PLC and CMT

1
PLC and CMT

• You got your PLC in my CMT.
• No, you got your CMT in my PLC.
• Student Achievement, two great educational
  factors that work great together.

CMT
PLC
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Our Brief Morning Meeting

• PLCs
• Where are we?
• What are we doing again?
• How are we going to know if we are getting any
  better at this PLC stuff?
• CMTs
• What is available?
• How do we use it?
• The Transition Project TMSuccess
• If men define situations as real, they are real
  in their consequences. - William I. Thomas

3
What steps have we completed?

• Are we clear on the knowledge, skills, and
  dispositions each student is to acquire as a
  result of this course (or these courses), grade
  level, and unit we are about to teach?
• Have we agreed on the criteria we will use in
  assessing the quality of student work, and can we
  apply the criteria consistently?
• Have we developed common formative assessments to
  monitor each students learning on a timely
  basis?
• Do we use the formative assessments to identify
  students who are having difficulty in their
  learning so that we can provide those students
  with timely, systematic interventions that
  guarantee them additional time and support for
  learning until they have become proficient?
• Do we use data to assess our individual and
  collective effectiveness? Do assessment results
  help us learn from one another in ways that
  positively affect our classroom practice?
• Does our team work interdependently to achieve
  SMART goals that are Strategic (linked to
  school goals), Measurable, Attainable,
  Results- oriented (focused on evidence of student
  learning rather than teacher strategies), and
  Time-bound.
• Are continuous improvement processes built into
  our routine work practice?
• Do we make decisions by building shared knowledge
  regarding best practices rather than simply
  pooling opinions?
• Do we demonstrate, through our collective
  efforts, our determination to help all students
  learn at high levels?
• Do we use our collaborative team time to focus on
  these critical issues?

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PLC REPORT CARD

• Each quarter, I would like each PLC_CAAP group to
  get together and complete and submit a report
  card on their PLC _at_
• www.tollandmiddleschool.net/PLCRC.htm
• We will use the results of our PLC report cards
  in our PLC discussions.

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CMT Data

• How do we get it?
• www.ctreports.com

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CMT Data Who gets it?

• All PLC groups will have access to the CMT data,
  and during PLC meetings, this data should be
  reviewed.
• PLC_CAAP teams need to choose a data designee.
  This person will schedule with Walt to get a
  username and password for their PLC group. This
  person will be the only person allowed to access
  the site because only 1 person can use the
  account at a time.

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Matched Comparisons Good Data
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CMT Data Dos and Donts

• Appropriate Analysis
• Within a generation and grade, Mathematics,
  Reading and Writing results may be compared
  across years (e.g., fourth-grade mathematics
  performance levels in 2006 can be compared to
  fourth-grade mathematics performance levels in
  2007.) Note As a reminder, the Generation Three
  CMT was administered from 2000-2004 and the
  Generation Four CMT has been administered in
  2006-2007.

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CMT Data Dos and Donts

• Appropriate Analysis
• Within a generation and grade, Mathematics,
  Reading, and Writing results may be compared
  across years at the subgroup level (i.e. English
  language learner status, special education
  status, gender status, free/reduced meal status
  or ethnic background status). For example, the
  performance of 6th grade girls in writing can be
  compared to the performance of 6th grade boys in
  writing.

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CMT Data Dos and Donts

• Appropriate Analysis
• Within a generation and grade, comparisons may be
  made on the basis of scale scores and achievement
  levels for all groups of students. In Reading,
  DRP unit scores may also be compared for all
  groups of students.

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CMT Data Dos and Donts

• Appropriate Analysis
• Within a generation, grade and year, strand level
  performance may be compared to other strands
  within the same content area. For example,
  looking at the percent of students achieving
  mastery in one strand in grade five and comparing
  this performance to the percent of mastery in
  other strands will show the areas where students
  are excelling or need improvement. Within a
  generation and across years, comparisons can also
  be made to relative changes at the strand level.
  For example, looking at the change in performance
  in one strand in grade four at the school level
  can be compared to changes at the state, DRG, or
  district level in the same strand.

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CMT Data Dos and Donts

• Inappropriate Analysis
• DONT Direct comparisons across generations
  (2000-2004 Gen 3, 2005-2007 Gen 4) are
  inappropriate. (e.g. it is not appropriate to
  compare the performance of fourth-grade
  mathematics students in the fall of 2004 to the
  performance of fourth-grade mathematics students
  in the spring of 2006).
• DONT Comparisons of performance levels across
  grades (either within the same year or across
  years) within a content area cannot yet be made.
  For example, one cannot legitimately compare
  seventh-grade performance in the goal range in
  2007 to eighth-grade performance in the goal
  range in 2007. Nor can one legitimately compare
  seventh-grade performance in the goal range in
  2006 to eighth-grade performance in the goal
  range in 2007. (They are totally different tests,
  testing different content). Note the CSDE is
  currently developing a vertical scale. This will
  provide a way to track progress across grades
  (z).
• DONT Averaging numbers across subjects within
  a grade is not appropriate. (e.g. the percentage
  of students at the goal level in reading across
  grades cannot be averaged neither can the
  percentage of students at the goal level be
  averaged across all the content areas within a
  grade).

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Project TMSuccess

• If men define situations as real, they are real
  in their consequences.

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Project TMSuccess

• Transition Plans
• November, December 2007
• Identify Problems, create checklist for each
  problem area
• January, February, March, April
• Address problem areas in the school, prepare
  moving plan
• May, June, July, August
• Implement moving plans both contractual and
  volunteer

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Project TMSuccess

• Fundraisers
• Barnes Noble, December 7th
• Faculty Variety Show
• Principals Movie Night
• Volunteers (www.tollandmiddleschool.net/TMSuccess.
  htm)
• Community volunteers (carpenters, painters,
  electricians, etc..)
• Events
• Moving days calendars, other events at the
  school (catered preparation days etc).

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Project TMSuccess

• If men define situations as real, they are real
  in their consequences
• subjective impressions can be projected on to
  life and thereby become real to projectors.
  William I. Thomas, 1928, The child in America
  Behavior problems and programs
• The self-fulfilling prophecy is, in the
  beginning, a false definition of the situation
  evoking a new behaviour which makes the original
  false conception come 'true'. This specious
  validity of the self-fulfilling prophecy
  perpetuates a reign of error. For the prophet
  will cite the actual course of events as proof
  that he was right from the very beginning. -
  Robert K. Merton, Social Theory and Social
  Structure