PLC Lead Training

School Year 2015-16

hello!
I am Tracy Mena
I am Steph Skelly
 Our Day

House- Standards/ Long Term SMART

Intros Keeping Guidelines Goals

Disaggregate Selecting
Research-Based Results Monitoring
Data Best Practice Meeting Closing
Indicators
Intros
Introduce yourselves at your table:
Name
School
Title
Turn and Talk
What is one positive you experienced in your PLC?
What is one challenge you experienced in your PLC?
House-Keeping

Parking Lot
Who do I call to get questions answered about Q-Comp
and the Data Process?

Q-Comp Data
Logistics
Process (www.qcomp-rdale.org)
Q-Comp Website
Call Tracy Training
Mena 546- Call Steph
5244 Skelly
x8032
Standards/Guidelines

Do you know where to locate?

Where will you store these standards/guidelines in Google
Drive so your PLC accesses weekly?
What is the importance of these standards/guidelines in
your PLC work?
To guide your instruction and assessments
Long Term SMART Goals
At your table - Read through the PLC Action Plan document.
What questions do you have?

PLC Data Process Form Cycle 1

Long Term SMART Goals
After talking with Dr. Simon and Tracy Mena, here are a few guidelines to follow when setting PLC Year Long SMART
goals:

1) The World's Best Work Force legislation requires buildings to set "Stretch Goals" that put the building on a trajectory
to 100% proficiency by 2020. Each of the building SMART goals reflect these rigorous goals. PLCs do not have to
write PLC SMART goals that use the same percentage of increase as the building goal. Rather -

2) PLCs
a) May use MAP as a tool for pre/post assessment data - and the PLC team determines a rigorous and achievable
goal. This goal does not have to be the same percentage of increase as the building SIP goals.
b) PLCs also have the option to create their own pre/post assessments to measure the year-long SMART goal.
Teams may look at MAP and MCA data to find the greatest area of need, then use the PLC created assessment as
baseline data to set the rigorous year-long goal.

If you choose option b, this formula may be helpful in establishing a goal percent for your year-long SMART goal:

*To determine the goal percent, add students scoring in exceeds, proficient and close to proficient on the pre-
assessment. Then, divide that number by the total number of students tested. Ex: (Pre-Assessment: 1 student
exceeds + 9 students proficient + 11 students close)/(27 students tested) = 77%
Long Term SMART Goals
How to write a SMART Goal
The percentage of (student group) _________________________ scoring proficient or higher in
(content area) _________ will increase from (current percent)____% to (goal percent*)____% by
(timeline)_____________________ as measured by (assessment
tool)_______________________ administered (specific date) __________________.

*To determine the goal percent, add students scoring in exceeds, proficient and close to proficient
on pre-assessment. Then, divide that number by the total number of students tested. Ex: (Pre-
Assessment: 1 student exceeds + 9 students proficient + 11 students close)/(27 students tested) =
77%
Long and Short Term SMART Goals
Using a Double Bubble Map, discuss and write the following
questions:

What is the difference between your long and short term

SMART goals?

How are they connected?

Disaggregate Data
Why disaggregate data?

How do we disaggregate data?

Sample Data
TIES Data Warehouse
Google Spreadsheet
Selecting Research Based Best Practice Strategies
At your table, have a short discussion about best practices
your PLC used to address student needs.

Then, using the sticky notes - write one practice per note.
Selecting Research Based Best Practice Strategies
Levels of Certainty
1.Personal Opinion
2.Personal Experience
3.Local Research (PLC/Action Research)
4.Research with high levels of confidence
5.Research with high levels of confidence -
and supported by empirical data
Selecting Research Based Best Practice Strategies
Sort your best practices into the categories provided on the
Tree Map:
Results Indicators
Results Indicators sample:
www.scimathmn.org/stemtc
serve as a monitoring tool for teams
allow teams to make mid-course corrections before
administering the post assessment
illustrate the impact of the strategy and effectiveness of
the strategy
serve as the picture of progress between the pre and
post assessments
can be a Practice Profile sample
Monitoring Meeting
Monitoring:
allows educators to reflect on their professional practice
allows teams to make mid-course corrections
allows teams to celebrate results on a continuous basis
is a critical component of a continuous improvement cycle
Monitoring Meeting
Mid-Course check
in
Adjust instruction
as needed

Based on post-
assessment results, Determine when to
determine whether to administer post-
move on, reteach whole assessment. Daily
class, or set up Tier II formatives should show
groups for students approximately 80%
proficiency
who are not yet
Data Team Rubrics
For self-Assessment
Norms and Participation
Agenda
Minutes
Schedule
Step 1: Collect and chart data
Step 2: Analyze data and prioritize needs
Step 3: Set, review, and revise incremental SMART goals
Step 4: Select common instructional strategies
Step 5: Determine results indicators
Step 6: Monitor and evaluate results
Data Teams Training Manual (3rd ed., pp. 107-157). (2010). Lead Learn Press (Houghton Mifflin).
Further Resources for PLC Leads
Facilitation Roles of a Data Teams leader
Data Team Roles

Data Teams Training Manual (3rd ed., pp. 107-157). (2010). Lead Learn Press (Houghton Mifflin).
thanks!
Closing
What else do you need?

Question to take to your PLC:

When we know 80% of our students are proficient, what steps
will our PLC put in place to address the 20 % who do not yet
know? (How will RtI Tiers II and III supports be utilized?)
Credits
Special thanks to all the people who made and
released these awesome resources for free!