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Early Release- How to make PLCs effective

Early Release- How to make PLCs effective . LaRue County Schools KAAC Conference 2013 Denise Skaggs, Instructional Supervisor Kelly Sandidge, Director of Student Services LCHS. About LaRue County…. Approximately 2450 students

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Early Release- How to make PLCs effective

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  1. Early Release- How to make PLCs effective LaRue County Schools KAAC Conference 2013 Denise Skaggs, Instructional Supervisor Kelly Sandidge, Director of Student Services LCHS

  2. About LaRue County…. Approximately 2450 students 4 Schools- 2 elementary, 1 middle, 1 high school and 1 alternative school In 2003, our district ranked 131st out of 176. We were labeled a Tier 3 district and we had the largest achievement gap between regular and disability students in the state. We knew a paradigm shifted needed to happen. We began setting a goal to provide rigor in READING and MATH for ALL students. We made a commitment to the goal by making decisions and aligning resources to support the vision. We set clear expectations for improvement, providing training, monitoring implementation and following up with additional support, as needed. We developed an administrative learning team that meets for one hour a week to focus on curriculum, instruction and assessment. Our learning team consists of the superintendent, assistant superintendent, principals, assistant principals, instructional supervisor, curriculum specialists and special education director.

  3. Where are we today? We went from being 131st in 2003 to being 14th in the state in 2013. Our true school rankings include: ALES-65th HES- 75th LCMS-90th LCHS- 87th We believe our work in PLC during Early Release has provided the consistency for us to excel as a district.

  4. Preparing for Early Release In 2009, we began researching how other districts were utilizing early release days and discussed in our Learning Team meetings. We had more instructional minutes in our calendar than what the state required so we looked at options for early release time. We surveyed staff and parents to get input regarding early release. 75% of staff and parents were in favor of early release. Parents preferred that it be every Friday. We contacted local daycares to assist with developing a plan if additional child care was needed. We included articles in our local paper as to what early release is and is not. We discussed what early release is and is not with staff in faculty meetings. Currently our elementary schools release every Friday at 1:30. Our middle and high school releases at 1:40. Teachers and staff are then dismissed at 3:10.

  5. Planning for Early Release- Learning Team agenda items We have a standing agenda item for principals to share their early release activities from the prior week and what will happen for the upcoming week. Principals develop a monthly calendar that highlights anticipated early release activities. This is posted on our Learning Team moodle page. Each school has an instructional leadership team consisting of principals, curriculum specialists and counselors that meet and work together to plan the calendar.

  6. Communicating Early Release Plans to Teachers and Staff Principals send out an agenda either weekly or monthly letting staff know a general plan for early release. Classified staff are also given a plan, usually this includes supervision of students for Friday School or supervising teachers’ children.

  7. Monitoring Early Release Activities Principals ask teachers to complete a Friday Focus form or PLC in Action form each week. These are kept on file in the office. Principals and instructional staff develop a plan to rotate to PLCs to guide, give input or just listen to the conversations that occur. We use our content cadre leaders or network teachers to assist with scaling the work of Senate Bill 1 and Assessment Literacy that may occur with early release.

  8. Let’s take a look at various PLC activities at each of the schools. Abraham Lincoln Elementary, Hodgenville Elementary, LaRue County Middle and LaRue County High

  9. PLC Activities at ALES and HES Review curriculum maps and common assessments to ensure alignment with core content and new common core standards. Principals meet with teachers in grade level teams to coach them on the aspects of the new reading and math programs. Teachers review benchmarking data and PAS data to inform instruction and meet the needs of students. Teachers plan upcoming interventions/extensions for students. Program review evaluations

  10. PLC Activities at ALES and HES- cont….. Teachers plan reading and math lessons based on feedback from training that has occurred throughout the year. Grade level teams revise common assessments, score common assessments and analyze data to inform instruction. Special education teachers work with staff on various co-teaching strategies.

  11. Data Walls at ALES and HES • We are limited on space at our elementary schools. • Schools use chart pockets to hold cards. • HES has a data wall in their conference room. They pull a curtain across to hide cards.

  12. PLC Activities at LCMS All core teachers teach reading. Grade level teams meet to plan reading instruction for the next week. Content area teams meet to score common assessments, review curriculum maps, identify gaps in learning or analyze data. Teachers plan interventions/extensions for the upcoming week. Teacher move cards in the data room and use the “What If” calculator to determine next year’s score. Monthly department meetings to focus on content specific needs i.e. mathematical practice, FAL, new science standards.

  13. Data Walls at LCMS- 6th and 7th grade on demand

  14. LCHS Data Walls- 7th grade Math and 8th grade Social Studies

  15. Data Walls at LCMS Color coded by last year’s KPREP-reading, math and on-demand. Cards are arranged by the most recent PAS Color coded and arranged by PAS A- science and social studies Easy to see who didn’t try; who is making progress We are using the “What if” calculator to predict our scores for next year. Cards contain stickers to track gap group and those not meeting Explore benchmark

  16. PLC Activities at LCHS We have a 1 to 1 laptop initiative. Our Tech Team works with small groups of teachers to provide training/support on various programs. Department Meetings- Teachers review lesson plans, score common assessments, or analyze EPAS, district progress checks or CIITS assessments. ELA and math departments track and log RTI data. Special education teachers work with staff on various co-teaching strategies. They also meet in grade/content level teams to determine interventions for students. Departments move cards in the data room to track student progress.

  17. Interventions at LCHS LCHS has a 40 minute block of time Monday- Thursday for interventions. They do not have this time on Friday due to early release. Teachers analyze data in PLCs Using their data they determine which students will be the focus for interventionsi.e. students not meeting benchmark on PLAN or ACT or students needing to take Compass. Intervention activities are planned. Materials chosen or developed must target skills. Emphasis in the 4-day plan is to make sure students have an awareness of why they are in interventions.

  18. Academic Time Academic Time- Monday- Thursday 10:00-10:40 each day. This block of time is used for Interventions, Club Meetings, Guest Speakers, College Reps, and much more! We create a generic academic time class for each grade level (EX: 9th grade, 10th grade, 11th grade and 12th grade). Algebra 2 classes are placed with a math teacher (EOC in Algebra 2), 10th grade struggling readers with English 2 teacher, students who missed ACT benchmark in English and reading with senior English teacher. We have an intervention rotation schedule- Week 1 English; Week 2 science; Week 3 math; week 4 social studies.

  19. Data Walls at LCHS

  20. Data Walls at LCHS • Teachers meet by department after each EPAS or EPAS practice test. • Move cards from old to new scores • Celebrate improvements; question drops • Make a conference list & intervention list as we move the cards • Calculate growth, % meeting benchmark, increase/decrease, compare to last year’s group, look for patterns, set priorities for interventions.

  21. Final Thoughts… Our schools work together as a team We believe in growing teachers This work happened in “Baby Steps” We have the Moose Philosophy!

  22. Thank you for your time. Please let us know if you have additional questions  Denise.Skaggs@larue.kyschools.us Kelly.Sandidge@larue.kyschools.us

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