Professional Learning Communities “The most promising strategy for sustained, substantial school improvement is developing the ability of school personnel to function as Professional Learning Communities.” DuFour “The most successful corporation of the future will be a learning organization.” Peter Senge

Data Management System  Technology Student Collaboration Student Goal Setting School Culture Social Emotional Learning  Differentiated Instruction  Technology Standards  State Standards  College Readiness Standards  Essential Learning  Clear Learning Targets What Do We Want Students to Learn (know and be able to do)? How Will We know if They Have Learned it? What Will We Do if They Do Not Learn It? What Will We Do if They Already Know it? ASSESSMENT Creating Balanced Assessment Systems Common Assessments  Formative (assessment for)  Summative (assessment of)  Progress Monitoring  Grading  Mastery Learning  Technology Response to Intervention (RtI) Problem-Solving Model Collaboration STUDENT LEARNING PLC C. Messina 2008 School Culture Social Emotional Learning School Culture Social Emotional Learning School Culture Social Emotional Learning Assessment Literacy Block Model Data Management System  Technology Student Collaboration Student Goal Setting School Culture Social Emotional Learning  Differentiated Instruction  Technology Standards  State Standards  College Readiness Standards  Essential Learning  Clear Learning Targets What Do We Want Students to Learn (know and be able to do)? How Will We know if They Have Learned it? What Will We Do if They Do Not Learn It? What Will We Do if They Already Know it? ASSESSMENT Creating Balanced Assessment Systems Common Assessments  Formative (assessment for)  Summative (assessment of)  Progress Monitoring  Grading  Mastery Learning  Technology Response to Intervention (RtI) Problem-Solving Model Collaboration STUDENT LEARNING PLC C. Messina 2008 School Culture Social Emotional Learning School Culture Social Emotional Learning School Culture Social Emotional Learning Assessment Literacy Block Model Teachers meet in Professional Learning Communities to discuss State and National standards. Teachers must determine what content is essential for students to know and what skills students must be able to do proficiently. Teachers must learn about various assessment tools to measure student learning. Staff Development is a large component of this block. Teachers must learn and understand the Response to Intervention (RtI) process for problem- solving. Tiers of Interventions and Differentiated instruction are a large component of this block. Teachers must learn programs and tools to support Differentiated Instruction and Extended Learning. Staff Development is a large part of this block.

Data Management System  Technology Student Collaboration Student Goal Setting School Culture Social Emotional Learning  Differentiated Instruction  Technology Standards  State Standards  College Readiness Standards  Essential Learning  Clear Learning Targets What Do We Want Students to Learn (know and be able to do)? How Will We know if They Have Learned it? What Will We Do if They Do Not Learn It? What Will We Do if They Already Know it? ASSESSMENT Creating Balanced Assessment Systems Common Assessments  Formative (assessment for)  Summative (assessment of)  Progress Monitoring  Grading  Mastery Learning  Technology Response to Intervention (RtI) Problem-Solving Model Collaboration STUDENT LEARNING PLC C. Messina 2008 School Culture Social Emotional Learning School Culture Social Emotional Learning School Culture Social Emotional Learning Assessment Literacy Block Model Data Management System  Technology Student Collaboration Student Goal Setting School Culture Social Emotional Learning  Differentiated Instruction  Technology Standards  State Standards  College Readiness Standards  Essential Learning  Clear Learning Targets What Do We Want Students to Learn (know and be able to do)? How Will We know if They Have Learned it? What Will We Do if They Do Not Learn It? What Will We Do if They Already Know it? ASSESSMENT Creating Balanced Assessment Systems Common Assessments  Formative (assessment for)  Summative (assessment of)  Progress Monitoring  Grading  Mastery Learning  Technology Response to Intervention (RtI) Problem-Solving Model Collaboration STUDENT LEARNING PLC C. Messina 2008 School Culture Social Emotional Learning School Culture Social Emotional Learning School Culture Social Emotional Learning Assessment Literacy Block Model Grading Practices Classroom Assessments AIMSWEB ISAT DIBELS NWEA MAP Clear Learning Targets address unit and lesson focus for students. These are derived from the State and National standards. Student friendly language must be developed to support understanding. Teachers work in PLCs to accomplish this task. Identification of: Tier l – Core Curriculum Assessments used to monitor core programs. Students not making adequate progress in the core program. Interventions to support Tier 2 students. Assessments to measure progress of Tier 2 students. Intervention to support Tier 3 students. Assessments to measure progress of Tier 3 students. Discussion in PLCs will focus on the data provided by the various assessments that are implemented.

Data Management System  Technology Student Collaboration Student Goal Setting School Culture Social Emotional Learning  Differentiated Instruction  Technology Standards  State Standards  College Readiness Standards  Essential Learning  Clear Learning Targets What Do We Want Students to Learn (know and be able to do)? How Will We know if They Have Learned it? What Will We Do if They Do Not Learn It? What Will We Do if They Already Know it? ASSESSMENT Creating Balanced Assessment Systems Common Assessments  Formative (assessment for)  Summative (assessment of)  Progress Monitoring  Grading  Mastery Learning  Technology Response to Intervention (RtI) Problem-Solving Model Collaboration STUDENT LEARNING PLC C. Messina 2008 School Culture Social Emotional Learning School Culture Social Emotional Learning School Culture Social Emotional Learning Assessment Literacy Block Model Data Management System  Technology Student Collaboration Student Goal Setting School Culture Social Emotional Learning  Differentiated Instruction  Technology Standards  State Standards  College Readiness Standards  Essential Learning  Clear Learning Targets What Do We Want Students to Learn (know and be able to do)? How Will We know if They Have Learned it? What Will We Do if They Do Not Learn It? What Will We Do if They Already Know it? ASSESSMENT Creating Balanced Assessment Systems Common Assessments  Formative (assessment for)  Summative (assessment of)  Progress Monitoring  Grading  Mastery Learning  Technology Response to Intervention (RtI) Problem-Solving Model Collaboration STUDENT LEARNING PLC C. Messina 2008 School Culture Social Emotional Learning School Culture Social Emotional Learning School Culture Social Emotional Learning Assessment Literacy Block Model Tetra Data DASH System Assessment Reports Staff Development SMARTBOARDS READ 180 Understanding by Design READ Naturally Skills Tutor New Curricular Adoptions Accelerated Reader

Data Management System  Technology Student Collaboration Student Goal Setting School Culture Social Emotional Learning  Differentiated Instruction  Technology Standards  State Standards  College Readiness Standards  Essential Learning  Clear Learning Targets What Do We Want Students to Learn (know and be able to do)? How Will We know if They Have Learned it? What Will We Do if They Do Not Learn It? What Will We Do if They Already Know it? ASSESSMENT Creating Balanced Assessment Systems Common Assessments  Formative (assessment for)  Summative (assessment of)  Progress Monitoring  Grading  Mastery Learning  Technology Response to Intervention (RtI) Problem-Solving Model Collaboration STUDENT LEARNING PLC C. Messina 2008 School Culture Social Emotional Learning School Culture Social Emotional Learning School Culture Social Emotional Learning Assessment Literacy Block Model Data Management System  Technology Student Collaboration Student Goal Setting School Culture Social Emotional Learning  Differentiated Instruction  Technology Standards  State Standards  College Readiness Standards  Essential Learning  Clear Learning Targets What Do We Want Students to Learn (know and be able to do)? How Will We know if They Have Learned it? What Will We Do if They Do Not Learn It? What Will We Do if They Already Know it? ASSESSMENT Creating Balanced Assessment Systems Common Assessments  Formative (assessment for)  Summative (assessment of)  Progress Monitoring  Grading  Mastery Learning  Technology Response to Intervention (RtI) Problem-Solving Model Collaboration STUDENT LEARNING PLC C. Messina 2008 School Culture Social Emotional Learning School Culture Social Emotional Learning School Culture Social Emotional Learning Assessment Literacy Block Model Teachers will be working with students in a variety of academic areas to establish goals, have conversations about learning and what behaviors support achievement of those goals.

What Happens During Professional Learning Community Release Time? During the 40 minute time block, PLCs focus discussion and actions on the following topics: Identification of content and skills (Standards, Learning Targets) Using the Data Management System to access information regarding student achievement (Tetra Data, DASH, MAP) Analysis of the data to determine what, if any, instructional interventions are needed to support student learning (Balanced Assessment) Discussion regarding the structure of implementing any interventions and the necessary follow-up to evaluate if the intervention is making a positive impact on student learning (Differentiated Instruction) Discussion regarding any needs for training by staff to implement the instructional intervention and/or follow-up assessment measure (Staff Development) Discussion regarding alignment of curriculum content and skills across grade levels (Curriculum Mapping) Discussion of how to include students into their process of evaluating their own learning (Student Collaboration and Goal Setting) What Happens During In-Service/Institute Days? During half-day and full day in-service and institute days. teachers learn about and are trained to implement the following: Understanding the purpose of Learning Communities and the guidelines for implementing successful PLCs Training in the use of the Data Warehouse System, DASH, as well as the MAP assessment system, AIMSWEB, DIBELS, TechPaths, etc. Understanding of a Balanced Assessment System, the components, how to use them, when to use them, why to use them, etc. Training in using a variety of curricular programs to support the implementation of Differentiated Instruction Training in the use of technology such as SMARTBOARDS, document cameras, and multiple software programs to support student engagement and learning

Data Management System  Technology Student Collaboration Student Goal Setting School Culture Social Emotional Learning  Differentiated Instruction  Technology Standards  State Standards  College Readiness Standards  Essential Learning  Clear Learning Targets What Do We Want Students to Learn (know and be able to do)? How Will We know if They Have Learned it? What Will We Do if They Do Not Learn It? What Will We Do if They Already Know it? ASSESSMENT Creating Balanced Assessment Systems Common Assessments  Formative (assessment for)  Summative (assessment of)  Progress Monitoring  Grading  Mastery Learning  Technology Response to Intervention (RtI) Problem-Solving Model Collaboration STUDENT LEARNING PLC C. Messina 2008 School Culture Social Emotional Learning School Culture Social Emotional Learning School Culture Social Emotional Learning Assessment Literacy Block Model Data Management System  Technology Student Collaboration Student Goal Setting School Culture Social Emotional Learning  Differentiated Instruction  Technology Standards  State Standards  College Readiness Standards  Essential Learning  Clear Learning Targets What Do We Want Students to Learn (know and be able to do)? How Will We know if They Have Learned it? What Will We Do if They Do Not Learn It? What Will We Do if They Already Know it? ASSESSMENT Creating Balanced Assessment Systems Common Assessments  Formative (assessment for)  Summative (assessment of)  Progress Monitoring  Grading  Mastery Learning  Technology Response to Intervention (RtI) Problem-Solving Model Collaboration STUDENT LEARNING PLC C. Messina 2008 School Culture Social Emotional Learning School Culture Social Emotional Learning School Culture Social Emotional Learning Assessment Literacy Block Model