“A FOCUS FOR PLC”
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FOLLOW-UP TRAINING
MARION SOWDERS & LORI HOLLEN
“When teachers meet regularly to work on the work, good
things are sure to happen for their students.”
Purpose: To Build a systematic
approach for working on the work that
matters most
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Facilitators must :




Believe in the model
Be very positive
Be willing to help their colleagues
Be willing to work through the bumps in the
road…..no model is perfect for every school. You
have to make it work for YOUR school.
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Principals must:





Believe in the model
Be very positive
Make it a Priority (Priorities of the leadership
become priorities of the staff)
Be visible
Monitor, Monitor, Monitor , Monitor
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BRITE Ideas © Sowders & Hollen
TEAM
DEVELOPMENT
WHEEL
1. FORMING
2. STORMING
3. NORMING
*Dr. Bruce Tuckman is a published psychologist who is
presently directing the Academic Learning
Lab
at Ohio
State& Hollen
BRITE
Ideas
© Sowders
University.
4. PERFORMING
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Week One:
Find & understand what I want my
students to know and be able to do
through Unpacking the Standards
O
F
Week Two:
Organize an assessment to measure
the targeted standards
Week Three:
S
Professional
Learning
Communities
U
Construct & critique instructional
activities congruent with the
unpacked standards
C
Week Four:
Utilize information from analysis of
student work samples to inform
decisions & analyze assessment
results to inform interventions
(flashbacks, power groups)
Systematically revisit the process for
the next unit
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BRITE Ideas © Sowders & Hollen
WEEK 1:
“UNPACKING THE STANDARDS”
SESSION TARGET: : “I will be able to clearly define what I want my
students to know and be able to do by the end of this unit.”
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WEEKS 1 - 3
Pre-planning: Curriculum,
Assessment & Instruction
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Week #1 Components:





Weekly Organizer
Principal Feedback Form
Agenda & Sign-in Sheet
Protocol Sheet w/Samples
Bridge
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BRITE Ideas © Sowders & Hollen
Program of Studies: Understandings
Step 1:
PL-H-PW-U-1
Students will understand that individuals have a responsibility to
advocate for personal, family and community health.
Unpacking the Standard Sample
Program of Studies: Skills and Concepts
Subject: _____PLVS_______________
Grade: ____HS_____
Steps 4 & 5:
Unit_____Personal Wellness_________
Understanding “Know”

Critical Thinking and Skills – “Do”
understand that individuals have a
responsibility to advocate for personal,
family and community health.

explaining how body system functions can
be maintained and improved
1.
2.



Step 2:




demonstrate the ability to use various
strategies when making decisions
evaluate the effectiveness of communication
methods
predicting how decisions have consequences
for self and others
evaluate how an individual’s behaviors and
choices affect the body
explaining how decision-making relates to
responsible sexual behavior
analyze the effect of individual behavior
choices and habits relating to diet, exercise,
rest and other choices
apply goal-setting and decision-making skills
in developing, implementing and evaluating a
personal wellness plan
1.
Step 3:
(Understanding “Know” – Red)
classify parts of body systems
(e.g. nervous, circulatory, respiratory,
digestive)
identify functions of these body
systems
2.
describe the components of a personal
wellness
utilize health criteria to evaluate personal
health
(Pre-requisite Skills/Concepts – Green) (Critical Thinking and Skills “Do – Blue)
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PL-H-PW-S-PPH1
Students will understand the importance of assuming
responsibility for personal health behaviors by:
a) predicting how decisions regarding health
behaviors have consequences for self and others
b) explaining how body system functions can be
maintained and improved (e.g., exercise, nutrition,
safety)
c) explaining how decision-making relates to responsible
sexual behavior (e.g., abstinence, preventing
pregnancy, preventing HIV/STDs), impacts physical,
mental and social well being of an individual
PL-H-PW-S-PPH2
Students will apply goal-setting and decision-making
skills in developing, implementing and evaluating
a personal wellness plan
PL-H-PW-S-PPH3
Students will evaluate the effectiveness of
communication methods for expressing accurate
health information and ideas
PL-H-PW-S-PPH4
Students will evaluate how an individual’s behaviors
and choices of diet, exercise and rest affect the
body
PL-H-PW-S-SMEH3
Students will demonstrate the ability to use various
strategies when making decisions related to
health needs and risks of young adults
Related Core Content for Assessment
PL-HS-1.1.6
Students will analyze the effect of individual behavior
choices and habits relating to diet, exercise, rest
and other choices (e.g., tobacco, alcohol, and
other drug use) on various body systems (e.g.,
circulatory, respiratory, nervous, digestive).
DOK 3
Big Idea: Cultures and Societies
Culture is the way of life shared by a group of people, including their ideas and traditions.
Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature,
religion); however, there are universals connecting all cultures. Culture influences viewpoints,
rules, and institutions in a global society. Students should understand that people form cultural
groups throughout the United States and the World, and that issues and challenges unite and
divide them.
Academic Expectations
2.16
Students observe, analyze, and interpret human behaviors, social groupings, and
institutions to better understand people and the relationships among individuals and among
groups.
2.17
Students interact effectively and work cooperatively with the many ethnic and cultural
groups of our nation and world.
Program of Studies:
Understandings
SS-5-CS-U-1
Students will understand that
culture is a system of beliefs,
knowledge, institutions,
customs/traditions, languages
and skills shared by a group of
people. Through a society’s
culture, individuals learn the
relationships, structures,
patterns and processes to be
members of the society.
Program of Studies: Skills
and Concepts
Related Core Content for
Assessment
SS-5-CS-S-1
Students will demonstrate an
understanding of culture and
cultural elements (e.g., beliefs,
traditions, languages, skills,
literature, the arts) of diverse
groups:
a) investigate cultural
similarities and
differences of diverse
groups (e.g., English,
French, Spanish and
Dutch Colonists, West
Africans, Immigrants of
the 1800’s) during the
early development of the
United States
b) research the
contributions of diverse
groups to the culture
(e.g., beliefs, traditions,
literature, the arts) of the
United States today
c) investigate factors that
promoted cultural
diversity in the history of
the United States
SS-05-2.1.1
Students will identify early
cultures (e.g., English,
Spanish, French, West
African) in the United
States and analyze their
similarities and
differences.
DOK 2
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BRITE Ideas © Sowders & Hollen
DOK & Congruent vs. Correlated
Power Point
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BRITE Ideas © Sowders & Hollen
WEEK 2:
“ASSESSMENT DESIGN”
SESSION TARGET: “I will be able to apply peer feedback in order to revise
an aligned, rigorous, CATS-like assessment.”
Week #2 Components:






Organizer
Administrator Check-list & Feedback Sheet
Learning Check Protocol Sheet
Agenda & Sign-In Sheet
Sample (“Learning Check Protocol Sheet”)
BRIDGE: Week 2 to Week 3
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CATS-Like Assessment Design


Understanding “Know”
understand that individuals have a
responsibility to advocate for
personal, family and community
health.




PL-HS-1.1.6 & PL-H-PW-S-PPH1 (DOK
3)Which of the following body systems
is(are) directly related to the body’s
ability to move blood through the body.
ΟRespiratory
ΟDigestive
ΟCirculatory
ΟBoth A & B
Use the
protocol sheet
to critique this
question.





Critical Thinking and Skills – “Do”
predicting how decisions have
consequences for self and others
explaining how body system functions
can be maintained and improved
explaining how decision-making relates
to responsible sexual behavior
apply goal-setting and decision-making
skills in developing, implementing and
evaluating a personal wellness plan
evaluate the effectiveness of
communication methods
evaluate how an individual’s behaviors
and choices affect the body
demonstrate the ability to use various
strategies when making decisions
analyze the effect of individual
behavior choices and habits relating to
diet, exercise, rest and other choices
BRITE Ideas © Sowders & Hollen
PL-HS-1.1.6 & PL-H-PW-S-PPH1
(DOK 3)Which of the following body
systems is(are) directly related to the
body’s ability to move blood through the
body.
ΟRespiratory
ΟDigestive
ΟCirculatory
ΟBoth A & B
BRITE Ideas © Sowders & Hollen
Criteria:
DOK Level?
1 2
3
 Is the question congruent to the critical thinking and
skills identified from the POS/CC Standards?
 Yes
 No
 Does the question utilize vocabulary taken directly
from the POS/CC Standards?
 Yes
 No
 Comments:_____________________________

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Criteria:
DOK Level?
1 2
3
 Is the question congruent to the critical thinking and
skills identified from the POS/CC Standards?
 Yes
 No
 Does the question utilize vocabulary taken directly
from the POS/CC Standards?
 Yes
 No
 Comments: Not targeting what students need to be
able to do. Lower Level (Recall)

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CATS-Like Assessment Design


Understanding “Know”

understand that individuals have a responsibility to
advocate for personal, family and community health.

1.PL-HS-1.1.6 & PL-H-PW-S-PPH4 (DOK 3)Joe
consumes twice as many calories as he should
for an average twenty-year old man. He also
smokes at least twenty cigarettes over the
course of each day. Predict what
consequences will most likely occur based on
these behavioral choices.
Ο Increased body weight and increased
respiratory function.
Ο Decreased body weight and decreased
respiratory function.
Ο Increased body weight and decreased
respiratory function.
Use the
Ο Decreased
body weight and increased
respiratory
function.
protocol
sheet
to critique this
question.







Critical Thinking and Skills – “Do”
predicting how decisions have
consequences for self and others
explaining how body system functions
can be maintained and improved
explaining how decision-making relates
to responsible sexual behavior
apply goal-setting and decision-making
skills in developing, implementing and
evaluating a personal wellness plan
evaluate the effectiveness of
communication methods
evaluate how an individual’s behaviors
and choices affect the body
demonstrate the ability to use various
strategies when making decisions
analyze the effect of individual
behavior choices and habits relating to
diet, exercise, rest and other choices
BRITE Ideas © Sowders & Hollen
1.PL-HS-1.1.6 & PL-H-PW-S-PPH4 (DOK
3)Joe consumes twice as many calories as he
should for an average twenty-year old man. He
also smokes at least twenty cigarettes over the
course of each day. Predict what
consequences will most likely occur based on
these behavioral choices.
Ο Increased body weight and increased
respiratory function.
Ο Decreased body weight and
decreased respiratory function.
Ο Increased body weight and
decreased respiratory function.
Ο Decreased body weight and
increased respiratory function.
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Criteria:
DOK Level?
1 2
3
 Is the question congruent to the critical thinking and
skills identified from the POS/CC Standards?
 Yes
 No
 Does the question utilize vocabulary taken directly
from the POS/CC Standards?
 Yes
 No
 Comments:____________________________

BRITE Ideas © Sowders & Hollen
Criteria:
DOK Level?
1 2
3
 Is the question congruent to the critical thinking and
skills identified from the POS/CC Standards?
 Yes
 No
 Does the question utilize vocabulary taken directly
from the POS/CC Standards?
 Yes
 No
 Comments: Excellent Question

BRITE Ideas © Sowders & Hollen
Single Dimension
Asks a straight forward question which
requires explanation
Example:
Rivers provide several advantages to cities. Many
Kentucky cities are located near large rivers.
Describe three important advantages that the rivers
provide these cities. Explain why each advantage is
important.
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Scaffolded
Have multiple parts
Each question labeled separately
Each subsequent part relies on the student
getting the first part correct
Example:
In the story you have just read, Trevor is a complex character.
A. What traits would you use to describe him?
B. How do these traits affect the people around him?
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Response to Provided Information
Student responds to passages, data or graphics
Example:
A)
B)
The students in Mr. Cupp’s class bought candy that came in small bags. Each
student reported how many candies were in their bag. Here are the
amounts: 16, 19, 18, 19, 20, 17, 21, 18, 19, 18, 16, 15, 14, 18 , 17
Make a graph, table, chart or organized list that demonstrates the above
data
Mrs. Cupp also bought a small bag of candy. Based on the data above,
how many candies do you predict are in her bag? Explain your thinking.
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Student Choice
Provides options for students to choose from
Example:
You must teach your friend to strike a ball in one of
the following activities:
a. Golf
b. Softball
c. Tennis
d. Baseball
Select ONE activity and describe the proper steps in
preparing, striking and ending a swing.
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Two or More Independent Components
Question has multiple parts
One part does NOT rely on the previous part being
answered correctly
Example:
A)
B)
This picture shows a sealed bottle with some water in it. It is a model of the
water cycle.
Use what you see in the bottle and explain the water cycle.
Predict how life on earth would be different if water did not go through the
water cycle.
BRITE Ideas © Sowders & Hollen
CATS-Like Assessment Design


Understanding “Know”
understand that individuals have a
responsibility to advocate for personal,
family and community health.
PL-HS-1.1.6 & PL-H-PW-S-PPH4 (DOK 3)
Healthy Choice
Daily choices we make in our lives affect our
health as we grow and mature.

List two choices that would be harmful to
your body systems.

Explain why these choices would be
negative.
Use the
protocol sheet
to critique this
question.









Critical Thinking and Skills – “Do”
predicting how decisions have
consequences for self and others
explaining how body system functions
can be maintained and improved
explaining how decision-making relates
to responsible sexual behavior
apply goal-setting and decision-making
skills in developing, implementing and
evaluating a personal wellness plan
evaluate the effectiveness of
communication methods
evaluate how an individual’s behaviors
and choices affect the body
demonstrate the ability to use various
strategies when making decisions
analyze the effect of individual
behavior choices and habits relating to
diet, exercise, rest and other choices
BRITE Ideas © Sowders & Hollen
PL-HS-1.1.6 & PL-H-PW-S-PPH4 (DOK 3)
Healthy Choice
Daily choices we make in our lives affect our
health as we grow and mature.
A. List two choices that would be harmful
to your body systems.
B. Explain why these choices would be
negative.
BRITE Ideas © Sowders & Hollen
Criteria:
DOK Level?
1 2
3
 Is the question congruent to the critical thinking and
skills identified from the POS/CC Standards?
 Yes
 No
 Does the question utilize vocabulary taken directly
from the POS/CC Standards?
 Yes
 No
 Comments:_____________________________

BRITE Ideas © Sowders & Hollen
Criteria:
DOK Level?
1 2
3
 Is the question congruent to the critical thinking and
skills identified from the POS/CC Standards?
 Yes
 No
 Does the question utilize vocabulary taken directly
from the POS/CC Standards?
 Yes
 No
 Comments: ORQ is the best way to reach higher
order thinking, would be great to address PL-HPW-S-PPH2 – personal wellness plan

BRITE Ideas © Sowders & Hollen
3.
(Original)
Which of the following body systems
is (are) directly related to the body’s
ability to move blood through the
body.
•Targets (Congruent
to) Standards
•Improved DOK (from
1 to 2)
Ο Respiratory
Ο Digestive
Ο Circulatory
Ο Both A & B
3.
(Revised)
Which of the following lifestyle
factors will most likely make a
positive impact on the following body
systems : circulatory, respiratory,
digestive.
(Original)
Healthy Choice
(Revised)
Wellness Plan
Daily choices we make in
our lives affect our health as
we grow and mature.
A. List two choices that
would be harmful to your
body systems.
B.Explain why these
choices would be negative.
Lauren, a forty-eight year old
mother, has just received the
results of her annual physical.
Her HDL level was low, LDL was
high, blood pressure was found to
be 158 over 88 and her resting
heart rate was 96. During the
questionnaire in the exam, she
revealed that her father passed
away at age fifty-three of
complications associated with a
stroke. Also, Lauren is involved in
a high-stress job placement.
A.Evaluate Lauren’s current health
status.
B.Design a personal wellness plan
for Lauren.
Ο Increase in fiber in diet
Ο
Maintaining proper rest and exercise
cycles
Ο Reducing caffeine consumption
Ο Weight-lifting regimen
•Directly Congruent to
standards
BRITE
© Sowders
Hollen
•DOKIdeas
improved
(1 to&3)
3.
3.
(Original)
Which of the following body systems is (are) directly related to
the body’s ability to move blood through the body.
Ο
Respiratory
Ο
Digestive
Ο
Circulatory
Ο
Both A & B
(Revised)
Which of the following lifestyle factors will most likely make a
positive impact on the following body systems : circulatory,
respiratory, digestive.
Ο
Increase in fiber in diet
Ο
Maintaining proper rest and exercise cycles
Ο
Reducing caffeine consumption
Ο
BRITE Ideas © Sowders & Hollen
Weight-lifting regimen
(Original)
Healthy Choice
Daily choices we make in our
lives affect our health as we
grow and mature.
A. List two choices that would
be harmful to your body
systems.
B.Explain why these choices
would be negative.
(Revised)
Wellness Plan
Lauren, a forty-eight year old
mother, has just received the
results of her annual physical.
Her HDL level was low, LDL was
high, blood pressure was found
to be 158 over 88 and her
resting heart rate was 96.
During the questionnaire in the
exam, she revealed that her
father passed away at age fiftythree of complications
associated with a stroke. Also,
Lauren is involved in a highstress job placement.
A.Evaluate Lauren’s current
health status.
B.Design a personal wellness
plan
Lauren.
BRITE
Ideasfor
© Sowders
& Hollen
BRITE Ideas © Sowders & Hollen
BRITE Ideas © Sowders & Hollen
WEEK 3:
“QUALITY INSTRUCTION”
SESSION TARGET: “I will be able to analyze an activity and apply
feedback to ensure that the assignment and future assignments are
rigorous and aligned to our standards (C.C., P.O.S. 4.1).”
Week #3 Components:







Organizer
Administrator Check-list & Feedback Sheet
“Quality Instruction Protocol Sheet”
Reflection Sheet
Agenda & Sign-In Sheet
Sample (“Quality Instruction Protocol Sheet”)
BRIDGE: Week 3 to Week 4
BRITE Ideas © Sowders & Hollen
Quality Instruction Protocol Sheet
INSTRUCTIONS:
1. Each participant will bring one activity planned for the upcoming unit.
2. Each participant will have two minutes to share activity with the group.
 Share the context of the lesson (is this a beginning activity, middle of the
unit activity, or culminating performance?).
 What is the Learning Target that this lesson will address (specifically from
the “Unpacking the Standards” process).
 What is the intended Depth of Knowledge and level of critical thinking
required?
3.
4.
5.
6.
 Any other specific concerns the presenting teacher has with the activity.
Each group member will have one minute to make
suggestions/recommendations to take the activity to the next level (rigorous,
aligned, etc.). If a group member cannot come up with an idea, he/she may
pass.
After all members have had a chance to provide input on the activity, the
presenting teacher reports out to the group what suggestions he/she may try.
Going clockwise, the next teacher presents their activity and the group follows
the same protocol.
After all teachers have presented, each participant will reflect on the session
using the reflection sheet provided.
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BRITE Ideas © Sowders & Hollen
BRITE Ideas © Sowders & Hollen
Reflection Ideas:
1 What suggestions will I try with
my instructional activity?
2 What activity was presented by
another teacher that I will try to
incorporate in upcoming units? (Be
specific about the activity and how
you plan to use it.)
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BRITE Ideas © Sowders & Hollen
BRITE Ideas © Sowders & Hollen
WEEK 4
Reflecting on Instruction &
Assessment
BRITE Ideas © Sowders & Hollen
WEEK 4:
“STUDENT WORK/ITEM
ANALYSIS”
SESSION TARGET: “I will be able to use assessment data to identify
non-mastered standards to inform interventions for students. My
partner and I will be able to use the criteria check-list to identify areas
of growth in instruction and incorporate these suggestions into future
units of study. ”
Week #4 Components:









Organizer
Administrator Check-list & Feedback Sheet
“Item Analysis Protocol Sheet”
“Student Work Analysis Sheet”
Agenda & Sign-In Sheet
Sample Data Sheet
Sample “Item Analysis Protocol Sheet”
Sample Student Work Instructional Activity
Sample “Student Work Analysis Sheet”
BRITE Ideas © Sowders & Hollen
Item Analysis Process
(Completed Prior to Session 4)



Identify the % of students
answering each question correctly.
Focus on the Skills & Concepts not
mastered (Below 75 % MC or Below
3 on ORQ)
List the formative assessments you
used to teach each skill/concept
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BRITE Ideas © Sowders & Hollen
Number of Students
7
NN
NM
NH
AL
AM
AH
P
D
INDEX
0
0
1
0
2
2
1
1
78.00
READING LEARNING CHECK
Ms. Hollen
Multiple Choice Items 10 <--Open Response Questions
Name
Name
<---
2.4
0.0
71%
71%
57%
57%
29%
86%
14%
86%
71%
71%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
Grade
MC
#1
MC
#2
MC
#3
MC
#4
MC
#5
MC
#6
MC
#7
MC
#8
MC
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#10
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MC
#12
MC
#13
MC
#14
MC
#15
MC
#16
MC
#17
MC
#18
MC
#19
MC
#20
MC
#21
MC
#22
MC
#23
MC
#24
MC ORQ ORQ
#25
#1
#2
Grade
MC
#1
MC
#2
MC
#3
MC
#4
MC
#5
MC
#6
MC
#7
MC
#8
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MC
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MC
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MC
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MC
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#21
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#22
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#23
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#24
MC ORQ ORQ
#25
#1
#2
Period 1 / Name of Class:
0%
1
English 2
SAMPLE STUDENT ONLY
10
1
10
1
1
1
1
0
1
0
1
0
0
1
1
0
0
1
0
0
1
1
0
3
2
2
10
0
1
0
0
0
1
0
1
1
1
2
3
10
4
10
1
0
1
0
1
0
1
0
1
0
1
1
0
0
1
1
1
0
1
1
4
1
5
10
6
10
1
1
0
1
1
1
1
1
0
1
0
1
0
1
1
1
1
1
0
1
2
3
7
10
8
10
9
10
10
10
% Correct in
Multiple-Choice &
ORQ.
BRITE Ideas © Sowders & Hollen
Period 2 / Name of Class:
Name
Enter Here
Grade
MC
#1
MC
#2
MC
#3
MC
#4
MC
#5
MC
#6
MC
#7
MC
#8
MC
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BRITE Ideas © Sowders & Hollen
“How can I use formative
assessments more
effectively in my next unit
to truly know where my
students are on a daily
basis and then modify my
instruction so that
students will demonstrate
mastery of the
standards on
the summative
assessment?”
What implications
does this data have
for me? Be specific
about your plan of
action.
BRITE Ideas © Sowders & Hollen
TIER 3
Intensive interventions specifically
designed to meet the individual needs of
students who has not been successful in
Tiers 1 and 2.
Approximately 5% of all students will
respond with success to core,
supplemental and intensive instruction
Tier 3
Tier 2
Tier 1
TIER 2
Focused supplemental instruction for
students who are not successful in Tier 1;
supplemental instruction is in addition to
core instruction.
Approximately 15% of all students will
respond with success to core and
supplemental instruction
TIER 1
Quality classroom instruction based on
state curriculum framework:
research-based instructional strategies
on-going student assessment and
professional development
interventions within general framework of
classroom.
Approximately 80% of all students will
respond with success to core instruction
BRITE Ideas © Sowders & Hollen
Week 4: Analysis of Student Work Sample

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Student Work Sample of Activity Addressing
Non-Mastered Standard
Share Introduction to Activity Addressing Areas
in the Student Work Protocol Sheet
Look at the provided activity & Introduction
Use Student Work Protocol Sheet to provide
feedback for the Instructional Activity
BRITE Ideas © Sowders & Hollen
BRITE Ideas © Sowders & Hollen
BRITE Ideas © Sowders & Hollen
Unpacking the Standards Protocol
1. The Facilitator will model theUnpacking
the Standards process for the PLC.
2. Read the Big Idea and the
Understanding Section (POS) on the
Subject: _Practical Living___________________
Combined CurriculumDocument (CCD).
3. Determine the key understanding(s) of the
Grade: __10th_______
Unit:____Positive Health Habits_______
standard(s) (What do I want my students
toknowafter I teach the standard?)
Understanding: “KNOW”
Critical Thinkingand Skills: “DO”
4. Using theSkillsand ConceptsSection
 Describe symptoms, causes,
 Understand the connection
(POS) and the CoreContent for
patterns of transmission,
between positive health
Assessment column, identify the critical
prevention and treatments of
habits/choices and their
thinking and skills to be performed by the
communicable diseases
student whilelearning the standard(s)
prevention of injury and
 Describe symptoms, causes,
(What I want my studentstobe able todo
disease for themselves and
patterns of transmission,
after I teach the standard(s). Also, are
others.
prevention and treatments of
there skillsneeded that arenot explicitly
non-communicable diseases
stated?
 Explore family history,
environment, lifestyle and other
5. By identifying thekey understanding(s)
risk factors related to the cause
and the critical thinking and skills
or prevention of disease and other
needed in order tolearn the standard,
health problems
teacherswill beableto incorporatea
 Analyze the impact of personal
laser focus with their instruction and
health behaviors on the
assessment (Implicationsfor daily
functioning of body systems
objectives/LearningTargets, Essential
 Analyze how behaviors can
Questions, formativeand summative
impact health maintenance and
assessments).
disease prevention during
6.
Following the Facilitator’s modeling
adolescence and adulthood
session, each participant will have fifteen
minutes to Unpack the Standards for
their upcoming unit.
7. Volunteers will share any insights and
discoveries with thegroup. Facilitator
will record insights& store in evidence
“A FOCUS for PLC”
BRITE Ideas © Sowders & Hollen
BRITE Ideas © Sowders & Hollen binder.
Unpacking the Standards Form
BRITE Ideas © Sowders & Hollen
So What? Now What?


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Team Facilitators & School Leadership will
train staff on the process and protocols.
Suggestions for Initial Training: Establish
Team Norms & Guide Teams Through the
four week process to develop the first unit
for the beginning of the school year.
Team Goals
Support & Resources
BRITE Ideas © Sowders & Hollen
PARKING LOTS:
Questions
Concerns
BRITE Ideas for
“Taking it to
the Next Level”
BRITE Ideas © Sowders & Hollen