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Mrs. Bryant and I discussed many things today. Mr. Muhammad told Mr. Cobbs he wants to take the whole school to see a movie. Ms. Bryant wasn't sure what book or movie, but the hope is that we can get the majority of the students to have read most of the book by the time the movie comes. 1:45-1:55
Most of our PLC was about grading the ELA benchmarks students just took. This is my first year grading writings off this rubric, so I had a few questions on the process and proper grading. Mrs. Bryant updated me on how we were supposed to be grading, and that we will both grade each other's students' work as well.
Our students had issues even creating thesis statements in their benchmarks, so we realized that's something we need to be pushing. Mrs. Bryant has some activities she's done in the past that she will share with me. Many students also had issues with using punctuation and writing more than 5-6 lines. We will probably both be implementing assignments to get students used to writing full pages and using capitalization and punctuation. Even if it's met with resistance, the students will benefit from practicing writing for extended periods and using proper conventions. 1:55-2:30
We discussed grading policies, such as informing parents if their student is dropping a grade level, and that SPED students cannot be failed; they must be retaught and reassessed until they pass. 2:30-2:45

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Today we discussed issues with specific students. We both have one student that is extremely disruptive. These are two different students giving us issues, even though we both have the students.

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Ms. Bryant and I met to talk over two aspects specifically. We walked through how to set up a CommonLit Classroom, how to get the students registered, assign readings, and analyze the data. We also walked through Achieve3000, and how to find the students' activity grades and lexile levels. We talked generally about how to incorporate the Learning Model with Achieve3000. Ms. Bryant is teaching little mini lesson at the start, and letting the students go forward with Achieve after that, pulling and supporting students as needed. I've been having the students go through Achieve and pulling/supporting, but I try to end the lesson with the Stretch Article and Activity as a class, so we can all get some extra practice with it. The PLC extended into 8th period, when I helped Ms. Bryant's class setup their accounts and get registered.

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Discussed the SELA Literary Inferencing PD. We were both supposed to go to it, but it got canceled, so we discussed the presentation I received from SELA. We've noticed our students tend to have a deficiency when it comes to gathering meaning. I've started implementing CommonLit to have the students go through stories and articles, determining meaning.

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I just went to a training yesterday for a Reading Comprehension toolkit, and I was explaining it all to Mrs. Bryant. I showed her the entire toolkit, explained how it worked, modeled a couple parts of the lesson, and showed her how to access the resources. We both think this will be an incredible resource for her English I class and my Reading class.

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We discussed a couple students we were having issues with. One student refused to do work in Mrs. Bryant's class, but so far has been compliant with my instructions, and not nearly as distracting to my class as hers. The student has a SPED identifier, and perhaps it's just behavioral issues coming out. Mrs. Bryant expressed frustration in his getting other students off task and preventing them from working. Circles have been implemented, and parents have been called, but still no lasting change. I asked for assistance with students just talking over me during my brief instruction time. Mrs. Bryant suggested making it more interactive, trying to incorporate a game if possible to the lessons, or make it a competition. I will try to do less talking and more engaging.

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Discussed family night again; Mrs. Bryant was telling me what to expect, and the purpose of it.
We discussed the importance of vocab with these students, and how we need to incorporate more to improve their vocab knowledge. We brainstormed ideas, possibly doing a word wall on the white boards, going over words and definitions through the week, using the words in our conversations, ending the week with a quick assessment. Mrs. Bryant suggested doing like a memory match game with the vocab words and definitions, to make it more fun and engaging.

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Discussed Family Night, and how we would like to get the 9th graders to do some sort of quick little show. Maybe a role play or recite a poem or song or something along those lines. We will discuss that more next PLC, but we broached the idea today. Talked about lesson plans, and how we are going to do them going forward, making sure we are adequately prepared for our students' needs.

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Today we discussed ways to better implement the FWISD Learning Model with our classes. We discussed again how our students start out with many deficiencies, and it takes longer for them to understand what we need them to know. We looked at our lesson plans for each class, and talked about different ways to make it interesting and engaging, ensuring we get as much group/partner work in there as we can.

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Today Mrs. Bryant and I discussed lesson planning. She specifically addressed my lessons, wanting to ensure that I was in compliance, and not teaching the same thing to all the classes. She brought up that there are different background authors (non-english speaking, american, and british) for different english classes, which I will make sure to keep in mind moving forward. We also discussed the issue of monotony in some lessons, and talked about different ways of decreasing that, and increasing interest levels. We discussed the struggles associated with doing group exercises when our students start off with deficiencies, and how sometimes it's necessary to implement some extra direct instruction to help fill some of those gaps.

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In our PLC today, we discussed lesson planning . Determining what the district focus is, making sure we are teaching what the students need to know for assessments and STAAR EOC. Looked at Figure 19, STAAR Sample Tests, and itsLearning.
https://tea.texas.gov/student.assessment/STAAR_Released_Test_Questions/
http://ritter.tea.state.tx.us/rules/tac/chapter110/19_0110_0010-1.pdf