Hastings Public Schools 2011-2012

PLC Staff Development Planning & Reporting Guide

District Goals

• Minnesota Comprehensive Assessments (MCA) • NWEA MAP Measures of Academic Progress • DIBELS NEXT: Dynamic Indicators of Basic Early Literacy • Differentiation • State, National and Local Standards • Standard Based IEP • Individual Educational Plan • Common Assessments • Common Curriculum

Building Goals

• Kennedy • McAuliffe • Pinecrest • Tilden • Hastings Middle School • Hastings High School • Special Services

PLC Goal

• Enter your Professional Learning Community goal(s) here.

Minnesota Comprehensive Assessments (MCA) NWEA MAP Measures of Academic Progress

• Hastings schools will perform in the top 25% of regional schools as measured by the average score on the MCA tests (2010-2015). • Hastings Schools will strive to have all students ready for instruction at the 50 above the 50 th percentile (2010-2014).

th percentile or above on the NWEA MAP tests. Setting a successful baseline for academic growth and a growth model for all students

DIBELS NEXT: Dynamic Indicators of Basic Early Literacy

• Hastings Schools will monitor progress on reading growth through DIBELS in Kindergarten benchmark (reaching 95% for all levels in 2013).

Differentiation

• Hastings Schools will incorporate and plan for differentiated instruction to meet the needs of student learning using multiple types of data, multiple instructional strategies and active collaborative planning.

State, National and Local Standards Standard Based IEP Individual Educational Plan Common Assessments Common Curriculum

• Curriculum and Instruction will be based on state, national and local standards connecting the expected learning to the standards. Collaborative back mapping and curriculum mapping will become common practice for instructional planning and setting the goals of learning in Hastings.

• Curriculum and Instruction will be based on state, national and local standards connecting the expected learning goals to the standards.

• Learning will be assessed by common assessments in Hastings to include all forms of assessment and multiple assessment practices linked to the scope and sequence of learning and the local, state and national standards. The common assessments will be used to measure learning and inform instructional practices.

• Active collaborative curriculum planning will link the current technologies, instructional practices, evaluation of learning and assessment to the sequential learning in the classroom and across grade levels or courses to create a dynamic curriculum meeting the needs of learning for every student in Hastings.

Kennedy McAuliffe Pinecrest Hastings Middle School Hastings High School

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Special Services

• • • •

Meeting Date Time

Meeting Planner

Location

Roles

Suggested Rotating Roles: Facilitator Norm & Time Keeper Data Collector Research Person Agenda Sender Note Taker Meeting Opener Location Preparer Treat Provider? Other Roles?

Agenda Summary For the next meeting…

Additional copies of this page are available @ http://www.hastings.k12.mn.us/Important_Dates_PLC_Forms_and_More.html

Staff Development / PLC Reporting Form for 2011-2012

Beg. of Year: Due 10/24 Mid-Year: Due 1/20 End of Year: Due 5/25 PLC Members:

List members here.

Focus of PLC

 Art  Business Education  Counseling  Family and Consumer Science  Global Languages  Health and Human Performance  Industrial Technology  Language Arts  Reading  Writing      Library Media and Technology Mathematics Music Reading Science  Social Studies  Special Services  Other ________________________

Please complete and submit this page and the following page to your building principal for information and approval. Complete additional copies if your PLC has more than one goal (due to your building principal no later than October 24 th ).

Site Goal: Predetermined per site PLC Goal :

Enter goal here. If you have more than one goal, please use next page for additional goal.

The PLC (staff development) goal should focus on the critical questions of learning: •What is it we expect our students to learn?

•How will we know when they have learned it?

•How will we respond when they don’t learn?

•How will we respond when they already know it?

Activity and/or Strategy

:

For each goal, enter at least one corresponding activity and/or strategy here. You may have multiple activities and strategies.

District PLC Site

Site Goal: Predetermined per site PLC Goal :

Enter goal here.

The PLC (staff development) goal should focus on the critical questions of learning: •What is it we expect our students to learn?

•How will we know when they have learned it?

•How will we respond when they don’t learn?

•How will we respond when they already know it?

Activity and/or Strategy

:

For each goal, enter at least one corresponding activity and/or strategy here. You may have multiple activities and strategies.

District PLC Site

Mid-Year Progress Report .

Impact on Students and Method of Measurement

Enter your goal’s impact on student achievement, interesting findings in the data or information you are studying, impact on teaching strategies and/or the classroom. State a clear method to measure student learning. “Determine your data and use it.” Share with your administrator a current “snapshot” of your work.

Please submit this page to your building principal as your mid-year progress report: due no later than January 20 th .

End of the Year Report

What were the findings of this goal?

Enter data here.

What was the impact on student learning?

Enter data here.

What was the impact on teacher learning?

Enter data here .

Will your PLC continue working on this goal next year?

Please submit this page and the following two pages to your building principal as your end-of-the-year status report: due no later than May 25 th . (+ additional copy for site committee)

Yes No

Indicate which designs or strategies were used to implement the goal during the school year. Learning Teams With Instructional Focus

Professional Learning Communities Study groups Lesson study Team meetings Case studies

Classroom Coaching

Demonstration teaching Instructional strategy modeling Individual guided practice Content/instructional coaching Coaching for continuing contract teachers Mentoring for probationary teachers Observation by trained observers

Examine Student Data

Examine state assessment data Examine district/school selected assessment data Examine classroom assessment data Examine student work Action research

Curriculum

Curriculum alignment/mapping Curriculum development Assessment development

Off-site Staff Development

Attend a workshop Attend a conference Graduate or continuing education course

If you checked none of the above or wish to provide more detail, enter the designs and/or strategies below.

Enter data here.

Indicate which high quality components were included in the activity.

Designs and strategies encompassed the following high-quality components as required by state and federal guidelines (check one or more) An integral part of school board, district wide and school wide improvement plans.

Included teachers, principals, parents and administrators in planning sustainable classroom focused activities that were not one-day or short-term workshops.

Increased teachers’ knowledge of academic subjects and understanding of effective instructional strategies using scientifically based research.

Increased teachers’ and principles’ knowledge and skill in providing appropriate curriculum, instruction and assessment to help students meet and exceed state academic requirements.

Provided for professional learning communities that focus on student achievement.

Included the use of data and assessments to inform classroom practice.

Provided technology training to improve teaching and learning.

Increased teachers’ ability to effectively instruct all students including culturally diverse learners, learners with special needs, gifted and talented students, students with Limited English Proficiency and at-risk students.

Improved teachers’ classroom-management skills.

Helped all school personnel work effectively with students and their parents.

Evaluated designs and strategies for impact on teacher effectiveness to increase student academic achievement and improve the quality of future professional development.