Salinas City Elementary School District
PLC: Guiding Questions
What is it we expect them 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? SCESD Ed. Svcs 12/10/10: Guiding Q’s
Salinas City Elementary School District
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Essential Program Components District P.I. Plan
Use State Board of Education adopted English development/reading/language arts and mathematics instructional materials, including intervention materials
instructional minutes for English Protected development/reading/language arts and mathematics Administrator Training Program on SBE-adopted School instructional materials
Fully credentialed, highly qualified teachers and SB472 Professional Development Program on SBE-adopted instructional materials
Student achievement monitoring system
Ongoing instructional assistance and support for teachers (use of content experts and instructional coaches)
Monthly teacher collaboration by grade level facilitated by the principal
standards, lesson and course pacing schedule Essential to ensure sequence and content coverage
Fiscal Support: the general and categorical funds are used appropriately to support the English development/reading/language arts and mathematics program
SCESD Ed. Svcs 12/10/10: 9 EPC’s
Salinas City Elementary School District
Effective Schools Model 7 Correlates of Effectiveness
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A safe and orderly environment: Is orderly, purposeful, free from the threat of physical harm, collaborative, cooperative, and student centered. Students help each other and want what is best for all. A clearly stated and focused mission: The staff accepts responsibility and accountability for promoting and achieving the mission of learning for all students. Instructional leadership: The principal and all adults must take an active role in instructional leadership. High expectations for all students: A school is restructured to be an institution designed for “learning” not “instruction.” Everybody has access to “tools” and “time” to help all students learn. Frequent monitoring of student progress: Assessment results are used to improve individual student performance and also improve instructional delivery.
Maximize learning opportunities: Protects a significant amount of time for instruction of the essential skills.
Positive communication – school, home, community: Builds trust and communicates within the school, with parents and the community. Forming partnerships to have the same goals and expectations.
Intermountain Center for Education Effectiveness, College of Education, Idaho State University Adapted from: B. Taylor & P. Bullard The Revolution Revisited, D. Levine & L. Lezotte Unusually Effective Schools, 1990 Center for Effective Schools, CCE Oklahoma University April 2001 SCESD Ed. Svcs 12/10/10: Effective Schools Model
SALINAS CITY ELEMENTARY SCHOOL DISTRICT
9 Basic Elements: Elementary Classroom Environment
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English Learners:
Lesson Plans:
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Standards Based Objectives
• Instruction
Instruction as per daily schedule
Universal Access (30 minutes):
Small Group Instruction (Teacher) • Posted Must Do/May Do’s (independent work) •
•
•
Use Data to Group
Posted Daily Schedule:
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Math (60 min.) / ELD (30 - 60 min.)
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Language Arts:
- K-3 (2 1/2 hours), 4-6 (2 hours)
- Universal Access (30 min.) •
ELD: Student Groups by Language Proficiency Levels
Physical Education (20 min)
includes: Forms (Grammar), Functions, Fluency
Active Student Participation • Access to content: GLAD/L1 Support •
Checking for Understanding:
Formal/Informal Strategies • Teacher-Whole Class Interaction • Teacher-Student Interaction • Student-Student Interaction •
Teacher’s Instruction:
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Orientation/Motivation
•
Direct Instruction: 5-minute rule
•
(Instruct up to 5 min, then check for understanding)
Presentation (I do it) • Highly Structured Guide (We do it) 1-2-3 • Independent/ Group Practice (You do it) •
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•
•
Social Studies/Social Science/VAPA
Posted Adopted Materials:
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Classroom Rules/Expectations ••
Respect Agreement • Alphabet (TK-2), • Cursive Alphabet (3-6)
Learning Environment:
Student Monitoring System
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•
•
•
Routines & Procedures Used Consistently
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Student’s Work Posted & Dated
•
Rich Learning Environment/Visual Scaffolding
•
Engagement/Active Participation
Sound/Spelling Cards (1-3)
Posted & Dated Student Samples:
Penmanship: - K-2: Print - 3-6: Cursive - K-6 Appropriate Word Processed • Writing Process/Step Up to Writing •
(From five years of classroom visitations/walkthroughs) Ed. Svcs/rm: 9/1/09 Basic Elements in Classroom; rev 7/24/14
REPRODUCIBLE
Cultural Shifts in Elementary a PLC (continued) Salinas City School District A Shift in the Work of Teachers
From isolation . . .
to collaboration PLC: A Shift in the Work of Teachers From each teacher clarifying what students to collaborative teams building shared
must learn . . .
knowledge and understanding about essential learning
From each teacher assigning priority to From isolation… different learning standards . . .
to collaborative teams establishing the to collaboration priority of respective learning standards
From each teacher determining the pacing From each of the curriculum . . . teacher clarifying
to collaborative teams building to collaborative teams of teachers agreeing what shared on common pacingknowledge and
students must learn…to From individual teachers attempting discover ways to improve results . . .
understanding abouthelping essential to collaborative teams of teachers learning each other improve
From privatization of practice . . .
to open sharing of practice
From each teacher assigning From decisions made on the basis of priority to different learning ndividual preferences . . . standards…
to collaborative teams establishing
to decisions made collectively by building the priority of respective learning shared knowledge of best practice
standards
From “collaboration lite” on matters unrelated to student achievement . . .
to collaboration explicitly focused on issues that most impact student determiningand thequestions to collaborative teams of teachers achievement
From each teacher pacing of the curriculum…
agreeing on common pacing
From an assumption that these are “my kids, to an assumption that these are “our kids” hose areFrom your kids” ... individual teachers attempting
to collaborative teams of teachers to discover ways to improve A Shift in Focus helping each other improve results…
From an external focus on issues outside to an internal focus on steps the staff can of the school . . . privatization of practice…take to improve thesharing school of practice From to open
From a focus on inputs . . .
to a focus on results
From goals related to completion of project From decisions made on the and activities . . . of individual preferences…
From teachers gathering data from their ndividually constructed tests in order to assign grades . . “collaboration . From lite” on
8
unrelated to student
togoals decisions made collectively by to SMART demanding evidence of basis building shared knowledge of best student learning practice to collaborative teams acquiring information
from common assessments in order to to collaboration explicitly focused (1) inform their individual and collective matters andtoquestions practice, on andissues (2) respond students whothat most achievement… impacttime student achievement need additional and support
From an assumption that these are “my kids, those are your kids”…
to an assumption that these are “our kids”
SCESD Ed. Svcs 12/10/10: PLC # 1
Learning by Doing
© 2006 Solution Tree
■
www.solution-tree.com
Salinas City Elementary School District
PLC: A Shift in Professional Development From external training (workshops and courses)…
to job-embedded learning
From the expectation that learning occurs infrequently (on the few days devoted to professional development)…
to an expectation that learning is ongoing and occurs as part of routine work practice
From presentations to entire faculties…
to team-based action research
From learning by listening… From learning individually through courses and workshops… From assessing impact on the basis of teacher satisfaction (“Did you like it?”)… From short-term exposure to multiple concepts and practices… SCESD Ed. Svcs
to learning by doing to learning collectively by working together to assessing impact on the basis of evidence of improved student learning to sustained commitment to limited, focused initiatives 12/10/10: PLC # 2
Salinas City Elementary School District
PLC: A Shift in Focus From an external focus on to an internal focus on LE issues outside of the R E P R O D U C I Bsteps the staff can take to school… improve the school Cultural Shifts in a PLC (continued) A Shift in the Work of Teachers isolation . . . FromFrom a focus on inputs… From each teacher clarifying what students must learn . . . From each teacher assigning priority to
learning standards . . . to Fromdifferent goals related From each teacher determining the pacing completion of. . .project and of the curriculum From individual teachers attempting to activities… discover ways to improve results . . .
to collaboration
to a focus on results
to collaborative teams building shared knowledge and understanding about essential learning
to collaborative teams establishing the priority of respective learning standards
to SMART goals demanding evidence of to collaborative teams of teachers helping student learning each other improve to collaborative teams of teachers agreeing on common pacing
From privatization of practice . . .
to open sharing of practice
From decisions made on the basis of individual preferences . . .
to decisions made collectively by building shared knowledge of best practice
From “collaboration lite” on matters unrelated to student achievement . . .
to collaboration explicitly focused on issues and questions that most impact student achievement
assign grades . . .
(1) inform their individual and collective practice, and (2) respond to students who need additional time and support
to collaborative teams acquiring information from an assumption that these are “my kids, assumption that these are “our kids” FromFrom teachers gathering to ancommon assessments in those are your kids” . . . data from their individually order to (1) inform their A Shift in Focus From an externaltests focus on issues to anindividual internal focus on stepsand the staff can constructed in outside order take collective of the school . . . to improve the school From a focus on inputs . . . to a focus on results to assign grades… practice, and (2) respond to From goals related to completion of project to SMART goals demanding evidence of students who need and activities . . . student learning From teachers gathering data from their to collaborative teams acquiring information additional time and support individually constructed tests in order to from common assessments in order to
SCESD Ed. Svcs. 12/10/10: PLCs # 3
188
Learning by Doing
© 2006 Solution Tree
■
www.solution-tree.com
Salinas City Elementary School District
PLC: A Shift in School Culture From independence…
to interdependence REPRODUCIBLE
From a language of complaint…
to a language of commitment
Cultural Shifts in a PLC (continued)
From long-term strategic A Shift in the Work of Teachers to planning for short-term wins From isolation . . . to collaboration planning… From each teacher clarifying what students must learn . . .
From infrequent generic From each teacher assigning priority to recognition… different learning standards . . .
to collaborative teams building shared knowledge and understanding about essential learning
to frequent specific recognition and teams a culture ofthecelebration that to collaborative establishing priority of respective learning standards creates many winners
From each teacher determining the pacing of the curriculum . . .
to collaborative teams of teachers agreeing on common pacing
From individual teachers attempting to discover ways to improve results . . .
to collaborative teams of teachers helping each other improve
SMART Goals
From privatization of practice . . .
to open sharing of practice
From decisions made on the basis of individual preferences . . .
to decisions made collectively by building shared knowledge of best practice
From “collaboration lite” on matters unrelated to student achievement . . .
to collaboration explicitly focused on issues and questions that most impact student achievement
From an assumption that these are “my kids, those are your kids” . . .
to an assumption that these are “our kids”
Strategic and Specific M easureable A ttainable R esult-Oriented T ime Bound A Shift in Focus
From an external focus on issues outside of the school . . .
to an internal focus on steps the staff can take to improve the school
From a focus on inputs . . .
to a focus on results
From goals related to completion of project and activities . . .
to SMART goals demanding evidence of student learning
From teachers gathering data from their individually constructed tests in order to assign grades . . .
to collaborative teams acquiring information from common assessments in order to (1) inform their individual and collective practice, and (2) respond to students who need additional time and support
SCESD Ed. Svcs/rm 12/10/10: PLCs # 4
188
Learning by Doing
© 2006 Solution Tree
■
www.solution-tree.com
