PLC

Elementary

PLC stands for Professional Learning Community. Elementary grade level teachers meet each week with a team leader to look at data, discuss students’ needs, and make informed instructional decisions. We analyze data from DIBELs, MAP, NSCAS, interventions, and weekly classroom assessments. They meet one day a week for thirty minutes. The agenda and meeting notes are kept on a running google doc which is shared with the grade level team and the principal. This information is passed onto the next grade level teachers at the end of the year.

PLC Guidelines

1. Meet together once a week.
   1. Keep an agenda.
   2. Plan together on assessments, study guides, and interventions.
2. Focus on students.
3. Use Dibel data, MAPS data, classroom assessments to plan for SUCCESS time
   1. Look at DIBEL data after benchmark and update each information each week.
   2. Look at MAP Data after Map tests are finished. Look at Student Profile under Reports (It shows suggested area of focus as well as relative strengths)
   3. Form groups of students by suggested area of focus skills to help them master grade level expectations (can use the Learning Continuum which groups them or the Student Profile info.)
4. Use a Google Doc for PLC Agendas/Minutes and shared with Mrs. Larson
5. Principal visits PLC at least once a month.

Junior High / High School

In order to help West Holt educators understand students’ unique needs for achievement and success, we have PLCs in the junior high/high school. We have two groups that include the same teachers who assist students in the ACs or Achievement Centers. One group consists of 10th-12th grade teachers while the other is made up of 7th-9th grade teachers. Our groups meet once each week to discuss academic problems or behavioral issues students are having in the classroom. It is a chance for the teachers to compare student achievement across the curriculum and pinpoint areas of strengths and weaknesses for these students.

In these meetings educators have a chance to share ideas and collaborate on which teaching methods or styles are most helpful for each student. It is definitely not a “one size fits all” approach. Progress for each student in the ACs is evaluated by looking at past and present grades, talking specifically to the classroom teachers, and comparing which methods are most successful.

Just as our students have a variety of learning styles, we educators also have differing teaching methods. Through this collaboration we are able to learn from each other and take away new ideas that may be helpful in our own classrooms, thus, furthering student achievement.