1 2 3 4

Not true of our

team yet.

Our team is

working on this.

True of our

team, and we

monitor!

3… And we

support

others!

Our team functions effectively by following team norms

and protocols in working together.

We establish and monitor student growth goals.

We unpack standard(s) and determine learning targets.

As a PLC or through a district committee, we have

agreed on how to best sequence content and have

established and follow pacing guides.

We build on strengths and address weaknesses in our

teaching after examining data from common

assessments.

We use data from common summative or state

assessments to help us assess the strengths and

weaknesses of our program.

We use individual student data to make decisions that

inform student instruction.

We have developed strategies and systems to assist

students who need additional time and support to

master learning targets.

We have developed strategies and systems to support

students who have already mastered the learning

targets.

We give frequent common formative assessments to

help us determine each student's mastery of learning

targets.

We give common summative assessments to help us

determine each student's mastery of learning targets.

As a team, we examine and adjust our instructional

strategies using the Marzano Framework.

As a team we examine and adjust our learning

environments and improve our relationships with

students using the Marzano Framework.

As a team we celebrate success when students make

progress, and our students and families are involved.

NKSD PLC Survey - Designed by PLC Steering Committee 2015

PLC Feedback Form

Meeting Date:___________Team:__________________

Members Present:

Which part of The PLC Process did you focus on?

Meeting Outcomes:

Plan for Next Meeting:

Administrator Comments:

104 | R E P R O D U C I B L E

Common Formative Assessment © 2012 by Solution Tree Press • solution-tree.com Visit go.solution-tree.com/assessment to download this page.

Unwrapping Template

Power Standard:

Skills and Concepts:1. Students will know . . . (the con-

cepts that support the standard)2. And be able to . . . (the skills

students are able to demonstrate after instruction)

3. Level of thinking (from one of the three frameworks listed below)

Vocabulary:

Bloom’s Taxonomy (Revised) Marzano’s Taxonomy Webb’s Depth of Knowledge

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Level 1: Retrieval

Level 2: Comprehension

Level 3: Analysis

Level 4: Knowledge utilization

Level 5: Metacognition

Level 6: Self-system thinking

Recall and reproduction (DOK 1)

Skills and concepts (DOK 2)

Strategic thinking/complex reasoning (DOK 3)

Extended thinking/reasoning (DOK 4)

R E P R O D U C I B L E | 105

Common Formative Assessment © 2012 by Solution Tree Press • solution-tree.com Visit go.solution-tree.com/assessment to download this page.

Unwrapping Template for Backward Planning

Guiding Questions • What will we prioritize in our teaching during this time period or instructional unit? (Which standards or

objectives?)

• What do we want students to know and be able to do at the end of this time period or instructional unit? (What are the learning targets?)

• What evidence will we see if students successfully learn these skills and concepts? (What will the assessment items show?)

Learning Targets Level of Thinking (Bloom, Marzano, or Webb)

Type of Assessment Item (Written Response, Multiple Choice, and So On)

Concepts Students will know . . . (simple concepts)

Students will know . . . (complex concepts)

Skills And be able to . . .

Vocabulary that supports the standard

Bloom’s Taxonomy (Revised) Marzano’s Taxonomy Webb’s Depth of KnowledgeRemembering

Understanding

Applying

Analyzing

Evaluating

Creating

Level 1: Retrieval

Level 2: Comprehension

Level 3: Analysis

Level 4: Knowledge utilization

Level 5: Metacognition

Level 6: Self-system thinking

Recall and reproduction (DOK 1)

Skills and concepts (DOK 2)

Strategic thinking/complex reasoning (DOK 3)

Extended thinking/reasoning (DOK 4)

Annual Assessments

Benchmark or Interim Assessments

2-4 times a year Best when done together

Unit Assessments following each agreed

upon unit of instruction (ex. every 6 weeks) Best when done together

(common assessment)

Screening/Monitoring Assessments

Frequency depends on program/grade level

Formative Practices Ongoing,

Daily, Weekly

Our PLC’s Data Pyramid

Benchmark and Unit Assessments

measure student learning on

specific standards that have just

been taught ensuring that the

“intended” curriculum is the

“taught” curriculum.” These are

Summative Assessments.

Screening and Monitoring

Assessments show how

students are performing

across wide areas of

standards or skills and can

provide diagnostic

information.

Formative practices happen

in classrooms each day as

part of teaching. These are

Formative Assessments.

Which assessments do you use? How will data be analyzed and used to inform instruction?

Subject:_________________

Classroom or Video Observation Template for PLCs

Classroom_________________________________ Observer____________________________

What type of lesson segment did you observe?

involving routines addressing content enacted on the spot

Which strategies did you observe? (refer to “bubble page” Observable Classroom Strategies and Behaviors Form)

_____________________________________________________________________________

_____________________________________________________________________________

How was it going?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Which strategy do you want to learn more about? (learn more about strategies in Coaching Classroom

Instruction or Becoming a Reflective Teacher – both available in your professional library)

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What will you try in your classroom?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

R E P R O D U C I B L E116 |

Simplifying Response to Intervention © 2012 Solution Tree Press • solution-tree.com Visit go.solution-tree.com/rti to download this page.

Common Assessment Team Protocol

This protocol is designed to help a teacher team quickly and efficiently dis-cuss a common assessment. If each teacher reviews his or her own assess-ment data prior to the team meeting, then the team should be able to col-lectively complete this activity within a typical team meeting of forty-five to sixty minutes.

1. Which specific students did not demonstrate mastery on which specific standards? (Respond by the student, by the standard)

2. Which instructional practices proved to be most effective?

3. What patterns can we identify from the student mistakes?

4. How can we improve this assessment?

5. What interventions are needed to provide failed students addi-tional time and support?

6. How will we extend learning for students who have mastered the standard(s)?

R E P R O D U C I B L E | 115

Common Formative Assessment © 2012 by Solution Tree Press • solution-tree.com Visit go.solution-tree.com/assessment to download this page.

Protocol for Data Team MeetingEach teacher brings his or her own data to the meeting. The data should be available by learning target and by student.

Step One: How many students were below proficiency, at proficiency, and above proficiency? Use this information to decide how to regroup students for a response.

Step Two: Did any teacher have significantly better results than the other teachers? If so, consider using the instructional strategy this teacher used in the planned intervention.

Step Three: Look at the students who didn’t meet proficiency. If possible, create a hypothesis about why they may not have reached expectations. Is there a deficit in prerequisite skills? Are students con-crete thinkers trying to learn an abstract concept? Do students need additional vocabulary instruction?

Step Four: Using the hypotheses about students, plan how to reteach the learning target. Decide how to group students so that those who were proficient get enrichment and those who weren’t get extra time and support.

Step Five: If you don’t have any new strategies to use to reteach the learning target, examine best-practice literature to learn new instructional strategies.

Step Six: Determine which teachers will provide intervention to which students using which strategy.

Step Seven: Plan how you will reassess students at the end of the intervention.

THE NKSD PLC Binder and

Online Resource Plan and Implement

Instructional Strategies

Celebrate Good Times – C’mon!

Reason to Celebrate Data What we did to

celebrate