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As a PLC, I feel like we have respect for one another, and it shows in our meetings. I always feel like I can be honest when I am feeling confused about a certain lesson or skill. I also feel like I can disagree with anyone here and have a constructive conversation on how to move forward.

I think I have been more intentional about giving the time certain lessons need. In the past, I would set a pace and stick to it to make sure that each lesson I needed to teach was completed. I feel like this year I have allowed lessons to be tweaked in each period based on our class discussions and where the students were on that particular skill. I have also been more consistent with learning checks and really assessing whether or not a skill needs to be retaught or if they have mastered it.

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I think we are doing a good job taking the new STAAR material in stride...not letting it totally stress us out. I also think we do a good job of staying focused on the task at hand while still being able to enjoy each other's presence.

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I think everyone is doing a really great job at setting examples of how to treat one another. I (Sophie lol) am learning so much from each person here and appreciate how everyone teaches, breaks things down, explains, and has patience with me, and their students!

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I think something good the PLC is doing is getting things accomplished in a timely manner and making sure all the important things get done. I like how there is a balance about having time to make lessons and then also having time to preview lessons and have them prepped.

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I learn so much from our PLC and thankful to be part of this team. I feel I have raised up the standard bar for all my students this year from last year. I want them to see how everything they learn has purpose in other classes. L/S/W/R the key to be successful everywhere they go. 

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I learn so much from our PLC and thankful to be part of this team. I feel I have raised up the standard bar for all my students this year from last year. I want them to see how everything they learn has purpose in other classes. L/S/W/R the key to be successful everywhere they go. 

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In our PLC meetings, I feel like it is a supportive safe space. We respect each others time. Our agenda is open and ready ahead of time which I always appreciate. I enjoy hearing everyone's perspective and new ideas.

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I definitely feel like we should slow down the pace of our planning when it comes to our essential standards, so that everyone feels like they can be heard and have input on our lessons/backward design.

I am used to going full speed ahead and I have to realize that not everyone processes information that way and could feel like there isn’t room to make adjustments or improvements. The best functioning PLCs are ones that everyone feels comfortable sharing their ideas and feels valued.

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I think we could do a better job of providing supports in our daily lessons -- sentence stems, pictures for our sheltered kids, etc. I know we do this...we just could do it more consistently for our low kids.

I love the idea of "pre-highlighting" things in specific onenotes...but the time management of that seems nearly impossible sometimes.

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I think we could also do a better job at providing supports for our lower level students. Like said in someone else post, providing sentence stems, more structures, etc. in our planning

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I have felt so stretched thin and haven't been able to attend all the PLCs. And I have to change it up entirely for Resource, so it often is not lessons I can use in there. So I haven't felt like I can bring as much to the table when I am present.

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I think something to improve would be to do more revision even on the daily assignments.

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I think the pacing is too quick at times. Some of our students need more processing time and we need to provide that for them. I like what others have said to have sentence starters or examples of what the expectations are for students. I would appreciate having rubrics or examples to help plan backwards. I also need to frequently review the TEKS to make sure I am aligning my lessons to our end results.

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We have been doing analytical responses a lot, so I feel like they are getting used to pulling text evidence

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Our students are already using text evidence and aware of the purpose of the evidence. Our students are reading and responded to texts. They are determining the function of certain crafts.

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We are already responding to texts in class every day and using text evidence.

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Daily Reading and Writing is helping them practice and build stamina.
Finding supporting text evidence has been happening too!

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I cannot imagine how overwhelming this test will be for my Resource kids.
F--- TEA :(

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For the love.

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Reading comprehension is such a key focus this year. I think it is hard to wrap your head around a new concept, but I do think this is more valuable than the expository essays in years past.

However, it is frustrating that there are so many changes and not as much information as we need from TEA.

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I don't worry too much about STAAR. I know that so many will do well. I don't envy them for having to take a 4-5 hour test. We already know the ones who won't do so well. Let's keep doing what we do.

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We need to learn how to introduce evidence, explain the importance of evidence in depth, consider the function of figurative language, craft and diction....and probably give them a specific way to interact with the text as they read

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We definitely need to use more complex mentor texts and spend more time analyzing specific elements, like language. I also think they need time to practice all of the 3 writing prompts it could be, especially cross-genre.

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Need more weekly practice focusing on a specific skill of grammar.
Need more explicit lessons on introducing text evidence. Think anchor charts and sentence stems could be helpful.
Could also use "Voice Lessons" to help with daily practice of word choice or follow that patter for RWW to notice connotation in their novels.