PLC Updates

7/10/09: On Wednesday afternoon for our PLC time, we met as a staff to discuss and review the important components of an effective PLC. We watched a video produced by Wake County to ensure that we were following the correct protocol for PLC’s. When this was completed, the PLC teams worked independently. Some of them finished establishing their norms, while other teams determined their focus and wrote a measureable goal, using data. It was a productive hour. On next Wednesday, each team will meet independent of other teams. I will be working with Kindergarten, First and Fifth grades. Ms. Brown, our Assistant Principal, will be working with Second and Fourth grades. Miss Sauers, our new half – time Assistant Principal, will be working with Third grade. Our Specialists will work with the grade levels giving a different perspective of the learning needs of our students. We are well on our way to maximizing this time in a productive manner that will enhance your child’s education. We focus on data, your child’s needs, best practices, developing common formative assessments, sharing effective teaching strategies and planning for team time, where each child is flex - leveled according to the data. We continuously ask ourselves the following questions which drive our PLC’s:
1. What is it that we want students to know?
2. How do we know if they know it?
3. What do we do if they don’t know it or do know it?
Each week, I will give you specific information about what is happening during our PLC time. Stay tuned.

7/24/09: This has been a busy and productive week for us. During our Early Release, we had staff development using the book, Classroom Instructions that Works by Robert Marzano. At first, we met as a large group under the guidance of Suzanne Averett, our IRT. She modeled the way all of our subsequent book talks would follow. From there, she moved on to the first research – based strategy for increasing student achievement which is Identifying Similarities and Differences. After her presentation, we divided into smaller groups by grade level/ PLT’s. One group worked on comparing, led by Suzanne Averett; another group learned about the use of analogies in making comparisons led by our assistant principal, Lisa Brown; and, the third group extended their knowledge in the area of metaphors led by me. We learned many uses of well – known concepts that can be utilized in all subject areas. It is so refreshing to be part of staff development when you know what you learned can be used with your students. On our next early release day, August 12th , for Tracks 1,2, and 4 we will be led by Mr. Jeff Maynard on another of Marzano’s research – based strategies for increasing student achievement. We will also be engaged in a guided reading session led by Minda Batten and PBS led by Lorrie Sardiello.
In my first letter I described what we did during our first week of PLT. The second week the PLT’s were busy refining their SMART goal. First grade decided that math would be their SMART goal for the year. They agreed on their first common pre-assessment in math and developed a rubric across the grade level so the children would be graded using the same expectations. Next week, all of our SMART goals will be written in proper format and I will share that with you. Since our data just arrived, we will know what areas on which to focus.

8/07/09: Our PLC's are working diligently. After I shared the disaggregated data from the testing department with the staff, each PLT has solidified their goal. The Kindergarten goal is focused on Literacy; the first grade's goal is Math; the second grade's goal is tabled for now to allow more time to delve deeper into the data; third grade will focus on at risk students in the area of Reading; fourth grade has targeted the AG students in Reading and the fifth grade PLT focus is reading with the emphasis on Science. What is nice about receiving this data is that we have evidence of those students who need interventions to grow and those students who need extensions. As is our mission statement, we are taking each child from where he/she is and moving him/her at least one year in the right direction. Students will reach their highest potential as we meet their needs.

8/14/09: Our Early Release Day‘s staff development was divided into three parts. Jeff Maynard, 4 th grade teacher, led the staff in the book talk using Classroom Instruction that Works by Robert Marzano; Minda Batten, 5 th grade teacher, facilitated Guided Reading; and PBS updates and reflections were shared by the PBS team. They created the ROAR AWARD for classrooms to recognize each other in a positive way for being part of the LES family. All of this staff development is focused on developing strategies for increasing student achievement. With PBS, our learning climate is becoming more positive as students take ownership of their behaviors.

8/21/09: Our PLC's are in the process of analyzing assessments in third grade. With their focus on Reading, they are using this data to create groups for team time to better meet the needs of their students. In kindergarten PLC, they shared a scissors project, scored common writing assessments and decided on common math assessments to be used to divide their classes into team time. Second grade reviewed and discussed data to obtain an accurate percentage of students writing complete sentences. From this, they moved on to establishing strategies and interventions for the medium and high risk students. The fourth grade PLC created differentiated guided reading lessons and differentiated literacy centers. The fifth grade PLC created groups based on the Dibels data, and shared best practices of integrating science articles into reading. The reading focus will be making predictions using text features and during reading strategies. The science is aligned with their science goal of forces and motion.

8/28/09: Our PLCs continue to gather, sort, and analyze data collected in the classroom as they work with our students. Teachers discussed our new math adoption, Math Expressions, and worked with each other to examine and plan for differentiated instruction. Performance data was used to dig deeper into instruction and facilitate understanding, both for teachers and for students. Teachers planned ahead and worked together to develop objective-based assessments to measure levels of understanding both before and after instruction. In short, our teachers worked and thought hard during their PLC meetings this week! If you pass one of them in the hall, give them encouragement. They are making miracles in lean times and they really appreciate your support.

9/4/09: Our staff worked hard this week during our professional development sessions on our early release day. The staff was presented with a resource binder for assisting them with planning screenings, lessons, and interventions to use with students. Together we explored ways to dig deeper into assessments and discover more about how children learn. We examined test cases to assist each other with identifying needs, appropriate strategies to meet those needs, and progress monitoring tools to help gather information about how well interventions are working. Our time together was productive and instructive. We hope your children enjoyed a break and, if possible, that you enjoyed some extra time with them!

9/11/09: This Wednesday during PLC’s most grade levels worked on dividing their students into the proper group for team time. Strategies were discussed to help students in need. Extension activities were shared to ensure that students are being challenged. There was some need to tweak several activities after the PLT learned that it was not working for their students. Staff was given a binder that contained the universal screenings and examples of strategies they could use to help the students. Many of these strategies were aligned with the students’ needs.

9/18/09: Our PLC’s for this week worked hard in their continuation of developing common assessments for a variety of objectives to be taught at team time. I was with the first grade PLC and was so impressed with the many research – based strategies they are implementing to ensure that their students’ needs are met. It is wonderful to see a group of teachers share ideas to help each other and to gather input on what might work well for some students at risk. Commitment and passion was evident throughout this PLC meeting. I am proud of our staff and hope that you share this same feeling.

9/25/09: PLC’s continued this Wednesday. Teams diligently worked to share best practices and look carefully at students’ results. Much progress has been made toward reaching the Smart Goal of each team. I spent my time between Kindergarten and 5th grade. Kindergarten scored their common writing assessments and recorded the data. They celebrated that there were far more 3’s and 4’s than 2’s. Fifth grade looked at additional resources for teaching science and other expository texts. They are fortunate to have Mrs. Hoffman who has been working with the students in this area. Mrs. Hoffman, one of our moms working on her doctorate degree, has published many science articles that align with our Standard Course of Study. With her materials and extra hands, the students’ needs are definitely being met. Congratulations to the fifth grade teachers and their support teachers for the success they are finding using these resources; however, the biggest congratulations go to the students. They are working hard.

10/02/09: During Wednesday’s PLC, I noted kindergarten staff was developing lessons for Level 4 opportunities. It appears there are many kindergarten students who need these extensions. First grade worked on strategies to help our LEP students in reading. They referenced the data provided by the WIDA Consortium. Third grade worked on reading skills with the focus on inferences during their instructional team time. All grade levels continue to follow the proper protocol of PLT’s. We can see the results with students as staff compares student data from Quarter 1 to the beginning of school. Leesville staff rocks!

10/09/09: Our PLT’s continue to work hard. Agendas are shared with the school through email as well as minutes. Third grade PLT is monitored by our half time Assistant Principal, Tracie Sauers. She reports that the team shared best practices to help several students who are struggling in different subject areas. They are starting to give in to their frustrations. The strategies that were shared were of high quality and will be used as interventions. If these interventions do not work, it is time to refer the child to SST. Through our PLT’s we are able to identify students in need within a quicker time frame. This is important because the sooner strategies are used, the better success for the child before he/she gets too far behind.

10/16/09: Our Wednesday PLT's were working on aligning their common assessments with their SMART goals. Vertical PLT's were formed to share best practices between different grade levels. 4 th and 5 th grade staff members shared technological resources, such as those listed above. Lessons were developed aligned with the Standard Course of Study. Pros and cons were also shared to keep it real. Inspirational storied were also shared about the differences these tools make with students. It was highly productive.

10/30/09: This Wednesday we experienced another vertical PLT (Professional Learning Team) with the 3 rd and 4 th grades meeting on how to best instruct the students in writing. Teams used this time to share the strengths of their programs and the areas that need to be tweaked. Together they came to consensus to choose the program that provides the best success for all their students. In the fifth grade PLT (Professional Learning Team) the focus was developing behavior strategies to motivate students to do their best. They also celebrated their success with their differentiated guide reading program, the new math program, Math Expressions, and the integration of Science into their reading lessons. All of our staff members are planning and designing lessons that are aligned with the North Carolina Standard Course of Study that meet the diverse needs of all of our students.

11/06/09: At our PLT's this Wednesday, we met in vertical PLT's with kindergarten and first as one team, second and third as another team, and fourth and fifth as a third team. Specialists and special education staff members joined their assigned team. The focus was standard based grading practices. Teams were given a task card to arrange the instructional process in its most effective manner. Our staff was successful in realizing that they must know the essential objectives and then design an assessment to determine what they want the students to learn and how will they know they have mastered it. All of this needs to take place prior to teaching. There should be a special emphasis on endurance ( retain the knowledge and skills over time), leverage ( proficiency will help the student in other areas of the curriculum and other academic disciplines) and student readiness ( success for the next unit, course or grade level). Only then will essential learning occur. Standards Based Grading resources were shared by all. Our staff has mastered most of the above; however, a review was needed for effective implementation of how we grade our students and where do we record these grades. Talking to various staff members reaffirmed that this was well – received and highly relevant to the collaborative practices of each team.

11/20/09: During our PLT's this week, each grade level worked within their teams with specialists and “specials” teachers joining them by bringing them different perspectives as they generated intervention and extension strategies to help individual students. All PLT's shared their Smart Goal progress at the Leadership team meeting. It was wonderful to hear that our children are growing and making progress as measured through a variety of assessment tools. One teacher remarked that it was wonderful to look at the data and see all the growth that has been made thus far. They will use this data to guide their instruction.