Tom Elementary Worlds Best PLC

Grade: 6th grade Date: March 2, 2017

AGENDA

1. Finalize End of Unit assessment for Language Arts:RL.6.2- Determine a theme or central Idea of
a text and how it is conveyed through particular details; provide a summary of the text distinct from
personal opinions or judgements.

2. Continue unpacking process for our math standard: Begin creating CFAs and End of Unit
Assessment

6.EE.C.9 Represent and analyze quantitative relationships between dependent and

independent variables. Use variables to represent two quantities in a real-world problem that
change in relationship to one another; write an equation to express one quantity, thought of as the
dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze
the relationship between the dependent and independent variables using graphs and tables, and
relate these to the equation. For example, in a problem involving motion at constant speed, list and
graph ordered pairs of distances and times, and write the equation d = 65t to represent the
relationship between distance and time.

Team Members Present: Purpose

Facilitator- Theresa Fuentes
Note Taker- Chellen Kersey
Air Traffic Controller- Theresa Fuentes
and Chellen Kersey
Our purpose is to collaborate in order to reach
our short term goals for all 6th grade students.
Team Norms:
Be prepared (on time, with data assessment,
calendar, tech device, assessment maps)
Be professional in communication with positive
and constructive feedback
Be focused on the agenda

Our Four PLC Guiding Questions

1. What is it we expect our students to learn? (Curriculum / Initial Instruction)
2. How will we know when they have learned it? (Assessment)

For the End of the Unit Assessment for Language Arts we will use this set of questions.

1) The central idea of the text is:

a. World War II
b. Hitlers Political power
c. the Holocaust
d. the Nazi government

2) Highlight the text that supports your answer for question 1.

3) What does the text describe?

a. the cultural impact of the Jewish people thought Europe
b. Key events that led to World War II
c. Hitlers rise to political power
d. the Nazi governments efforts to exterminate the Jewish people

4) Summarize this text. Provide text evidence.

We will continue to work on math the next time we meet tomorrow.

3. How will we respond when some students do not learn? (Intervention)

4. How will we respond when some students already know it? (Extension)

Initial Instruction: Reflection on CFAs/Interventions:

1. What do we want students to learn?
1.1. What specifically will the focus be in each content
area?
1.2. How long will we work on this?
1.3. What materials will we use?
1. What patterns were noticed when looking at student
work?
a. Prerequisites for what was recently taught/
assessed missing?
i. Do we need to intervene on these?

2. How will we know when they have learned it?

b. Is Tier II needed? (In addition to Tier I
2.1. How will we assess their learning?
2.2. What will the criteria be? (proficiency scales) intervention)
2. What specifically did the teacher with the highest
scores do?
Intervention Planning:
How/what will this look like?
How do we respond when some students dont
learn?
How do we respond when students already know
it?
Look at scores.
Who gets enrichment kids (pullout teachers)?
Proficient kids? Below level kids (teacher
with highest scores)?
Who will do what to intervene?
Share ideas & work out a plan!
When will these interventions happen? (days & times)