Hastings Public Schools
2011-2012
PLC Staff Development Planning
&
Reporting Guide
District Goals
Building Goals
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Minnesota Comprehensive Assessments (MCA)
NWEA MAP Measures of Academic Progress
DIBELS NEXT: Dynamic Indicators of Basic Early Literacy
Differentiation
State, National and Local Standards
Standard Based IEP
Individual Educational Plan
Common Assessments
Common Curriculum
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Kennedy
McAuliffe
Pinecrest
Tilden
Hastings Middle School
Hastings High School
Special Services
• Enter your Professional Learning Community goal(s) here.
PLC Goal
Minnesota Comprehensive
Assessments (MCA)
NWEA MAP Measures of
Academic Progress
DIBELS NEXT: Dynamic
Indicators of Basic Early Literacy
Differentiation
• Hastings schools will perform in the top 25% of regional schools as measured by the average score on
the MCA tests (2010-2015).
• Hastings Schools will strive to have all students ready for instruction at the 50 th percentile or above on the
NWEA MAP tests. Setting a successful baseline for academic growth and a growth model for all students
above the 50th percentile (2010-2014).
• Hastings Schools will monitor progress on reading growth through DIBELS in Kindergarten benchmark
(reaching 95% for all levels in 2013).
• Hastings Schools will incorporate and plan for differentiated instruction to meet the needs of student
learning using multiple types of data, multiple instructional strategies and active collaborative planning.
State, National and Local
Standards
• Curriculum and Instruction will be based on state, national and local standards connecting the expected
learning to the standards. Collaborative back mapping and curriculum mapping will become common
practice for instructional planning and setting the goals of learning in Hastings.
Standard Based IEP
Individual Educational Plan
• Curriculum and Instruction will be based on state, national and local standards connecting the expected
learning goals to the standards.
Common Assessments
• Learning will be assessed by common assessments in Hastings to include all forms of assessment and
multiple assessment practices linked to the scope and sequence of learning and the local, state and
national standards. The common assessments will be used to measure learning and inform instructional
practices.
Common Curriculum
• Active collaborative curriculum planning will link the current technologies, instructional practices,
evaluation of learning and assessment to the sequential learning in the classroom and across grade
levels or courses to create a dynamic curriculum meeting the needs of learning for every student in
Hastings.
Kennedy
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McAuliffe
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Pinecrest
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Hastings Middle
School
Hastings High
School
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Special
Services
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Meeting Planner
Meeting Date
Time
Location
Roles
Agenda
Summary
For the next
meeting…
Suggested Rotating Roles:
Facilitator
Norm & Time Keeper
Data Collector
Research Person
Agenda Sender
Note Taker
Meeting Opener
Location Preparer
Treat Provider?
Other Roles?
Additional copies of this page are available @ http://www.hastings.k12.mn.us/Important_Dates_PLC_Forms_and_More.html
Staff Development / PLC Reporting Form for 2011-2012
Beg. of Year: Due 10/24
Mid-Year: Due 1/20
End of Year: Due 5/25
PLC Members: List members here.
Focus of PLC
Art
Business Education
Counseling
Family and Consumer Science
Global Languages
Health and Human Performance
Industrial Technology
Language Arts
Reading
Writing
Library Media and Technology
Mathematics
Music
Reading
Science
Social Studies
Special Services
Other ________________________
Please complete and submit this page and the following page to your building principal
for information and approval. Complete additional copies if your PLC has more than one
goal (due to your building principal no later than October 24th).
Site Goal: Predetermined per site
PLC Goal: Enter goal here. If you have more than one goal, please use next page for additional goal.
The PLC (staff development) goal should focus on the critical questions of learning:
•What is it we expect our students 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?
Activity and/or Strategy: For each goal, enter at least one corresponding activity and/or strategy here. You may have
multiple activities and strategies.
District
PLC
Site
Site Goal: Predetermined per site
PLC Goal: Enter goal here.
The PLC (staff development) goal should focus on the critical questions of learning:
•What is it we expect our students 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?
Activity and/or Strategy: For each goal, enter at least one corresponding activity and/or strategy here. You may have
multiple activities and strategies.
District
PLC
Site
Mid-Year Progress Report
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Impact on Students and Method of Measurement
Enter your goal’s impact on student achievement, interesting findings in the data or information you are studying, impact on teaching
strategies and/or the classroom.
State a clear method to measure student learning. “Determine your data and use it.”
Share with your administrator a current “snapshot” of your work.
Please submit this page to your building principal as your mid-year progress
report: due no later than January 20th.
End of the Year Report
What were the findings of this goal?
Enter data here.
What was the impact on student learning?
Enter data here.
What was the impact on teacher learning?
Enter data here.
Will your PLC continue working on this goal next year?
Please submit this page and the following two pages to your
building principal as your end-of-the-year status report: due no
later than May 25th. (+ additional copy for site committee)
Yes
No
Indicate which designs or strategies were used to implement the goal during the school year.
Learning Teams With Instructional Focus
Professional Learning Communities
Study groups
Lesson study
Team meetings
Case studies
Curriculum
Curriculum alignment/mapping
Curriculum development
Assessment development
Classroom Coaching
Demonstration teaching
Instructional strategy modeling
Individual guided practice
Content/instructional coaching
Coaching for continuing contract
teachers
Mentoring for probationary teachers
Observation by trained observers
Examine Student Data
Examine state assessment data
Examine district/school selected
assessment data
Examine classroom assessment data
Examine student work
Action research
Off-site Staff Development
Attend a workshop
Attend a conference
Graduate or continuing education course
If you checked none of the above or wish to provide more detail, enter the designs and/or strategies
below.
Enter data here.
Indicate which high quality components were included in the activity.
Designs and strategies encompassed the following high-quality components as required by state and federal guidelines (check
one or more)
An integral part of school board, district wide and school wide improvement plans.
Included teachers, principals, parents and administrators in planning sustainable classroom focused activities that were
not one-day or short-term workshops.
Increased teachers’ knowledge of academic subjects and understanding of effective instructional strategies using
scientifically based research.
Increased teachers’ and principles’ knowledge and skill in providing appropriate curriculum, instruction and assessment
to help students meet and exceed state academic requirements.
Provided for professional learning communities that focus on student achievement.
Included the use of data and assessments to inform classroom practice.
Provided technology training to improve teaching and learning.
Increased teachers’ ability to effectively instruct all students including culturally diverse learners, learners with special
needs, gifted and talented students, students with Limited English Proficiency and at-risk students.
Improved teachers’ classroom-management skills.
Helped all school personnel work effectively with students and their parents.
Evaluated designs and strategies for impact on teacher effectiveness to increase student academic achievement and
improve the quality of future professional development.