Our PLC Story

“We are better together than when we are isolated or apart from each other” (Peter Noonan, Superintendent, Fairfax County Public Schools). This quote was the driving force for the beginning of our PLC adventure. In 2014, a diverse team of collaborative staff members traveled to San Antonio, TX to attend the PLC at Work Institute. Although we went in at the novice level, we had no idea of the impact this would have on our students, staff, and school culture.

Soon after our team returned, we got right to work! With excitement, our PLC facilitators presented to our staff to create a unified vision that would elevate our school environment. Through our prepping and planning, we learned that “clarity” precedes competence. We determined that our focus would be on the implementation of  PLC vocabulary terms and protocols to ensure that all stakeholders were on the same page. We immediately began laying the foundation of the development of our norms, collective commitments, agendas, and what collaboration would look like. This process gave teams the opportunity to self-evaluate where they were based on the Critical Issues for Team Consideration Rubric. Through the analysis of the rubric, it was determined that we needed to realign our focus on collaborative planning and protocols to address the four essential questions: 

• What do we expect students to learn?

• How will we know when they have learned it?

• How will we respond when they don’t learn?

• How will we respond when they already know it? 

To address these questions, we refreshed our master schedule to include job embedded time for our professional educators to have intentional conversations on ways to foster academic growth through interventions and tiered instruction. Each grade level is allocated an additional two hours per month to be results focused and data driven for student success, while monitoring S.M.A.R.T. goal implementation.

In the past, our school has always had good intentions to monitor TEKS alignment throughout grade levels. However, our method was not student driven. Over time, due to PLC work, this process has transformed into a high functioning tool that is essential to improve and inspire learning in students and staff. We have continuously restructured our vertical teams from simplistic content focused discussions to collaborative action. We are now more increasingly aware of students' needs through analyzing essential standards and student data by having more in depth conversations. Fulton, Lee, and Yoon states, “It is time to end the practice of solo teaching in isolated classrooms.” Therefore, our campus has come together to recognize all professional educators in our building to be a part of our vertical teams. 

In the 2016-2017 school year, after looking at the 18 Critical Issues for Team Consideration, we determined our next action step was to teach students the criteria used in assessing the quality of their work and provide them with examples. During our preliminary presentation, the district noticed the importance and timeliness of the topic and selected our team to present at the district and state level. 

According to Robert Evans, “The single best low cost, high leverage way to improve performance, morale, and the climate for change is to dramatically increase the levels of meaningful recognition for-and- among educators.” At Boals Elementary, we have immersed ourselves in celebrating each other through faculty, vertical, and grade level meetings, as well as, staff newsletters, Good Morning Boals assemblies, and the work that we are doing for students, no matter how big or how small. 

At Boals Elementary, the work we are doing is a fluid process. We will continue to grow, develop, and follow our school’s mission statement.

We will…

• Build a better community

• Optimize personal growth

• Accept and respect diversity

• Learn for a lifetime and

• Seek lasting relationships

As teams consistently meet to focus on the four PLC questions, we embrace a collaborative culture that focuses on the future ready learner. We continue to aspire to improve teaching and learning at Boals Elementary, where “ALL MEANS ALL!” 

 

 

1. Monitoring student learning on a timely basis.

PLC Practices

#1 Monitoring student learning on a timely basis

At Boals Elementary, we create and implement a viable and guaranteed curriculum based on state standards. After delivery of instruction, our data process helps us see what “our” students know, understand, and are able to do. During weekly name and need meetings, we identify student’s strengths and areas of growth to develop action plans based on tiered instruction. Using formal and informal assessment results, such as CFA’s, DRA’s, STAAR, District Snapshots, and daily classroom work, our teams follow the campus data analysis protocol. This allows teachers to review and sort students into tier levels based on mastery. Students are shared amongst the grade level in order to provide targeted small group intervention and extensions. 

Our 4th and 5th grade classes are using Mastery Connect. This has allowed teachers and students to receive immediate feedback regarding student performance. Mastery Connect is another way for teachers to identify student understanding and quickly plan for varied levels of instruction.

Our data room houses grade level tiered charts where cards are created with student pictures and their special programs, if applicable. Students are sorted based on current mastery of an essential state standard. This yearly on-going process allows us to track their academic levels of growth from grades K-5. These cards will follow them through their elementary years, along with an on-line digital portfolio (See-Saw). This protocol drives our intervention and extension lessons. Also included in our data room is our DRA 2 wall, which is a visual representation of reading levels of students in grades K-2. It helps to quickly analyze and target instruction for student growth. Students are shared in flexible groupings between grade level teachers based on needs.

Our teachers at Boals help model the importance of goal setting with all students. This fosters a growth mindset by providing student choice in their learning pathway. Our ongoing process provides purpose, challenge and meaning to encourage students to see how far they have come and how far they need to go to get to the next level.  Students use self-reflection sheets from district snapshots, CFAs and other formal and informal assessments to evaluate their own academic or social emotional growth over the course of the year.

2. Creating systems of intervention to provide students with additional time and support for learning.

#2 Creating systems of intervention to provide students with additional time and support for learning

At Boals Elementary, we create and implement systems of intervention by ensuring a 30 minute block of time dedicated to small group instruction to provide students with additional time and support.  W.I.N. (What I Need) groups are determined through data analysis by reviewing pre and post assessments. Teams use Trello boards to sort students according to need. These groups are fluid and change based upon the instruction being provided. Our data has shown that through the implementation of W.I.N., student progress has improved in comparison to after school tutoring.

For students who have mastered the essential standard, they are extended on the essentials or are afforded authentic learning opportunities for personalized learning through choice boards, genius hour, and other self-selected extensions activities. While tier one students are involved in personalized learning, tier two and three students are meeting with teachers in a small group. By looking at data and student work, teachers are assigned to intervention groups based on teachers’ strengths and highest percentage scored for each essential standard. For example if a teacher scored 95% on 4.9 (Di) ( the central idea with supporting evidence) that teacher would be the one instructing any student that needed remediation for that standard. 

The Student Success Team (SST) committee has been established to support students who are not making adequate progress with tier one instruction. The committee is represented by administrators, the school counselor, instructional coach, resource teacher, and master teachers. In addition, the following staff members are invited on an as needed basis: dyslexia teacher, speech pathologist, licensed psychologist, and  diagnostician. Through collaboration, the committee generates a targeted action plan that is beneficial based on the student needs. This is tracked for a set number of weeks before a reconvene date is set to determine whether or not progress has been mastered or not. If mastery is not achieved, the committee may recommend further testing. 

Boals Elementary has a very successful parent, student, and community mentorship program. The students are selected based on academic or social emotional needs. Mentors are trained by administration and teachers and partnerships are carefully selected to ensure the success of the child. Mentors meet one to two times a week, for no more than 20 minutes. 

Providing books over the summer is more beneficial than some summer school programs. In order to achieve this, our school librarian opened the library six times throughout the summer to allow access to over 15,000 books. In addition, over $1500 was allocated to put books in students' hands during the summer. Our students are already waiting in anticipation for the summer to come. 

Through the different interventions provided at Boals Elementary, we are focused on the whole child to guarantee that all students are getting their academic,as well as their social and emotional needs met. 

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

#3  Building teacher capacity to work as members of high performing, collaborative teams that focus efforts on improved learning for all students

Boals Elementary has high-performing, collaborative teams that focus their efforts on improved student learning. This can be seen through 50 minute collaborative planning sessions daily. The teams also meet on a two week rotation for 60 minutes for backwards planning and data analysis. This time is used for strategic planning to unpack state standards, analyze our curriculum and cluster planning. 

Our schedule allows teams to meet once every six weeks for name and need to discuss individual student progress. In addition, two 30 minute groups of vertical teams meet each Friday. These vertical teams take this time to discuss the vertical alignment of a specific state standard.  Our SST committee meets a minimum of two times a month for 60 minutes in order to generate a targeted action plan that is beneficial based on the student needs.  

The campus has a vital Campus Improvement Team that helps develop our campus action plan. The goals and objectives are driven from the needs of the campus. The team meets 3 times a year. The subcommittees work together on a target S.M.A.R.T. goal that ensures a high level of learning over the course of the year. 

In addition, our campus utilizes a coaching staff that consists of a Digital Learning Coach, an Instructional Coach, and a Language Coach.  This team meets weekly to assess the needs of the campus based on learning walks and observations.  Our coaching team provides our staff learning opportunities through co-teaching, demonstrations, and professional development.  As a result of our passionate and dedicated educators who continuously put children first, many volunteer to participate in the Jim Knight Impact Cycle.  This powerful process helps teachers to improve their craft through self-reflection and challenges them to reach their highest potential.

Teachers see each other as their most accessible and useful sources of knowledge.  Several teachers are afforded the opportunity to attend in/out of district professional development.  This empowers teachers to become experts in their new learning.  We build capacity by allowing them to present their new knowledge with the staff.  Another method of enhancing our professional growth is by participating in a book study strategically chosen.  These book studies ignite conversations among school staff that leads to the application of new ideas in classrooms and improvement of existing skills.

Achievement Data Files

• plc-2017-2019-tapr-data--boals-es.pdf
• plc-model-school--student-achievement-data--boals-es--grades-k-2-cbas.pdf
• plc-model-school--student-achievement-data--boals-es--grades-3-5-staar-meets.pdf
• plc-model-school--student-achievement-data--boals-es--grades-3-5-staar-masters.pdf
• plc-model-school--student-achievement-data--boals-es--grades-3-5-staar-approaches.pdf

Additional Achievement Data

Boals Elementary Achievement Data

Boals Elementary is an incredible campus that was established in 2003, located in Frisco, Texas. We have been rapidly growing over the last 18 years. Our community is a popular location for families moving within the state of Texas. We also receive many students from a variety of other locations across the nation. When considering this data and assessing the effectiveness of the Professional Learning Communities at Work process we have implemented, the data that we have collected and still continue to analyze and collect, shows that our students work hard and our staff focuses on the achievement of students.  

As a result of the COVID-19 pandemic, we do not have 2020 standardized data. The process we had in place prior to the school closure, indicated there would be substantial growth for all sub pops. In the absence of 2020 data, we returned to school the 2020 school year aware of the challenges we would face as a result of COVID-19. As a result, our staff renewed our commitment to the value of PLC. We worked to ensure we implemented our strategies, processes and protocols with fidelity to ensure our students still have access to high quality instruction. Our staff monitored students' reading and math to close gaps that were created during COVID-19. Below you will find the preponderance of evidence that shows how learning, even though may have been interrupted due to virtual settings, our students and staff at Boals Elementary persevered and ensured that students were growing.  

Data Evidence

Pre-K Student Learning Objective Smart Goal Results 

Kindergarten 2019-2020 Student Learning Objective Smart Goal Results

Kindergarten 2020-2021 Student Learning Objective Smart Goal Results 

First grade 2019-2020 Student Learning Objective Smart Goal Results 

First grade 2020-2021 Student Learning Objective Smart Goal Results

Second grade 2020-2021 Reading Progress Monitoring 

Third grade 2019-2020 Student Learning Objective Smart Goal Results 

Third grade 2020-2021 Student Learning Objective Smart Goal Results 

Fourth grade 2019-2020 Writing Student Learning Objective Smart Goal Results 

Fourth grade 2020-2021 Student Learning Objective Smart Goal Results 

Fifth grade 2020-2021 Vocabulary Student Learning Objective Smart Goal Results

Special Education 2020-2021 Phonics Student Learning Objective Smart Goal Results 

2020-2021 Kindergarten Reading Growth

2020-2021 First grade Reading Growth 

2020-2021 Second grade Reading Growth 

Boals Elementary STAAR Three Year Trends 

Boals Elementary 2017-2021 STAAR Performance Trends 

Boals Elementary January 2021 Snapshot Quick View Report

Boals Elementary February 2021 Snapshot Quick View Report 

Boals Elementary March 2021 Snapshot Quick View Report 

Boals Elementary May 2021 Snapshot Quick View Report 

Boals Elementary Achievement Data 1

Boals Elementary Achievement Data 2

Boals Elementary Achievement Data 3

Boals Elementary Achievement Data 4

Monitoring Processes:

• Mastery Connect- a district resource that tracks student progress for specific TEKS.  It provides the student and teachers with immediate feedback allowing for on the spot reteach for all students.  

• Data Talks- grade levels meet every other week to review and plan for instruction based upon campus, district, and state assessment data. Our instructional decisions are always based on what is best for our students. 

STAAR and Campus Assessment Data

• WIN- our master calendar allows for all students to participate in WIN Time (“What I Need”). This time is set aside for intervention and extension. These groups are small, flexible, and targeted with TEKS leveled instruction. Teachers analyze data based on essential standards in math, reading, writing, and science.  Each session lasts thirty minutes and students are mixed within the grade level.  

• Individual Goal Setting- teachers help students set reachable goals based on their academic growth. Once students achieve his or her goal, they collaborate with their teacher to write a new one.  

• Growth Talk Lunch-  The principal, assistant principal, instructional coach and counselor meet with selected 3rd, 4th, and 5th graders.  The students are invited to a lunch in the library right before the STAAR test.  Prior to the lunch, selected students are interviewed by the administration team about goal setting.  At the lunch, students are shown motivational videos and quotes.  Students share what the quote means to them and why they picked it.  They share a connection that they had with the motivational videos.  

• Common Formative Assessments- we utilize research base strategies and district resources to create CFAs in order to check understanding of specific TEKS. These assessments are a guide to small group instruction. 

MasteryConnect CFA 

• Name & Need Protocols- name and need meetings are held once a quarter.  Grade level teachers along with Administration, Instructional Coach, Language Coach, Counselor, Speech Pathologist, Special Ed, and Dyslexia teachers meet to discuss Tier I and behavior students.   They brainstorm interventions and strategies to help guide classroom instruction. During the final name and need meeting of the year, teachers meet with the next grade level to highlight student’s successes and helpful strategies.  This meeting helps to prepare resources for the upcoming school year. 

Sample 4th grade Name and Need

• Student Support Team- student support team is our school based problem solving committee with a shared responsibility for learning of all students.  This team works to improve the quality of the general education program and reduce the underachievement of students.  Our SST committee meets weekly/monthly and is composed of the following members: teachers, Special Education teachers, Dyslexia teachers, and Administration.  Teachers bring assessment data, intervention information, work samples, and parent notes regarding concerns. A specific action plan is developed for each student and shared with all parties involved with the student’s instruction.  The committee also makes a reconvene date, four to six weeks later, to determine whether or not the student is making progress or requires further evaluation. 

  • SST AGENDA Email

  • Student Action Plan

• Small Group Instruction Guidelines-guidelines for math, reading and writing small groups.  Teachers use formative assessment data and target specific skills to ensure individual growth of every student.

• Data Analysis Protocol- This protocol is used in guiding teams through analysis of data to identify strengths and problems of practice.

• Accelerated Math Instruction (AMI)-  AMI is a targeted instruction approach for students who need additional time to master math concepts.  These flexible student groups  meet with a certified teacher twice a week from November to May for thirty minutes each session.  

 

School Year 2016-2017

Campus Awards

21-Day Challenge Recipient

Healthy School in Training Award 

PTA Awards

Files

• boals-blueprint-1.pdf