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PLC Data Driven Facilitator Guide

This document provides a facilitator guide for a professional learning community (PLC) meeting focused on using data to drive instruction. It outlines an agenda with sections to review roles and norms, reflect on past instruction and student performance data, plan upcoming instructional units, and plan formative assessments. Discussion questions are provided to guide analysis of student work and needs, reflection on instructional strategies, planning differentiated instruction and assessments, and ongoing adjustments based on student response data. The overall goal is to use assessment data to continuously improve instruction and ensure all students achieve mastery of academic standards.

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254 views2 pages

PLC Data Driven Facilitator Guide

This document provides a facilitator guide for a professional learning community (PLC) meeting focused on using data to drive instruction. It outlines an agenda with sections to review roles and norms, reflect on past instruction and student performance data, plan upcoming instructional units, and plan formative assessments. Discussion questions are provided to guide analysis of student work and needs, reflection on instructional strategies, planning differentiated instruction and assessments, and ongoing adjustments based on student response data. The overall goal is to use assessment data to continuously improve instruction and ensure all students achieve mastery of academic standards.

Uploaded by

api-425909021
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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PLC Data Driven Facilitator Guide

 
 
Action/Item: Guiding Questions:

Review of Roles & Norms ● Facilitator:


● Recorder:
● Time Keeper:
● Reporter:

Reflect 1. What did we want students to learn?


● Data Analysis of most recent a. Which standard(s)?
Formative or Summative Assessment b. Which “I Can” statements from the Proficiency Scale(s)?
2. How do we know if students have learned it?
a. Bring your graded Student Work Samples
b. Bring your current data
3. Which students are excelling?
4. Which students are struggling?
a. What errors are they making?
b. What previous skills might they be missing?
c. What might be some misconceptions?

Reflect 1. Think about your successes. What strategies did you utilize in your instruction?
● Instructional Strategies 2. Think about those students that weren’t successful. What strategies might you
need to implement to help them be more successful?

Reflect 1. Based on your data analysis, what might you need to be mindful of when
● Responding to the Data planning future instruction around this standard?
2. What are your next steps (action plan for reteaching), for specific students?
3. If this content doesn’t spiral:
a. How will you ensure students have the opportunity to reach mastery?
b. How will you ensure students are prepared to build upon their knowledge
as the content progresses?

Plan: (Core Instruction) 1. Which standard(s) are part of the upcoming unit of instruction?
● What do we want our students to learn? 2. Unpack the standard(s). What does NC DPI’s Unpacking Documents say about
PLC Data Driven Agenda
what students should know, accomplish, and/or be able to do?
3. If the standard is a priority standard, what does the proficiency scale say
students should be able to do/know at each level: N, B, P, and M?
4. What are our goals for instruction?
5. What effective strategies have you used before?
6. What other strategies might you consider as you plan/implement instruction?
7. How will we differentiate CORE Instruction to meet the needs of our learners?
8. What is the timeline for this instruction?

Plan: 1. What data sources will we use ​during​ instruction (check-ins, warm-ups, exit
● How will we know students have tickets, quizzes)?
learned it? 2. Which data sources will be used as common formative assessments?
3. How will we use the data from the data sources?
4. What sources will be used for grades?
5. How will we know our students (as well as ourselves) are successful?

Plan: 1. What learning extensions are we going to provide for students who already know
● Proactive Planning the content?
2. What learning opportunities are we going to provide to challenge our higher
learners?

Implement: These questions should be used while implementing your lesson in your classrooms:
● While you may not formally discuss this ● How do you know that your strategies are working? Not working?
during PLCs, please consider these ● What obstacles are you facing? How might you overcome them?
questions during your instructional ● What adjustments are you making in instruction? What might be some reasons
delivery. for those adjustments?
 

 
Next Steps:   

What data are we going to bring to the table?   

What unit of instruction will we focus on next   


time? 

Other   
 

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