1. PLC GUIDING QUESTIONS Student Services Teams

2. Norms for Our Work If you think it, say it respectfully. Ask questions. Take care of your neighbor. Take care of yourself. What is said here stays here; what is learned here leaves here. Be present. 2

3. Facilitator Guiding Questions (Think About…)_ What is going well for my PLC, and how can we build on that? What needs do we have? – Technology, communication, other? How can we ensure the feeder pattern groups are engaging, relevant, and supportive for staff? How can we ensure meaningful connections to improved service delivery and student outcomes?

4. CELEBRATIONS

5. Review and Expectations for Nov 19 Feeder Pattern SS PLC Logistics, Canvas Orientation – Expectations for attendance In person or virtually Ensure counselors connected to PLC section (can access content) – Review Purpose, Goals, and Norms PLC Questions and Anticipation Guide – From Step 0 to Guiding PLC Questions Deeper Learning Concepts and Matrix District Data Review – Feeder Pattern Data Review Develop SMART goal worksheets Required Products: upload SMART Goal and first steps for implementation between now and next PLC meeting – Facilitators: Upload meeting notes and attendance – All individuals: Upload SMART goal and first steps for implementation

6. Goals and Norms of PLC Feeder Patterns Connect – know who is in your group Resources – know your resources in your area – Provide to Problem-Solving PLCs – Use as school-based student services teams Share – ideas among professionals Revisit Norms Be present for 2 hours – put aside other tasks and engage in the work and conversations

7. Build Common Language and Understanding of Student Engagement Skills and Social Emotional Learning as it relates to CCSS and CCR Clarify Purpose of Teams and Connect to SS Mission, Vision, Values, Priorities (Big Rocks) Establish Team Norms and Expectations Clarify and Assign Roles Clarify Structures, Processes, and Protocols, Identify and Connect Instructional, Behavioral and Community Resources Choose Assessment Tools and Establish Data Systems and Indicators

8. Anticipation Guide Review and Revise

9. WHAT IS DEEPER LEARNING? Use Student Services PLCs to Develop an Understanding of the 21 st Century Student Learning Environment and Expectations

11. College Readiness Knowledge

12. Florida Standards Instructional Shifts ELA  Balance Informational and Literary Text  Knowledge in the Disciplines  Staircase of Complexity  Text-based Answers  Writing from Sources  Academic Vocabulary Math  Focus  Coherence  Fluency  Deep Understanding  Application  Dual Intensity Videos: Whats it like to be a student in 21 st century classroom? -Teacher ExpectationsTeacher Expectations -Student CollaborationsStudent Collaborations

13. Deeper Learning Competencies Master Core Academic Content Think Critically and Solve Complex Problems Work Collaboratively Communicate Effectively Learn How to Learn Develop Academic Mindsets Activity Review Deeper Learning resources on Canvas Record key ideas on the graphic organizer

14. DISTRICT AND FEEDER PATTERN DATA REVIEWS

15. 53.06% 92.80% 54.19% 53% (US Avg. 55%) 53% (US Avg. 55%) 31.57% 0.56% 27.79% 15.38% 6.64% 18.01% NA All Attendance All Attendance All Discipline All Discipline All - Course Performance All - Course Performance Fall 2013 Gallup Fall 2013 Gallup Early Warning: District % 2013-2014 86.47% 7.21% 6.32% MS/HS only GPA MS/HS only GPA 81.37% 12.52% HS only Credits HS only Credits 6.12%

16. 58.35% 95.23% 63.58% 53% (US Avg. 55%) 53% (US Avg. 55%) 30.91% 0.41% 24.32% 10.74% 4.35% 12.32% NA All Attendance All Attendance All Discipline All Discipline All - Course Performance All - Course Performance Fall 2013 Gallup Fall 2013 Gallup Early Warning: Central Region % 2013-2014 89.28% 6.38% 4.35% MS/HS only GPA MS/HS only GPA 99.01% 0.73% HS only Credits HS only Credits 0.27%

17. 50.93% 91.80% 48.98% 53% (US Avg. 55%) 53% (US Avg. 55%) 32.27% 0.59% 30.65% 16.80% 7.61% 20.37% NA All Attendance All Attendance All Discipline All Discipline All - Course Performance All - Course Performance Fall 2013 Gallup Fall 2013 Gallup Early Warning: East Region % 2013-2014 85.46% 7.76% 6.78% MS/HS only GPA MS/HS only GPA 98.61% 0.86% HS only Credits HS only Credits 0.53%

18. 46.29% 91.16% 47.14% 53% (US Avg. 55%) 53% (US Avg. 55%) 20.69% 0.77% 31.63% 33.01% 8.07% 21.23% NA All Attendance All Attendance All Discipline All Discipline All - Course Performance All - Course Performance Fall 2013 Gallup Fall 2013 Gallup Early Warning: Northwest Region % 2013-2014 83.67% 8.22% 8.11% MS/HS only GPA MS/HS only GPA 97.34% 1.90% HS only Credits HS only Credits 0.77%

19. 51.08% 90.13% 46.51% 53% (US Avg. 55%) 53% (US Avg. 55%) 31.06% 0.69% 29.38% 17.86% 9.18% 24.11% NA All Attendance All Attendance All Discipline All Discipline All - Course Performance All - Course Performance Fall 2013 Gallup Fall 2013 Gallup Early Warning: Southwest Region % 2013-2014 83.50% 8.30% 8.20% MS/HS only GPA MS/HS only GPA 98.29% 1.28% HS only Credits HS only Credits 0.44%

20. 72.28% 97.87% 66.72% NA 14.74% NA 29.27% 12.98% 2.13% 4.01% NA Attendance Discipline ES only Course Performance ES only Course Performance Fall 2014 Gallup Fall 2014 Gallup Early Warning: District % ES, MS, and HS Aug-Oct 2014 76.08% 10.23% 13.69% MS only GPA MS only GPA NA Credits NA

21. Inquiry Cycle-PLC Alignment Problem Solving Process

22. Inquiry Cycle Problem Identification Purpose of Step: Review EWS and other school- wide data to answer key questions that help the school team understand the strengths and needs of the school in order to plan supports. Q1. What is the health of the building? What is Expected Level? What is Current Level? – Q1 subquestion: Does it differ by: grade level, race/ethnicity, gender, FRL status, ELL, SWD, etc.?

23. Inquiry Cycle Problem Identification Purpose of Step: Review EWS and other school-wide data to answer key questions that help the school team understand the strengths and needs of the school in order to plan supports. Q2. So, what is the problem? – Is it attendance? – If attendance is healthy, then is it discipline/behavior? – If attendance/behavior is healthy, is it academics?

24. Inquiry Cycle Problem Identification Purpose of Step: Review EWS and other school- wide data to answer key questions that help the school team understand the strengths and needs of the school in order to plan supports. Q3. And then…what is the scope: Once the school level problem is identified, determine: – Is it a Tier I issue (a lot of students)? – Is it a Tier II issue (some students)? – Is it a Tier III issue (just a few students)?

25. Inquiry Cycle Problem Analysis Q4. Why is the prioritized problem occurring? What are some guesses why the problem is happening? What other questions do you have to examine guesses? – Breakdown by subgroups, SWD, courses, other areas? What additional data do you need to confirm your guesses? Once guess is confirmed consider: Resources: what are available resources and supports? Barriers: what are barriers to addressing problem? *Refer back to resource maps and resource links on Canvas Course https://pasco.instructure.com/courses/75263/pages/intervention-resources

26. Inquiry Cycle Problem Analysis Campfire with Table What are some guesses?What other questions do you have? What other data do you need to examine guesses? Refer back to Canvas course. https://pasco.instructure.com/courses/75263/pages/attendance Assign someone to take notes. Be prepared to share out discussion points.

27. DEVELOP SMART GOAL FOR YEAR Based on Data and Resource Mapping/Needs

28. Importance of Short-Term SMART Goals “People can become so caught up in big dreams that don’t manage the current reality. Short-term goals are needed to establish credibility for a change initiative over the long haul. Major change takes time. Zealots will stay the course no matter what. Most of us want to see some convincing evidence that all the effort is paying off. Nonbelievers have even higher standards of proof. We want clear data indicating changes are working.” Kotter, 1996, pp. 118-119

29. Defining S.M.A.R.T. Goals Specific – detailed outcomes criteria. The goal should state the exact level of performance expected. Measurable – measurement criteria. To achieve objectives, people must be able to observe and measure their progress. Attainable – realistic criteria. Goals should challenge people to do their best, but they need also be achievable. Realistic (Results-Oriented, Relevant) – significance criteria. Goals need to pertain directly to the performance challenge being managed. Time-bound – answers “by when?” criteria. Deadlines help people to work harder to get a task completed.

30. Specific: A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six “W” questions: *Who: Who is involved? *What: What do I want to accomplish? *Where: Identify a location. *When: Establish a time frame. *Which: Identify requirements and constraints. *Why: Specific reasons, purpose or benefits of accomplishing the goal.

31. Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience success which maintains motivation in a PLC. Always set a criteria for success: This allows you to evaluate your work and impact on student growth. To determine if your goal is measurable, ask questions like: How much? How many? How will I know when it is accomplished?

32. Attainable – When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Example questions: Are these steps doable? Can we find the time? What resources and supports will make this likely to happen?

33. To be results oriented must also be relevant and realistic. A goal must represent an objective toward which the PLC is both willing and able to work. A goal can be both high and realistic. The is the only one who can decide just how high a goal should be. But be sure that every goal can reflect progress: results.

34. A goal should be grounded within a time frame. With no time frame tied to it there’s no sense of urgency. Example questions: Now that we set a specific criteria for success, what is the target date? When do we want to evaluate the success of this plan? What short term progress monitoring dates can we pick? When do we want to reach our goal?

35. Tips for Establishing SMART Goals Focus on developing one goal that is a priority this year – results oriented, relevant, and realistic. Team goals should be established by teams rather than for teams. Avoid establishing goals that are too narrow or too broad. Focus on results, not activities. To achieve your goal, more students should learn at higher levels. Create a goal that fosters a collective efforts and an interdependent relationship

36. Example of SMART Goal Make Sense with Feeder By June 2015, increase percentage of students accessing Tier I reinforcement systems by 20% By June 2015, increase percentage of staff able to state the steps of the problem solving process by 25% By June 2015, increase daily student attendance by __% across the feeder pattern By June 2015, parents will be better informed of Student Services supports available in the feeder pattern, as evidenced by… By (date), x% of Student Services staff in feeder pattern will increase self-rating of competency with interventions for (specific area). [Next goal would involve implementation and sharing of information beyond SS].

37. Canvas Resources Strategy Study/Action Research Course…https://pasco.instructure.com/courses/7 2367/pages/plan Strategy Study/Action Research Course…https://pasco.instructure.com/courses/7 2367/pages/plan Smart Goal/Action Plan Worksheet…https://pasco.instructure.com/cours es/72367/pages/act Smart Goal/Action Plan Worksheet…https://pasco.instructure.com/cours es/72367/pages/act Marzano Framework Course…https://pasco.instructure.com/courses/3 4864 Marzano Framework Course…https://pasco.instructure.com/courses/3 4864

38. SS Feeder Pattern PLCs Expectations for Products/Points If at all possible, participate in SS Feeder Pattern PLCs “live” – PLC Facilitator documents who is present – include in notes that are uploaded to Discussion and Assignments for each quarter – If participants cannot be present “live” please let PLC facilitator know prior to the meeting (Nov 19). Those who did not participate “live” must access Canvas Conference recording to contribute to product outcomes within the week. Otherwise, no credit. PLC Facilitators s upload notes and products by Dec 3 – PLC facilitators post notes and products from Feeder Pattern group on the PLC feeder pattern Discussion Board If participants working toward points tell PLC facilitators that they will not be present prior to meetings but plan to contribute to the notes and products, wait to post until participates have had a chance to review and contribute to the product – no longer than 1 week. – Once complete, all participants seeking points must upload the product from their individual login (to assignments – not discussion board).