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Science Eighth

Page history last edited by Erin Schaffer 8 years, 4 months ago


March 9 Outcomes


About This Workspace

This workspace has been provided for grade level PLC teams to construct curriculum development initiatives, lesson planning integration webs and the creation of nine week SMART goals. Once these spaces become available you will be able to post organizational comments about grade level PLC's meeting ideas. The individual grade level work space is also a means for PLC leaders to coordinate events, which should include material selection and data driven decision making strategies. Please use the posting features on this page to coordinate your meetings and for your team members to share ideas.


Content Analysis

Process:  The process of content analysis is a two step process. The first step requires the PLC team to identify past skills that have not been mastered at 80% in the previous grade level. The second step in the content analysis process requires the grade level PLC team to look at the content areas that were not mastered by students in the grade level the previous school year.  


Prior Grade Level Content Analysis

It is important that grade level PLC teams identify what students will need to master from the previous year. These strategies will become a part of your SMART Goal Action Plan of skills that need to be reinforced to ensure a solid foundation of skills for future mastery.  Record your strategies as they are related to the content areas selected on your Grade Level Wiki page.  


Contnet Area  Stratagy           

1. Math 8 M.8.4.1K.3  (Finds the Probablility of a compund event composed of 2 independent events in an experiment, simulation, or stiuation.)                                                                                                

 Predicting the outcome of labes changing the independent variable in the hypothesis.                                                                                                                
3. Reading 8 R.  Usesparaphrasing and organizational skills to summarize information (e.g., stated and implied main ideas, main events, improtant details) form appropriate-level narrative, expository, persuasive, and tehnical texts in logical order.

Writing the conclusion to labs, writing and following the procedures in a lab.

Organizational skills in performing a lab and communicating to others. 











Grade Level Content Analysis

In step two B, each PLC grade level team will review Content Analysis data from the previous year to determine what content areas within the curriculum will need to be stressed in terms of student mastery. Any content standard from the previous year at grade level that is below the benchmark of 60% will constitute the construction of a SMART Goal. Once these areas are determined each grade level PLC team will then construct a SMART Goal to support those skills needed to ensure student mastery of content standards. 


Data Analysis Activity

(This worksheet is to be completed at the first PLC meeting of every school year.)


List Review Team Members Below                                        


PLC Group Focus Area


Type of Indicator Data Reviewed



I . Review of  Indicator Data

 List three facts of accomplishment that stand out.



Make a statement of what can you celebrate from last year's established SMART goals?


II. Record Your Teams Findings

Select and identify those essential standards  that need improvement and list below.


Identify which instructional subgroups are in need of overwhelming instructional support by specific indicators. (Subgroups at DCMS include free and reduced Lunches, ELL, and Special Education)


III. Based on your teams data analysis, what are your teams greatest areas of concern?


IV. List ways in which instructional focus will be administered to resolve and target the greatest areas of concern as identified in problem statement number 4.


V. Develop specific measurable SMART goals with for each instructional indicator that has been identified in statement number 2. 

In establishing SMART goals at the beginning or end of the school year will help our school to recognize that formalized goal-setting can lead to improved student learning outcomes. All SMART goals created by PLC teams will have the following six components (with example language from the SMART goal above):

  1. A measurable baseline (64%);
  2. A measurable target (82%);
  3. A specific time frame (Spring 2010 to Spring 2011);
  4. Specificity about what is being assessed (percentage of third grade students scoring at Level 3 or higher);
  5. Specificity about the method of assessment (the state mathematics test); and
  6. Focus areas that guide future action needed to reach the learning target (number sense, computation, and measurement).



Reading 8


Math 8



Focus Areas for Future Action Needed:




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