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Building a High-Performing PLC from the Ground Up: The Levey Middle School Story Part II

Part II. Identifying Essential StandardsDeveloping Common AssessmentsAcademic InterventionsAction Orientation and Experimentation. What do we want students to know?. Identify Essential Standards/Outcomes"Pace them per quarterIdentify instructional material necessary to ensure mastery of standa

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Building a High-Performing PLC from the Ground Up: The Levey Middle School Story Part II

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    1. Building a High-Performing PLC from the Ground Up: The Levey Middle School Story Part II PLC Institute Anthony Muhammad, PhD Welcome and Overview – Cass Logistics: facility, bathrooms, etc. Purpose & Expectations Process (modeling / adding tools) Context of this Orientation in line of becoming an associate Intros to the team (Janet, Jeff, Cass) as modeling to their intros Check-in / Introductions – Janet 2 Truths and a Lie Sign ‘non-compete’ forms?Welcome and Overview – Cass Logistics: facility, bathrooms, etc. Purpose & Expectations Process (modeling / adding tools) Context of this Orientation in line of becoming an associate Intros to the team (Janet, Jeff, Cass) as modeling to their intros Check-in / Introductions – Janet 2 Truths and a Lie Sign ‘non-compete’ forms?

    2. Part II Identifying Essential Standards Developing Common Assessments Academic Interventions Action Orientation and Experimentation

    3. What do we want students to know? Identify “Essential Standards/Outcomes” Pace them per quarter Identify instructional material necessary to ensure mastery of standards by the students

    4. How do we know if students have learned? Develop common assessments Common assessments measure if students can perform the identified tasks Common assessments should be given at least each quarter in each core subject matter Common assessments should not exceed 25 questions Assessments should be developed by the teachers that teach the content Assessment questions should be similar to the modality used on the state assessment

    5. Exploring the Assessment Data Pre-question before moving to Question #3 “How do we respond when students do not learn?” Ask: Why didn’t they learn? “Levey Student Learning Survey”

    6. Pyramid of Interventions How do we respond when students do not learn? Homework lunch In-school tutors Student Support Specialist After-school tutoring Student Success Plan Title 1 Summer Institute

    7. Action Orientation and Experimentation Development of pilot programs and innovations related to the staff members new level of proficiency Hip-Hop Literacy Program Screen Writing Class Business Program and Levey Dollar Store

    8. Levey Results Reading 2000 – 30% Proficient (State Avg. 68%) 2005 – 88% Proficient (State Avg. 62%) Math 2000 – 31% Proficient (State Avg. 54%) 2005 – 76% Proficient (State Avg. 62%)

    9. The Tradition Continues Math 81% Proficient (State avg. 61%) Reading 79% Proficient (State avg. 59%) Science 75% Proficient (State avg. 62%) Social Studies 73% Proficient (State avg. 41%)

    10. Other Levey Victories 2004-2005 school year, 6 students failed one or more academic classes, down from 150 in 2002 2004-2005 school year, 148 student suspensions, down from over 3000 during the 2001-2002 school year 52% of Levey students are on the honor roll 18 charitable student service learning projects completed during the 2004-2005 school year Trailblazing “Hip-Hop” class that links literacy to pop culture Business course and student run store offered for students in grades 6, 7, and 8 – “The Levey Dollar Store”

    11. Contact Information Anthony Muhammad newfrontier21@comcast.net

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