LORING COMMUNITY SCHOOL PLC MEETING NOTES

GRADE: _______K_________________

PLC Goals: 1) Collective inquiry and collaboration 2) Focus on evidence of what student learned (vs. what students are taught) and be active in adjusting my practice, as necessary 3) Target agreed-upon essential knowledge and skills PLC Norms: 1) Work together for solutions 2) Be a conscientious contributor 3) Be on task, present and engaged 4) Be prepared and on time

DATE

PEOPLE PRESENT (Initials) MRD DJA DAD HV

AGENDA ITEM

DISCUSSION

NEXT STEPS/WHO WILL DO THEM

1. Norms

We all agree to the norms.

10-23-13

2. What is our PLC Focus?

Comprehension is the main focus. 1. Focusing attention -Body Still -Eyes Watching -Voice Quiet -Ears Listening 2. Following directions 3. Self talk for staying on task 4. Being assertive Keep focus time sacred, no pull outs if possible. DAD: LLI,Letter ID, sounds, books, WTW, sights MRD: Review Letter sounds, blending, sight words, partner reading, Success for All, Leveled Library DJA: K PALS, letter sounds, high frequency words, segmenting, sentence reading, books, partner reading All do quick review of PLC focus skills. All kindergarten support staff and specialists are using common language from the PLC focus.

Create a pre and post test. Group decides the format and questions.

3. Describe how we will be supporting student learning during focus time.

4. What support we need from ILT?

Share 4 photos and discuss the nonverbal cues that go with them.

5. PLC action cycle.

Currently in step one. Working on pre and post test.

Goal: Create pre/post test and give to students prior to next PLC meeting.

10/30/13

Review Norms-What specific norms do we want? Assign Roles- time keeper, recorder-who does what and when? Review--PLC Focus linked to standards-what standards? pick a content area determine how we plan for advance learners

Nov 1, 2013

MRD DJA HV

Share feedback from ILT select a content area identify standards linked to focus redefine, re-clarify focus Selecting standards and content area for work Redefining the focus from focusing attention and linking it to the content area of reading. Close reading is the focus and focusing attention (body still, eyes watching, voice quiet, ears listening) is the prerequisite for grade K students to doing quality close reading. Team will modify this focus for grade K students based on student needs but starting with getting ready by focusing on focusing attention. Literacy Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite Halee will share info with Mr. D upon their return.

specific textual evidence when writing or speaking to support conclusions drawn from the text I CAN STATEMENTS from YAGs (ultimately the goals are for students to be able to assert themselves and do the following: I can ask and answer questions about key details in non-fiction text. I can ask and answer questions about the text. MRD and DJA shared their pre-tests. Pre-test is on focusing attention. Students rate themselves on statements about focusing attention and then teachers rate them. Do the responses matched? Teachers examine the charted data to determine area for growth. Halee will examine pre-tests and record trends (teacher and student matched responses) from data on a chart to be share with team by 11/1/13

Examine pre-test results

Nov 13, 2013 Dec 4, 2013

MRD DJA Re-visit/review data meeting notes to determine if adjustments are needed for focus area of learning If not adjustments are needed, then do steps 1-3.

Since Halee is gone for two weeks and Damon is absent, we spent the time working on our PDP plans.

1. Each teacher will examine their student data after Halee charted them by asking themselves the following questions: a. Where are our students now? b. What data sources will we use? c. How will we disaggregate the data? d. Is data triangulated? 2. Each teacher will determine the area for growth area for teaching as next steps after answering the above question/discussing

All teachers will analyze data and prioritize need for teaching as next steps.

the above in order to improve their students abilities to focus on close reading. 3. Discussion questions: (we do this as time ran out and both Halee and Damon will be out the next two weeks). How will we respond when students learn? How will we respond when students dont learn? what can we celebrate? What performance strengths do our students exhibit? What inferences can be made? What performance errors/misconceptions do your students exhibit? What inferences can be made? What is our most urgent need?

Dec. 13, 2013

MRD DA HV DAD

Refocusing the essential learning

Discussed next steps. How do we request for half day PLC planning session?

We will be receiving close reading/listening material from Halee for review. Halee will get close reading copies for Damon and the 4 critical questions/ identifying essential learning charts. We will use the material to begin to think about ways to create a shared understanding of the literacy standard of close listening (look fors, expectations) , create a common pretest, teach strategies and post test students. We will also continue

to enforce the 4 listening skills throughout the day. Every team member bring a short reading for us to create a pretest for next meeting! January 8, 2014 shared understanding of close reading, identified look fors, Create a pretest for close reading Assignment: teacher give pretest to student and chart data

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