1. PLC

2. Outcomes for today’s PLC work
Identify the current state of our PLC communities and plan for continued progress around the 4 essential questions that drive our work
Analyze a math lesson designed to formatively assess student learning and plan for how this might help our PLCs to address question 3- What do we do for those students who don’t get it?
Look at various elements that comprise productive PLC work and think about what might best support our teams.

3. New Year… New Group? New Opportunities! 4 Stages of the Group
Forming (Safety)
Polite, impersonal, guarded, muted, watchful
Storming (Resistance)
Confrontations, opting out, difficulties, people leaving, demotivation, feeling stuck
Norming (Openness)
Getting organized, systems & procedures, giving feedback, confronting issues
Performing (Flexibility)
Closeness, resourceful, flexible, open, supportive, tolerant, sharing, effective
Where is your team today? What are the challenges? The strengths?

4. Who is Who in Your PLC? Consider your members.
What do you want to be mindful of and strategic about this year as a facilitator?

5. A Simple Structure for PLC Meetings
1.Working agreements (A short review of how we will work together)
2. Share a Success (This helps to set a positive tone)
3. Learn together (The major focus of the PLC: Framed around student work or data, if possible)
4. Next Steps (What will we take back to our classroom and bring back to the next PLC meeting?)

6. 7 Actions of Collaboration
Maintain a clear focus.
Embrace a spirit of inquiry.
Put data at the center.
Honor commitments to learners and learning.
Cultivate relational trust.
Seek equity.
Assume collective responsibility.
Lipton, 2012
Is it time to revisit Norms? Is your group “Forming/ Storming”? Use these actions!

7. Work of a PLC Gathering evidence of current levels of student learning
Developing strategies and ideas to build on strengths and address weaknesses in that learning
Implementing those strategies
Analyzing the impact of the changes to discover what was effective and what was not
Applying new knowledge in the next cycle of continuous improvement
DuFour, 2010

8. A Vehicle, not the destination
Collegial classroom visits and debrief discussions
Task analysis
Collaborative planning
Common readings
Analysis of student work
Data reviews and actions
Common problem resolution discussions and planning
-adapted from Steve Leinwand, American Institutes for Research
Identify a vehicle from the list above.
Share how it drives your team’s next steps to adjust and enhance learning and achievement for your students.

9. What has Math Generation provided to support the work of our Math PLCs?
Books:
Resources on the Math Generation Blog (blogs. egusd.net/mathgen)
General Resources :
Core Four/ PLC support/ Videos/ Archived past trainings
Grade Level Resources:
CA Math Framework/ Go Math Overview and Support/ SVMI & UC Davis Resources/ much more!
Research Based Pedagogy and Math Content
Academic Discourse
Math Content to drive Conceptual Understanding
Lesson design: 5 Practices to Orchestrate Discourse

10. Year 5 is here!
Work as a team to support ALL students served by your PLC through collaborative structures throughout the day
Work through the PLC culture at your site as defined by this year’s work with Solution Tree Coaching
Deepen and sustain use of:
the CA Math Framework & Go Math Curriculum
high yield instructional strategies including Discourse, Number Talks/ Math Talk Routines, and Read 2 Ways/Productive Problem Solving
Lesson Design:
Concrete/ Representational/ Abstract (CRA)
Lesson Launch/ Starts/ 5 Practices Model

11. What is the work of our PLCs? What is our belief around this work?
Do we believe it is the purpose of our school to ensure all students learn at high levels?
Do we acknowledge that students learn in different ways, at different rates, and with different levels of support?
Have we created lessons that provide students with additional opportunities for learning through extra time and support, in a systematic way, regardless of who their teacher might be?

12. Formative Assessment: what do we do for the kids who don’t get it?

13. Formative Assessment Lesson: Understanding Fractions

14. Concrete-Representative-Abstract Lesson Design to meet the needs of learners
After viewing the video of Mrs. Romano’s lesson, think about how your PLC might support student learning with this type of lesson design.
At your tables, discuss supporting students with C-R-A lessons:
What might be your next steps for the kids who get it? Who don’t get it?
How might you design lessons and provide resources to support students in different places on the continuum of understanding of fractions?

15. Formative Assessment: what do we do for the kids who don’t get it?
How might you facilitate your PLC’s work around interpreting evidence and then acting on that evidence in an upcoming unit?
How might you plan to embed opportunities for Concrete-Representational-Abstract lesson design to support those students who don’t get it?

16. In a nutshell, we know what it takes
Math Success
What we strive for: Student Learning & Success
Enabled by : Student Engagement & Participation
Using: Tasks, Questions, Discourse, Mistakes, & Productive Struggle
Enhanced by: Representations, Alternatives, Estimates
All guided by: Clarity of GOALS
-adapted from Steve Leinwand, American Institutes for Research

17. Outcomes for today’s PLC work
Today we identified the current state of our PLC communities and planned for continued progress around the 4 essential questions that drive our work
Analyzed a math lesson designed to formatively assess student learning and planned for how this might help our PLCs to address question 3- What do we do for those students who don’t get it?
Looked at various elements that comprise productive PLC work and thought about what might best support our teams.