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PLC Defined A professional learning community is a collaboration of teachers, administrators, parents, and students who work together to seek out best practices, test them in the classroom, continuously improve processes, and focus on results.
“The reason professional learning communities increase student learning is that they produce more good teaching by more teachers more of the time. Put simply, PLCs improve teaching, which improves student results, especially for the least advantaged students.”
Jonathon Saphier, 2005
Impact of Implementing Professional Learning Communities
Improving Schools “Classrooms, schools, and school systems can and do improve, and the factors facilitating improvement are neither so exotic, unusual, or expensive that they are beyond the grasp of ordinary schools.”
Clark, Lotto, & Astuto, (1984). Effective Schools and School Improvement. Educational Administration Quarterly, 20(3), 59.
Need for a Collaborative Culture
“… Improving schools requires the creation of collaborative cultures. Without the collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve.”
Michael Fullan
2
What lies within ….
“… The prescriptions for improving schools must not come primarily from outside of schools. The most lasting and important changes will come from within and will draw on the great resources within schools.”
Roland Barth
Time “… The one commodity that teachers and administrators say they do not have enough of, even more than money, is time; time to teach, time to converse, time to think, time to plan, time to talk, even time to go to the restroom or have a cup of coffee. Time is indeed precious in school.”
Schlecty (1990)
Loose-Tight Leadership “… Effective leaders don’t simply encourage schools to go off and do whatever they want, but rather establish clear parameters and priorities that enable schools to work within established boundaries in a creative and autonomous way.”
Richard DuFour
Structure vs. Culture “… if you want to change and improve the climate and outcomes of schooling - both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed, your well-intended efforts will be defeated.”
Seymore Sarason (1996)
3
The essence of a Professional Learning Community is captured in the following big ideas:
A Focus on Learning A Collaborative Culture A Results Orientation
We have argued that a school committed to helping all students learn would engage collaborative teams of teachers in a process to: 1. Clarify the knowledge, skills, and dispositions all students
must acquire. 2. Monitor the learning of each student on a timely basis. 3. Provide systematic, timely, and directive interventions
when students don’t learn. 4. Develop strategies to enrich and extend the learning for
students who are proficient.
Source: R. DuFour, Schaumburg, Illinois, PLC Audit Project, 2007
A Focus on Learning
A Collaborative Culture
The fundamental building block of a PLC is a collaborative team in which members are working together interdependently to achieve a common goal or goals for which they are mutually accountable. Staff members in a PLC work together collaboratively and collectively to help all students learn.
Source: R. DuFour, Schaumburg, Illinois, PLC Audit Project, 2007
A Results Orientation A PLC has a results orientation and is constantly seeking evidence of the results it seeks—high levels of student learning.
Members then use that evidence of learning as part of a continuous improvement process designed to improve results for individual teachers, for the team, and for the school.
Source: R. DuFour, Schaumburg, Illinois, PLC Audit Project, 2007
4
The Importance of Being Clear About What Is Important
Being clear about what is really important in your school “…is essential because individuals and organizations move toward that which they are clearest about. It is very difficult for leaders to lead in the creation of that which they cannot describe in some detail.”
Sparks, Leading for Results (2004), p. 148
Critical Questions of Learning
1. What knowledge and skills should every student acquire as a result of this class, course or grade level ?
2. How will we know each student has acquired the essential knowledge and skills?
3. How will we respond when some students do not learn?
4. How will we respond when some students have clearly achieved the intended outcomes?
Creating a Focus on Learning!
!“… The questions of “Learn what” and “How will we know” are two of the most significant questions a PLC will consider, the very basis of the collective inquiry that drives the work of collaborative teams. ”
! ! ! ! ! !DuFour et al, LBD, p 44!
“… teachers from any discipline benefit when they have a curricular map that clarifies what has been taught before and what will be taught after their course or grade level.”
Jacobs (1997)
5
Marzano and Kendall’s Analysis of Time
The standard K-12 education would need to become a K-22 experience:
14 subjects 255 standards
3,500 benchmarks
13,000 hours (k-12 @ 6 hours per day)
9,000 hours (70% of total time)
15,500 hours
A Guaranteed and Viable Curriculum!
What do researchers say is the state of curriculum alignment in schools across North America?
“A self-selected jumble of standards” Rosenholtz
“Total incoherence from one teacher to the next” Berliner and Walberg
“Curricular chaos in English and language arts.” Little, Sizer, Allington and Calkins.
A Guaranteed and Viable Curriculum!
!Bob Marzano suggests this area represents the number one opportunity to raise the level of student achievement.
Essential Skills DuFour Clear and Focused Academic Goals Lezotte Power Standards Reeves
Whatever you call this, it needs to be in place for our schools to be successful.
The “what” (learning) vs the “how” (teaching)!
!School functioning as PLCs agree on what students need to learn to be successful. These schools create an environment in which “teachers embrace leadership responsibilities centering on curriculum and instruction” trusting they have the freedom to do what is best for students. As one teacher said, “they don’t tell me how to teach. I know I can change what needs to be changed to benefit students.”
Oliver and Kiefer-Hipp, 9/08!
6
Promoting Collaboration in schools
“… We must begin to make systematic use of simple tools that promote both alignment and collaboration.”"" " " " "
" "M. Schmoker, 2002"
A Guaranteed and Viable Curriculum!
! Mike Schmoker suggests a monthly “show and tell” strategy as a way to monitor the Guaranteed and Viable Curriculum in your school. Each month teacher teams should:
! Analyze student work ! Compare assessment results ! Review pacing of instruction
Aligning the Curriculum
Keep, Drop, and Create!
8th
Grad
e Lea
rner
Stan
dard
s
Lang
uage
Arts
(Rea
ding
/Writ
ing)
1.Id
entif
y, an
alyze
, and
use
the f
ollo
wing
conc
epts
to d
eterm
ine h
ow th
eir u
se en
hanc
esth
e writ
er’s
craf
t: cli
max
, aut
hor’s
pur
pose
, the
me,
moo
d, to
ne, s
ymbo
lism
, iro
ny,
mot
ivati
on, i
mag
ery,
exten
ded
meta
phor
, hyp
erbo
le, d
enot
ation
, and
conn
otati
on.
2.Ap
ply
activ
e rea
ding
stra
tegies
to fi
ction
or n
onfic
tion
(ann
otati
ng, i
nfer
ring,
and
evalu
ating
for c
redi
bilit
y of
sour
ces).
3.
Evalu
ate th
e pur
pose
, env
ironm
ent,
and
attitu
de p
rior t
o re
adin
g.
4.Id
entif
y th
e patt
ern
of te
xt. (
caus
e/effe
ct, se
quen
tial o
rder,
des
crip
tive,
prob
lem/
solu
tion,
fact/
opin
ion,
com
pare
and
cont
rast)
. 5.
Form
ulate
and
defe
nd th
eir o
pini
ons u
sing
a writ
ten te
xt as
supp
ort.
6.
Cons
truct
sent
ence
s with
out c
omm
a spl
ices,
run-
ons,
and
fragm
ents.
7.
Utili
ze a
varie
ty of
sente
nce s
tructu
res, a
nd id
entif
y ind
epen
dent
and d
epen
dent
claus
es.
8.El
imin
ate er
rors
in u
sage
, pun
ctuati
on, c
apita
lizati
on, p
osse
ssiv
es, p
rono
un/
antec
eden
t agr
eem
ent,
and
subj
ect/v
erb
agre
emen
t.9.
Sum
mar
ize id
eas o
f oth
er st
uden
ts an
d bu
ild o
n th
ese t
o fo
rm n
ew id
eas.
10
.Ap
ply
dicti
onar
y an
d th
esau
rus s
kills
to re
adin
g an
d wr
iting
. 11
.De
velo
p, or
gani
ze, a
nd p
rodu
ce a
thes
is sta
temen
t.12
.Or
gani
ze an
d pr
oduc
e com
posit
ions
that
cont
ain ef
fecti
ve p
arag
raph
s util
izing
clea
rtra
nsiti
ons.
13.
Inco
rpor
ate d
ialog
ue an
d qu
otati
ons i
nto
com
posit
ions
. 14
.Ut
ilize
the I
nter
net a
nd sc
hool
lear
ning
cent
er to
rese
arch
topi
cs.
15
.Ev
aluate
per
sona
l and
pee
r writ
ing
for r
evisi
ng an
d ed
iting
.
Basic
Alge
bra
1.Re
pres
ent f
racti
ons,
decim
als, a
nd p
erce
nts i
n eq
uiva
lent f
orm
.2.
Choo
se a
com
putat
ion
meth
od an
d so
lve p
robl
ems u
sing
perc
ents.
3.So
lve r
eal l
ife ap
plica
tion
prob
lems u
sing
perc
ents.
4.Ap
ply
prop
ertie
s of p
ower
s, pe
rfect
squa
res,
and
squa
re ro
ot.
5.Ap
ply
the P
ytha
gore
an T
heor
em to
solv
e pro
blem
s.6.
Repr
esen
t who
le nu
mbe
rs, fr
actio
ns, d
ecim
als, a
nd sc
ientif
ic no
tation
in st
anda
rd fo
rm.
7.So
lve p
robl
ems u
sing
orde
r of o
pera
tions
inclu
ding
expo
nent
s and
par
enth
eses
.8.
Add,
subt
ract,
mul
tiply,
and
divi
de w
ith ra
tiona
l num
bers.
9.Si
mpl
ify al
gebr
aic ex
pres
sions
.10
.Id
entif
y an
d ap
ply
algeb
raic
prop
ertie
s.11
.So
lve m
ultip
le ste
p eq
uatio
ns an
d eq
uatio
ns w
ith v
ariab
les o
n bo
th si
des a
lgeb
raica
lly.
12.
Solv
e and
gra
ph in
equa
lities
on
a num
ber l
ine.
13.
Grap
h lin
ear e
quati
ons u
sing
a tab
le of
valu
es.
14.
Plot
ord
ered
pair
s on
a coo
rdin
ate g
raph
.15
.De
term
ine a
rea a
nd p
erim
eter o
f irre
gular
shap
es.
16.
Deter
min
e are
a and
per
imete
r of b
asic
shap
es u
sing
varia
bles
.17
.Re
ad an
d cr
eate
bar,
line,
and
circle
gra
phs.
18.
Defin
e pro
babi
lity
and
deter
min
e the
pro
babi
lity
of in
depe
nden
t eve
nts.
Adva
nced
Alge
bra I
1.Si
mpl
ify an
d ev
aluate
expr
essio
ns w
ith v
ariab
les.
2.So
lve m
ulti-
step
equa
tions
usin
g fra
ction
s, de
cimals
, and
integ
ers.
3.Ap
ply
equa
tions
to so
lve w
ord
prob
lems.
4.Us
e app
ropr
iate f
orm
ulas
to so
lve p
robl
ems.
5.So
lve m
ulti-
step
ineq
ualit
ies.
6.Us
e add
ition
and
subt
racti
on in
matr
ices.
7.Gr
aph
linea
r equ
ation
s by
cons
tructi
ng a
table,
usin
g x
and
y in
terce
pts,
usin
g slo
pe-in
terce
pt fo
rm, a
nd u
sing
grap
hing
calcu
lator
.8.
Grap
h an
d so
lve a
bsol
ute v
alue e
quati
ons.
9.W
rite t
he eq
uatio
n of
a lin
e in
slope
-inter
cept
form
giv
en th
e slo
pe an
d 1
or 2
poi
nts.
10.
Writ
e the
equa
tion
of a
line i
n sta
ndar
d fo
rm.
11.
Crea
te an
d us
e lin
ear m
odels
to so
lve p
robl
ems.
12.
Solv
e com
poun
d in
equa
lities
.13
.So
lve a
bsol
ute v
alue i
nequ
alitie
s.14
.Gr
aph
linea
r ine
quali
ties i
n tw
o va
riabl
es.
15.
Solv
e a li
near
syste
m o
f equ
ation
s by
grap
hing
, sub
stitu
tion,
and
linea
r com
bina
tions
.16
.Ap
ply
linea
r sys
tems t
o so
lve p
robl
ems.
17.
Solv
e a sy
stem
of l
inea
r ine
quali
ties.
18.
Use t
he m
ultip
licati
on an
d di
visio
n pr
oper
ties o
f exp
onen
ts (in
cludi
ng n
egati
ves a
ndze
ro) t
o ev
aluate
pow
ers a
nd si
mpl
ify ex
pres
sions
.
19.
Conv
ert b
etwee
n sta
ndar
d nu
mer
als an
d nu
mbe
rs ex
pres
sed
in sc
ientif
ic no
tatio
n.20
.Us
e exp
onen
ts an
d sc
ientif
ic no
tatio
n to
solv
e rea
l life
pro
blem
s.21
.Ev
aluate
and
appr
oxim
ate sq
uare
root
s.22
.So
lve a
qua
drati
c equ
ation
by
findi
ng sq
uare
root
s.23
.So
lve a
qua
drati
c equ
ation
by
grap
hing
.24
.So
lve a
qua
drati
c equ
ation
by
usin
g th
e qua
drati
c for
mul
a.25
.Id
entif
y th
e num
ber o
f roo
ts of
a qu
adra
tic eq
uatio
n us
ing
the d
iscrim
inan
t.26
.Sk
etch
the g
raph
of q
uadr
atic i
nequ
alitie
s.27
.Ad
d, su
btra
ct, an
d m
ultip
ly p
olyn
omial
s.28
.Fa
ctor p
olyn
omial
s.
Hono
rs A
lgebr
a II
1.Id
entif
y eq
uatio
ns an
d in
equa
lities
.2.
Iden
tify
and
grap
h re
latio
ns an
d fu
nctio
ns.
3.Gr
aph
ineq
ualit
ies an
d ap
ply
equa
tions
and
ineq
ualit
ies to
solv
e pro
blem
s.4.
Solv
e sys
tems o
f equ
ation
s in
2 or
3 v
ariab
les.
5.So
lve s
ystem
s of i
nequ
alitie
s.6.
Use l
inea
r pro
gram
min
g to
find
max
imum
and
min
imum
valu
es o
f fun
ction
s.7.
Crea
te a m
atrix
to re
pres
ent d
ata an
d alg
ebra
ic ex
pres
sions
.8.
Perfo
rm o
pera
tions
with
matr
ices.
9.Us
e matr
ices t
o tra
nsfo
rm g
eom
etric
figur
es.
10.
Use m
atrice
s to
solv
e sys
tems o
f equ
ation
s.11
.So
lve a
nd an
alyze
qua
drati
c equ
ation
s inv
olvi
ng re
al an
d im
agin
ary
num
bers
by:
grap
hing
, fac
torin
g, co
mpl
eting
the s
quar
e, an
d us
ing
the q
uadr
atic f
orm
ula.
12.
Com
pute
with
com
plex
num
bers
(add
, sub
tract,
mul
tiply,
div
ide)
.13
.Si
mpl
ify ra
dica
ls wi
th v
ario
us in
dice
s.14
.Si
mpl
ify ra
dica
l exp
ress
ions
.15
.Si
mpl
ify ex
pres
sions
with
ratio
nal e
xpon
ents.
16.
Solv
e equ
ation
s con
taini
ng ra
dica
ls.17
.Fi
nd th
e fac
tors
and
zero
s of p
olyn
omial
s.18
.Ap
prox
imate
the r
eal z
eros
of a
nd g
raph
pol
ynom
ial fu
nctio
ns.
19.
Find
the c
ompo
sitio
n of
func
tions
.20
.De
term
ine t
he in
verse
of a
func
tion
or re
latio
n.21
.So
lve e
quati
ons i
nvol
ving
logs
and
expo
nent
func
tions
.22
.Fi
nd co
mm
on an
d ra
tiona
l log
s.23
.So
lve p
robl
ems u
sing
estim
ation
.24
.Us
e log
s to
solv
e pro
blem
s.25
.Fi
nd te
rms i
n ar
ithm
etic a
nd g
eom
etric
sequ
ence
s.26
.Fi
nd su
ms o
f arit
hmeti
c and
geo
metr
ic se
ries.
27.
Use t
he B
inom
ial T
heor
em to
find
term
s of a
bin
omial
expa
nsio
n.
Socia
l Stu
dies
1.Re
late t
he sy
mbo
ls of
the U
.S. f
lag to
the v
alues
of e
quali
ty, fr
eedo
m, a
nd ju
stice
.2.
Illus
trate
the m
eani
ng o
f citi
zens
hip
and
defin
e the
righ
ts an
d re
spon
sibili
ties o
fbe
ing
a mem
ber o
f our
dem
ocra
tic so
ciety.
3.Id
entif
y an
d ex
plain
the m
ajor e
cono
mic
decis
ions
that
are m
ade i
n a f
ree e
nter
prise
econ
omic
syste
m.
4.Id
entif
y th
e meth
ods t
hat h
elp a
Unite
d St
ates c
itize
n be
com
e an
info
rmed
vot
er an
dex
plain
their
criti
cal r
ole i
n a d
emoc
ratic
socie
ty.5.
Analy
ze th
e diff
eren
ces b
etwee
n th
e majo
r pol
itica
l par
ties i
n th
e Uni
ted S
tates
.6.
Sum
mar
ize th
e wea
knes
ses i
n th
e pos
t-rev
olut
iona
ry g
over
nmen
t tha
t led
to th
e cr
eatio
n of
the U
nited
Stat
es C
onsti
tutio
n.7.
Desc
ribe t
he o
rgan
izatio
n an
d fu
nctio
n of
the t
hree
bra
nche
s of g
over
nmen
t as
outli
ned
in th
e Uni
ted S
tates
Con
stitu
tion.
8.De
term
ine h
ow th
e Con
stitu
tion
has b
een
amen
ded
to re
flect
chan
ging
nee
ds an
datt
itude
s in
the U
nited
Stat
es.
9.Co
mpa
re an
d con
trast
the ba
sic po
litica
l sys
tems a
t the
loca
l, sta
te, an
d nati
onal
levels
.10
.Di
scov
er v
ario
us m
ethod
s tha
t ena
ble c
itize
ns to
bec
ome p
ositi
ve fo
rces
for c
hang
eba
sed
on th
eir u
nder
stand
ing
of th
e ref
orm
mov
emen
t.11
.Ju
stify
, def
end,
and
refu
te lo
cal,
state
and
natio
nal i
ssue
s thr
ough
deb
ates a
nd le
tters
to g
over
nmen
t offi
cials.
12.
Use d
iffer
ent n
ote-
takin
g tec
hniq
ues f
rom
bot
h wr
itten
and
oral
sour
ces t
o su
mm
a-riz
e main
conc
epts
and
idea
s pre
sent
ed in
clas
s.13
.De
velo
p an
d ut
ilize
a va
riety
of t
echn
ique
s to
retai
n na
mes
, list
s, se
quen
ces,
and
othe
r fac
tual
info
rmati
on.
14.
Evalu
ate p
rimar
y an
d se
cond
ary
sour
ce m
ateria
ls.
Scien
ce1.
Repo
rt lab
orato
ry ex
perim
ents
in w
ritten
form
at wi
th a
viab
le an
d de
fend
able
conc
lusio
n.2.
Appl
y m
etric
mea
sure
men
ts in
a va
riety
of l
abor
atory
situ
ation
s.3.
Dem
onstr
ate an
d pr
actic
e saf
e lab
orato
ry p
roce
dure
s.4.
Expl
ain h
ow w
eath
er fo
rces
and
natu
ral d
isaste
rs im
pact
hum
ans.
5.Co
mpa
re/co
ntra
st th
e sun
as a
star w
ith o
ther
obj
ects
in th
e gala
xy. (
galax
ies,
nebu
las, c
luste
rs, b
lack
holes
)6.
Iden
tify a
nd cl
assif
y the
loca
l eco
syste
ms a
nd un
derst
and t
he im
pact
of cl
imate
on th
em.
7.De
mon
strate
an u
nder
stand
ing
of th
e vita
l pro
cess
es an
d fu
nctio
ns w
ithin
livi
ng sy
s-tem
s (di
ffusio
n an
d os
mos
is).
8.De
scrib
e the
relat
ions
hip
of D
NAto
cell
divi
sion
and
gene
tic en
gine
erin
g.9.
Impl
emen
t tec
hnol
ogica
l des
ign
to so
lve c
ompl
ex p
robl
ems.
10.
Dem
onstr
ate h
ow fo
rces
dict
ate th
e mot
ion
of o
bjec
ts.11
.Ex
plain
how
ener
gy tr
ansfo
rmati
ons o
ccur
.12
.Un
derst
and
the s
tructu
re o
f the
per
iodi
c tab
le an
d re
cogn
ize th
e im
porta
nce o
fch
emica
l rea
ction
s in
real
life a
pplic
ation
s.13
.De
scrib
e con
tribu
tions
to sc
ience
and
techn
olog
y, pa
st an
d pr
esen
t.
8th
Grad
e Lea
rner
Stan
dard
sHe
alth
1.Id
entif
y va
rious
sour
ces o
f stre
ss.
2.Ex
plain
tech
niqu
es fo
r cop
ing
with
pos
itive
and
nega
tive s
tress
.3.
Dem
onstr
ate re
laxati
on te
chni
ques
.4.
Iden
tify
basic
nut
rient
s and
their
func
tions
.5.
Utili
ze th
e Foo
d Gu
ide P
yram
id to
plan
a he
althy
men
u.6.
Unde
rstan
d ea
ting
diso
rder
s.7.
Iden
tify
majo
r par
ts of
the d
iges
tive s
ystem
and
expl
ain th
e pro
cess
of d
iges
tion.
8.Un
derst
and
the b
alanc
e betw
een
food
intak
e and
phy
sical
activ
ity in
achi
evin
g an
dm
aintai
ning
goo
d he
alth.
9.Un
derst
and
the d
iffer
ence
s betw
een
com
mun
icabl
e and
non
-com
mun
icabl
e dise
ases
.10
.Ex
plain
the c
ause
s, sy
mpt
oms,
and
effe
cts o
f sex
ually
tran
smitt
ed d
iseas
es.
11.
Iden
tify
meth
ods o
f pre
vent
ion,
diag
nosis
, and
trea
tmen
t of v
ario
us d
iseas
es.
12.
Iden
tify
meth
ods u
sed
to p
reve
nt p
regn
ancy
.13
.Ex
plain
the c
onse
quen
ces o
f ear
ly se
xual
invo
lvem
ent.
14.
Unde
rstan
d th
at ab
stine
nce i
s the
safe
st ch
oice
for t
eena
gers.
Phys
ical E
duca
tion
1.Di
ffere
ntiat
e betw
een
rules
and
strate
gies
in a
gam
e situ
ation
.2.
Analy
ze th
eir o
wn m
ovem
ent a
nd th
at of
a cla
ssm
ate an
d gi
ve co
rrecti
ve fe
edba
ck.
3Cr
eate
a rou
tine w
hich
dem
onstr
ates a
n un
derst
andi
ng o
f rhy
thm
.4.
Desig
n an
d im
plem
ent a
per
sona
l fitn
ess p
rogr
am an
d ev
aluate
the r
esul
ts.5.
Solv
e pro
blem
s whi
ch ar
ise d
urin
g a g
roup
pro
ject.
6.An
alyze
the e
ffect
of g
ood
or b
ad sp
ortsm
ansh
ip o
n th
e rela
tions
hip
with
in a
team
.
Info
rmat
ion L
itera
cy1.
Mod
el ef
fecti
ve n
ote-
takin
g str
ategi
es.
2.De
mon
strate
the p
rope
r use
of t
he A
PAfo
rmat.
3.In
terpr
et th
e pro
per u
ses o
f int
erna
l cita
tions
.4.
Evalu
ate in
form
ation
gath
ered
and
decid
e upo
n th
e pro
per b
iblio
grap
hic f
orm
at to
use w
ithin
the c
itatio
n.5.
Evalu
ate in
form
ation
from
a va
riety
of m
edia
deliv
ery
syste
ms.
6.Di
sting
uish
betw
een
prop
er an
d im
prop
er u
se o
f cop
yrig
ht la
ws.
7.Cr
itiqu
e inf
orm
ation
foun
d on
the I
nter
net i
n or
der t
o as
sess
its v
alidi
ty.8.
Gene
rate
effe
ctive
sear
ch q
uerie
s for
var
ious
med
ia.
Tech
nolog
yDu
ring
7th
and
8th
grad
e, stu
dent
s will
comp
lete s
ix di
ffere
nt m
odul
e tec
hnol
ogies
from
the f
ollo
wing
list:
aud
io co
mmun
icatio
ns, v
ideo
pro
ducti
on, v
irtua
l arc
hitec
ture
, in
form
atio
n tec
hnol
ogy,
lase
rs, v
irtua
l flig
ht, e
nviro
nmen
t & ec
olog
y, fli
ght t
echn
olog
y,he
alth
& fi
tnes
s, ele
ctrici
ty &
elec
troni
cs, r
obot
ics, c
ompu
ter g
raph
ics &
ani
matio
n,
digi
tal m
usic,
stru
ctura
l eng
inee
ring,
and
CAD
.1.
Iden
tify
and
appl
y ap
prop
riate
techn
olog
ical t
erm
inol
ogy
to m
odul
e acti
vitie
s.2.
Iden
tify
and
appl
y ap
prop
riate
techn
olog
ical s
kills
to v
ario
us ac
tiviti
es.
3.Id
entif
y di
ffere
nt ty
pes o
f tec
hnol
ogy
avail
able
in th
e wor
ld to
day.
4.Ut
ilize
a wi
de v
ariet
y of
tech
nolo
gies
and
med
ia wi
th v
ario
us ac
tiviti
es.
5.De
mon
strate
meta
-cog
nitiv
e ski
lls an
d in
terde
pend
abili
ty in
gro
up w
ork.
6.Ap
ply
effe
ctive
coop
erati
ve le
arni
ng te
chni
ques
in p
robl
em so
lvin
g wi
th a
partn
er.7.
Orga
nize
a wo
rk ta
sk an
d se
quen
tially
carry
it o
ut.
8.Br
ainsto
rm, p
rodu
ce, a
nd ev
aluate
real
world
tech
nolo
gy ta
sks.
9.Ap
ply
spec
ific m
odul
e tec
hnol
ogies
to re
al wo
rld si
tuati
ons.
10.
Com
pare
and
cont
rast
techn
olog
y ce
nter
mod
ules
to re
al wo
rld p
rofe
ssio
ns an
d sk
ills.
11.
Asse
ss th
eir o
wn u
nder
stand
ing
and
impa
ct of
tech
nolo
gy o
n so
ciety.
Com
mun
icatio
ns1.
Evalu
ate p
erfo
rman
ces o
f oth
er st
uden
ts in
clas
s. 2.
Exhi
bit a
ppro
priat
e list
enin
g sk
ills d
urin
g pe
rform
ance
. 3.
Desc
ribe t
he co
mm
unica
tion
mod
el.
4.Id
entif
y th
e cha
nnels
com
mun
icatio
n ca
n fo
llow.
5.
List
the f
our t
ypes
of s
peec
hes a
nd th
eir p
urpo
se.
6.Cr
eate
and
perfo
rm a
1-1/
2 to
2 m
inut
e spe
ech.
7.De
scrib
e and
dem
onstr
ate p
arlia
men
tary
proc
edur
e. 8.
List
the c
hara
cteris
tics o
f liv
e the
ater.
9.
Form
cohe
sive g
roup
s tha
t acc
ompl
ish th
e tas
ks.
10.
Relat
e the
impo
rtanc
e of n
onve
rbal
com
mun
icatio
n. 11
.Cr
eate
and
perfo
rm a
mon
olog
ue u
sing
char
acter
izatio
n to
ols.
12.
Iden
tify
the s
ix el
emen
ts of
play
writ
ing.
13
.In
terpr
et th
e six
elem
ents
of p
lay w
ritin
g an
d us
e the
m to
writ
e an
actin
g sc
ene i
nsm
all g
roup
s. 14
.Pe
rform
a fin
al ac
ting
scen
e inc
orpo
ratin
g kn
owled
ge g
ained
thro
ugho
ut th
e cou
rse.
15.
Criti
que f
inal
actin
g sc
enes
. 16
.De
velo
p sk
ills i
n im
prov
isatio
nal a
cting
.
Fam
ily an
d Co
nsum
erSc
ience
Durin
g 7t
h &
8th
gra
des,
stude
nts w
ill h
ave t
wo 7
-wee
k uni
ts in
Fam
ily a
nd C
onsu
mer
Scien
ces w
hich
alte
rnat
e eve
ry ye
ar.
Lifes
kills
I: (C
loth
ing,
Texti
les, S
ewin
g, L
aund
ry a
nd C
onsu
meris
m)1.
Desc
ribe h
ow cl
oth
is m
ade (
fiber
s-yar
n-clo
th).
2.Id
entif
y an
d an
alyze
clot
hing
care
labe
ls an
d ap
ply
it to
pro
per l
aund
ry p
roce
dure
s.3.
Dem
onstr
ate la
undr
y pr
oced
ures
: ope
ratio
n of
was
her/d
ryer,
stain
rem
oval
techn
ique
s,an
d co
rrect
use o
f lau
ndry
pro
ducts
.4.
Evalu
ate an
artic
le of
clot
hing
by
analy
zing
price
ver
sus q
ualit
y.5.
Plan
a wa
rdro
be fo
r the
mse
lf wi
thin
a gi
ven
budg
et.6.
Iden
tify
how
colo
r, lin
e, an
d tex
ture
can
be u
sed
to co
mpl
imen
t a p
erso
n’s a
ppea
ranc
e.
As a
resu
lt of
their
scho
olin
g,stu
dent
s will
be
abl
e to:
7.De
mon
strate
how
to se
w on
a bu
tton.
8.Op
erate
and
expl
ain th
e use
of s
mall
sewi
ng eq
uipm
ent.
9.De
mon
strate
han
d se
wing
skill
s req
uire
d to
com
plete
an ad
vanc
ed se
wing
pro
ject.
10.
Exten
d co
okin
g sk
ills t
hrou
gh a
min
i foo
ds u
nit.
Lifes
kills
II: (
Food
, Nut
ritio
n an
d Co
nsum
erism
)1.
Iden
tify
six ty
pes o
f nut
rient
s and
their
func
tions
.2.
Iden
tify
and
expl
ain th
e Diet
ary
Guid
eline
s for
Am
erica
ns.
3.De
scrib
e the
food
gro
ups i
n th
e Foo
d Gu
ide P
yram
id, g
ive r
ecom
men
ded
serv
ings
for e
ach,
and
how
to re
cogn
ize st
anda
rd se
rvin
g siz
es.
4.Co
mpa
re an
d co
ntra
st he
althy
ver
sus n
on-h
ealth
y sn
acks
.5.
Expl
ain h
ow to
selec
t hea
lthfu
l cho
ices f
rom
a “f
ast f
ood”
men
u.6.
Inter
pret
and
iden
tify
the p
arts
of a
food
labe
l.7.
Reco
gnize
the e
lemen
ts of
“mea
l app
eal”
(color
, textu
re, fl
avor
, sha
pe, a
nd te
mpe
ratur
e).8.
Iden
tify
and
mod
el ba
sic k
itche
n sa
fety
pro
cedu
res.
9.Re
late f
ood
prep
arati
on, f
ood
stora
ge, a
nd sa
nitar
y di
shwa
shin
g tec
hniq
ues t
o fo
odsa
fety.
10.
Reco
gnize
cook
ing
uten
sils a
nd co
okwa
re an
d de
scrib
e the
ir us
es.
11.
Diffe
rent
iate a
nd d
emon
strate
corre
ct m
easu
ring
techn
ique
s for
dry
, liq
uid,
and
solid
ingr
edien
ts.12
.Un
derst
and
and
appl
y ho
w to
alter
a re
cipes
’yiel
d.13
.De
scrib
e and
dem
onstr
ate b
asic
mix
ing
and
cook
ing
techn
ique
s.14
.Di
ffere
ntiat
e and
pra
ctice
rang
e top
, ove
n, an
d m
icrow
ave c
ooki
ng.
15.
Iden
tify
the r
ole o
f the
majo
r ing
redi
ents
in b
akin
g.16
.Di
ffere
ntiat
e qui
ck v
ersu
s yea
st br
eads
and
iden
tify
simila
rities
and
diffe
renc
es.
17.
Plan
, pre
pare
and
serv
e a b
runc
h fo
r gue
sts in
clas
s.18
.Pr
actic
e mea
l plan
ning
and
food
pre
para
tion
skill
s thr
ough
succ
essfu
l com
pleti
on o
fa n
utrit
ious
mea
l at h
ome.
Art
1.In
vent
, con
trast,
and
com
pare
a va
riety
of i
ndiv
idua
l sol
utio
ns fo
r pro
blem
s in
trodu
ced.
2.La
yer a
nd b
lend
colo
rs to
enha
nce w
ork
and
crea
te th
e illu
sion
of th
ree-
dim
ensio
nal
form
.3.
Arra
nge a
nd o
rgan
ize sp
ace s
o th
at ba
ckgr
ound
imag
ery
supp
orts
a main
idea
or
cent
er o
f int
eres
t.4.
Crea
te dr
awin
gs o
f thr
ee d
imen
siona
l for
ms t
hrou
gh o
bser
vatio
n.5.
Utili
ze th
e rul
es o
f two
poi
nt p
ersp
ectiv
e.6.
Dem
onstr
ate an
und
ersta
ndin
g of
corre
ct fa
cial p
ropo
rtion
.7.
Inve
nt an
d de
sign
a var
iety
of p
erso
nal l
ogos
.8.
Crea
te an
abstr
act f
orm
usin
g ad
ditiv
e and
subt
racti
ve m
ethod
s of s
culp
ting.
9.Ut
ilize
bot
h re
pres
entat
iona
l and
non
-repr
esen
tatio
nal a
rt fo
rms t
o cr
eate
abstr
act a
rt.10
.In
corp
orate
art h
istor
y as
it re
lates
to co
ncep
ts be
ing
taugh
t in
the c
urric
ulum
.
Mus
ic1.
Crea
te an
d de
mon
strate
an in
terac
tive p
rese
ntati
on o
f pop
ular
mus
ic de
cade
s.2.
Iden
tify
and
play
bas
ic gu
itar/k
eybo
ard
chor
ds.
3.No
tate m
elodi
es u
sing
prop
er n
otati
on.
4.Pe
rform
sim
ple m
elodi
es o
n ke
yboa
rd/g
uitar
.5.
Com
pose
orig
inal
mus
ic/ly
rics.
6.Di
scov
er M
IDI t
echn
olog
y an
d it’
s cap
abili
ties.
7.Re
cogn
ize p
eopl
e ins
trum
ental
in m
usica
l the
ater p
rodu
ction
s.8.
Inco
rpor
ate m
usica
l the
ater a
spec
ts in
to a
perfo
rman
ce.
Orch
estra
1.Re
view,
dem
onstr
ate an
d refi
ne sk
ills a
nd co
ncep
ts int
rodu
ced i
n 4th
throu
gh 7t
hgr
ade.
2.De
mon
strate
an un
derst
andin
g of v
ariou
s mus
ic sty
les an
d com
pose
rs us
ing a
timeli
ne.
3.De
mon
strate
kno
wled
ge o
f majo
r, m
inor
, rela
tive m
inor
, chr
omati
c sca
les.
4.De
mon
strate
lead
ersh
ip sk
ills (
cond
uctin
g, lib
raria
n, se
ction
lead
er, et
c.).
Band
1.Pl
ay al
l twe
lve m
ajor s
cales
at le
ast o
ne o
ctave
, chr
omati
c sca
le th
roug
hout
their
appr
opria
te ra
nge,
and
five r
elated
har
mon
ic m
inor
scale
s, an
d/or
15
rudi
men
ts.2.
Dem
onstr
ate le
ader
ship
skill
s.3.
Use a
ltern
ate fi
nger
ings
/pos
ition
s app
ropr
iately
in re
perto
ire.
4.Us
e mus
ical j
udgm
ent t
o pe
rsona
lize t
he m
usica
l per
form
ance
with
in th
e lim
its o
fac
cept
ed m
usica
l int
erpr
etatio
n.5.
Com
pare
and
cont
rast
elem
ents
of m
usic
to u
nder
stand
a va
riety
of m
usica
l sty
lesan
d str
uctu
res.
Fore
ign L
angu
age
(Fre
nch/
Span
ish)
1.De
mon
strate
pro
per p
ronu
nciat
ion
and
into
natio
n wh
ile sp
eaki
ng an
d re
adin
g.2.
Expa
nd b
asic
voca
bular
y.3.
Iden
tify
and
use:
verb
s (so
me s
tem ch
angi
ng, r
egul
ar an
d irr
egul
ar p
ast t
ense
and
com
man
ds),
objec
t pro
noun
s, pr
onou
n pl
acem
ent,
prep
ositi
ons,
dem
onstr
ative
adjec
tives
, pos
sess
ives
.4.
Conj
ugate
ver
bs in
the p
ast t
ense
in re
adin
g, wr
iting
, and
conv
ersa
tion.
5.De
mon
strate
an aw
aren
ess a
nd ap
prec
iatio
n of
the c
ultu
re.
6.Cr
eate
and
parti
cipate
in co
nver
satio
ns w
ith st
uden
ts an
d th
e tea
cher.
7.W
rite p
arag
raph
s tha
t int
egra
te m
ore s
ophi
stica
ted g
ram
mar
and
voca
bular
y.8.
Read
instr
uctio
ns in
targ
et lan
guag
e.9.
Unde
rstan
d m
ain id
eas a
nd su
ppor
ting
detai
ls of
writ
ten m
ateria
l.
7
Evolving Thinking About Assessment
“… Ideas about assessment have undergone important changes in recent years. In the new view, assessment and learning are two sides of the same coin. Assessment provides an operational definition of standards in that they define in measurable terms what teachers should teach and students should learn.”
Sam Redding, The Mega System page 86, 2006
Teachers and administrators absolutely must be assessment literate!
Why it is so important …
“… Five reviews of the research in this area (Black and Wiliam, 1998, Crooks, 1988, Kluger and DeNist, 1996, Natriello, 1987, and Nyquist, 2003) synthesized a total of more than 4,000 research studies undertaken during the 40 years. The conclusion was clear: When implemented well, formative assessment can effectively double the speed of student learning.”
D. Wiliam, 2007
Research consistently shows that regular, high-quality Formative Assessments increase student achievement.
8
Summative Assessment Summative assessment is the attempt to summarize student learning at some point in time, say the end of a course. [Summative assessments] are not designed to give feedback useful to teachers and students during the learning process.
--FairTest Examiner, Winter 1999
Formative Assessment
All those activities undertaken by teachers and by their students [that] provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.
--Black & William, 1998
Crucial Distinction “…Relying on any one model would be
seriously flawed assessment strategy. Assessment of a student’s work should provide a rich array of information on his or her progress and achievement. The challenge is to match appropriate assessment strategies to curricular goals and instructional methodologies.”
9
The Model
Diagnostic Prescriptive Embedded Periodic Annual
Learning
Form of Assessment
Redding, The Mega System (2006), p. 86
Diagnostic-Prescriptive Assessments
“Diagnostic-prescriptive assessments are quick diagnostic tests used to prescribe appropriate learning activities for a student or group of students. The test may be pencil-and-paper test, oral quizzes, or ‘show-me’ assessments that a teacher can quickly and conveniently administer to determine each student’s level of mastery of the lesson’s objectives.”
Redding, The Mega System (2006), p. 86
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Embedded Assessments “Embedded assessments are learning activities aligned to objectives with criteria for mastery which enable a teacher to check mastery within the context of instruction. By completing these assigned activities, students demonstrate a level of mastery of the objectives the activities are designed to teach or to reinforce.”
Redding, The Mega System (2006), p. 86
Periodic Assessments
“Periodic assessments, administered for each grade level two to four times a year, enable the teacher teams to see how students are progressing towards mastery of standards that will be included on state assessments. The periodic assessments help bring a closer alignment between instruction and annual standards-based assessments.”
Redding, The Mega System (2006), p. 86
Annual Assessments
“Annual assessments include state assessments and norm-referenced achievement tests and provide an annual assessment of each student’s progress and the school’s progress by subject area and grade level. These assessments are most useful in making programmatic and placement decisions.”
Redding, The Mega System (2006), p. 86
BASRC Findings Thirty two matched pairs of schools
1. Frequent assessment of student progress, 2. Teachers learned how to analyze data, 3. Clear and focused goals around improving
student achievement.
Source: Bay Area School Reform Project, 2003
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