PLC-Algebra+Two+5.0

__Members__: Tommy Vizza, Phil Brewster, Michelle Machado, Gerald Stemler, Hae Won Rho, Nancy Swanson

__**November 16, 2007**__ From Karen Holmes Friday afternoon is PLC time! We will be focusing on cumulative assessments, using data to inform instruction, and applying the high yield strategies. All of you are making good progress. If you would like assistance using Performance Tracker, call Shaun Dougherty, Annie Hens, or Woody Woodbury. Please remember to continue completing your PLC logs. If you have any questions, please email me.

__**October 31, 2007**__ Here is a list of what we decided at the PLC earlier this week. If you have any changes or suggestions let me know.
 * 1) We will not be teaching step functions in chp 2. (Not on eligible content)
 * 2) We will be moving the matrices chapter (Chapter 4) till the end of the year after all other chapters. It is not on the eligible content. If you have time after conics you can do it. There will not be any questions on the final exam on matrices.
 * 3) The material that needs to be covered for the midterm is 1,2,3,10,12. You will need to start chapter 5 (quadratics) before the midterm is given but there are no questions from this chapter on it.
 * 4) Cuba 1 - The group decided that we would give the Cuba on Friday, November 16th. It’s a 1:30 dismissal so all periods will meet. Do not re-teach the concept the day before.

February 11, 2007


 * 1. Using the Secondary Data Walk results titled Spring 2006/07 and Fall 2007/08; compare and contrast data point percentages in the //Teacher Activity// section.**

Increase Instructional Alignment has increased

Increase Visual Representation has increased


 * 2. Using all four sections of the Fall 2007/08 Secondary School Data Walk results, identify:**

Areas of Stength - the middle application and analysis, 39% Areas of Need - the rigor rate, 2%


 * 3. In the //Student Activity// section, it is clearly not reasonable to expect that each strategy will be used in the 3-4 minute snapshot time that a data walker is in a classroom. Look at the percentages shown for each category for the Fall 2007/08 data.**
 * Are any percentages questionably high?** - The places where there are high percentages such as practice, lecture, teacher feedback are expected to be high.


 * Are any percentages questionably low?** - Generating testing hypothesis.

The rigor rate tells us, that we need to increase the analysis and synthesis rate of the student. The intensity (level of thinking) of the student needs to increase, and the teacher should be acting as a facilitator of learning rather then regurgitating information.
 * 4.** **On the 2007/08 Data List, what connections might be made between the “rigor rate” percentages in the //Teacher Activity// section and the //Student Activity// percentages?**

June 17 As a summary of your activities, please complete the following questions: 1. What was your primary goal for the year and in what ways did you meet this goal? The goal was to start to create and implement cumulative review materials that would support the practice of the instructional sequence. This was done in a variety of forms. Bell works were designed that readied students specifically for PSSA. Sample PSSA prompts were stored on the G-drive. Teachers were encouraged give one of these on days that tests were given. Cumulative review sheets were designed and used heavily in the last third of the year.

2. How did you implement the instructional sequence? Provide specific examples. We tried to support review of the KCES through cotinual bell work on a daily basis as well as using cumulative review worksheets. 3. In what ways did you use Performance Tracker Performance tracker was used minimally due to a lack of time. 4. Provide examples of cumulative question assessments. (You may attach samples.) It should be noted that cumulative review assessment is being handled by members of this PLC in a vairety of ways. Some people are adding additional questions to tests that support review. Some teachers are giving review packets that are taken home then graded. Some teachers are still tryingt o find ways to incorportate this.