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Lafourche Parish Presentation June 5, 2014. How to Create a District Focus on Learning School PLCs Principal PLCs Distrcit PLCs Become Interdependent.

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Presentation on theme: "Lafourche Parish Presentation June 5, 2014. How to Create a District Focus on Learning School PLCs Principal PLCs Distrcit PLCs Become Interdependent."— Presentation transcript:

1 Lafourche Parish Presentation June 5, 2014

2 How to Create a District Focus on Learning School PLCs Principal PLCs Distrcit PLCs Become Interdependent Collaborative Teams

3 District PLC Structure Weekly District Level PLC (Curriculum Supervisors, Curriculum Specialists, LDOE) Monthly Principal & Academic Leadership Teams PLCs Weekly School Leadership Team PLCs (Principal, Asst. Principal & Academic Leaders) Teacher PLCs (Elementary = Grade Level, Middle & High = Grade or Content Area) Weekly District Level PLC (Curriculum Supervisors, Curriculum Specialists, LDOE) Monthly Principal & Academic Leadership Teams PLCs Weekly School Leadership Team PLCs (Principal, Asst. Principal & Academic Leaders) Teacher PLCs (Elementary = Grade Level, Middle & High = Grade or Content Area)

4 Now that we have the team structure, where do we begin? Guiding Question: District Curriculum Team Lafourche Parish Schools? How will our everyday actions as a District Curriculum Team support teacher quality that leads to improved student performance in Lafourche Parish Schools?

5 District, School, Principals, Teachers COMPASS SLTs PGPs PLCs Data VAM Measured Progress CCSS How we were working…

6 District, School, Principals, Teachers COMPASS SLTs PGPs PLCs Data VAM Measured Progress How we are working now…

7 District Support Two Part Continuous Process I. Professional Learning Communities Data Review Plans of Action I. Professional Learning Communities Data Review Plans of Action II. Walk-Through Observations Observations & Implementation Feedback & PD II. Walk-Through Observations Observations & Implementation Feedback & PD

8 Creating A Focus On Learning Learning By Doing DuFour, DuFour, Eaker & Many 2006, 2010 Chapter 3: “Creating a Focus on Learning” Chapter 5: “Building the Collaborative Culture” Critical Issues for Team Consideration (Checklist pgs , Checklist #2, #3 & #4)

9 Implementing the PLC Process Districtwide The Need for Specificity The Need for Common Language What Gets Monitored Gets Done Chapter8 DuFour, DuFour, Eaker, Many 2006, 2010

10 Connecting Data to Essential Learning

11 Describe the process for turning data into information connecting accountability to curriculum defining essential learning in ELA and Math

12 SPS Breakdown - Elem SPS Assessment Index Score 150 possible points 100% of Score Progress Points +10 (max)

13 SPS Breakdown - Middle SPS Assessment Index Score 150 possible points 95% of Score Dropout Credit Accumulation Index 150 possible points 5% of Score Progress Points +10 (max)

14 Assessment Index Calculation – Elementary & Middle School Advanced = 150 pts Mastery = 125 pts Basic = 100 pts Approaching Basic = 0 pts Unsatisfactory = 0 pts

15 SPS Breakdown – High SPS EOC Index 150 possible points 25% of Score Graduation Rate 150 possible points 25% of Score Graduation Index 150 possible points 25% of Score ACT Index 150 possible points 25% of Score Progress Points +10 (max)

16 EOC Index Calculation- High School Excellent = 150 pts Good = 100 pts Fair = 0 pts Needs Improvement = 0 pts

17 2014 Elementary SPS Breakdown - ELA

18 Elementary ELA PARCC Reporting Categories Major Claim Sub-claims/ reporting categories

19 Reporting Category Breakdown Sub-claim/ reporting categories

20 Looking for Patterns in Essential Learning Stimulus Question Response PARCC PBA of ELA/Literacy Item Types – Evidence-Based Selected Responses (EBSR), Technology-Enhanced Constructed Responses (TECR), Prose Constructed Responses (PCR)

21 Grade 4 Narrative Writing Task Performance Based Assessment Sample Passage: “Those Whacky Shoes”

22 Grade 4 Narrative Writing Task Performance Based Assessment Sample Passage: “Those Whacky Shoes”

23 Grade 4 Narrative Writing Task Performance Based Assessment Sample Passage: “Those Whacky Shoes”

24 Instructions for Defining Essential Learning As a team: Label the stimulus, questions, and response sections of the sample item. Answer the sample item questions that are aligned with the standards.

25 Grade 4 PBA Narrative Writing Task Sample Those Whacky Shoes Grade 4 Narrative Writing Task Performance Based Assessment Sample Passage: “Those Whacky Shoes”

26 Grade 4 PBA Narrative Writing Tak Sample Grade 4 Narrative Writing Task Performance Based Assessment Sample Passage: “Those Whacky Shoes”

27 Grade 4 PBA Narrative Writing Tak Sample Grade 4 Narrative Writing Task Performance Based Assessment Sample Passage: “Those Whacky Shoes”

28 Grade 4 PBA Narrative Writing Tak Sample Grade 4 Narrative Writing Task Performance Based Assessment Sample Passage: “Those Whacky Shoes”

29 Grade 4 PBA Narrative Writing Tak Sample Grade 4 Narrative Writing Task Performance Based Assessment Sample Passage: “Those Whacky Shoes”

30 Instructions for Defining Essential Learning As a team: Read the “Language of the Standard” and study the SQR patterns. Discuss the SQR patterns and the alignment of the sample items to the language of the standard. List the skills needed for a student to master this item.

31 2014 Elementary SPS Breakdown – Math Grade 3

32 Elementary Math Grade 3 New Reporting Categories Sub-claims/ reporting categories

33 Elementary Math Grade 3 New Reporting Categories 3.NF.13.NF.23.NF.3 Stimulus Question Response Sub-claims/ reporting categories

34 Looking for Patterns in Essential Learning Stimulus Question Response PARCC EOY MATH Technology *PARCC EOY MATH Technology Enhanced Item Types (select, multiple select, inline choices, drag-and-drop, fill-in-the-blank, hotspots, combination equation builder and text editor and Constructed Response.

35 Instructions for Defining Essential Learning As a team: Label the stimulus, questions, and response sections of the sample item. Answer the sample item questions that are aligned with the standards.

36 SQR Grade 3 EOY Math Sample

37 Instructions for Defining Essential Learning As a team: Read the “Language of the Standard” and study the SQR patterns. Discuss the SQR patterns and the alignment of the sample items to the language of the standard. List the skills needed for a student to master this item.

38 Elementary Math Grade 3 New Reporting Categories

39

40 SQR Grade 3 EOY Math Sample

41 Instructions for Defining Essential Learning Using the information that’s been presented as a guide, work as a team to: Discuss the process of connecting SPS to curriculum Define the essential learning as it pertains to 3.MD.4.

42 Calculating Assessment Index Scores

43 Calculating Reporting Category Data

44 Guidance Assessment Structure Grade 3 English Language Arts

45 Sample CSV ELA Data 2014

46 Assessment Index Trend Data

47 Monitoring for Essential Learning Assessments Lessons Lesson Plans

48 Questions? John

49 Lafourche Parish Contact Information Superintendent: JoAnn Matthews: Personnel: Supervisor: Dr. Louis Voiron: Asst. Supervisor: Bernita Deville: Curriculum Supervisors: Middle/High, Aubrey “Bubba” Orgeron: Elementary: Cynthia Eliser: IDEA: Dr. Charles Michel: Accountability: Karen Gisclair: Federal Programs: Pamela Folse: Child Welfare & Attendance: Ray Bernard: JROTC: Lt. Col. Al Rice:


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