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?

Who: the kindergarten team

When: 10/10/25

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

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

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

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

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

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.

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

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

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.

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.

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

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

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

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

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

-Mary Cecchinelli

• 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

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.

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

Thank you,

Tracey

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