(Insert PLC Name) PLC/Data Team Cycle (Insert #)

This form serves as the discussion guide for your PLC/Data Process and your PLC/Monitoring meetings. During the Data Process meeting, you will 1) Collect and Chart
Data, 2) Analyze assessment data, 3) Set, review, and revise incremental SMART goals, 4) Select common research-based best practice instructional strategies, and 5)
Determine results indicators.

After the strategy is implemented for one week, the PLC will return for the Monitoring meeting, in which the team will discuss all questions in the Monitor and Evaluate
results section.
Sample PLC/Data Team Schedule*
At the Team Meeting In the classroom
(First this) (Then this)

Meeting 1 Select common formative Administer pre-assessment

pre-assessment Evaluate pre-assessment & sort
Agree on common grading method students into proficiency groups

Meeting 2 Steps 1-5 Begin implementation of strategies

Use pre-assessment results to chart Monitor progress
data Provide feedback to students
Prioritize student needs Collect student samples
Set a SMART goal
Select common research-based best
practice instructional strategies &
determine results indicators
Model implementation of strategies

Meeting 3 Step 6 Continue instructional strategies

Examine student work samples Monitor progress
Discuss implementation of strategies Provide feedback to students
& make adjustments as needed Administer post-assessment
Confirm post-assessment date

Meeting 4 Step 6 continued Offer post-assessment feedback to

Evaluate results, reflect on cycle, students
celebrate growth
Plan next steps (Once the process
becomes routine, you may be able to

start meeting 1 during this meeting)

*Possible time frame to complete one full cycle of PLC/Data Teams process:
1 month for PLC/Data Teams who meet once per week
2 months for PLC/Data Teams who meet twice a month
2011, Saint Paul Public Schools, All Rights Reserved
Date Members Members
Present Absent

Write your PLC Action Plan SMART goal here. Your Data Cycle SMART goal will align to this goal for each Data Cycle.

Academic Benchmark(s)
(Name the benchmark(s) you are addressing in this Data Cycle)
1) Collect and Chart Data
Prior to your PLC meeting, each teacher will enter their name and data here.
Note: Once you read the samples, please delete the information. The post assessment will be entered at the end of the data cycle.

___________________________________________________________
Pre-assessment data source _
Team Member # # Proficient or # Close to # Not Yet
Tested Higher Proficient

% Proficient or % Close to % Not Yet

Higher Proficient

Pre Post Pre Post Pre Post

Sample Teacher 1 22 10 7 5

Sample Teacher 1 45% 32% 23%

Sample Teacher 2 23 11 8 4

Sample Teacher 2 48% 35% 17%

Total #

Total % 100%
2) Analyze Assessment Data
As a PLC, take time to analyze the data you brought to the meeting.
What patterns and trends are we seeing in student work?

Student Group Identify strengths in student work. Identify challenges in student work. List Generate possible explanations
List the concepts & skills students student errors & misconceptions on the based on the strengths, errors &
already know as demonstrated on pre-assessment. misconceptions
pre-assessment.

Proficient or
Higher

Close to Proficient

Not Yet

3) Set, Review, and Revise Incremental SMART Goals

Use the sentence frame below to write your incremental SMART goal. Remember to align this short-cycle goal to the PLC Action
Plan SMART goal.
Specific and Strategic The percentage of (student group) scoring proficient or higher in (content area) will increase from (current
Measurable percent) to (goal percent) by (timeline) as measured by (assessment tool) administered (specific date).
Attainable
Results oriented *After the post-assessment is administered: Did we meet our SMART goal? Yes __ No __
Timely
 4) Select common research-based best practice instructional 5) Determine Results Indicators
strategies Use the sentence frame below to write your results indicators.
As you consider your School Improvement Plan SMART goals, your PLC
SMART goal, and your data, select common, best practice instructional
strategies that target the prioritized need(s) identified during your data
analysis. We have a racial achievement gap. What are you
intentionally doing about raising the level of academic
achievement for our African American males?

Student Group Instructional Where & when will Adult behaviors Student behaviors What to look for in
Strategy we execute this If we use this [strategy}, then we can expect to student work
strategy? see the following
{actions and behaviors]
from teachers and
student as evidence.

Proficient or
Higher

Close to Proficient

Not Yet

Stop and Teach - After one week come back for the Monitoring Meeting
The purpose of the Monitoring Meeting is to check in on implementation of the best practice strategy before giving the post assessment.
Anecdotal notes and student work samples should be collected throughout the week to use at the Monitoring Meeting.
6) Monitor and Evaluate Results - Cause and Effect Data

Date Members Members

Present Absent

Discuss the effectiveness of the strategy.

1) We have a racial achievement gap. How effective were you at raising the level of academic achievement for our African
American males? Bring evidence.

2) What student work samples did each PLC member bring as evidence of implementation of the best practice strategy? Bring a
class set.

3) How did each PLC member implement the strategy (i.e. frequency, direct instruction/modeling, and feedback provided to
students)?

4a) What evidence (outcome) is in student work samples to determine quality of strategy implementation?
4b) Which teacher factors contributed to our results? (e.g. clarity of directions, scaffolding, routines, structure and length of the
lesson, facilitation of thinking through explicit questions and student discussion, frequency, feedback to students).

5)
Who is represented in For which student groups For which student groups Determine whether to
each group? (race, did the instruction work? was the instruction less continue, how to
gender, EL, SPED) effective or not effective? modify, or stop the
use of the selected
strategy.

Proficient or Higher

Close to Proficient

Not Yet

6) Describe how each member of the PLC will support each other in use of the strategy through specific dialog, modeling,
planning, etc.

Questions or Support Needed

What questions does your PLC have for the Instructional Coach or Administrator? What types of support might your PLC need to
go deeper into the work?