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Zearn Completion
Weekly Quiz Growth

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Connected by

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PLCs have felt connected by emphasis on lesson fidelity and execution. We see student achievement increased because of PLCs in the following ways.... students are given a purpose for reading assignments that increases achievement, teachers have an improved understanding of the unit sequence and are better able to connect individual lessons to the overarching goal of the unit

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PLCs have felt connected by emphasis on lesson fidelity and execution. We see student achievement increased because of PLCs in the following ways.... students are given a purpose for reading assignments that increases achievement, teachers have an improved understanding of the unit sequence and are better able to connect individual lessons to the overarching goal of the unit

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Investment in planning

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More small group instructional time
More Digital lesson time
More basic+ on weekly quiz data

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focusing on instructional/lesson planning/ systems and routines

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Improving teacher response to student misconceptions and now we see preventions towards misconceptions in plans/instruction.

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Improving teacher response to student misconceptions and now we see preventions towards misconceptions in plans/instruction.

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allowing practice time and implementation

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August/September PLCs have focused on Instructional Norms and Routines.  PLCs have developed teachers by providing a model of the focus area and providing teachers with an opportunity to opportunity to collaborate with peers to make adjustments/modifications to their instruction and now we should see evidence of this in plans/instruction.  Coaching and PLCs have felt connected/not connected (Circle one) by ____________.  We see student achievement increased because of PLCs in the following ways: more students are able to engage with specified activity, gains in bimonthly quizzes, more engagement during lessons.

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more focus in lesson planning an pacing

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Lessons alignment to EOM
Area of focus in each subtopic
Student writing

Allows collaborations, planning and revisions and check for understanding with regard to expected execution

Still slight confusion

some connection

students are frequently refereed back to overarching questions and how they tie to EOM

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planning, pacing, routines and procedures.

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focusing and narrowing in on areas that teachers needes more support in and allowing reflection  and practice time during sessions

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August/September PLCs have focused on building systems and routines.  PLCs have developed teachers by allowing practice and now we see explicit directions and expectations in instruction.  Coaching and PLCs have felt connected by the focus on providing consistency of instruction.  We see student achievement increased because of PLCs in the following ways: more time in instruction, more student CFUs (with content), more whole group engagement strategies.

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planning and pacing

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Lesson execution

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August/September PLCs have focused on planning/pacing/familiarizing.  PLCs have developed teachers by identifying and addressing areas of confusion/concern and now we see increased confidence in plans/instruction.  Coaching and PLCs have felt connected/not connected (Circle one) by actively tying together coaching conversations with PLC/PD topics.  We see student achievement increased because of PLCs in the following ways: City Year Corps members feel more comfortable in their instruction and ability to lead small groups. Increased understanding and comfort on their own end results in smoother routines/procedures, better lesson planning, stronger pacing, and increased content internalization which all can contribute to student achievement.

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August PLCs have focused on authentic writing opportunities.  PLCs have developed teachers by creating a shared vision and now we see more effort to plan for writing across subjects in plans/instruction.  Coaching and PLCs have felt connected in purpose but not as much in practice.  We will see student achievement increased because of PLCs in the following ways because stronger discussion and think time will lead to stronger writing!

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August/September PLCs have focused on the routines of the classroom as well as general high level planning concepts. PLCs have developed teachers by increasing collaboration and the sharing of best practices across classrooms. Coaching and PLCs have felt connected as coaching priorities were focused in the routine/planning domains as well. We see student achievement increased because of PLCs by more instructional minutes being "bought" to focus on critical content.

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August/September PLCs have focused on Restorative Conversations, specifically using Restorative Language. PLCs have developed the Culture Team by building each member's capacity for empathy toward our students and now we see relationships being established with students about whom there were other perceptions. Coaching and PLCs have felt connected by/because we are each other's support system. We see student (behavioral) achievement increased of PLCs because we are able to share information about individual students that we may not be able to share during the course of a busy day.

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August/September PLCs have focused on __________.  PLCs have developed teachers by _______________ and now we see _____________ in plans/instruction.  Coaching and PLCs have felt connected/not connected (choose one) by ____________.  We see student achievement increased because of PLCs in the following ways ________________________.