Strengthening Core curriculum through the PLC Cycle

Strengthening Core curriculum through the PLC Cycle
Leander ISD Continuous Improvement Conference February 6, 2017

Professional Learning Targets
We are learning more about addressing core curriculum through the PLC Cycle. We will experience this by viewing a video of teachers in action, learning common language about the TEKS, and exploring resources and protocols to help guide the conversation. We will know we are learning this by our ability to dialogue with our peers, analyze TEKS, and completing the lesson development process. It is important to know this because Leander ISD believes that Professional Learning Communities are the heart of high quality instruction and strengthening core curriculum is an effective manner to ensure academic growth for all students. Lara

How has the Cycle of Work in Your PLC impacted your instruction and collaboration as a team?
Panel of Teachers

LISD Collaborative Team Commitments – The Work of our PLC
Student learning as our primary purpose Our decisions focus on positively impacting student learning. Collaborative culture as our primary practice Our actions focus on building and maintaining our interdependence. Performance results as our primary measure Our efforts are driven by a results-oriented mindset. Lara

Student learning as our primary purpose
We will: Create essential outcomes based on the LISD Curriculum Documents. (What do we want students to learn?) Use multiple common assessments to monitor the learning of each student on all essential outcomes. (How will we know they learned it?) Provide interventions during the regular school day. (How will we respond when students do not learn?) Provide enrichment and challenge opportunities during the regular school day. (How will we enrich and extend the learning for students that already know the content?) Lara The commitments answer the 4 questions as outlined by the DuFour’s and their team. However, what does that look like and sound like when teachers come together? We are going to look at the first question…What do we want students to learn?

What do we want all students to learn?
Lesson development Essential standard How will we know they have learned it? Develop common assessment. Set SMART goal Deliver lesson Give common assessment Analyze data Plan based on common assessment results How will we respond when learning has not occurred? How will we respond when learning has already occurred? Rachel: PLC is not something we do. It is who we are. The four questions are the work of the PLC. These 4 questions guide our time together as a team. This is how we ensure we are focused on the right things – the foundation of a PLC: All students can learn. Don’t blame the students. Hope is not a strategy. Whether your team is focused on the area you’re targeting this year or any other content area, these questions should guide your work. Re-teach - individualize, small group, deploy, etc. Enrichment and deepen Re-Assess Learning

Understanding the TEKS
Strand Knowledge and Skills Statement Student Expectation Cognitive Rigor Content Content Specificity Lara: Before we can begin Lesson Development, we need to have a deeper understanding of the structure of the TEKS. All TEKS are made up of these 6 components: Strand – The big umbrella or focus area Knowledge and Skills Statement – Learning and understandings students must have by the end of the year. Student expectations – Skills that students need to master in order to be able to demonstrate the knowledge and skills statement Cognitive Rigor or Cognitive Demand – the verb of the standard. Describes the action or actions Content – the noun of the standard. Content Specificity or Context – Specifics about the content and the when and where of the content

4th Grade Science: 4.5 Matter and Energy: The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: 4.5A Measure, compare, and contrast physical properties of matter including size, mass, volume, states (solid, liquid, and gas), temperature, magnetism, and the ability to sink or float. Jasminka Get your pinch card ready. It is the last page of your packet. Fold it in half like a hotdog so you have the same words on the front and back. How this activity works: A section of the TEKS will be highlighted. You will decide which part of the TEKS it is and you will pinch the word on your pinch card. When I say show me, you will hold up your pinch card. You can see the answers facing you as they are on the front. Content Strand Student Expectation Content Specificity Knowledge and Skills Statement Cognitive Rigor

4th Grade Science: 4.5 Matter and Energy: The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: 4.5A Measure, compare, and contrast physical properties of matter including size, mass, volume, states (solid, liquid, and gas), temperature, magnetism, and the ability to sink or float. Jasminka Strand

Understanding the TEKS Lets Take a Look
4th Grade Science: 4.5 Matter and Energy: The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: 4.5A Measure, compare, and contrast physical properties of matter including size, mass, volume, states (solid, liquid, and gas), temperature, magnetism, and the ability to sink or float. Jasminka Knowledge and Skills Statement

4th Grade Science: 4.5 Matter and Energy: The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: 4.5A Measure, compare, and contrast physical properties of matter including size, mass, volume, states (solid, liquid, and gas), temperature, magnetism, and the ability to sink or float. Jasminka Student Expectation

4th Grade Science: 4.5 Matter and Energy: The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: 4.5A Measure, compare, and contrast physical properties of matter including size, mass, volume, states (solid, liquid, and gas), temperature, magnetism, and the ability to sink or float. Jasminka Content

4th Grade Science: 4.5 Matter and Energy: The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: 4.5A Measure, compare, and contrast physical properties of matter including size, mass, volume, states (solid, liquid, and gas), temperature, magnetism, and the ability to sink or float. Jasminka Cognitive Rigor

4th Grade Science: 4.5 Matter and Energy: The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: 4.5A Measure, compare, and contrast physical properties of matter including size, mass, volume, states (solid, liquid, and gas), temperature, magnetism, and the ability to sink or float. Jasminka Content Specificity

3rd Grade Math 3.5 Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: 3.5B Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations. Jasminka This time they will be all mixed up.

3rd Grade Math 3.5 Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: 3.5B Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations. Jasminka Knowledge and Skills Statement

3rd Grade Math 3.5 Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: 3.5B Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations. Jasminka Content

3rd Grade Math 3.5 Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: 3.5B Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations. Jasminka Strand

3rd Grade Math 3.5 Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: 3.5B Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations. Jasminka Cognitive Rigor

3rd Grade Math 3.5 Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: 3.5B Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations. Jasminka Content Specificity

3rd Grade Math 3.5 Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: 3.5B Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations. Jasminka Student Expectations

What does this look like in action?
Lara

What do we want all students to learn?
Lesson development Essential standard How will we know they have learned it? Develop common assessment. Set SMART goal Deliver lesson Give common assessment Analyze data Plan based on common assessment results How will we respond when learning has not occurred? How will we respond when learning has already occurred? Lara Remember: PLC is not something we do. It is who we are. We are going to focus our time on Lesson Development: Lesson Development is a crucial part of the process. This is where teachers grow in their capacity by breaking down the TEKS and sharing effective strategies and instructional implications. Lesson development is NOT lesson planning. Lesson development is about what the students are learning which then leads into How will we know they have learned it. Re-teach - individualize, small group, deploy, etc. Enrichment and deepen Re-Assess Learning

What do we want students to learn?
*How often does this ES (Essential Standard) come up in our curriculum documents? *When is mastery expected? What are the verbs in the TEKS that show mastery? What skills do they need in order to meet the standard? What vocabulary do they need to know? What strategies can we all teach? What skill is essential for success? What background knowledge do they come with? What nine weeks is this TEKS covered in? Is this TEKS needed to support another TEKS? How is the TEKS going to be tested? Lexi We are answering the big question “What do we want students to learn?” During this part of the cycle we need to find the answers to all of these smaller questions. You have them in your handout – What is on the table?

Resources that assist with Lesson Development
TEKS Including Vertical Alignments LISD Curriculum Documents Released STAAR Assessments Lead4Ward Documents (Some are free, some require purchase $) Snapshot Academic Vocabulary Scaffold Released Tests (IQ) Field Guides $ Lexi This is a list of resources that we use to help us with Lesson Development. As we go through the process with you, we are going to show you the different resources. All of these are free except the field guides. However, the field guides are only $450 for the entire campus and they are so, so, so valuable and rich. Lara: I am happy to talk with any of you further about the field guides and how to get them later if you would like.

Four Square Protocol for Unpacking the TEKS
TEKS/SE Written Out Here Vocabulary Individual Skills to be taught, learned, and assessed Learning Targets Strategies Tools (Anchor Charts) Questions Melody Protocol that we started using to guide our discussion about the TEKS. This was a tight for us in the beginning. As teams have evolved and developed their systems, they have adapted the 4 square to meet their needs. Whether they do it on chart paper or on the computer or a template, they are still answer the same questions and organizing their discussion around these topics.

Four Square Protocol for Unpacking the TEKS
TEKS/SE Written Out Here Vocabulary Individual Skills to be taught, learned, and assessed Learning Targets Strategies Tools (Anchor Charts) Questions Melody Although we don’t create day to day lesson plans, the skills we identify become our learning targets or I can statements.

Lesson Development/ Unpacking the TEKS
4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm (R) Determine products of a number and 10 or 100 using properties of operations and place value understandings (S) Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15 (S) Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor (S) Melody 4.4 is a huge TEKS which is covered through out the 4th grade year. As a team we felt that 4.4h was the most essential standard. It had endurance, longevity, and readiness. So although we teach all of the TEKS, our energy as a team is focused on 4.4H as one of our essential standards.

4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. (e) Represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations. (S) (f) Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor (S) (g) Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers (S) (h) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders (R) Melody 4.4 is a huge TEKS which is covered through out the 4th grade year. As a team we felt that 4.4h was the most essential standard. It had endurance, longevity, and readiness. So although we teach all of the TEKS, our energy as a team is focused on 4.4H as one of our essential standards.

4.4 (h) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders Lexi With the four square as a our guide we start unpacking the TEKS/SE to ensure we all have a deep understanding of the learning that must occur.

4.4 (h) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders Solve Lexi We have to find the cognitive rigor level or the verb – solve.

4.4 (h) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders Solve One Step Two Step Lexi The content – what are we solving?

4.4 (h) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders Solve One Step Two Step Multiplication Division Multiplication Division Lexi Content

4.4 (h) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders Solve One Step Two Step Multiplication Division Multiplication Division Lexi In what ways – the content specificity or context. The combinations of different types of skills to be taught, learned and tested is 6. Without Remainders With Remainders Without Remainders With Remainders

Lead4ward Field Guides Other Resources All subject areas All grades
Content Builder Instructional Implications Distractor Factors Vocabulary Other Resources Snapshot Academic Vocabulary Scaffold Released Tests (IQ) Field Guides $ Lara After we initially break down the TEKS, we use resources to help us deepen our understanding of the TEKS.

Lara We start with the Field Guide. TEKS Scaffold on the left hand side gives us some idea of where students are coming from and going with this TEKS/SE. Content Builder – This helps us look at our break down to ensure we haven’t missed anything and depending on the complexity of the SE it will give back ground knowledge for teachers. Instructional implications – What does this mean students need to do during instruction? Distractor Factor – Common mistakes students make, so we can pre-plan to explicitly instruct to avoid these mistakes. Academic Vocabulary – Academic Language we need to use in instruction and that our students need to be able to understand and use. Rigor Implications – What are the different levels at which students should use these skills

TEKS Field Guides Here is an example of how content can be deeper explained to build and deepen a teacher’s content background. Lara Some pages have a larger content builder to deep our understanding as teachers.

What do the students know coming to us from 3rd Grade? Vertical Alignment (Page 14) Lead4Ward Scaffold What does this mean for our instruction? Lara

How often does this ES come up in our curriculum documents? Which 9 weeks When is mastery expected? LISD Curriculum Documents – Year at a Glance Unit 1: Mod 3; Unit 2: Mod 2 & 3; Unit 6: Mod 3 & 4; Unit 7: Mod 3 Although listed in each of these models we must answer the question of when is this TEKS explicitly taught, learned and assessed. Lara & Lexi In unit 1 mastery of interpreting remainder was not expected, so we chose to focus on one step multiplication and division without remainders and really ensure the kids could pick the appropriate operation. In unit 3 we cycled back to this SE and now expect mastery of multi-step and interpreting remainders. Lexi will then talk about how as a team we chose one process for helping the student choose the appropriate operation. Used consistent anchor charts.

Assessments help us broaden our view of the TEKS and the depth that we need to go to within our instruction. Released STAAR Tests Lead4Ward Released Tests Bridges Assessments Lexi, Lara and Melody Next we look at different assessments to get a deeper understanding of the TEKS and to ensure we are really covering the TEKS from all directions.

Connection to the SE: One Step Division Interpreting Remainder Lara We look at our 4 square and the test questions to ensure we aren’t missing anything. This is not teaching the test. We don’t use these questions. It just gives us another look at the TEKS.

4.4 (h) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders Solve One Step Two Step Multiplication Division Multiplication Division Lara, Lexi, Melody Did we cover this in our breakdown? Without Remainders With Remainders Without Remainders With Remainders

Connection to the SE: Multi-step Multiplication & Division Without Remainder Lara

4.4 (h) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders Solve One Step Two Step Multiplication Division Multiplication Division Lara, Lexi, Melody Did we cover this in our breakdown? Without Remainders With Remainders Without Remainders With Remainders

4.4 (h) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders Solve Multiplication & Division One Step Two Step Without Remainders With Remainders Multiplication Division Multiplication Division Lara, Lexi, Melody Because we didn’t list multistep with multiplication and division in the same problem we want to add that to our skills. Without Remainders With Remainders Without Remainders With Remainders

Connection to the SE: Multi-step Multiplication & Division Without Remainder Explain process Lara, Lexi, Melody

4.4 (h) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders Solve Multiplication & Division One Step Two Step Without Remainders With Remainders Multiplication Division Multiplication Division Lara, Lexi, Melody Did we cover this in our breakdown? We need to ensure we integrate the process skills and get kids to explain the process. Without Remainders With Remainders Without Remainders With Remainders Integrate with 4.1D and 4.1F to incorporate the process skills.

Connection to the SE: One-Step Division With Remainder Explain process

4.4 (h) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders Solve Multiplication & Division One Step Two Step Without Remainders With Remainders Multiplication Division Multiplication Division Lara, Lexi, Melody Did we cover this in our breakdown? We need to ensure we integrate the process skills and get kids to explain the process. Without Remainders With Remainders Without Remainders With Remainders Integrate with 4.1D and 4.1F to incorporate the process skills.

Teachers in action What effective practices are used to focus on student learning? What are some ways you could use this process with your team? How can you take this back to your team to get started? Lara

Vocabulary Distinguish: NAME of letter vs. SOUND of letter Get your mouth ready for the sound. What does this sound like? What sound does this letter make? Skills Alphabet cards (F&P) say name of letter, pic, sound & add kinesthetic movement if nec. Names matched to pictures ex. bear/Betsy Later idea: Alphabet chart with letters. Turn card around, kids say letter & sound Paper T-shirts on clothes line (Shirt or coat) with a letter on it (Letter on a plate) (Letter on a stick) Kids wear and say sounds. Alphabet “I Spy” Learning Targets I can say the sound this letter makes. Other Ending question for Assessment: “What sound does this letter make?” TEKS: K.3A Identify the common sounds that letters represent. Lara

TEKS 2.14 A-D Vocabulary (kids) blend: “I’m going to tell you a word slowly, you tell me the word you hear.” Scoop up the sounds Push the sounds together Vocabulary (teacher knowledge) Onset: the beginning consonant or consonant cluster of a word Rime: The vowel sound and consonants that follow the onset Rhyme: sound. Ending sound of a word. May be spelled differently but sound the same. Skills Elkonin boxes: Visual boxes to push sounds: blocks, counters, Elkonin boxes, dry erase boards from Journeys, manipulatives Words can be taken apart and put together Learning Targets I can blend simple words Other Move into working on K2G when it comes naturally as kids master K2F. K.2F Blend spoken onsets and rhymes to form simple words. Lara

4.11 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order; Lara Explain Team spreads out to help tables work together. Using the resources included on the table: Unpack this TEKS and complete a 4 square

Where do you go from here?
Your Deepest learning about the PLC process will occur when you begin doing what PLCs actually do… ~Solution Tree

Strengthening Core curriculum through the PLC Cycle

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