# data[].attributes.body
For the next meeting on 11/3, I will implement student comprehension response writing in relation to Bookworms shared reading and bring it to the group to analyze.

# data[].attributes.body
For the next meeting we will bring in student responses for comprehension to analyze.

# data[].attributes.body
10/10 This was the best inservice we've had yet. We discussed Bookworms in depth and shared ideas for tailoring it to our students' needs. Next time we will bring student samples of responses to literature to score and compare.

# data[].attributes.body
Today we did in depth discussion on bookworms and how it is shown in the classroom. I'm going to try and get access to bookworms so I can dive in deeper on the curriculum for more understanding and ways to support my IEP student sin a better way to fill in the gaps.

# data[].attributes.body
Our PLC group worked on creating a writing assignment and rubric to calibrate scoring across the SU on argumentative pieces. Students will be given choice in the topic they write about about, and will be given an opportunity to look at the rubric as well as a checklist. At our next PLC meeting, we will all bring student samples from this assignment.

# data[].attributes.body
Our PLC group successfully created a common rubric and argumentative assignment with both a reading and writing assignment. We plan to give these at approximately the same time and will work collectively in evaluating student work in order to calibrate for like student ability. Students will be given choice in order to engage.

# data[].attributes.body
Our group worked on creating a commom rubric, which we will use to callibrate scoring of argumentative pieces. We will give the students the choice of two or three articles to read in one class period, and they will write their response in the next class period.

# data[].attributes.body
We created an assignment that we will bring to our next meeting to calibrate together. We worked to make the assignment one that included choice, a way to see where kids are currently, and ways to minimize our own grading biases.

# data[].attributes.body
As the middle school math interventionist at Barnet, I co-teach 7th and 8th grade math in addition to intervention groups. As I am settling into the position I plan to ramp up my collaboration with the math teacher in order to better align intervention with current lessons and derivative skills/standards.

I am also exploring assessments for intervention to better target skill gaps and to generate data to drive further intervention design.

# data[].attributes.body
I feel unclear what the purpose of our work is as we all play very different roles at our schools. Also, it this feels like somewhat of a performative task with little application, as there is so much uncertainty of future our high schools. Perhaps our time would be better used to continue the UDL work that the SU introduced 2 years ago?

Any clarity would be helpful on how to meet the professional goals of this CCL would be appreciated.

Thank you,

Tracey

# data[].attributes.body
I would like to compare my scope and sequence with the end of year targets. I look forward to a district wide report card and collaborating with my peers more.

# data[].attributes.body
I would like to work on updating and aligning a 6-8 Science scope and sequence for Twinfield that can sustain even as the MS model continues to flex.

# data[].attributes.body
I plan to use this time to align my units to the End of Year Targets. We are excited for the possibility of 5-8 CCSU Solar Car challenge. We wonder if there are funds for that and when we will know more.

# data[].attributes.body
I plan to use assessments, assessment data, and the interpretation of assessment data to drive my instruction much more this year.

# data[].attributes.body
I will continue to refine my formative assessments for my classes.

# data[].attributes.body
Our PLC group has created a common rubric with which to assess students' writing in an effort to produce a calibrated standard for writing. Students will be able to choose between three topics, read articles that present various arguments about their chosen topic, and generate an original argumentative essay in which they cite evidence that supports their argument.

# data[].attributes.body
We worked on a rubric for argumentative writing and we will all have our students read articles from a choice of topics and then write an argument. We will use the same rubric so we can calibrate.

# data[].attributes.body
As David noted, we are working on calibrating argumentative writing and products with 7th grade students. Our first prompt will ask students to defend a position of their choosing with textual evidence with little/no prior instruction. Think pre-assessment.

# data[].attributes.body
5/6 Science/ Social Studies -

Lisa Pomeroy, Katey Foster, Brandon Flood, Lindsey LaCoss

We are working on science and social studies for the year. We have created a shared folder and are adding resources that will align with the learning proficiencies.

# data[].attributes.body
Collin, Eric, and Patti met and decided on the following goals for the HS math team:

Understanding and unpacking proficiencies (see below)

Mapping indicators to courses within OpenUp

Bank of indicator-aligned skill practice, assessments, and projects

Vermont Hierarchy Proficiency --> Vermont Priority performance indicator --> CCSS standards --> reporting system

# data[].attributes.body
I hope to gather data to determine if my students are understanding the lessons I am teaching using the Illustrative Math curriculum.

# data[].attributes.body
This year, my PLC group will focus on the Assessment & Calibration bucket. We will administer a common argumentative writing task based on a shared NEWSELA article, using a common rubric we developed. Our action steps include collecting and scoring student work, reconvening to evaluate results, and calibrating our understanding of the proficiency rubric to ensure consistent, high-quality assessment.

# data[].attributes.body
My goal will be to work with the other SU librarians to create common scaffolded skill sets for our K - 8 students. -Angela Miller-Brown

# data[].attributes.body
Our PLC will be creating a document that highlights the progression of library skills. We are beginning by brainstorming by grade level and school the essential skills we teach.Eventually we will have a shared document that outlines those skills K-8.

-Mary Cecchinelli

# data[].attributes.body
We will be creating a shared rubric for library skills. Since I have not yet established a full curriculum, I will be creating one that is based on what my PLC partners are doing in their schools. - Lisa Olson

# data[].attributes.body
I hope to collectively create more Engineering tasks that are directly connected to the curriculum.

# data[].attributes.body
My PLC will be creating a shared rubric for library skills. We will each be sharing our curriculum outcome goals and combining them to create one master document that helps us measure success in our libraries. - Lydia Pitkin

# data[].attributes.body
Amanda and I did a deep dive into Grade 3 end of year proficiencies in all subjects areas. We took this time to gain a better understanding of the proficiencies we are working toward and how to use previous skills.

We recorded or understanding so we are able to go back and revisit our understanding of proficiencies.

# data[].attributes.body
Danville 5/6 humanities/ELA Team discussed and started unpacking proficiencies. Attached is the work we got done/notes we took. We focused on 5th grade Foundational Skills (RF.5.3)

# data[].attributes.body
We worked through the proficiencies for each subject and discussed/ simplified the language so it is meaningful to us. We discussed how our current programs are aligned with the proficiencies and where there are gaps. It was helpful to have the chance to locate the proficiencies in a new place and understand how they are organized.

# data[].attributes.body
We have created an organization system for sharing lesson plans and resources with each other, and would like to find time for visiting other classrooms and observing what other visual arts teachers do in their classrooms.

# data[].attributes.body
We will proceed in 2 grade level groups to review syllabi and rubrics for Chemistry (UL) and Life Science/Integrated Science (EL9th).

Next meeting 10/10: bring syllabi, scoring guides, and coffee/esspresso! (Danville will host).

# data[].attributes.body
I created the spreadsheet and I will continue to work on my assigned Bookworms module.

# data[].attributes.body
My goal is to look at my school's report card and determine how well it aligns to the SHAPE standards. I will share the areas it represents the Standards well and the areas that are either not covered, or not covered well. I will also bring examples of how I assess the report card proficiencies.

# data[].attributes.body
The Cabot team worked to created learning targets, specific requirements and what proficiency looks like for 5/6 standards. Our goal is to continue working together to develop clear guidelines for students to achieve proficiency in all academic areas.

We created a working folder to keep track of our work.

Rebecca Nally, Lauren Watson, Jess North

# data[].attributes.body
For next time 10/10 I will plan, teach, and revise Bookworms Shared Reading lessons for Fudge-a-Mania. I will self reflect and keep notes I can share on any accommodations or scaffolding I did to meet student needs.

# data[].attributes.body
Between now and our next meeting for a goal I will go through and look at how to make bookworms curriculum more adaptive for students I see for their IEP. Correlating their bookworms books and aspects of that to a current goal they have to allow for better understanding in the classroom and during class discussion.

# data[].attributes.body
dentify embedded skills, concepts, and habits within a proficiency

# data[].attributes.body
I regularly collaborate with several other teachers in different content areas and I am in the midst of revising work that I have done with them. To this end, I will focus on designing instruction to support proficiency, specifically to 'identify instructional routines or strategies that support learning.'

# data[].attributes.body
Rose and Beth: We are working on aligning English proficiencies with our curriculum.

# data[].attributes.body
The Twinfield Team feels comfortable with our progress in developing clear proficiency scales. Our goal for the year is to continue this collaborative work AND to create more student-friendly rubrics based on those proficiencies. We are going to strengthen 5th-6th vertical alignment across subject areas through these meetings. Going forward, more explicit structure in our PLC work across the SU would highly benefit us.

Maze Laverty, Will Hicks, Stephanie Jones, Rita Harvey, Maureen Deforge, Tammy Hicks, Saige Vorce

# data[].attributes.body
Between now and 10/10 Emily, Tiffany, James and Linda will administer an HLA to students in grade 3. We will look through results as a group at our next PLC meeting and then we will review writing the next PLC meeting. Those who attended were Emily Davis, Tiffany Lasnier, Georgette Moyse, James Lamar, Lydia Cochrane, and Linda Lyon. We did discuss the current assessments as well that are used for math.

# data[].attributes.body
Between now and the next meeting, I will locate and identify All Learner's Network high leverage assessments that our group can administer to 4th graders (at minimum). We are going to works towards creating student work samples that correspond to report card scores on a 1-4 scale.

Group members include: Emily Davis, Ashley Murray, Lydia Cochcrane, Linda Lyon, Tiffany Lasnier, Geogette Moyse, and possibly others.

# data[].attributes.body
Our PLC group decided to split up because we have different focuses and jobs that cannot collaborate well. Christina Mitchell is my part-time partner with the student I work with on a daily bases so we will be collaborating together.

This year, will fall under the "Student Support & Inclusive Practices" bucket. I work closely with a nonverbal student who has significant health needs, and my goal is to strengthen the ways I support their communication, comfort, and engagement throughout the school day. This is my third year being with this student.

I will continue to

Collaborate with the classroom teacher, special educators, and related service providers to maintain consistent support routines.

Monitor and support the student’s health-related needs as directed by their care plan, while promoting inclusion in daily classroom activities.

Reflect regularly with my part-time partner to ensure we are collaborating and giving our student the best care possible and ensuring inclusion into everyday class environments.

# data[].attributes.body
This is Georgette Moyse from Waterford School.

Our group was Linda Lyons, Tiffany Lasnier, Emily Davis, Ashely Murray, James Lemar, and Lydia Cochrane.

We discussed the current assessments that are given to students. Some of the teachers will give students All Learners Network assessment that we will look through as a group at our next PLC meeting.

# data[].attributes.body
PLC Group: Emily Davis, Linda Lyon, James Lamar, Tiffany Lasnier, Georgette Moyse, Ashley Murray

We discussed the types of assessments used across our schools and where the gaps are with them. We then decided we would pick one HLA to give to our students and then look at the responses on 10/10 to calibrate scoring. We will document our findings so we can use them as a basis for the coming years.

List of Assessments-

Illustrative Math

built in assessments

ENOA for kids on ESTs

Long assessment

STAR

Instructional Planning Report

ALN:

HLAs

Use Math Menus and use one problem on the window pane to look at for student work

OGAP

Independent assessment

USNS screener 2x a year

Interview style

See how students problem solve or struggle in the moment

Targeted skills

Math You See - Assessment

questions from each unit - when they get 2 wrong the assessment stops and teach that unit.

Have to give so many assessments to know what each kids need

# data[].attributes.body
By the end of the strategic plan, 100% of core academic departments (ELA, math, science, and social studies) across all campuses will implement a unified curriculum framework aligned to state standard

Helps our students who are not learning at grade level work with scaffolds and support toward a common goal districtwide.

Goal 1:By the end of the year, our team will identify the most crucial requisite skills at each grade level necessary for proficient reading at a 5th grade level.

Goal 2: Incorporate the previous skills that our 5th graders are lacking into our teaching (back filling what’s missing).

Sam D'Leon & Kate Miller

# data[].attributes.body
Between now and 10/10, grades 3, 4 and 5 will administer a common problem from the HLA bundle and this group will analyze that work and identify what a 4, 3, 2, 1 looks like. Grade 5 will do an end of 4th grade problem, etc.

PLC partners:Emily Davis, James Lamar, Ashley Murray, Lydia Cochrane, few others from Waterford.

I would be curious to learn more about the Math U See curriculum Waterford is using for their Special Education population.

# data[].attributes.body
I am going to research quick assessments for math.

# data[].attributes.body
We discussed the current formative and summative assessments we use. We decided to give a common problem (from the ALN High Leverage Assessment for 3rd grade) to all our 4th graders. We will then look through the student work at the next meeting.

Our group was Linda Lyon, Lydia Cochrane, James Lamar, Ashley Murray, Tiffany Lasnier, and Georgette Moyse.

# data[].attributes.body
We discussed assessments that we currently give to our students. Next steps will be giving students a common HLA for us to look through at our next meeting. Work Partners are: Emily Davis, Georgette Moyse, James Lemar, Lydia Cochrane, Ashley Murray, and Linda Lyons.

# data[].attributes.body
By the end of the year our team will create a document with multiple assessments based off learning proficiencies of 4th to 6th grade.

Today, we created a folder and have uploaded some assessments.

Kate McCarthy, Steve Judkins, Samantha Bedor, Richard Benoit, Travis Hill

# data[].attributes.body
Our math interventionist has a short math screener that she has been using with all 1st/2nd graders. I'm going to look to see if it is different to the Universal Screener for Number Sense that Aimee shared.

# data[].attributes.body
Our group will be gathering, reviewing, and planning assessments with a focus on quick screeners and fluency in literacy and math. We will collaborate in our work to help students gain fluency by sharing instructional strategies and resources.

# data[].attributes.body
I am going to continue work to interpret data to help teachers and students to move forward with our instruction and learning. I will continue to investigate strategies to promote student fluency in reading.

# data[].attributes.body
By the end the year, our group will align our math assessments and come up with strategies to help our students become more fluent and flexible with their math thinking.

# data[].attributes.body
National Core Arts Standards:

https://www.nationalartsstandards.org/customize-handbook?discipline=Visual%20Arts&process=Creating%2CPerforming/Presenting/Producing%2CResponding%2CConnecting&grade_level=PK-2%2CPK%2CK%2C1st%2C2nd%2C3%20-%205%2C3rd%2C4th%2C5th%2C6%20-%208%2C6th%2C7th%2C8th%2C12th%2CHS%20Novice%2CHS%20Intermediate%2CHS%20Proficient%2CHS%20Accomplished%2CHS%20Advanced#handbook-header

# data[].attributes.attachment_link.title
Customize Your Own Handbook | National Art Standard

# data[].attributes.attachment_link.description
The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the arts are used by and have shaped every culture and individual on earth. They continue to infuse our lives on nearly all levels—generating a significant part of the creative and intellectual capital that drives our economy. The arts inform our lives with meaning every time we experience the joy of a well-remembered song, experience the flash of inspiration that comes with immersing ourselves in an artist’s sculpture, enjoying a sublime dance, learning from an exciting animation, or being moved by a captivating play.

# data[].attributes.body
My PLC partners, Roxanne and Tom and I spent our time today talking about how our report cards differed or were similar and also discussed our thoughts about our own grading systems. We talked about the National Shape standards and how they relate to our grading system, how we carry out those standards and communicate them with families or through our report cards. We planned to bring a copy of our individual report cards to our next PLC meeting to share with the rest of the group to be able to compare and analyze and continue the discussion around standardizing among the SU.

# data[].attributes.body
Assessment and progress monitoring:

Sharing resources since we have lost access to district assessment such as STAR. Even though we have the 3 windows of SU assessment, the two weeks before the report cards go out, that is a progress monitoring window.

I will support classroom teachers with assessments and interpretation.

Assessments we are exploring:

Universal number screener

DIBELS

PNOA

Grade 1 Phonics Screener

# data[].attributes.body
What: Review Dibels Data and chat about year long plans

Who: the kindergarten team

When: 10/10/25

# data[].attributes.body
Goal: Foster a supportive and collaborative community among art educators to share resources, ideas, and best practices, enhancing professional growth and enriching student learning experiences.

# data[].attributes.body
Isaac will check for unit alignment with the ELA 9 - 12 proficiency-based grade requirements document.

# data[].attributes.body
Art Shows for kids:

Peacham Library Youth art month. each person commit a couple pieces of art. (High school)

NVRA (Elementary)

High school also has congressional competition in the spring.

How can we work together to create art shows that we can all be a part of?

# data[].attributes.body
Our goal is to community build throughout the year and problem solve amongst the group to help teachers problem solve their needs and goals.

# data[].attributes.body
Each school has their own expectations, and teacher decides what projects fit into the needs of the standards/proficiencies that we are provided.

# data[].attributes.body
We are kind of on our own for what we want to teach, (Curse and a blessing). Content standards or transferable skills.

# data[].attributes.body
As support staff at Waterford, I daily attend 7th grade science so my scope of work this year will be to collaborate, in small group instruction, under supervision of our lead teacher Laurie Roberts. I look forward to an exciting year ahead working on PLC proficiencies, aligning curriculum and modifying when necessary through student and staff feedback.

# data[].attributes.body
Goal: Share resources with each other, and create a document of common resources that can be helpful for everyone

# data[].attributes.body
Because we are all working in different schools we have to have a variety of goals. We are hoping to see CCSU common resources. We have ART Ed PRO, but some other resources might be nice

# data[].attributes.body
Katie and Joanna: We will work to determine how the Twinfield English proficiencies align with AOE docs and GSP curriculum maps.

# data[].attributes.body
TEst