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Members of my summer curriculum team have some useful conversations about accommodations for ESS students, but most are lost with EL students. Sally and I are trying to message out some additional strategies that science teachers can use, but teachers are incredibly overwhelmed right now and aren't necessarily sharing the load, often because they are in very different spaces and places in the curriculum, are using different instructional strategies, and have very different ideas of what it means to learn the concept/standard.

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ESS support is a challenge in English. ESS support teachers are spread too thin and not all PLCs are on the same page with content which makes creating individualized supports difficult.

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Needs to be more of a presence when PLCs are working on curriculum and the data.

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Most groups do not share evidence of student learning through student work, mostly focus on distribution of grades on assessments or in gradebook.

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I agree that focusing on things that are outside of our/their control seem to dominate the airways.

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I agree that focusing on things that are outside of our/their control seem to dominate the airways.

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Support in understanding that ESS and EL students do not usually need something different. They need a variety of supports and the opportunities to engage with their peers instead of being separated.

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PLCs are still spotty overall. It seems messaging is inconsistent across the district and varies greatly from campus to campus. Campus requirements often conflict with T&L and CTE requirements.  

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PLCs are still spotty overall. It seems messaging is inconsistent across the district and varies greatly from campus to campus. Campus requirements often conflict with T&L and CTE requirements.  

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We discuss universal supports often, which is good for all students, in ESS and/or ELD programs. We discuss accommodations and modifications as they relate to individual needs. We also talk about specially designed instruction, and how it improves access to general education curriculum. 

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We discuss universal supports often, which is good for all students, in ESS and/or ELD programs. We discuss accommodations and modifications as they relate to individual needs. We also talk about specially designed instruction, and how it improves access to general education curriculum. 

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Many sites have not done any PLC training in recent years, so some site-level PLCs don't collaborate much - they are holding meetings to dispense info.  If they try to accomplish something, it is usually to create a document for admin. In many cases, PLCs are trying to find a couple things everyone can agree on and then agree to disagree on common assessments/instructional methods.

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ELL/ELD students are not really in reading classes, but many of the same supports that are valuable to our ESS students and general ed students for that matter (scaffolds, differentiation, leveled text, etc.) are frequently employed. PLC discussions however aren't always productive as it relates to these groups sadly.

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ELL/ELD students are not really in reading classes, but many of the same supports that are valuable to our ESS students and general ed students for that matter (scaffolds, differentiation, leveled text, etc.) are frequently employed. PLC discussions however aren't always productive as it relates to these groups sadly.

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Specialty programs (ex: CBT, Practical) need some coaching around discussing their observations about shared students, present levels, norming on supports they provide students, etc. The weekly PLC would be a great time to do this, but I have seen many just discussing department logistics or meeting as combined "CBT and Practical" groups and losing sight of discussing specific students.

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As required...extremely diverse requirements depending upon the site

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As required...extremely diverse requirements depending upon the site

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Creating an inclusive environment for all students

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Creating an inclusive environment for all students

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Utilizing the UDL mindset benefits all learners

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Standard accommodations are available for all students.

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Teams allows District wide groups to truly collaborate on a weekly basis 

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Teams allows District wide groups to truly collaborate on a weekly basis 

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Making sure that each teacher is aware of needs and that each student is getting quality seat time.

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Some PLCs spend time focusing on things outside of their control and do not share student work. (They never have time to get to student work since they spend time on what they cannot control.)

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Staying within the things we can control and influence instead of the complaining. Committing to common expectations and experiences for students.

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Being timely...some are not utilizing the full PLC time to have those discussions; very casual/informal

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Ability to meet district wide on a regular basis (as in previous late start district PLC days)

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Ability to meet district wide on a regular basis (as in previous late start district PLC days)

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Remembering that often what is good for our special populations is good for all kids

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There are not enough PLCs using intentional use of data to guide instructional decisions.

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Ability to meet district wide to share lessons learned, plan future operations and tell stories about our trials and tribulations

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Ability to meet district wide to share lessons learned, plan future operations and tell stories about our trials and tribulations

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Uniform PLC attendance expectations (campuses sometimes give teachers "the morning off," and that doesn't work well for district PLCs for VAPA), Uniform documentation for PLCs (campuses have different expectations for which forms to submit, some have way more than other campuses)

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Uniform PLC attendance expectations (campuses sometimes give teachers "the morning off," and that doesn't work well for district PLCs for VAPA), Uniform documentation for PLCs (campuses have different expectations for which forms to submit, some have way more than other campuses)

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Common assessments, lessons and materials, some across district collaborations

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Need to learn how to use data to make decisions

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Collaboration on identifying success criteria and calibrating on grading assessments.

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Several groups really struggle with how to work effectively in the PLC.  They focus on the negative and not how to share the work and the data.

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Have several groups who do not know how to run a PLC. They usually come from industry. The idea of PLCs is new to them.

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Some PLCs are focusing on rubrics, success criteria and student work.

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Making sure that everyone is involved in the process.

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We need protected PLC time. We find that the district meetings are not always a priority for campuses. Campuses will hold trainings, other staff-wide meetings, IEPs, or other events during this time. It's difficult for teachers to choose what to do, and I don't like it when they are put in this position. 

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We need protected PLC time. We find that the district meetings are not always a priority for campuses. Campuses will hold trainings, other staff-wide meetings, IEPs, or other events during this time. It's difficult for teachers to choose what to do, and I don't like it when they are put in this position. 

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Some PLCs are still treating their group like a information meeting and not collaboration.

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Math courses have developed shared lessons and utilize them as the basis for all lesson planning...makes for a lot of consistency from campus to campus.

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I do see more PLCs being on task than I did a few years ago including more discussions centered around student data.

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I do see more PLCs being on task than I did a few years ago including more discussions centered around student data.

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Lori Armatage - Language Arts content specialist

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Discussions on supports/interventions for students 

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Discussions on supports/interventions for students 

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Grade level PLCs looking at student grades data from 1st quarter to identify needs. Specifically looking into what we already have in place to support.

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Grade level PLCs looking at student grades data from 1st quarter to identify needs. Specifically looking into what we already have in place to support.

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Looking at Data and using Supplemental materials for improving deficits. Also give sites an idea of fellow teachers time frame of materials covered

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Working on improving their curriculum.

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Some programs are good at discussing data when it comes to curriculum, common assessments, etc.

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My district-wide teams are sharing a lot of the resources they use. Many are also embracing/beginning to embrace EBG, which is prompting good conversations.

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Some of our PLC's work really well to share the work load and discuss what is happening the their classrooms.

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Weekly discussion about Arts standards, starting to execute common formative assessments, reviewing CRT data, reviewing best practices, etc.

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Weekly discussion about Arts standards, starting to execute common formative assessments, reviewing CRT data, reviewing best practices, etc.

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Reading PLCs generally do a good job of reviewing and discussing data.

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Reading PLCs generally do a good job of reviewing and discussing data.

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Abigail Broderick-Teaching & Learning Division

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Abigail Broderick-Teaching & Learning Division

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CTE

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Efrain Filerio- CTE Business and Tech Theatre programs

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Efrain Filerio- CTE Business and Tech Theatre programs

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English Integration Specialist for CTE

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All content areas re Tech Integration

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Rebecca Reimers, ESS- Inclusive Settings

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Rebecca Reimers, ESS- Inclusive Settings

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Grant Skinner-Social Studies

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CTE-STEM

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Health and PE

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Daniel B. Eaton - Visual and Performing Arts

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Daniel B. Eaton - Visual and Performing Arts