The Bartley Elementary School PLC Story
In 2012 we began our PLC training. This training provided our building with a systematic process for change. When we began the PLC process, our state test (MAP) scores were not where we wanted them to be. Over 50 percent of our students scored at the basic or below basic level and we knew that immediate change was necessary. What became evident after year two of training, was that our building MAP scores began to show an increased level of proficiency, particularly as it related to the state average scores. When we first started training, we realized that our work was not cohesively connected. We determined that any building goals we developed needed to focus K-5 not just 3-5. Even students not taking the MAP test had some of the same Math and ELA goals as the upper grades. We developed building goals focused on our greatest needs. As a school, we decided that the students in our school were “ALL” of our responsibility and not just the responsibility of the classroom teacher. Students in K-2 needed to have goals to help prepare them for grades 3-5. Additionally, we developed an intervention system that looked at specific student needs. We went from a Reading Recovery model to a Title I school-wide building model. This allowed us to intervene with more students and thus led us into a new RtI model. However, we realized we could not intervene with 50% or greater of our students, as indicated by our MAP scores in 2012. This led to systemic changes in our Tier I instruction. Tier I instruction had to be implemented with fidelity in all classrooms. Teachers needed to assess students formally and informally during instruction to ensure that all students were achieving. These formal and informal assessments were created by individual teachers, building grade level teams and district grade level teams. Additional help was provided as needed by other staff members including Reading Interventionists and colleagues from our building and other schools. Teachers also attended the Powerful Learning Conference and participated in breakout sessions which helped them create these assessments.
Further training was provided through professional development in our district. If students were not achieving, reteaching had to be done. The grade level team analyzed the results of the assessments together and planned further instruction in areas of deficit. Small groups of students were formed and additional instruction was provided to remediate the areas of deficit. Further, they discussed enrichment activities for students who mastered the assessed concepts. These students were provided with learning activities to extend the concepts being assessed. The grade level teachers brought the results of the assessments and further instruction to their Data Team Meetings and discussed further action to be taken with the data team. Feedback became an integral part of instruction, empowering students to assess and take responsibility for their own learning. We also made changes to our Tier 2 and Tier 3 interventions. We implemented an RTI program that involved all staff and students. Classroom teachers, special education teachers and interventionists met on a regular basis to assign students to intervention groups. Not only did our intervention groups serve students who needed intensive or strategic support, we served groups who needed support in core instruction and groups who needed enrichment. Special education teachers and interventionists provided Tier 3 instruction. These significant changes have led us to not only improved MAP scores but also to a more connected building. We view each student as “our” student and we all own their struggles or their success.
Our mission statement, “We are ONE on a quest for excellence at Bartley School”, is at the center of educational decisions we make within our community. Each year, we revisit our mission statement, as well as our vision statement to ensure we are constantly striving to reach our academic goals and our mission. The level of teamwork, commitment, and responsibility for not only our students’ learning but our own learning is integral to our success. We have truly cultivated a team of data decision makers who work collectively to create a path of success for each child.
Further training was provided through professional development in our district. If students were not achieving, reteaching had to be done. The grade level team analyzed the results of the assessments together and planned further instruction in areas of deficit. Small groups of students were formed and additional instruction was provided to remediate the areas of deficit. Further, they discussed enrichment activities for students who mastered the assessed concepts. These students were provided with learning activities to extend the concepts being assessed. The grade level teachers brought the results of the assessments and further instruction to their Data Team Meetings and discussed further action to be taken with the data team. Feedback became an integral part of instruction, empowering students to assess and take responsibility for their own learning. We also made changes to our Tier 2 and Tier 3 interventions. We implemented an RTI program that involved all staff and students. Classroom teachers, special education teachers and interventionists met on a regular basis to assign students to intervention groups. Not only did our intervention groups serve students who needed intensive or strategic support, we served groups who needed support in core instruction and groups who needed enrichment. Special education teachers and interventionists provided Tier 3 instruction. These significant changes have led us to not only improved MAP scores but also to a more connected building. We view each student as “our” student and we all own their struggles or their success.
Our mission statement, “We are ONE on a quest for excellence at Bartley School”, is at the center of educational decisions we make within our community. Each year, we revisit our mission statement, as well as our vision statement to ensure we are constantly striving to reach our academic goals and our mission. The level of teamwork, commitment, and responsibility for not only our students’ learning but our own learning is integral to our success. We have truly cultivated a team of data decision makers who work collectively to create a path of success for each child.