1 0 0 0 1 0 1 0 1 3

1 10 1 1 1 1 0 1 0 0 1 0 2

2 10 0 1 0 0 0 1 0 1 1 1 2

3 10 1 1 1 1 1 1 0 1 1 1 4

4 10 0 0 0 0 0 1 0 1 0 1 1

5 10 1 0 1 1 0 0 0 1 1 0 2

6 10 1 1 1 1 1 1 1 1 1 1 3

7 10

8 10

9 10

10 10

Period 2 / Name of Class:

Name GradeMC #1

MC #2

MC #3

MC #4

MC #5

MC #6

MC #7

MC #8

MC #9

MC #10

MC #11

MC #12

MC #13

MC #14

MC #15

MC #16

MC #17

MC #18

MC #19

MC #20

MC #21

MC #22

MC #23

MC #24

MC #25

ORQ #1

ORQ #2

Number of Students

7

English 2

Enter Here

READING LEARNING CHECK Ms. Hollen

Multiple Choice Items

Open Response Questions

% Correct in Multiple-Choice &

ORQ.


“How can I use formative assessments more effectively in my next unit to truly know where my students are

on a daily basis and then modify my

instruction so that students will demonstrate

mastery of the standards on the summative assessment?”

What implications does this data have for me? Be specific about your plan of action.


Tier 3

Tier 2

Tier 1

TIER 3Intensive interventions specifically designed to meet the individual needs of students who has not been successful in Tiers 1 and 2.Approximately 5% of all students will respond with success to core, supplemental and intensive instruction

TIER 2Focused supplemental instruction for students who are not successful in Tier 1; supplemental instruction is in addition to core instruction.Approximately 15% of all students will respond with success to core and supplemental instruction

TIER 1Quality classroom instruction based on state curriculum framework:research-based instructional strategieson-going student assessment and professional developmentinterventions within general framework of classroom.Approximately 80% of all students will respond with success to core instruction

Week 4: Analysis of Student Work Sample

Student Work Sample of Activity Addressing Non-Mastered Standard

Share Introduction to Activity Addressing Areas in the Student Work Protocol Sheet

Look at the provided activity & Introduction

Use Student Work Protocol Sheet to provide feedback for the Instructional Activity


BRITE Ideas © Sowders & Hollen“A FOCUS for PLC” BRITE Ideas © Sowders & Hollen

Unpacking the Standards Form Subject: _Practical Living___________________

Grade: __10th_______ Unit:____Positive Health Habits_______ Understanding: “KNOW”

Understand the connection between positive health habits/choices and their prevention of injury and disease for themselves and others.

Critical Thinking and Skills: “DO” Describe symptoms, causes,

patterns of transmission, prevention and treatments of communicable diseases

Describe symptoms, causes, patterns of transmission, prevention and treatments of non-communicable diseases

Explore family history, environment, lifestyle and other risk factors related to the cause or prevention of disease and other health problems

Analyze the impact of personal health behaviors on the functioning of body systems

Analyze how behaviors can impact health maintenance and disease prevention during adolescence and adulthood

Unpacking the Standards Protocol

1. The Facilitator will model the Unpacking the Standards process for the PLC.

2. Read the Big Idea and the Understanding Section (POS) on the Combined Curriculum Document (CCD).

3. Determine the key understanding(s) of the standard(s) (What do I want my students to know after I teach the standard?)

4. Using the Skills and Concepts Section (POS) and the Core Content for Assessment column, identify the critical thinking and skills to be performed by the student while learning the standard(s) (What I want my students to be able to do after I teach the standard(s). Also, are there skills needed that are not explicitly stated?

5. By identifying the key understanding(s) and the critical thinking and skills needed in order to learn the standard, teachers will be able to incorporate a laser focus with their instruction and assessment (Implications for daily objectives/Learning Targets, Essential Questions, formative and summative assessments).

6. Following the Facilitator’s modeling session, each participant will have fifteen minutes to Unpack the Standards for their upcoming unit.

7. Volunteers will share any insights and discoveries with the group. Facilitator will record insights & store in evidence binder.

So What? Now What?

Team Facilitators & School Leadership will train staff on the process and protocols.

Suggestions for Initial Training: Establish Team Norms & Guide Teams Through the four week process to develop the first unit for the beginning of the school year.

Team Goals Support & Resources


PARKING LOTS: Questions

ConcernsBRITE Ideas for

“Taking it to the Next Level”


“a focus for plc” follow-up training marion sowders & lori hollen “when teachers meet...

Documents

standards protocolread

unpacked standards week

targeted standards week

assessment implications

assessment results

assessment column

critical thinking

key understandings