1/7/2014 12:55:37

swisherad@gcs.
k12.nc.us 1/7/2014
Fourth Grade, Fifth
Grade
Kathy Richards,
Florence
Blackwell, Abigail
Swisher
Stations:
structuring stations
for each subject,
individual
classroom set up,
introducing new
procedures, online
stations.
Achieve
proficiency in
current units,
remediate previous
units by
differentiating
instruction.
Academic habits
and mindsets:
independence,
self-sufficiency,
collaboration. Use of stations.
Discovery
Benchmarking
MClass MOY
Remedial
stations/small
group.
Differentiate
station work and
small group
instruction.
1/7/2014 12:56:33
pendrakbk@gcs.
k12.nc.us 1/7/2014 Specials
Dawn Coleman,
Antonio Midgette,
Brynn Pendrak
Incorporation of
technology
effectively in
specials or
alternative
instructions
(SAMR) -->
discussing how to
move from
substitution of
technology for
tasks, to redefining
what the task is
The basics of
technology and PE
tools - the HOW,
the WHY, and the
WHAT

LIBRARY: basic
usage of iPads
and Chromebooks
- building computer
fluency so that
teachers can
create more
ambitious tasks

PE: use of
scooters, focus on
hand eye
coordination
(redefining core
work instead of
just running in
games)

STEM:
incorporating
Chromebooks into
actually building
STEM notebooks
in an
interdisciplinary
manner (focus on
4th grade)

METHODS:
- clear step by step
(not just releasing
control)
- strong pacing so
Ss are constantly
busy
- focus on
collaboration to
build student
leadership
- clear behavior
expectations set at
beginning
Performance
Based
Assessment:

- Can students
accomplish the
task?

MEDIA: roster
checklist [smaller
tasks - mastered
or not]
STEM: analysis of
STEM notebooks
with Richards
PE: observation of
task (roster
checklist) [PE
focuses on smaller
tasks instead of
different
proficiency levels]

STEM would have
different
proficiency levels
given the nature of
a notebook.
MEDIA: follow up
with classroom
teacher to flag for
integration in
classroom
instruction

PE (/ALL) connect
with student who is
proficient to allow
for peer mentoring

STEM: provide
instructional
feedback in
comments;
collaborate with
classroom teacher
Position as peer
mentors, provide
more rigorous
tasks/exemplars,
provide coaching
feedback to
continue to build
efficacy
1/7/2014 13:05:10
blackwellt@gcs.
k12.nc.us 1/7/2014
Second Grade,
Third Grade
Tammy Blackwell,
Christy Huff, Jean
Fitzgerald, Amy
Sparks
Planning ELA
minilessons
We want them to
read and write
about nonfiction
texts.
Shared reading,
guided reading,
integrating writing
about reading mini
lessons using
mclass questions
as a resource
Classroom
observations,
anecdotal notes,
mclass data
We will move them
forward in higher
level thinking
enrichment
activities.
Timestamp Username Date Grade Level
Members in
attendance Reading
What do we want
students to learn?
Shared
Instructional
Methods and
Strategies
How will we know
when they have
learned it?
What will we do for
those who did not
achieve
proficiency?
What will we do for
those who did
achieve
proficiency?
What changes will
we make on the
teacher level in the
next 2 weeks in
order to increase
proficiency?
PLC Meetings - Form Responses
1
1/7/2014 13:23:10
tunstallm@gcs.
k12.nc.us 1/7/2014
PreKindergarten,
Kindergarten, First
Grade
Angela Norwood,
Mary Tunstall,
Amanda Weldon,
Lori Puckett
Second Quarter
Math Assessment
We want them to
demonstrate
proficiency on
second quarter
math objectives.
Formative
instructional
assessment tasks
Performance
Based
Assessment
Reteach students
in small groups
and retest to
determine
proficiency.
Differentiate
appropriately
2/11/2014 13:13:
21 2/11/2014
Second Grade,
Third Grade,
Reading Specialist
Tammy Blackwell,
Christy Huff, Jean
Fitzgerald, Amy
Sparks
Examining the
Guided Reading
Video for items we
also do in class
and things that
were shown that
we have not
included or could
improve upon.
We want students
to learn to read
and understand
the text using one
focus point/skill
during the lesson.
We discussed the
different aspects of
the video and the
components of
guided reading
that the teacher
used. Somethings
that we as
teachers also
utilize are: an
introduction/review
of what was done
previously,
focusing on one
skill, having our
higher level
readers read the
chapter books on
their own and
regroup for a quick
discussion, and we
have a written
component to
check their
comprehension.
We will look at
their immediate
work and base our
next lessons on
whether they have
grasped the
concept or not and
modify the
instruction
accordingly.
Review the skill
that was taught
and either reuse
the graphic
organizer and
model the skill with
the ones who are
not proficient or
use a different
strategy to reteach
the skill.
Use a different
graphic organizer
that reinforces the
same skill.
We will focus on
using more graphic
organizers that will
be more specific
with the skills
being taught and
assessed.
2/24/2014 13:07:
22 2/24/2014
Fourth Grade, Fifth
Grade
Kathy Richards,
Florence
Blackwell, Abigail
Swisher, Brynn
Pendrak
-Sharing literacy
center resources
matched to student
lexile level
-CC Aligned
guided reading
lessons
-Leveling readers
-Utilizing SS Tech
book
Science and SS
content, reinforced
through unit-
aligned guided
reading lessons
-Leveled and unit-
focused guided
reading lessons
Success in unit
science/ss tests.
Remediate before
re-testing using
further unit-aligned
guided reading
lessons and review
materials.
Move them on to
next unit.
Share leveled and
unit-focused
guided reading
books and
lessons.
2/24/2014 13:09:
19 2/24/2014
PreKindergarten,
First Grade
Angela Norwood,
Amanda Weldon,
Lori Puckett, Laura
Elliott
New lesson plan
format
Making sure plans
include:
-congruency
-clear learning
goals
-common core
state standards
-appropriate
activities related to
CLG
-assessment
-turn and talks
-assessment
-rubrics
-teachers share
successful
methods and
strategies
-rubrics
-exit tickets
-observation-turn
and talk
-data
-charts
-reteach
-small group
guided instruction
-enrichment
activities
-students provide
support to peers
-use data to drive
instruction
4/14/2014 13:08:
06 4/14/2014 Fifth Grade
Katherine
Richards, Florence
Blackwell, Abigail
Swisher ?
Instructional
Focus: remaining
standards for rest
of the year,
reviewing for EOG.
Student Centered
Data Tracking.
Students will track
their progress on
each ELA and
Math CCSS using
assessment,
classwork and
benchmark data.
When students
regularly
independently
update their
tracking data and
use it to guide
decisions about
independent
work/at-home
study/EOG prep.
Have students
review tracking
data with us and
with their families.
Celebrate good
tracking data.
Implement Student
Centered Data
Tracking.
Timestamp Username Date Grade Level
Members in
attendance Reading
What do we want
students to learn?
Shared
Instructional
Methods and
Strategies
How will we know
when they have
learned it?
What will we do for
those who did not
achieve
proficiency?
What will we do for
those who did
achieve
proficiency?
What changes will
we make on the
teacher level in the
next 2 weeks in
order to increase
proficiency?
PLC Meetings - Form Responses
2
4/14/2014 13:16:
13 4/14/2014
PreKindergarten,
Kindergarten, First
Grade
Angela Norwood,
Mary Tunstall,
Laura Elliott, Lori
Puckett
Topic: When It is
Hard to Remember
We want students
to link to a strategy
to use when they
are struggling to
remember. We
discussed using
strategy cards so
that students could
refer to. We also
talked about doing
some of the
following with the
low groups:
Use strategies
mentioned below:
We also talked
about doing some
of the following
with the low
groups:
Pick a reading goal
(link it to one of the
strategy cards)
Repetition (sight
words)
Arrange for over-
learning - this is a
reassurance for
learning (provide
for over-practice)
Use games
(Concentration)
Revise - go back
to old difficulties
and check for
overlearning
Teach for flexibility
- use different
mediums (chalk,
water, iPad,
playdough, sing,
dance)
Locate items that
need to be
remembered in
different locations
(sight words)
Extend the known
set - have a set
that they know and
don't know (your
pile/my pile)
Tracing Letters
(sand, water,
playdough)
Include words in a
written story
Locate words in
text
Check progress
monitoring on
mclass or running
records to
determine
strategies the child
is using (meaning,
structure and
visual clues (visual
is always last)
Drop a level in
reading (child will
have to become
more fluent/move
with child, only
accelerate when
the child's ready)
Reading/Writing is
a reciprocal
process



We will use
mclass/running
records and
checklists to
determine growth.
We will reteach
skills and continue
to work on
strategies.
We will continue to
move to a new
strategy cards and
reinforce that
strategy for those
students.
We will implement
new strategies to
increase
recognition or hard
to remember skills.
Timestamp Username Date Grade Level
Members in
attendance Reading
What do we want
students to learn?
Shared
Instructional
Methods and
Strategies
How will we know
when they have
learned it?
What will we do for
those who did not
achieve
proficiency?
What will we do for
those who did
achieve
proficiency?
What changes will
we make on the
teacher level in the
next 2 weeks in
order to increase
proficiency?
PLC Meetings - Form Responses
3
4/14/2014 13:16:
13 4/14/2014
PreKindergarten,
Kindergarten, First
Grade
Angela Norwood,
Mary Tunstall,
Laura Elliott, Lori
Puckett
Topic: When It is
Hard to Remember
We want students
to link to a strategy
to use when they
are struggling to
remember. We
discussed using
strategy cards so
that students could
refer to. We also
talked about doing
some of the
following with the
low groups:
Use strategies
mentioned below:
We also talked
about doing some
of the following
with the low
groups:
Pick a reading goal
(link it to one of the
strategy cards)
Repetition (sight
words)
Arrange for over-
learning - this is a
reassurance for
learning (provide
for over-practice)
Use games
(Concentration)
Revise - go back
to old difficulties
and check for
overlearning
Teach for flexibility
- use different
mediums (chalk,
water, iPad,
playdough, sing,
dance)
Locate items that
need to be
remembered in
different locations
(sight words)
Extend the known
set - have a set
that they know and
don't know (your
pile/my pile)
Tracing Letters
(sand, water,
playdough)
Include words in a
written story
Locate words in
text
Check progress
monitoring on
mclass or running
records to
determine
strategies the child
is using (meaning,
structure and
visual clues (visual
is always last)
Drop a level in
reading (child will
have to become
more fluent/move
with child, only
accelerate when
the child's ready)
Reading/Writing is
a reciprocal
process



We will use
mclass/running
records and
checklists to
determine growth.
We will reteach
skills and continue
to work on
strategies.
We will continue to
move to a new
strategy cards and
reinforce that
strategy for those
students.
We will implement
new strategies to
increase
recognition or hard
to remember skills.
Timestamp Username Date Grade Level
Members in
attendance Reading
What do we want
students to learn?
Shared
Instructional
Methods and
Strategies
How will we know
when they have
learned it?
What will we do for
those who did not
achieve
proficiency?
What will we do for
those who did
achieve
proficiency?
What changes will
we make on the
teacher level in the
next 2 weeks in
order to increase
proficiency?
PLC Meetings - Form Responses
4