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September 5th--Planning
September 12th--Data PLC
September 19th--Planning PLC
September 26th--Data PLC
September 5th--Planning
Topic: Review and discuss… Attendees: Elder, Clarke, Klein, Bell, Adkins,
Bring Science/SS weekly sample Barnett, Bell Horner
Facilitator: Wells, Clarke, Horner, Barnett
Notetaker: Horner
Time Keeper:
Objectives:
How is the schedule working?
● How to upload plans for comments. Review of comments.
● We will review best practices with SS/Science Weekly to ensure usage
● We will review CORE phonics assessment (how to complete, when, who)
● Barnett will share best practices for strong phonics instruction
● Coaches info
● TNL expectations for pre conferences
● What should each grade level be working on in Xtra Math?
● Other concerns, questions, review needed?
● Lunch procedures
Schedule: PLC times 9:10 2nd, 10:05 K, 11:00 1st, 12:35 5th, 1:303rd , 2:25 4th
Notes:
2nd Grade--
● Lesson Plans for Google Drive--Utilizing comments to drive lesson planning tool.
● Using Barnett as a resource.
● Students are doing well.
● Using the PDP Sheet for the goal and to make sure that you have completed the Pre-conference
Sheet.
● Wells will follow-up with sharing comments.
Kinder
● Review of 1st Week
● Discussion of procedures of academics
● Reminding music to teach procedures
● Peer Observations were sent out
● Review of Drills
1st Grade
● Request to make a change in their master schedule time--no effect to rest of school
● DIscussed lesson plans--Horner requested to move pdf to either google doc or word doc
● Barnett shared ways to make ELA more applicable 1st grade.
5th Grade
● Discussion was held regarding making sure docs and no PDFs are used
● Discussion about making sure that the lesson plans are placed in right folders.
● Trying to incorporate SS Weekly into reading 500-600 reading passages with 6-9/questions
3rd Grade
● Plans
● Coaches
● SS Weekly Reader use in classrooms--Using the passages to pull stamina!
● Extra Math is going really well-will set goals
● All teachers are trying to understand when to move the levels.
4th
● Plans
● Coaches
● SS Weekly Reader use in classrooms--Using the passages to pull stamina!
● Extra Math is going really well
● All teachers are trying to understand when to move the levels.
Middlesex plc agenda
Meeting Agenda
Meeting Objectives:
● What students stood out when interviewed about their 3 non academic things? Which students had trouble sharing?
● What does IE look like for your class right now?
● How can you assure me that you are teaching grade level standards and not “dumbing down” the curriculum?
● What students are on your radar from the data dive and the current data collected?
● Have any students fallen off your radar from the data dive with added data?
● Are there any students that are already on your radar for tardies or check outs?
● Are there any students already on your radar for absences
● What are you doing when students do not get it?
● What does differentiation look like in your room?
● When a student gets it, and is done, what next?
● Are there behaviors that need to be addressed?
● What is the best way for the coaches to help support you?
● What technology assistance do you need?
● What do you need from administration to help you ensure all students are successful?
Schedule: PLC times 9:10 2nd, 10:05 K, 11:00 1st, 12:35 5th, 1:303rd , 2:25 4th
Middlesex plc agenda
Meeting Agenda
Topic: Evaluating the Core w/ Megan Cardin Attendees: Adkins, Bell, Klein, Amezquita,
Galindo, Jones, Elmore, Klein, Brantley, Everett,
Britt, Regelsberger, Burkes, Gattis, Sicko, Harris,
Elder, Clarke, Wells, Radcliff
Meeting Objectives:
● Define the core
● How are we teaching? (practices)
● What are we teaching? (curriculum)
● What is the environment like?
● What is our data telling us?
● What do we need to change?
Schedule: PLC times 9:10 2nd, 10:05 K, 11:00 1st, 12:35 5th, 1:303rd , 2:25 4th
12:35 See notes above...5th grade EOG data was shared...25% of EC passed
EOG
5th grade teachers shared curriculum ideas of priority standards,
objectives, vocabulary, pre/post assessments; instruction: whole group,
small group, technology; environment: class size, subject assignment, class
management...group size would be environment
Topic: All data review (iready, mclass, core Attendees: All PLC’s
phonics assessment, BOG)
Wells will share EVAAS information with all Facilitator:
grade levels and we will make our target. Notetaker:
Time Keeper:
Meeting Objectives:
● Be prepared to share your disaggregation of your data.
● List of at-risk, on level, above level students
Schedule: 50 minutes Each PLC: PLC times 9:10 2nd, 10:05 K, 11:00 1st, 12:35 5th, 1:303rd , 2:25 4th
Notes:
Middlesex PLC agenda
Meeting Agenda
Topic: 2nd -5th schoolnet updates Attendees: All grade level teachers
Review classroom evidences
Share data and review targets Facilitator: Wells/Plyler
Notetaker: Wells
Time Keeper: Grade level rep
Meeting Objectives:
● Critique evidence
● Understand schoolnet
● Understand where student are
Schedule: 50 minutes Each PLC: PLC times 9:10 2nd, 10:05 K, 11:00 1st, 12:35 5th, 1:303rd , 2:25 4th
2 K-5 individual teachers: What is your magic number to have 80% proficient
on standards taught?
Adkins: 17/23
Klein: 17/23
Jones: 16/20
Amezquita: 17/22
Elmore: 14/18
Griffin: 16/20
Bell: 1st grade 6/8 K 7/9
Brantley/Britt/Everett: 16/20
Regelsberger: 15/19
Burkes: 16/20
Gattis 8/10 3rd 9/11 2nd
Harris/Sicko 19/23 20/25
Topic: Evaluating the Core w/ Megan Cardin Part Attendees: All PLC’s
2
Facilitator: Megan Cardin
Notetaker: Sherri Wells
Time Keeper: Sherri Wells
Meeting Objectives:
● Define the core
● How are we teaching? (practices)
● What are we teaching? (curriculum)
● What is the environment like?
● What is our data telling us?
● What do we need to change?
Schedule: 50 minutes Each PLC: PLC times 9:10 2nd, 10:05 K, 11:00 1st, 12:35 5th, 1:303rd , 2:25 4th
K See above
3rd Kindles?
See above 4 factors for strengthening core…
The quality of teacher is the single most important factor in student
outcomes.”
Why is strengthening the core important? Students to learn...
Meeting Objectives:
● Discuss intervention
● Measures for intervention
●
9:10 1st grade 50 minutes The six components of MTSS all come into play when analyzing data.
Assessments should:
Inform Instruction
ID at risk students
Determine why students are at risk
Determine whether outcomes were met
Forms of data at elem level--NCENSI, MClass, CFAs, Psych Reports, Dojo
Attendance, Health Reports,
-Outcome assessments ie EOG
-Interim Assessments ie Benchmark
-Formative Assessment ie CFA
-Universal Screening Assessment ie MClass
-Diagnostic Assessment ie Psych Report
-Progress Monitoring--Students who are receiving an interventions should
monitored more frequently than those who are not.
--Need to remember to progress monitor our core instruction. Should
>=80%
----Examples include CFA, IFA, Class tests, monthly Curric. Based
Measure(CBM)
Intervention in tier ⅔ should:
Be Brief
Repeatable
Sensitive to improvement over time
Have alternate equivalent forms
Reliable
CBM--def--tools for measuring student competency and progress in basic
skills such as math spelling written language reading
Assessments by tier
Tier 1/Outcome, Interim, Universal, Progress Monitoring
Tier 2 and Tier 3--Diagnostic, Progress Monitoring
Progress monitoring is not effective, unless it is compared to norms
and analyzed.
11:00 1st 50 min. Teams identified the data available in our school including academic and
behavior
Outcome assessment reviewed
Interim assessments reviewed
Formative assessments reviewed
Diagnostic assessments reviewed
Progress Monitoring reviewed
Review of monitoring Tier 2 and 3 intervention
Review of curriculum based measures
Best practices in PM interventions
Review of assessments by Tier
Kahoot to review
Meeting Objectives:
● Review work samples/discuss
● Plearn in Participate
Schedule: 50 min.
Meeting Objectives:
Improve knowledge of interventions based on knowing CORE
10:05-10:55 K:
11:00-11:50 1st:
12:35-1:30 5th
1:35--2:25 3rd
2:30-3:10 4th
Meeting Objectives:
● Review Benchmark data from schoolnet
● Teams share their data/move students on data wall
● Are we babysitting our EC/ESL kids or are we taking responsibility
Schedule: 50 minutes
9:10-10:00 2nd grade: Reviewed the “are we babysitting our EC/ESL kids or are we
taking responsibility?” Review of EC student placement. Review walk thru
form and assignment for next round. Team worked on data and placement
of students now.
10:05-10:55 K: Reviewed the “are we babysitting our EC/ESL kids or are we taking
responsibility?” Review walk thru form and assignment for next round.
Team worked on data and placement of students now.
11:00-11:50 1st: Reviewed the “are we babysitting our EC/ESL kids or are we taking
responsibility?” Review walk thru form and assignment for next round.
Team worked on data and placement of students now.
12:35-1:25 5th:Reviewed the “are we babysitting our EC/ESL kids or are we taking
responsibility?” Review walk thru form and assignment for next round.
Team worked on data and placement of students now.
1:30-2:20 3rd: Reviewed the “are we babysitting our EC/ESL kids or are we taking
responsibility?” Review walk thru form and assignment for next round.
Team worked on data and placement of students now.
2:25-3:10 4th: Reviewed the “are we babysitting our EC/ESL kids or are we taking
responsibility?” Review walk thru form and assignment for next round.
Team worked on data and placement of students now.
Facilitator: Wells
Notetaker: Horner
Time Keeper: Elder
Meeting Objectives:
● Review Framework as it pertains to Standard 4: Also Barriers and Bridges:
https://docs.google.com/presentation/d/1ErFQJRpTOVzPs9pzkL-TE1bUx2FPpRxxPq9HXi4jtNw/edit
#slide=id.g2a0d36e0bb_0_411
Schedule: 3:45-4:45
Meeting Objectives:
● Review our focus
● What now?
Schedule: 50 min
What does your student work look like? What has changed since we
shared artifacts (pictures) earlier in the year?
Bring your data notebooks to show me how you track progress. We will
discuss.
Middlesex PLC Agenda
Meeting Agenda
Topic: Attendees:
Facilitator:
Notetaker:
Time Keeper:
Meeting Objectives:
●
●
Objective 1
Objective 2
Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda
Meeting Agenda
Facilitator:
Notetaker:
Time Keeper:
Meeting Objectives:
●
●
Objective 1
Objective 2
Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda
Meeting Agenda
Meeting Objectives:
● Review article “The Instructional Core”
● Share data and what next?
Schedule: 50 minutes...2nd 9:10, K 10:05, 1st 11:00, 5th 12:35, 3rd 1:30, 4th 2:25
3 min What are you committed to for the next 90 days? Short Reflection for
Wells
15 min What does your student work look like? What has changed since we
shared artifacts (pictures) earlier in the year? What needs to change
since our PD on Tuesday? Discuss
2nd grade - Discussed identifying the grade level- looked more
core-centered, more project-based. They identified that the 5th
“cloud”project was the same as their project, but pointed out that the
project for 5th included distance in the atmosphere ( spiraled to upper
level goal) Klein would like to observe Sicko.
Kindergarten-Teachers had good ideas regarding the artifacts. They
worked on understanding the spiraling and up to the grade levels. They
have a concrete understanding of how their foundational skills contribute
to upper grade levels.
1st grade--Spiraling helps making our students fill in learning. Bridging
their learning from previous views to now
5th grade
3rd grade Less worksheets; more core
4th grade -Concern: Harris’ summary in class (what she requires is
different from that of retelling...which is totally different than that in
MCLASS.Harris and Sicko both felt that the work samples represent more
rigorous and purposeful work in comparison to the pictures taken before.
15 min Do you know how to use your data to drive your instruction? Tell us
how you do it using your data notebooks, spreadsheets, etc.
Teachers share.
2nd -Formatively-pull to a table, or talking to a whole group and taking
notes on skill deficits- addressing them one-on-one.
Data notebooks are up to date. Adkins is looking at Mclass data and really
looking at the different pieces to drive instruction. Klein says it is a
weakness for her to differentiate within certain small groups.
Kindergarten--Jones shared that she works with working with groups of
students to understand where students are. Amezquita shared that they
are learning that lesson plans work better when they are constrained to
the day. They believe that working with the weekly format works better.
Especially when teaching to mastery opposed to covering a standard.
1st -Major takeaways include “teachers just want to teach”. Learning to
locate that balance. Learning students, and working with them increases
their learning. Understanding the work, is allowing the kids get in and do
the work. This includes working with manipulatives. Suggestion--to have
K-2 teachers do more observing of 3-5 Teachers and vice versa.
Administrators placing more of a hands-off approach opposed to
hands-on. Incorporating last week’s PD is trying to break away from M-F
to more of a plan for the week.
Meeting Objectives:
● What is RTI?
● What does my data say and what do I do with it.
K Letter ID is important
Jones Shift from BOY FSF to PSF and NWF…
Amezquita Levels of students ….no one below a B….
Galindo Sight words, fast phrases, small book passages….bridge to build between
sight words and fluency….fast phrases….
RTI:Stored
What data, what does it tell us, what are we going to do ?
Focus: letter naming fluency target 38…
See RTI form for more information.
Strategies for commitment will be guided reading and voc./word work
Meeting Objectives:
● Learn to use our data (read and discover)
● Build a plan for what next
Schedule: 50 minutes
2nd grade: Input of data into spreadsheet: DORF, RETELL, TRC, iReady
Discussion of what the data means and what to do next.
How do you address the “thinking about thinking” in your classes?
Response journals, discussion
Have you seen a lot of growth from BOY to MOY in TRC? Yes
Do you feel like you are seeing consistent growth?
Huge difference in reading words and talking about it and then ind. Reading and writing about
it...when you see a large gap bw retell and TRC, there are so many skills to bridge the gap….to bridge
the gap bw retell and TRC it looks like good things are happening...they either have it or not based
on the data. If they don’t have visualization, they can’t see it….verbally they can’t do it. When you
model you want to use thinking maps….they have to visualize it and verbalize it. You have to teach
vocabulary and provide the access for students that don’t see anything. Have them close their eyes
and read something and have them tell you what they see...if they don’t see anything, they can’t
visualize. Orally and with pictures...model on thinking map...draw….organize their thoughts and then
take that for oral response 1st and then writing frame...and then comes ind. Writing. In small group
help them build visual thinking map….they have to own this....
ELL focus : phonics and voc. Stay ahead of the classroom….EXPLICIT instruction
Kinder: Use our data to decide who will receive intervention and who needs core….teachers inserted
data into spreadsheet…..once students have mastered the kinder sight words, go to fast
phrases….this will close the gap for reading passages. (Frye fast phrases).
They work on them at home, in small group...sign up to be assessed by teacher and move to next
group. Set goals...they work and then are assessed. Be careful if they don’t have sight words
(mastery to 80%) not to move to fast phrases too quickly.
Discussion of immersion data….
Keep your own data as a data point also. This is important for problem solving conversations.
Moving forward phoneme segmentation and nonsense word (blending). TRC...letter sound ID….
RB with gaps….get away from letter name to the sound….disconnect with letter and sound...teach it
with a character. Wells will get letterland cards for K….use in red group only those struggling kids.
Meeting Objectives:
● To input student information into the RTI system to track interventions
● Discussion about interventions and tiers of instruction
All grade levels K-5 homeroom teachers reviewed their MOY data and
clarified at risk levels for Tier I (core intervention) Tier 2 (Barnett), Tier 3
(intense 4-5 day per week) and what next.
Teachers identified our issue of “over intervening” our students.
Teachers worked in the platform to identify students that are at risk and
moved their levels in the system.
Next steps will be a plan for each Tier of intervention.
Middlesex PLC Agenda
Meeting Agenda
Topic: RTI: Stored: Tiered interventions...What Attendees:All stakeholders, EC, EL, IE, teachers
now?
Facilitator: Brie Bean
Notetaker: Wells
Time Keeper: Staff
Meeting Objectives:
●
●
Evaluate and revise plan as a team how are you going to tackle the
needs to the students?
Who is going to do what? When?
Next Steps
❏ How to Progress Monitor? With What?
❏ MClass
❏ EasyCBM
❏ Communication with Parents?
❏ Tier 2 parent letters for any student who is receiving
support
❏ When do we look at progress of students?
Progress Monitoring Schedule
Meeting Objectives:
● Review progress monitoring info
● Input info into Tier 2 plans
Meeting Objectives:
● To complete the Tier 2 plans
●
Meeting Objectives:
● Review current PM data and discuss next steps
● Review NCENSI data and discuss next steps
Meeting Objectives:
● To compile benchmark data for 3-5
● To complete Modules 3 and 4 in Learning Focused platform
To Prepare For This Meeting Please:
● Read this agenda and your emails and follow thru with directives.
Schedule: 50 minutes
Topic: Attendees:
Facilitator:
Notetaker:
Time Keeper:
Meeting Objectives:
●
●
Objective 1
Objective 2
Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda
Meeting Agenda
Topic: Attendees:
Facilitator:
Notetaker:
Time Keeper:
Meeting Objectives:
●
●
Objective 1
Objective 2
Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda
Meeting Agenda
Topic: Attendees:
Facilitator:
Notetaker:
Time Keeper:
Meeting Objectives:
●
●
Objective 1
Objective 2
Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda
Meeting Agenda
Topic: Attendees:
Facilitator:
Notetaker:
Time Keeper:
Meeting Objectives:
●
●
Objective 1
Objective 2
Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda
Meeting Agenda
Topic: Attendees:
Facilitator:
Notetaker:
Time Keeper:
Meeting Objectives:
●
●
Objective 1
Objective 2
Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda
Meeting Agenda
Topic: Attendees:
Facilitator:
Notetaker:
Time Keeper:
Meeting Objectives:
●
●
Objective 1
Objective 2
Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda
Meeting Agenda
Topic: Attendees:
Facilitator:
Notetaker:
Time Keeper:
Meeting Objectives:
●
●
Objective 1
Objective 2
Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●