After spending a day in various grade-level content PLCs, the impact of this collaborative work is evident. The strongest PLCs are cyclical, ensuring a backward design process that starts with standards and assessments and uses data to make adjustments for future learning. PLCs can easily become joint planning, but if you find your PLC spending more time planning lessons than evaluating assessments, aligning standards, and evaluating student learning progress, your PLC needs a shift.
Check out some of these practical resources used in Lindbergh PLCs:
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| With each unit, students identify their understanding of the objectives. They often start at "no idea" and continue to track their learning as it progresses. But, what if they start the unit at "got it"? |
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| The assessment is directly aligned to the learning goals so that students can explicitly see the connection. |
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| Teachers track success toward the goals. This data collection targets universal deficits and informs reteaching needs for individual students as well as the class as a whole. |
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| When working with Galileo data, it's helpful to put standards into student-friendly terms when tracking growth. Identifying what's been taught and what hasn't reduces student frustration if they feel they must have mastered every standard - this is especially important early in the year when they may see many unfamiliar skills. |
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| Data is most valuable when students engage with it. Teachers conference with individual students to garner input for further instructional support. |
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| It may not be directly correlated to PLCs, yet this anchor chart reminds students of their expectations during math workshop. |
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