PLC Clarity

First and foremost I want to give credit where credit is due.  I took this process from Twin Cities International School in Minnesota.  I revamped it to fit what we are doing in our school district.  I have attached three pictures that streamline and align our PLC process.  As we move into the 2013-2014 school year we want to be able to provide better clarity for teachers.  These models provide a great direction and will allow us to hit the ground running.  We are breaking it down into three parts; 

1. Development of what we want students to know and be able to do. (1st document)
2. Create high quality assessments of those agreed upon standards. (2nd document)
3. Finally begin the development and discussion of what mastery looks like for each and every learning target. (3rd document)

I believe the three modified documents below provide a clear and concise vision of our collaborative work in our district.  

The document below focuses on what we want students to know and be able to do in Grade 2 in the areas of reading and language arts.  The red circled "I can statement" will be what we focus on below.

The following assessment measures the students knowledge on the red circled learning target.  It is a well written and organized assessment.  It ties in with the learning rubric at the bottom of this post in terms of how we will measure the mastery of the learning target.  

The assessment scaffolds the learning target into four areas.  The learning target: I can answer questions to show I understand important details is assessed below.  Based on the assessment above teachers can accurately grade students on their performance.  

The document above helps our teachers to find the breakdown in learning and provide intensive interventions to correct the deficiency.  The three step development above naturally fits into our RTI program.  The next step is to align grading to this formula, BUT one step at a time.