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Middlesex plc agenda 

September 5th--Planning
September 12th--Data PLC
September 19th--Planning PLC
September 26th--Data PLC

October 17th--Data PLC Agenda


October 24th--Planning PLC
October 31st--Data PLC
November 7th--Planning PLC
November 21st--PLC
November 28th--Data PLC
December 12th--Data PLC
January 9th--Data PLC
January 16--Planning PLC
January 23rd--Learning Focused PLC
January 30th--Data PLC
February 6th--Data PLC
February 13th--Planning PLC
February 20th--Data PLC
February 27th--Planning PLC
March 6th--Data PLC
March 13th--Planning PLC
March 20th--Data PLC
March 27th--Planning PLC
April 10th--Data PLC
April 17th--Planning PLC
April 24th--Data PLC
May 1st--Planning PLC
May 8th--Data PLC
May 15th--Planning PLC
May 22nd--Data PLC
Middlesex plc agenda 
Meeting Agenda

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

To Prepared for this meeting, bring your devices for collaboration.

Schedule:​ PLC times 9:10 2nd, 10:05 K, 11:00 1st, 12:35 5th, 1:303rd , 2:25 4th

Time Minutes Activity

See notes below

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

September 12th--Data PLC

Topic: Attendees:Grade level PLC teams including EC


● Review of current data and discuss current and ESL
classes
Facilitator: Teams
Notetaker: Wells
Time Keeper: Horner

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?

To Prepare For This Meeting Please:


● Bring data and knowledge of current classroom of student and curriculum.

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

September 19th--Planning PLC

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

Facilitator:​ Megan Cardin


Notetaker:​ Sherri Wells
Time Keeper:

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?

To Prepare For This Meeting Please:


● Read this agenda.

Schedule:​ PLC times 9:10 2nd, 10:05 K, 11:00 1st, 12:35 5th, 1:303rd , 2:25 4th

Time Minutes Activity

9:10 a.m. ● Megan gave an overview of the MTSS process


● Talked about defining the core and next time Megan will talk about
ways to strengthen the core
● 2nd grade team wrote on sticky notes what we have control over in
the areas of curriculum, instruction and environment.
● Discussed the behavior issues in Adkins’ room and how it affects
the overall classroom atmosphere
● Discussed the importance of using the at-risk data to reflect on best
practices

10:00 ● Overview of MTSS and layering of support


● Looking at Attendance, behaviors, academics
● Talked about adding layers of support and not taking away any
layers especially Core instruction
● Shift in focus from a process for some students to a framework for
total school improvement
● Defined Core...curriculum, instructional methods, environment we
create. If 80% of our students are meeting our goals, then our core
is working.
● “The system is perfectly aligned to produce the results we are
getting.”
● We have to figure out what our system is and what our results are in
order to change the system and results.
● Reviewed reading prof. For K and 79% were on grade level --this is
great.
● What are we teaching, how do we teach, what does the
environment look like?
● Teachers worked together to answer these questions. Instruction:
turn and talk, HOT, scaffolding, exit tickets Curriculum: standards
using reading wonders, small group instruction -guided reading, IE,
instructional pace, data driven instruction, vertical planning,
planning days (environment), classroom layout, scheduling, high
expectations, rules and expectations are defined, class size right
now is larger
● What can we control and what do we have little control over….we
can control instructional practices and the environment.
● Next steps will be best practices for strengthening the core based
on effect size. (instruction, feedback, scaffolding, practice)

11:00 See notes above…


1st grade teachers shared morning meeting time when students can share,
build relationships, collaboration, lots of good ideas and meaningful
thoughts.
Goal setting and data tracking….competing within themselves and with
others.

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

1:30 See notes above….3rd grade discussion of the quote….Instruction:


research based strategies, HOT; Curriculum: released EOG, priority
standards, pre/post test, unpacking; environments: dojo, positive feedback,
small group

2:25 See notes above….4th grade...25% EC passed Reading EOG...curriculum:


standards, programs, mini lessons; Instruction: small groups, voc, anchor
charts, dojo, technology, feedback, gradual release; Environment: class
dojo, class size, building relationships, moving 4th to 300 building

Next steps: looking at core thru an instructional lens


Middlesex plc agenda 
Meeting Agenda

September 26th--Data PLC

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

To Prepare For This Meeting Please:


● Have data sorted and ready to review
● Take EVAAS sheets given to you by Wells and highlight students that should pass
● Be ready to discuss these questions: Do I know my target? Do I know my students? Do I know my
team?

Schedule:​ 50 minutes Each PLC: PLC times 9:10 2nd, 10:05 K, 11:00 1st, 12:35 5th, 1:303rd , 2:25 4th

Time Minutes Activity

Target: See data room targets.

Notes:
Middlesex PLC agenda 
Meeting Agenda

October 17th--Data PLC 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

To Prepare For This Meeting Please:


● Gather data
● Review evidences

Schedule:​ 50 minutes Each PLC: PLC times 9:10 2nd, 10:05 K, 11:00 1st, 12:35 5th, 1:303rd , 2:25 4th

Time Minutes Activity

10 Questions for each grade level as we review evidences:


Grade Level?
Purpose?
Global? Could it be?
Relevant to learning?
Thinking level?
Can it be an assessment?
If worksheet, what else could have been done at a higher level?

1 K-5: What math manipulatives do you need bagged?


Teachers will send me a list.

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

1 After school program: Site coordinator from our school, tutors


Interest? Adkins, Elder, Bell, Brantley, Britt, Burkes, Regelsberger, Sicko

MIddlesex PLC Agenda 


Meeting Agenda

October 24th--Planning PLC

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?

To Prepare For This Meeting Please:


● Read this agenda and reply to [name] with feedback by [date]

Schedule:​ 50 minutes Each PLC: PLC times 9:10 2nd, 10:05 K, 11:00 1st, 12:35 5th, 1:303rd , 2:25 4th

Time Minutes Activity


2nd NCENSI review of data input, due Monday, Oct. 30
CORE review with M. Cardin:
Discussion of Instructional design and delivery, feedback , Scaffolding,
Retrieval (practice) Why is strengthening the core important? Allows
students to meet goals, less intervention

K See above

1st See above


Discussion of instructional design and delivery, feedback, scaffolding
practice
Discussion of their data and standards data analysis
Discussion of their reflection of this information...we do this...we don’t know
what to call it….we struggle with upper grade core based on reflection of
walk thrus…..are we teaching? Or are we giving activities….

5th 4 factors for strengthening core….


See above
Why is strengthening the core important? Become 2nd nature...for teacher
and students

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...

4th See above 4 factors for strengthening the core…


Why is strengthening the core important? If core is strong, less intervention
is needed….

Middlesex PLC Agenda 


Meeting Agenda

October 31st--Intervention with Megan Cardin

Topic: Intervention vs. Core w/ Megan Cardin Attendees:All PLC groups

Facilitator:​ Megan Cardin


Notetaker:​ Wells/Clarke/Horner
Time Keeper:

Meeting Objectives:
● Discuss intervention
● Measures for intervention

To Prepare For This Meeting Please:


● Come with a good attitude

Schedule:​ 50 mins. Of PLC

Time Minutes Activity

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.

10:05 Kinder 50 min. Same as above...reminded to share acronyms with Amezquita/Galindo

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

12:35 5th same

1:30 3rd same

2:25 4th same

Middlesex PLC Agenda 


Meeting Agenda

November 7th--Planning PLC

Topic: K-2 PM data Attendees: PLC groups


Global PD
Facilitator:​ Wells/team leads
Notetaker:​ Wells
Time Keeper:​ Wells

Meeting Objectives:
● Review work samples/discuss
● Plearn in Participate

To Prepare For This Meeting Please:


● Review Global plan and come with any questions…..
● https://docs.google.com/document/d/1e_npcP9MgAHo3PK25J7voFl8o0S5X5PtuiNVBfhA1HM/edit#

Schedule:​ 50 min.

Time Minutes Activity


15 min. PM data

30 min Plearn in Participate

Middlesex PLC Agenda 


Meeting Agenda

November 21, 2017

Topic:​ Intervention with Megan Cardin Attendees: All PLC groups

Facilitator:​ Megan Cardin


Notetaker:​ Wells
Time Keeper:​ Team

Meeting Objectives:
Improve knowledge of interventions based on knowing CORE

To Prepare For This Meeting Please:


No prep.

Schedule: 50 minutes per grade level

Time Minutes Activity

9:10-10:00 50 minutes 2nd grade see notes below

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

Powerpoint from today's session


Middlesex PLC Agenda 
Meeting Agenda

November 28th--Data PLC

Topic: Attendees: All PLC’s


Review data wall and shared data
Facilitator:​ Wells
Notetaker:​ Elder
Time Keeper:

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

To Prepare For This Meeting Please:


● Have data ready to share about movement of students both positive and negative.
● Add to behavior board and attendance board
● Have schoolnet data disaggregated and ready to review (use standards review in schoolnet platform)
● 4th and 5th redo charts using current data
● K-3 update wall with current data tracking

Schedule:​ 50 minutes

Time Minutes Activity

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.

Middlesex PLC Agenda 


Meeting Agenda

December 12th--Data PLC

Topic: Reflection see powerpoint Attendees:All staff

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

To Prepare For This Meeting Please:


● NA

Schedule:​ 3:45-4:45

Time Minutes Activity


Middlesex PLC Agenda 
Meeting Agenda

January 9th-- DATA PLC

Topic: Now what? See below Attendees: all grade levels

Cancelled due to delayed schedule Facilitator:​ Wells


Notetaker:​ Wells
Time Keeper:​ grade rep

Meeting Objectives:
● Review our focus
● What now?

To Prepare For This Meeting Please:


● Reflect on our processes and what comes next.

Schedule:​ 50 min

Time Minutes Activity

School Target data review:


What is your magic number to have 80% proficient on standards taught?
Can you put names to these numbers to ensure you are meeting your goals
for your students?
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
EOG numbers:
3rd reading: last year 24….this year need 25+
3rd math: last year 20...this year need 22+
4th reading: last year 22….this year need 26+
4th math: last year 16….this year need 29+
5th reading: last year 27….this year need 27+
5th math: last year 25….this year need 26+
5th science: last year 38...this year need 50+
CAN WE DO THIS? WHO ARE THESE KIDS THAT SHOULD PASS?

Do you know how to use your data to drive your instruction?

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

January 16--Planning PLC

Topic: Attendees:

Facilitator:
Notetaker:
Time Keeper:

Meeting Objectives:

To Prepare For This Meeting Please:


● Read this agenda and reply to [name] with feedback by [date]

Schedule:​ [number] minutes

Time Minutes Activity

Check in and review objectives

Review next steps from previous meeting

Review Plus/Deltas from previous meeting


Plus Delta
● ●
● ●

Objective 1

Objective 2

Review next steps

Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda 
Meeting Agenda

January 23rd--Planning PLC

Topic:Learning Focused PD Attendees:

Facilitator:
Notetaker:
Time Keeper:

Meeting Objectives:

To Prepare For This Meeting Please:


● Read this agenda and reply to [name] with feedback by [date]

Schedule:​ [number] minutes

Time Minutes Activity

Check in and review objectives

Review next steps from previous meeting

Review Plus/Deltas from previous meeting


Plus Delta
● ●
● ●

Objective 1

Objective 2

Review next steps

Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda 
Meeting Agenda

January 30th--Data PLC

Topic: Data shared Attendees:all grade levels


​ Review our focus
● What now? Discussion preparing for Feb. Facilitator:​ Clarke/Horner
PLC. Notetaker:​ Clarke/Horner
Time Keeper:​ Elder PM

Meeting Objectives:
● Review article “The Instructional Core”
● Share data and what next?

To Prepare For This Meeting Please:


● Read the article
● Gather supporting data for your subject(s)

Schedule:​ 50 minutes...2nd 9:10, K 10:05, 1st 11:00, 5th 12:35, 3rd 1:30, 4th 2:25

Time Minutes Activity

1 min Check in and review objectives

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 Review Article and discuss main points or take aways.


​2nd grade​ - You can’t change all without changing all three. . The core is
important and you have to understand it to teach it. You have to
manipulate it. Admin need to ask questions when observing so
assumptions are not made - upsetting to have CO observe and give
written feedback to principal.
Kindergarten​--The Kinder teachers are struggling with the time constraints
and trying to learn the balance between teaching the core and meeting
students where they are. All agree that relationships are the number one
key component.
1st-​Robin mentioned wanting to be left alone, so that teachers could teach
and be trusted to do their jobs. Bell and Griffin talked about having the
autonomy to deliver the same standard differently per teacher’s
personality, but to the same result.
3rd ​-Burkes liked the question from the article that the administrators
would ask the kids “What’s going on here.” They want visitors to
frequently ask their kids what they are doing...so they can practice
reflecting and answering.
4th - ​Pointed out that we should be looking at ​whether​ or not we are
teaching for learning, not ​why
5th-​ Talked about how we are starting to slide back into teachers doing all
the work….becoming sit and get…. Need to go back to the shift where
students are working harder than the teachers.

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.

1st-​-​Anecdotal Questions in data notebook. Working with students to


have them understand where the deficits are. When a student does not
have NWF (ie) locating alternative resources on​ TPT.
3rd - ​Current and up to date, including SRA gateways and progress
toward gateways; also admin pointed out that math is just as important as
ELA.
5th-​ They were asked about a random notebook check, and they said they
would have to do some homework to get them up to date and confess that
they need to be more vigilent and consistent in progress monitoring.
4th​ Harris and Sicko are both using their Schoolnet results to group their
students. Harris is monitoring her students more closely and picking up on
their lack of vocab knowledge from their conversations.

Middlesex PLC Agenda 


Meeting Agenda

February 6th--Planning PLC

Topic: Brie Beane -RTI Attendees:All grade levels

Facilitator:​ Brie Beane


Notetaker:​ Sherri Wells
Time Keeper:​ Sherri Wells

Meeting Objectives:
● What is RTI?
● What does my data say and what do I do with it.

To Prepare For This Meeting Please


● Review email

Schedule:​ 50 minutes each grade level

Time Minutes Activity

9:10-10:00 50 Defined RTI: Response to MY instruction! What do they know that I am


2nd grade teaching?

Adkins Looking at 2nd grade report of details in mclass:


Klein Increasing retell decreases fluency
Building fluency into daily practice is easy
Focus needs to be on oral retell and TRC proficiency
How do we get from the words to comprehension (verbal/written)
Start with oral retell (every group should be focused on oral retelling and
then independently working on that, then writing)
Provide practice with timed partner reads, nothing replaces a good teacher
and good direct instruction for bridging the gap from oral to ind. TRC.
Look at composite movement. (need chart)
What is working for which kids?
Focus: fluency, accuracy, retell, TRC
Work shown in RTI: STORED program
Goals are specifically stated….
Sequence for learning...guided think aloud, interactive read aloud, thinking
maps, writing frame (someone, but, so, then or closed passages) then
independent written product…
Purposefully using the sequence for learning. This builds rigorousness.
Site: byrdseed.com/differentiator/
Homework: 2 -3 strategies to commit to doing with fidelity...planning comes
next week
Should have different levels of I can statements for levels of students

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

1st Review of current mclass data….


Bell 80% of students mastered NWF (cls)
Elmore 92% of students mastered NWF (wwr)
Griffin 71% mastered fluency
83% mastered accuracy
Next steps are higher fluency….retell…..TRC….
TRC 42% proficient MOY
TRC 82% proficience BOY
Writing is the focus….comprehension
Review of instructional expectations
Goals set in RTI: Stored

5th Schoolnet data was reviewed…ELA


Everett 43% did not reach proficiency on 1st benchmark
Brantley 43% did not reach proficiency with informational text
Britt absent 42% did not reach proficiency with literary text
Mclass (lowest 50%)
Fluency 20% prof.
Accuracy 54% prof
Retell 67% prof
Daze 4% prof
TRC 13% prof
Practice oral conversations, collaborative groups, provide group
response/thinking map, then move to independent writing
Focus on content voc., building on vocabulary,
Anticipatory set: ​ research digital jumpstarts
Focus on retell and TRC

3rd Review of mclass data


Gattis 54% hit target in retell
Regelsberger 64% hit target in fluency
Burkes Focused on form….
absent

4th Review of data


Harris Accuracy and fluency has increased
Sicko Retell, DAZE and TRC and oral comprehension have dropped.
Discussion of what next….thinking maps, thinking maps in collaborative
groups, then guided writing frame to produce written product.
Middlesex PLC Agenda 
Meeting Agenda

February 13th--Data PLC

Topic:​ Brie Beane teaching data triangulation and Attendees:All PLC’s


next steps
Facilitator:​ Brie Beane
Notetaker:​ Wells
Time Keeper:​ Wells

Meeting Objectives:
● Learn to use our data (read and discover)
● Build a plan for what next

To Prepare For This Meeting Please:


● Bring data and laptop
● Bring open mind for learning

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.

1st grade: data review/input


Green=ready to learn my content (how green? Lime green/hunter green)
Blue=above what I need to teach
Red=not ready for content
Yellow =gaps (can hang and/or hide)
TRC: none lower than an E (1 D)....this is where the gap comes in ...can read and have oral comp.
Identify which can verbally do it vs. writing …..what do you do in whole group to bridge the gap?
Read and model writing on board, effort to have students talk about it and then go back and do
it….read story, discuss, then partner read, then brainstorm ideas, do thinking map together, add
page numbers. Disconnect with visualization in order to comprehend and produce writing.
Small group/guided reading: use graphic organizers to build pictorial representation. Decide what
your goal...retell using cues..use pictures from book….if goal is to visualize and recall...have them
draw on thinking map as they go and then write to go with pictures. Order of learning: Thinking
map, pictorial representation, frame (sentence/paragraph), then use frame to write a response. This
will increase writing in response to text.
Review of what students get intervention...why…..
Discussion of structured intervention among the 3 teachers.
Guided reading group is tier I instruction.
Going below grade level skills is Tier 2 (even in guided reading group).
How do I tell if language is a problem? Gap between students in same EL cohort….where is he
falling compared to EC…..may be EC/EL if he falls in the category with those….comparison data for
each group. ​Need to do the comparison cohort with EL…

5th grade: insert data into spreadsheet


Data analysis: lowest kids (mclass) can read and orally comprehend, breakdown on retention of
content information, they have skills but not content retained so what do we do?
Gaps are present, if they can read and retell you can bridge the gap to retain info.
Scope and sequence for ELA:
Phonemic awareness, phonics, fluency, vocab, comprehension….they are at the fluency mark….they
read slower but they know what they are reading. They need to increase their rate….but it’s ok as
long as they can understand and comprehend. How do we deliver content in a way that it is not a
barrier...explicit vocab, content vocab...prefixes, suffixes, your Tier 2 words (content words). From
there use thinking maps, collaborative conversations, and then taking that thinking map to complete
the paragraph structures and then to summary. Delivery: maintain as much engagement as
possible. Not much independent reading….Structure of class now: in hetero table groups, word
work, comprehension, teacher station, Moby Max….Bring in visualization for better understanding….
Math: what do you see: basic facts is missing….current structure: whole group, collaborative
group, 1-2 kids in small group...math practice in groups…..strategic groups: time limits on what they
are doing...task by task as a team….work on fearsome 15….take away device work and build in
collaborative practice working on CRA model…..teacher facilitates and students have to work thru it.
Gradual release for math should be reversed...they discover and practice and teacher facilitates,
teacher works with groups and only pull the kids that don’t get it and reteach and remodel…..biggest
thing CRA model….pictorial, manipulatives, and then abstract problem solving….1-2 problems at a
time...challenge those that are stronger to find another way to solve it. Fearsome 15:
https://www.iss.k12.nc.us/cms/lib/NC01000579/Centricity/Domain/4963/Fearsome15.pdf
3rd: data analysis from spreadsheet: What does whole group vs small group look like:
thinking...making connections….draw the components for visualization...all whole group….whole
group is modeling, standard, teaching, this is it...small group is digging deeper into the content...how
do you differentiate in small group: text, level, amt. of assistance, lower level gap filling, word work
is different….stations/independent: more collaborative, math task, word work, reading response,
Moby Max, soc. St. weekly…..collaborative: assignment with reading, soc. St. weekly, voc. Work…
Data review: Brie sees that oral comp has been a focus (strength)....highlight students receiving
intervention….TRC: scores are high (Regelsberger)...(Gattis) scores are good, really reading...how do
you know how to teach the comprehension skill? Visualization is important….see notes in other
grade levels…..for 3rd grade this is the scaffolding that is used for those that need it.
(research birdseed.com for differentiation/scaffolding) For benchmark focus on content vocabulary,
build stamina (trick their mind to think it’s a shorter passage)....fold paper into eights….train them to
annotate in the 8 boxes….who what when where why dates, etc…..kids that can not fold the
paper….draw line straight across and they put 1….let them decide what works best for them….draw
pictures/words depending on what they need (visualization, etc)....loose stamina by going back into
text….teach them to pull it out on white paper as they go….Kids that get pulled for intervention make
sure you are identifying them based on need….

4th: data analysis: foundational gaps closed….TRC: ability to comprehend….benchmark: good


group that have the content...reds=low in content….and low in accuracy and retell...which kids based
on this data, need intervention….how are students currently grouped: by level….lowest 2 levels little
feedback….grouped with other group. Kids that struggle to retain information struggle to learn
content....groups are paired with higher level (voc. Fluency, word ladders, book study)...what about
small group: standard based...lowest groups together, read and review...students that struggle to
comprehend and remember need visualization….small group need to use thinking maps and concept
maps….paragraph annotation….need more modeling….
MATH: ½ class is 2 or more years below grade level….math class structure: whole group, gradual
release, practice at end...review practice together…..some collaborative….
SUGGESTION: fearsome 15 resource, require use of manipulatives…(see 5th grade notes)...solve
problem and then prove it with CRA backwards (higher level kids)...lower kids need to do CRA
forward..concrete, representational, abstract….
Middlesex PLC Agenda 
Meeting Agenda

February 20th--Data PLC

Topic: RTI: STORED input Attendees:All grade level teachers

Facilitator:​ Brie Bean


Notetaker:​ Wells
Time Keeper:​ staff

Meeting Objectives:
● To input student information into the RTI system to track interventions
● Discussion about interventions and tiers of instruction

To Prepare For This Meeting Please:


● Bring your literacy data and laptop

Schedule:​ 50 minute rotations on planning schedule

Time Minutes Activity

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

February 27th--Planning PLC

Topic: RTI: Stored: Tiered interventions...What Attendees:All stakeholders, EC, EL, IE, teachers
now?
Facilitator:​ Brie Bean
Notetaker:​ Wells
Time Keeper:​ Staff

Meeting Objectives:

To Prepare For This Meeting Please:


● Bring laptop

Schedule:​ 50 minute rotations during planning

Time Minutes Activity

Check in and review objectives


Powerpoint link
https://docs.google.com/presentation/d/1tTebShl_3Z0qzFv_v5jmFxou6BJa
QW1_p5oDXfmV98Y/edit?usp=sharing

Determine needs of students


Who is at risk based on data?
Who is in need of interventions?
Spit students into groups…
Common skill deficits
Students who are on grade level but need additional grade level
support
Students who are above grade level and need to be challenged

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?

Moving Students in RtI: Stored!


❏ Tier 1 at-risk
❏ Tier 2 Groups
❏ Tier 3 students?

Completing Tier 2 Group Plans


Completing Tier 3 Individual Plans

Ensure ​ALL​ Students Grow


❏ Student Growth
❏ Identify common deficits
❏ Which students are not growing
❏ What are you going to do?
❏ With your team, evaluate and revise the plan to positively
impact all students:
❏ which students?
❏ who?
❏ when?
❏ with what?
❏ how often?
❏ how are you going to monitor progress?

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

Middlesex PLC Agenda 


Meeting Agenda

March 6th Data PLC

Topic: Where are our students? Attendees:All grade level teachers


Tier 2 plans in RTI: Stored
Facilitator:​ teachers
Notetaker:​ Wells
Time Keeper:​ Wells

Meeting Objectives:
● Review progress monitoring info
● Input info into Tier 2 plans

To Prepare For This Meeting Please:


● Be able to tell us if you PM on schedule
Schedule:​ [number] minutes

Time Minutes Activity

Check in and review objectives

Show your PM data? Are your kids moving? What now?

Input info into Tier 2 plans.


Middlesex PLC Agenda 
Meeting Agenda

March 13th--Planning PLC

Topic: Complete Tier 2 interventions in Attendees: All grade level Teachers


RTI:Stored
Facilitator:​ Teams
Notetaker:
Time Keeper:

Meeting Objectives:
● To complete the Tier 2 plans

To Prepare For This Meeting Please:


● Bring laptop and data

Schedule:​ [number] minutes

Time Minutes Activity

Complete Tier 2 plans

This was a 2 hour delay day which cuts planning to 30 mins.


Middlesex PLC Agenda 
Meeting Agenda

March 20th--Data PLC

Topic: Attendees: All grade level teachers


Review Current Progress monitoring data
Review NCENSI data Facilitator:​ Wells/Doyle
Notetaker:​ Wells
Time Keeper:​ Wells

Meeting Objectives:
● Review current PM data and discuss next steps
● Review NCENSI data and discuss next steps

To Prepare For This Meeting Please:


● Bring laptop and data

Schedule:​ PLC schedule 50 min. each

Time Minutes Activity

Check in and review objectives

Where are your students currently (based on PM data)?


2nd: data notebooks
Tier 2 complete in RTI
K: on track with PM: sight words also
1st: PM data reviewed
5th: independent practice from toolbox, quizzes on voc, problem solving
3rd: on track with PM.
4th: Harris: strategies with Time for kids, EOG review,
Sicko: word problems
Monitoring with comprehension and asking questions
Weekly review quiz

1st- Grouping students for IE. : Natalie to go to Gattis


Group students according to intervention level.
Computer 3 of Bell’s kids while she does intervention with kids that need to
write and lower 1st- TRC shooting for an I/J
Medium-TRC question stems shooting for a J/K
High TRC question stems shooting for a solid K or above.
Divided up students among the 3 teachers.(see picture)
Discussed importance of using questioning, note-taking and summarizing.

What does NCENSI look like? What does it mean?


2nd grade needs help with this data
The timing is a problem
K: up and down(average), some reduced their response time from Oct. to
now, some had more correct answers
3rd grade: data skewed bc of time factor
No paper pencil or manipulatives
Why is rounding and creating an equation timed?

4/5: How do we prepare for EOG after benchmarks?


On target with pacing to be able to review=3rd
Science 5th grade on target for heavy review.
4th math will teach up until testing….pacing is being followed
4th reading...use benchmark and pace for review

Karen Boone: what do you need?


2nd grade: ?
1st grade:
K: ? (Amezquita: ordinal numbers) Test in spanish
3rd: continue to make the schoolnet tests for 3rd grade, spiral review for the
year….can you share before they teach...they are working to stay within the
pacing guide...using them as a pre/post tests.
4th/5th: help find trends for review from benchmark data
3-5 Make sure students show work neatly so we can analyze their errors.

Middlesex PLC Agenda 


Meeting Agenda

March 27th--Data PLC

Topic: Benchmark results and Learning focused Attendees: all


modules 3 Lessons Assessments and 4 Graphic
Organizers Facilitator:​ grade level chair
Notetaker:​ not needed
Time Keeper:​ not needed

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

Time Minutes Activity

Check in and review objectives

K-2 complete modules

3-5 compile data and complete modules

Charts are available for data input.


Middlesex PLC Agenda 
Meeting Agenda

April 10th--Planning PLC

Topic: Attendees:

Facilitator:
Notetaker:
Time Keeper:

Meeting Objectives:

To Prepare For This Meeting Please:


● Read this agenda and reply to [name] with feedback by [date]

Schedule:​ [number] minutes

Time Minutes Activity

Check in and review objectives

Review next steps from previous meeting

Review Plus/Deltas from previous meeting


Plus Delta
● ●
● ●

Objective 1

Objective 2

Review next steps

Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda 
Meeting Agenda

April 17th--Data PLC

Topic: Attendees:

Facilitator:
Notetaker:
Time Keeper:

Meeting Objectives:

To Prepare For This Meeting Please:


● Read this agenda and reply to [name] with feedback by [date]

Schedule:​ [number] minutes

Time Minutes Activity

Check in and review objectives

Review next steps from previous meeting

Review Plus/Deltas from previous meeting


Plus Delta
● ●
● ●

Objective 1

Objective 2

Review next steps

Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda 
Meeting Agenda

April 24th--Planning PLC

Topic: Attendees:

Facilitator:
Notetaker:
Time Keeper:

Meeting Objectives:

To Prepare For This Meeting Please:


● Read this agenda and reply to [name] with feedback by [date]

Schedule:​ [number] minutes

Time Minutes Activity

Check in and review objectives

Review next steps from previous meeting

Review Plus/Deltas from previous meeting


Plus Delta
● ●
● ●

Objective 1

Objective 2

Review next steps

Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda 
Meeting Agenda

May 1st--Data PLC

Topic: Attendees:

Facilitator:
Notetaker:
Time Keeper:

Meeting Objectives:

To Prepare For This Meeting Please:


● Read this agenda and reply to [name] with feedback by [date]

Schedule:​ [number] minutes

Time Minutes Activity

Check in and review objectives

Review next steps from previous meeting

Review Plus/Deltas from previous meeting


Plus Delta
● ●
● ●

Objective 1

Objective 2

Review next steps

Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda 
Meeting Agenda

May 8th--Planning PLC

Topic: Attendees:

Facilitator:
Notetaker:
Time Keeper:

Meeting Objectives:

To Prepare For This Meeting Please:


● Read this agenda and reply to [name] with feedback by [date]

Schedule:​ [number] minutes

Time Minutes Activity

Check in and review objectives

Review next steps from previous meeting

Review Plus/Deltas from previous meeting


Plus Delta
● ●
● ●

Objective 1

Objective 2

Review next steps

Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda 
Meeting Agenda

May 15th--Data PLC

Topic: Attendees:

Facilitator:
Notetaker:
Time Keeper:

Meeting Objectives:

To Prepare For This Meeting Please:


● Read this agenda and reply to [name] with feedback by [date]

Schedule:​ [number] minutes

Time Minutes Activity

Check in and review objectives

Review next steps from previous meeting

Review Plus/Deltas from previous meeting


Plus Delta
● ●
● ●

Objective 1

Objective 2

Review next steps

Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●
Middlesex PLC Agenda 
Meeting Agenda

May 22nd--Planning PLC

Topic: Attendees:

Facilitator:
Notetaker:
Time Keeper:

Meeting Objectives:

To Prepare For This Meeting Please:


● Read this agenda and reply to [name] with feedback by [date]

Schedule:​ [number] minutes

Time Minutes Activity

Check in and review objectives

Review next steps from previous meeting

Review Plus/Deltas from previous meeting


Plus Delta
● ●
● ●

Objective 1

Objective 2

Review next steps

Assess what went well about this meeting and what we would have liked to
change
Plus Delta
● ●
● ●

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