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Our PLC was lead by Robin Henrichs. We introduced ourselves to each other with 15 present.
We started the PLC process by doing a review activity.
Watched video
Discussion how to get our students to learn using the strategies that are listed on the handout. The handout is broken down by settings with strategies.
Discussion as Option 2-
Classroom -behavior plan and teacher classroom management is an essential. One-to-one had made it a huge challenge in the classroom. Question presented how are we handling the devices with the students? Must be able to see the computer screens, difficult to see all the students screens. Having a advanced management system is an essential. Discussion with the schools present was having an  system that allows teachers to lock the browser as student is taking a test.
Question on RTI process with different schools. Hitchcock has several students at the same time as RTI students with a set schedule for the students.  McCook schools have WIN time/In-time. MHS has set aside open and closed  WIN-time for the students to get extra help. Chase County has a 45 min RTI period, discussion was maybe that is a little to long, tough for the teachers to manage.
Teaching:  Student Learning strategies- evaluation and reflection 0.75 start the year doing this well then forget to do it. Large number of students who don't take the time to correct for that extra point. Or the student who asks when they can retake the test before its even been handed out.
Matching the style of learning, effort, note-taking. Discussion on the implementation method one-on-one laptops is .16 but yet the mobile phones is .37. Lots of money being spent by districts for the one-to-one which Hattie feels is likely to have small impact on student achievement.
Student- self-reported grade, some are content with just passing, and so are their parents.

Looked at the google doc as a group. Discussion on the ACT how we feel in science it is a reading test not a science test. Discussion on the cut scores and where they were set, we have one teacher going to the alignment meeting at the end of the month who will share what he learns with us. Great discussion how it is very hard to align our essential learning in the classroom to the ACT test. Helping the students learn to time manage with the test is critical.
Took a break at 10:40.

Looked at John Hattie teacher growth guides. There are several for us to navigate our way thru. Discussion as a group what we would like to focus this afternoon on; we decided as a group we want to look at the alignment of our curriculum. Particularly looking at the new standards. We have a couple high school teachers who have to report back to the elementary science teachers.
We talked as a PLC team about our curriculum, several schools looking at new science books etc... Here at McCook High School we chose not to purchase new books, instead we have been using OES on our one-to-one devices. Lots of talk about curriculum at the different schools, where does the Earth Science fit in?
Maps testing being used by several districts, at McCook only at the Junior High. Great discussion on the vocabulary strategies and writing strategies being used by each district.

Lunch break at 11:30.

Afternoon session started with a jeopardy game. Took the room and divided into two teams. Team 1 and Team 2.
Homework 100-300- How do we will about Homework and the grading of the homework? Many of us don't give work to do outside the classroom but instead ask they work on it in class. As for as grading we have all been told to not grade homework.
Homework 400- talked about the pass/fail grade. Here at MHS we have our gradebook linked to all standards. We are at a happy medium we have started the process as he spoke in the video. Formative vs. Summative.
Homework 500- zero for late work. How do we feel? Many thought video was setting up for failure, can be late with credit card you are penalized! Great discussion!!!!

FoL 100- accuracy of grading scale.... another great discussion grading test with a rubric also of what they know. Man y of us don't give zero's anyway.

Misc 100- always think to yourself is your classroom something you would enjoy sitting thru. Always look forward to when you have high school kids come saying how much they learned in your class.

FoT 400- How do you plan your lessons? Some schools have to turn in lesson plans others do not.

FoL 300- Exit tickets, pre-tests and post-tests. Some have students write questions.

Spent time looking at the new state science standards. As a group we discussed how to we get away form the cookie cutter type labs in the science room. Some of those concepts have to be taught with that type of lab. Can't just send them back to the storage room and have them start mixing things together. Looked at the standards starting with the 6th grade level. Each of them have more mathematical and develop a model to them. How do you think your school is going to approach them with you in your room??
Looking at them is there any discussion on the implementation of them. Question was asked has anybody started aligning their curriculum to the new state standards? If you are 6th or 9th grade you are to be doing the initial implementation next year according to the time line. If a person hasn't had a chance to look at them definitely look at the last page, there is suppose to be a website with some resources.
According to this timeline if they keep adding each year everyone should be ready by the 5th year.
Finished with participates filling in the survey.

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-i love u guys response protocol

-The Energy Bus for Kids by Jon Gordon

-Sandford Harmony Social Emotional Learning Curriculum
https://www.sanfordharmony.org/
* Cathy Hanna (Chase Co) does the lesson. Teachers do the Meet Up and the Buddy Up parts.
* Its hard to get the students to even sit in a circle! but it's good to help them learn how to be aware of each other.
* You order and they send you all the materials FOR FREE.
* Helps kids build relationships with each other.
* Cathy's contact is Lisa Jorgensen through Bellevue University

-Senior Bingo
* Teresa Ruppert (Med Valley)
* Terms like FAFSA, fraternity, public college, private college, etc.
* With seniors on 1st day of school: "Something about you that no one else knows." Crumple the paper and throw it in the middle. Pick up someone's paper, read it aloud, and everyone guesses who it was. Good to learn new things about each other.

-Where to go for help, how do you ask, and who do you ask?
* Those communication skills that our kids aren't learning otherwise.
* The "wreck your car in the snow" metaphor that Teresa gave.

Suicidal Thoughts Protocol
* How long have you had these thoughts?
* Scaling questions.
* Contact parents & admin. Maybe to teachers.
* Recommending to parents counseling.
* Continually check in with that student for the next few days/weeks.
* Give students the tools of "Here are other words you can use when you are mad."
* Schools can work with Region II (Makayla Crawford in Ogallala) to get counseling for free.

Nebraska Family Help Hotline
* Refer families to this

Sexting/Social Media
-Karen Haase; works for awhile then it wears off

SAT
*Most counselors are on the team, but some are not
* Maywood pays the SAT leader as a extra-duty

Truancy
* Aquest PLPs
* PLP Button on Infinite Campus
* County Attorney to file 3A or 3B
* Have to just set that example of accountability--sorry, no diploma!
* Perfect attendance policy at Fairbury=out early at the end of the semester and missing the semester test
* Movie/pajamas/popcorn day at Maywood to reach MAP goal--even for high school kids!

Tardies
* Detentions!
* Lose credit in courses
* Can't go to practice/in trouble with coaches/can't play in game

Grades Accountability
* Holding kids after school to do their work; must call parents to coordinate this day or the next day
* Teachers and kids do this at the end of each period

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Start at 9:00  17 teachers present.
-McCook- 7
-Dundy County- 2
-Chase County-4
-Hitchcock-1
-Medicine Valley-1
-Maywood-1
-Hayes Center-1
*** Over 242 years of teaching experience!!
-All teachers completed the PLC Review Game
-John Hattie
-Watched Video
-Discussion on "what that meant"
-OPTION #2 Whole group discussion on Highs & Lows for Influences on Student Achievement
***The PLC group as a whole believes it would have been more affective to have had an introduction "keynote" on Why/ What John Hattie meta-analysis is and does
-Question on the negative effect of suspension/expelling for THAT student, versus the possible POSITIVE effect on the rest of the population, when the suspended student is a distraction to education.   Conclusion of majority of group is that the suspension would be an overall positive effect on the school as a whole, this is not a magic bullet.
-More individual research into what Hattie is saying and how to implement his research into your own district and all ESU 15 schools

-COLLABORATION  TOPICS
-Homework is like medicine... great discussion on how much, how little, "to grade or NOT to grade",  Grading of CRTs and having that show success on a topic.
-RTI time, how it works in your district.  Discussion on success and "work needed".  Tier 1, 2, & 3

BREAK TIME: Back at 10:20
-COLLABORATION TOPICS
-Good v. Bad for 200 video  Be a better teachers than the "black and white" guy.
-Misc 300  Effective Routines
-Every procedure the first day, "how to heard ducks", -Pause [clock watching] Time, -Proximity. Bell Time response to students being tardy.   How- "tuned out/sleeping/off task students"- expectations,
-Data 200 What collection tools do you utilize- Gradebook, L-J, Test Analysis, Homework, Student Self Evaluation.
-FoL 100   Video  -  Might be the BEST explanation EVER for NO- zeros...  4pt scale example... 6 levels below failure on a 100pt scale....  Maybe the use of central tendency is more accurate by disaggregating the data?  Most of group does not make a zero a final grade, but allow student to make up missing work or a zero.  Disagreement by group that the point 'Students view" failing as failing, most believe they do see a huge difference between zero and a 60.  Lead to discussion on WILL vs. SKILL.
-FoT 200   Strategies for thinking deeply/critically  REAL WORLD CONNECTION, Student relationships [knowing them and what sets them off], Small Group, Peer Group, Emotional Connection,
-Good v. Bad 100  Video- Cheaters v. Cheat Sheet-MR. D
-Misc. 100-   Most students seem to be OK with Social Studies, some successful techniques are to spend more time [if possible] on what students like about social studies, to TELL a STORY [which is History],  Use group discussions, debates.
-Data 100- Reteaching- using outside sources to reinforce learning objectives,   Ask the kids "What do you not understand or What do you NEED?"

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Started...14 teachers present
McCook - 5
DCS - 2
Chase - 1
Maywood - 1
Med Valley - 1
WP - 2
Hayes Center - 1
Hitchcock - 1

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3 teachers present
Medicine Valley - 1
Chase County  -1
Dundy County -1

Took Quizziz
Watched Video and discussed it.

Choose Activity 2 - Discussed how things are working in the classrooms.  Issues that need to be addressed and what we can do about it.

Large Group Activity -
Teachers need to be excited about what they are doing and then we need the admin. needs to give the teachers time to work together.  We need to work together as a school, not with other teachers from other schools.

We feel that we are giving in to kids too much so then they aren't ready for college or the real world but if we are too tough on them then we can't get them to stick in our classes.

Played Jeopardy - Answered several of the questions

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HSI Code (Free Resource)
The Hour of Code

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Our PLC was led by Julie Hauxwell and Mrs. Brown.
We started by introducing ourselves (27 teachers present). Then Jon Graff gave information about the Nebraska Writing Project. He talked about C3WP, ways that students can work with texts (illustrating, authorizing, extending, and countering), and how to create an argument culture in the classroom.
After that we had a brief break and played the PLC review game.
Next we talked about John Hattie's  research about what influences student achievement and ways to push past the "hinge point". In groups we discussed 250+ Influences on Student Achievement.
After lunch, we played/discussed the collaboration time game. Then we spent the rest of the time (from about 1:30) working on lessons.
At 2:30 we came back together and looked at the Nebraska Access database.

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Introduction- where we are from, what we teach...

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Introduction- where we are from, what we teach...

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Quizzet
Hattie Review/Video
Option 1 Research (small groups)
-class size / small groups
-demographics
-grading / self reported grades
-teacher estimates of achievement
-Piaget discussion
-humor / credibility / relationships
-Response to Intervention
-Jigsaw
-scaffolding

Collaboration Time Game
-a lot of discussion on grading
-teaching strategies  / focus on learning

Team Work Time
-essentials
-unpacking
-successful lessons / suggestions for strategies that work well

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DCS-3
Chase-1
Med Valley-1
McCook-2
Hayes Center-1

Quiz
Introductions
Video-Visible Learning
Whole group discussion
Retention Policy
Top 22
Reading resources/supplements
to be used as intervention
2-3 Teacher Changes
1)Stronger Phonetic Programs
2)Smaller Groups
What can our school do differently?
1)Provide the resources we need
to meet mandates.
Jeopardy Review & Discussion
End of the Day Activity

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Now discussing 250+ Influences on Student Achievement

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-Introduction - where we're originally from and who inspired us to teach (13 present)

-Hattie review

-Option 2 Research:
-Piaget discussion (concrete -- abstract)
-standards based report cards vs.    percentage based
-Self-Reported Grades/tracking ability with standards
-teacher efficacy
-lesson plans + effect size

Option 2 Teacher Changes:
1.  Student-led charting (standards and grades)
2. Deliberate instructional strategies (phonics, spelling, vocab, etc.)
3. Reading Goal expectations
- AR Parties
- Prizes for number of books
- Rewards
**No preference on books***
- Jeopardy Review
- Why homework? Why use it?  Purpose? Pros/Cons

-Test Wiz??  Pros/Cons? What else can we use to pretest for state tests

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P.E. type conferences aren't easy to find. Looking for more of these to have as an options to see other ideas

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John Hattie Review/Video

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Sharing positive experiences in teaching math as we get to know each other and set the tone for positive interaction the remainder of the day. 22 teachers.

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Should it be allowed at all times
Possibly only during the summer

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Behaviors influence learning.
Negative impact- retention.  At a kindergarten level, it's acceptable where as older grades, it is a negative. What grade is acceptable for retention?

2-3 things we could change as teachers:
1. You should never feel comfortable as a teacher. You should constantly be changing and adding.
2.  When we change, change little things at a time and not change EVERY THING if there are things that need to be improved.

What could SCHOOLS do differently?
-Recognize that  there is a difference between Kindergarten influenced/student achievement and upper-grades.

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John Hattie Review Video
- option 2: highlight highs and lows
- the reds that we CAN control
- bordem, retention
- homework- (blue) effective or not? working to fill the gaps of basic skills
-discussed what green or blue we could be better at as a teacher.

Large Group Discussion:
- 2-3 things we are teachers could change.
- more detailed feedback,  peer tutoring with model, self reporting grades.
- preparing students for the next year.
- School could give teachers more Hattie training.

Jeopardy- group discussion

Professional Development times at each school.
Grading scales- all different
- standards vs. topic,
- pass, no pass vs. 1-4 scale

Reading Curriculums:
Successes and Failures for all.
Lack of Phonics in all basils

Survey

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Option 2: Whole Group

Retention discussion

Reading Series Discussion

What could we change as teachers?
-self-tracking; data reports; students graphing their own (continuing, starting)
-RTI

What could schools do differently?
incorporate RTI school-wide

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Interventions/programs we can use as special education teachers:

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Interventions/programs we can use as special education teachers:

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-Supports withing the classroom
-TDA (Text Dependent Analysis) for Walk to read - Shell Education
-Reading Mastery (K-6)
-ReadWorks
-Sensory groups - different tools to help kids focus in the classroom.
-Handwriting without tiers (elementary)
-Loops with other groups (cursive teaching)
-Ed Mark (elementary)
-Compass Learning (K-8 for MAPS prep)
-Khan Academy
-Journeys (1st grade language program and reading)
-Individual Behavior Plans
-Social groups with different behavior focus
-RTI
-Ziggurat Model for PBS
-Focus on social communication
-Social Skills Class - Pull Out
-Michelle Garcia Winner "Thinking of you, Thinking of me" for social skills.
-Randy Sprick, book for social skills
-Articulation skills with pre-schoolers
-Language for Learning - for communication skills and grammar
-Language for Thinking (junior high and high school direct instruction)
-Modifications and alterations of worksheets.
-Failure-free reading for pullout reading class (lots of repetition)
-Color coding in-class assignments
-Unique Learning Systems ($500/year for each level)
-News to You (stories written at different levels)
-Sound partners in small group or with paras (should be a 1 on 1 program)
-Read Well (direct instruction and lots of repetition)
-Math Seeds (lower elementary)
-Reading Eggs (lower elementary)
-Alternative Ed Program for Junior High-High School (good for bullying and anxiety issues with some students)
-Odyssey Ware (used at ESU 15) Many area schools are trying this and liking it for Alternative Ed Interventions
- A+ (old and slow and outdated)
-Prescriptive Reading for 7-12
-Student-choice chapter books and or novels then pull out to talk about those books.
-Read Naturally for K-3 and 4-7 reading interventions (offers phonics, sequencing and idioms)
-Alternate assessments
-Life Skills focus
-Florida Center for Reading Research (offers ideas for phonics, vocabulary, reading skills, etc.)
-Unique learning systems for high school pull out (6 chapter book offered each month on science or social studies)
-AIMS Web and progress monitoring which goes with AIMS Web
-6-minute solution progress monitoring for social studies and science
-Inclusion
-Provide multiplication charts and help them figure out how to find factors and strategies for common denominators
-Practice math facts (so important to use multiplication chart) and give strategies on how to use the chart
-Text dependent Analysis from NESA
-Second Step social skills for all grades in regards to behavior
-Behavior Plans
-Boys town Behavior Model
-Individualized instruction with a lot of life skills (cooking, job training, tailored to fit needs)
-Corrective Reading
-Sound Bites
-Study skills (test taking, note taking)
-Scotts Foresman text to build basic reading skills
-Tough Kids Toolbox for behavior kids
-FROG Publication (games)
-FastBridge - replacing AIMSWEB
-Junior High Intervention Math Class
-7 week block exploratory classes for students based on test scores
-IXL Practice for repitition
-Vocabulary.com for any words needed. Offers classroom competition
-Developmental Learning Center
-Chart to pick 15 things to work on that week (parents sign off) this replaces homework. Ideas include writing name correctly 3 times, count as high as possible, identify three living things in your yard. This gets parents involved and is a form of "homework".
-Summer School Program (standards for choosing who attends - most open to anyone but teachers recommend certain students. Also based on classroom grades and special ed status. Both gen ed and sped ed kids attend. Use MAPS and AIMSweb to determine if kids fall into the range of scores to attend summer school.)
-Include music/guitar and it will reinforce learning. Kids want to make up songs to help remember skills/learning.
-Quizlet = Vocabulary support for any words you'd like to input. Enhances buy-in with competition.
-Corrective Reading Curriculum moved to PowerPoints and google docs for ease of learning.
-Touch Math for kids in addition to regular math.
-Visual phonics to tie into any reading program. (visual/tactile/kinesthetic approach)
-FROG "drops in the bucket" worksheets.
-MOBY MAX -Free Side of an online program (teacher can set criteria for passing)
-Course Hero - Free side of an online program for vocabulary game.
-Direct instruction of Reading Mastery
-Journeys
-Go Math and add in the visual of Touch Math
-AIMSweb
-MAP
-STAR early literacy, reading and math
-IXL
-Wonders (content is considered too difficult and there is not much in the way of phonics)

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Leading to discussion

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Reviewing John Hattie's research and discussing what influences can push us beyond the hinge point.  250 influences is a lot to go over, so we are breaking into groups to tackle and report on specific categories.  Influences of note (high): teacher estimates of achievement, connecting to prior knowledge, student-reported grades, conceptual change programs, early years intervention, and collective teacher efficacy.  Influences of note (low): retention, teacher subject matter knowledge, one-to-one laptops, web-based learning, changing schools, suspension, and summer vacation.  Other influence of note:  the difference in effect size between ADHD and ADHD with treatment drugs and the difference effect size in calculator use for students at different mastery levels.

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Started with creative "Google" name to incorporate it into the class.

Visible Learning Plus Video
-Art curriculum we believe exists in the blue zone
-Learn more hands-on
-Give a problem and they have to find a solution

Took Quizziz

Art Standards and how to implement them into projects
-Essential standards
-What is the most important standard for each school/grade

Printed out the art standards and used them to beef up the lessons. Looked at lesson plans and shared to the vault.

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Vicky A.
Tonya M.
Nathan B. THE Nathan B.
Jason S.
Katelyn D.
Lauren M.
Teresa H.
Jeremy V.

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Probably collectively failed the quiz
Reteaching by watching Hattie Video
Went through the Influences on student. Discussed where we agreed, disagreed, had questions.

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Started-11 teachers present.

ESU PLC Monday Jan. 15th

Introductions

Quizizz game- plc review

John Hattie Research review- 250+ influences on student achievement breakdown-hinge point .40

John Hattie video

Discussing as a group- teacher side of influences

·         Classroom-HAL honor band- auditioned groups, mentoring not much as an impact as one would imagine.  Student leadership have a positive impact- section leaders. Taking time every day for classroom cohesion.

·         Teacher- teacher has more impact on performance enhancement than classroom influences all together. Being able to teach subject matter and basics is more important than the knowledge itself.

·         Teaching, focus on learning strategies- Rehearsal and memorization, deliberate practice is something that we do every day. Student control over learning not as effective because of student motivation or choosing the easy way. Need more guidance from the instructor.

·         Teaching, focus on instructional strategies- cognitive task analysis. Different types of testing hinder the ability for the instructor to get the full depth of how the student is learning/progressing.

·         Teaching, implementation method- distance learning not as large as an impact. Technology won’t have a major impact if it is not consistently used/taught across the school. Can be a good aid, but not end all be all.

·         Student- trying to get students what they NEED in order for them to be ready to learn (Maslow). Teaching students how to learn and having the confidence to learn is an important skill for children to acquire. Self-reported grades, students take ownership of their own progress and learning. District music and performance goals, one-time judgement based goal.

·         Curricula-

·         Home life- can’t have an overwhelming impact in this aspect

2-3 things our teachers can do differently

Focus on engaging students consistently to avoid boredom and complacency. Student peer teaching for excelling students who get bored when learning re-taught material.

Focus on one or two positive learning strategies and perform well to have a positive impact.

Build some sort of positive relationships with all students

1 thing our schools could do differently

Suspension/expelling students- used as a last resort

Cut down on excess inconsistent testing

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Pacer and Fitness Gram

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same as Kindergarten (we did it all together as a Pre-school/K team.)

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same as Kindergarten (we did it all together as a Pre-school/K team.)

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-Our Group went over the Visible Learning Plus (250+ Influences on Student Achievement). We were able to look at some areas where student achievement would be accelerated. Also watched the Visible Learning Video.

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-Our Group went over the Visible Learning Plus (250+ Influences on Student Achievement). We were able to look at some areas where student achievement would be accelerated. Also watched the Visible Learning Video.

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-We discussed Martina Bex and some of her materials that she has designed for the Spanish Teacher.

-We talked about how we each teach our subject material.

-We shared our experiences on teaching novelas and exercises/activites that go along with reading these.

-Duolingo & Sr. Wooly are some of the homework assignments for students

-Discussed Brain Breaks: Singing Ninja, Roca, Papel, Tijeras (Rock, Paper, Scissor), Review of Vocab (using 4-corners), Counting (hiding materials in the room). Switching activities (Transitioning).

-Shared some technology web sites:
Word Reference
Si fueras tu
Blubbr
Flipgrid
La maestra loca
Fluency Matters
Birdbox Studios ("Alma")- Movie Talks
The Comprehensible Classroom-(Martina Bex: TeachersPayTeachers)
TPRS (Bryce Hedstrom)
Senior Wooly (Videos/Questions)
StudySpanish.com (Grammar)
SpanishDict.com (Verb Conjugations, etc.)
Tea with BVP

-Talked about how Denver Public Schools pay their teachers according to student performance.
Also they breakdown performance levels into Word Wall Vocabulary, Verbs, etc. (Unit Planning)
dpstci.wikispaces.com

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Discussed so much, couldn't even get through the questions.

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Discussed so much, couldn't even get through the questions.

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-Homework 300, covered earlier
-Homework 400 Video- Mr. Rick  how to report- grade books- new look to gradebook?  Power Standards, Multiple grades on each standard, Formative v. Summative.
-Misc. 200- behavioral issues this year.  Tardiness, Cell Phones, Refusal to do ANYTHING, Not being prepared for first attempt assessment, Talking Back,  F stands for Phenomenal.
-Good v. Bad 300  DuFour on student learning work of a PLC, best practice,
-Good v. Bad 400 video 8 simple rules,  Good video
-Misc. 400  Best Hope for students.  Group agrees as a whole, we know we may be the most stable thing in a students life.
-FoT 100  Strategies that are effective in delivering content.  Section guide pre made for reading, text dependent analysis, Nearpod, Lecture/Discussion

BREAK TIME back at 2:13

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What are we doing to be more effective in our classrooms? We are discussing topics like routines, checking for understanding, collaboration within our schools and districts, assessments, data collection, homework and grading. How do we move to standards-based grading/reporting? That's our big question.

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Lots of thoughts

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250+ Influences on Student Achievement
* Interesting the low efficacy of suspension/expulsion
* Help seeking is so important as a skill all across life!!

Mind Yeti
* Relaxation and refocusing
* Three minute meditation videos on YouTube

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To start off this afternoon we have divided into middle school and high school groups for further discussion of essential learning standards (middle school) and preparation for the ACT (high school). How do we prepare for the test? How have we changed our curricula? What do we do with the data from our assessments? How do we report standards-based grading

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We all had time to talk about problems teaching themes, curriculum, problems, behaviors, etc. We learned new things from each other.

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Name, School, something I would like to discuss or work on today.

Quiz on Quizizz

Reading series discussion. Pros/Cons...

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-video
Time to reflect on handout over Student Achievement Influence.
Discussion on anything that surprised you or caught your attention.
Quick discussions
-RTI
-Direct instruction/inquiry
-technology

Discussion over influences teachers could make:
-student tracking
-environment
-homework

Influences schools
-training

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Group discussion for answering

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Pick small group to work with
-best lessons
-Vault/tests
-data tracking

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Shared resources.

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-FoL 200 RTI look like, RTI is at a different level at each district, most have a plan for implementing.  Some districts difference in identification, some have whole RTI periods, some extended class time, some WIN.  WILL vs. SKILL, and not waiting till failing, some using down list.
- FoL 300 Check for Understanding.  Pictures, Short Quiz, Small group/ buddy, verbal questioning and discussion, digital response, hand written response, bell work, false flag, wrong information.
-FoT 300  Like and dislike about curriculum.  Lumen Student News, created at the local level in PLCs.
-Data 300  Informed Practice, feedback important, but how with 130+ students.  Digital assessments with rational provides instant feedback.  Discussion on feedback on writing.
-FoL 400 Strategies you utilize that engages?  Lines of Communication [what they have learned], Share circles [inner/outer], clock work buddies, dot to dot, picture framing, lottery for good behavior or knowledge

WRAP-UP
Mr. Richard Smock ....  Outstanding Job at facilitating the Social Studies PLC!! He volunteers for this perpetual job!!

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We reviewed Title 10 and addressed the number of subscriptions and books required. 

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As a group we discussed collection, circulation, policies, and software.  A lot of time was spent on collection organization and maintenance. We shared book & magazine companies. We discussed college classes and possible grants.

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-Discussed the processes and projects built using CNC machines.

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-Demonstrated the use of our Versa Laser.
-Discussed the different projects we use the Versa Laser for.
-Discussed the use of ESU 15 AP Laser; and the projects that we could use it for.

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-Discussed our student numbers
-Discussed the future and direction of our programs.

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-Demonstrated the use of the 3D Printer.
-Discussed the multiple uses of the 3D Printer.

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-Shared ideas of different student projects that each of our students are working on.
-Discussed our grading system, as well as how we are grading our students projects.