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PLC ProfessionalLearningCommunities Chardon High School Douglas J. DeLong, Ann Grantham, Allen Herner 2002-2007
PLC - The answer to 3 core questions • What do we want the students to learn? • How will we know they have learned? • What will we do if they do not learn?
Common Planning Time Answers the first two questions: How will we know what the students have learned? What will the students learn? Curriculum Common Assessments
Curriculum • “ Begin with the end in mind” What are the essential outcomes you want the students to master? • Establish Specific, Measurable Standards or Goals • Develop common assessments • Analyze results • Identify improvement strategies
Teams write SMART goals • Specific • Measurable • Attainable • Results-based • Time-bound
Common Assessments • Teachers will continue to choose their own teaching style, class format and classroom management. • Common short cycle assessments will be written by each team throughout the school year. • Common assessments can be tests, projects, research papers or whatever the team decides is the best evaluation.
Common Assessments • Students will be assessed at the same time of the year. • A rubric or common grading scale will be used to evaluate their progress. • Results of the assessment will be compiled and discussed. Interventions will occur within the classrooms.
Common Planning Time • Collaborative teams focus on LEARNING. • This time will allow teachers to collaborate, share ideas, share materials and help each other with strategies. • It emphasizes the importance of working together. (interdependently)
Common Assessments... • Science teacher: “ I have really learned a lot from looking at these common assessments. It has given me so many ideas about how to do things differently next year and more importantly, it has given us the opportunity to revisit any concepts that the students did not get the first time.”
Goal setting with Selected Response Tests
Advantages of Teachers Working in Collaborative Teams • Gains in student achievement • Higher quality solutions to problems • Increased confidence among staff • Ability to test new ideas • Teachers able to support one another with ideas, materials, and methods • More support for new teachers • Time available for vertical articulation
Bell Schedules: Teams meet from 7:15-8:12 Tuesday’s #1 Regular#5 Team Meeting Day 1 7:30 - 8:23 1 8:17 – 8:58 2 8:27 - 9:15 2 9:02 - 9:43 3 9:19 - 10:07 3 9:47 - 10:28 4 10:11 – 10:59 4 10:32 -11:18 5 11:03 - 11:26 5 11:22 -11:44 6 11:30 – 11:53 6 11:48 12:10 7 11:57 – 12:20 7 12:14 -12:36 8 12:24 - 12:47 8 12:40 - 1:02 9 12:51 - 1:39 9 1:06 - 1:47 10 1:43 - 2:31 10 1:51 - 2:31
Freshman Advisory Answers the third question: What will we do if the students do not learn? Pyramid of Interventions
Progress Reports Progress reports are mailed home every three weeks Progress reports are discussed with individual ninth graders in advisory Students with failing grades receive intervention beginning in advisory Report cards are also reviewed with ninth grade students
Tutoring • Mentor tutoring in advisory • Peer tutoring in advisory • National Honor Society tutoring
Academic Labs • Labs are staffed by teachers • Students may get help during studyhall • 07-08: Math, Science, Social Studies, Spanish, French, Special Education
Guided Studyhalls • Volunteers/educational aides/staff • Students complete homework during this time or before school • Books, pencils, materials are provided
Building Asst. Team Meeting • Parents may need to meet to discuss concerns with faculty advisor, counselors, and administrators. • Students are invited to this meeting. • Parent communication, weekly updates, email may be established .
Advisory Team Potential Results • Schedule Change • Referral to outside agencies • Alternative placement • IAT referral
"Good Friend" • Counselor assigns a volunteer teacher to an • “at risk” freshman. • Teacher establishes a positive relationship • with this student. • Eighth grade “at risk” students are identified. • Student is unaware that he/she has been • assigned a good friend.
Advisory Team 2002-2007 FACULTY ADVISOR SENIOR MENTORS COUNSELORS FCS TEACHERS
Faculty Advisor Expectations A faculty advisor will oversee student academic progress throughout the freshmen year.
Faculty Advisor Expectations · Faculty advisors will monitor approximately 25 freshmen for one ½ period per day. · During the other ½ period the faculty advisor will have a duty or additional free twenty-two minutes.
Faculty Advisor Expectations • Facilitate the advisory each day, take attendance and oversee the daily activities. • Review progress reports with students every three weeks and provide intervention through senior mentors. • Communicate with counselors about needs and options of failing students.
Faculty Advisor Expectations · Faculty advisors will be accompanied by 5 senior mentors who will help facilitate the 22- minute sessions.
FCS Teacher Expectations • FCS teachers will meet with freshmen 2 out of 6 days • FCS teachers will teach mini-lessons to freshmen during faculty advisory time on Personal & School Management
FCS Teacher Expectations • FCS teachers are responsible for meeting with the senior mentors and coordinating the weekly PSM activities. • Will meet with mentors during the common planning time.
FCS Teacher Expectations • FCS teachers will communicate with the faculty advisor to determine needs of students so that they may incorporate these into their lessons.
Counselor Expectations • Will run freshmen discussion groups 1 out of 12 days • Will meet and become acquainted with his/her incoming students • Will be able to talk about necessary topics (credits, electives, courses, etc) with the students as a group
Counselor Expectations • Will allow time to answer questions for students who may not be able to schedule time at his/her office • Talk about career/college counseling, character building and other related guidance topics
Senior Mentors • Senior mentors will assist faculty advisors and FCS teachers • Senior mentors will meet with approximately 5 freshmen students daily during freshmen advisory time
Senior Mentors • Senior mentors will tutor struggling freshmen in their areas of concern • Senior mentors will teach mini-lessons that correspond with the FCS lessons • Senior mentors will update students on school events
Senior Mentors • Senior mentors will attend mentor training sessions • Senior mentors will meet with the FCS teachers on an as needed basis to coordinate their weekly activities • Senior mentors will go over handbook with students and will also test the freshmen on the material
Chardon High School In recognition for the accomplishment of Academic Excellence Excellence Award presents this award to __________________________________________ Signature __________________________________________ Signature __________________________________________ Signature ————————————————————— Signature __________________________________________ Signature __________________________________________ Signature Freshmen Mentor Program
How did we begin? • Principal attended a DuFour workshop in October of 2002 • Team of nine staff members attended a two-day workshop with Dr. DuFour in January 2003. • These nine individuals began working on an action plan for the 2003-2004 school year.
Jan - August 2003 Timeline • Team members met and developed the FMP schedule. • FMP application for prospective seniors was written. • Counselors visited classes to explain the program and to recruit mentors. • Team scored applications and selected the 60 mentors.
Timeline continued... • Training for seniors mentors in May by FCS teachers. • Letter sent by principal to all ninth grade parents about the PLC program. • Special faculty meeting with PowerPoint presentation in March. • Board of education presentation in May.
Timeline continued... • Principal asked for volunteers (teachers) to be faculty advisors. • Picnic for senior mentors and faculty advisors in August to prepare for the FMP. • Principal created subject area teams and individual booklets for each team member.
Begin informally...... • Discuss the ideas over lunch, happy hour, staff parties, one on one. • Gather a “core” group to hear it for themselves. Select open minded teachers. • Address any potential union issues from the beginning. • Allow the “core” teachers to spread the word. Allow them to work on implementation.
... make it formal • Present/talk to superintendent/assistant superintendent-support and understanding. • Have the “core” present the PLC to the rest of the faculty. • Have the “core” present the PLC to the board and community. • Knowing vs. Doing: DO IT!