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Weekly Data Protocol for Teacher Collaboration

This document outlines the steps for a PLC weekly data meeting that lasts 35-40 minutes. The meeting involves teachers sharing student work samples, identifying gaps in student understanding, and planning targeted reteaching lessons. Each teacher has 8 minutes to present a task, exemplar responses, and analyze gaps between strong, developing, and weak student answers. The group then spends 20-25 minutes discussing how to reteach the content to help students demonstrate mastery. The goal is to close learning gaps and have a high percentage of students showing understanding after the next lesson.

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21 views2 pages

Weekly Data Protocol for Teacher Collaboration

This document outlines the steps for a PLC weekly data meeting that lasts 35-40 minutes. The meeting involves teachers sharing student work samples, identifying gaps in student understanding, and planning targeted reteaching lessons. Each teacher has 8 minutes to present a task, exemplar responses, and analyze gaps between strong, developing, and weak student answers. The group then spends 20-25 minutes discussing how to reteach the content to help students demonstrate mastery. The goal is to close learning gaps and have a high percentage of students showing understanding after the next lesson.

Uploaded by

api-401883732
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PLC Weekly Data Meetings


(35 – 40 minutes)
Opening: How did your Next Step go when implemented? Was it effective in helping to close the gap?
How do you know (what did you collect, see, hear?)

Step 1: (Each teacher has 8 minutes including Q & A)

What is your Task or Exit Ticket:


● What would students need to know and be able to do to master this? (refer to standards) (2 minutes)

● Examine a teacher exemplar in this space. Discuss why this is the exemplar and meets CCSS expectations.
Get feedback from colleagues. (2 minutes)

Step 2: Sort student work (1 minute)


Teachers Review the pre-selected student exemplars: strong (score 3), some confusion (score 2), no
understanding (score 1)

Step 3: (5 – 6 minutes)

What is the gap between your strong student response and the ideal student response? (2 minutes)

What are the gaps between the student exemplar (score 3) and the “some confusion” (score 2)?
● What is the greatest gap (representative of most students? (2 minutes)

● What will get them fastest to a 3? (2 minutes)

Step 4:
Analysis to Action – Plan for reteach (20 – 25 minutes)
● When we’re thinking of closing gaps, what do we want students to show in their work that would
demonstrate mastery? (3 minutes)

● If this is what we want to see, how do we want to teach it? (possible questions: Where will you model the
skill? What posters or charts do we need to make? (20 minutes)
● Our goal is ____% of our students will be able to demonstrate mastery at the end of the lesson
(1 minute)

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