Magnolia Junior High (2023)

  1. PLC Story
  2. PLC Practices
  3. Achievement Data
  4. Awards
  5. Resources

Magnolia Junior High’s Professional Learning Community journey began in 2015 as a response to rock-bottom standardized testing scores and a recognition that students deserved better. The data showed that MJH students were subjected to an educational lottery driven by a system that prioritized teaching instead of learning. In response, the principal introduced MJH to the collaborative PLC concept, completely restructuring its teams and schedule to reflect a campus focused on high levels of learning for all students and driven by results. 

Shared understanding and commitment developed over the next few years. Providing most collaborative teams with daily dedicated PLC time in addition to a daily conference allowed PLC implementation to be monitored with fidelity. As teams witnessed growth in student learning and achievement, buy-in increased. At the start of this journey into the PLC process, many compliance pieces were in place to ensure alignment with the state’s standards and data-driven instruction. As the process developed and teams began organically incorporating it into their daily routines, the loose and tight expectations were adjusted, progressing from exacting directives over things like paperwork protocols to authentic conversations centered around the four critical questions (See Evidence A- Tight and Loose Progression). The advancements took us from tracking overall data to a system focused on each individual student and each individual standard, which moved our PLC from compliance to commitment. 

In the first year, student gains on standardized tests were present in all tested subjects. The improvements even included double-digit growth in writing and science. From year one to now, MJH has been able to weather changing standards and tests, a COVID shutdown, and declining entry-level reading ability. Maintaining incremental growth and minimal backsliding amidst the increasing demands facing public education and external obstacles was only possible through the PLC process. Bringing content experts together daily to collaborate, build sound instruction and assessments, and examine data provided the opportunity to refine our practice effectively and respond continuously, resulting in a culture of learning for all that has the potential to change the trajectory of students. 

As teachers committed to the PLC process, they not only saw their students grow but they began to see each other grow, as well. Reciprocal learning has become part of the culture at MJH, where all stakeholders are learning from each other. Over the years, we have relied on video coaching, peer observations, learning walks, and other strategies to foster continuous improvement. Our teaching professionals take ownership of all students and work together across grade levels and departments to increase student learning. As we have continued to fine-tune our loose and tight expectations, teachers have increased their levels of transparency. If one teacher wants to try a new research-based strategy, they share in advance and openly discuss the data results. Risk-taking and innovation are encouraged, and teams support each other in new endeavors to find the best ways to improve student outcomes. 

We are now in year eight of our PLC journey. As we have moved from compliance to commitment, an evolution has occurred. Teachers across the building use blended learning techniques and personalized learning strategies to enrich the experience for students and improve feedback response times. Teachers participate in action research projects and dig in together to develop as professionals and solve problems they face in the classroom. All teachers work to support the advisory system and give students the opportunity to show mastery of the content. The team at MJH has changed over time, but the PLC process allows us to sustain a school focused on student learning. PLC has become who we are and what we do, the non-negotiable that drives every choice we make to move our organization forward.

 
 

1. Monitoring student learning on a timely basis.

Magnolia Junior High provides Professional Learning Community collaborative teams with a daily, dedicated period in addition to a personal conference to plan instruction, create assessments, analyze data, and monitor student progress. The scheduling and structure allow collaborative teams time to thoroughly examine the needs of students based on the four critical questions. 

At the beginning of each year, collaborative teams address question one by completing a map of Texas's state standards, known as the "TEKS." Using the TEKS, the district scope and sequence, frequency distribution reports, and data (both cohort and longitudinal), teams determine the essential TEKS and mark where they fall within the units. Additionally, teams mark opportunities to spiral essential TEKs into subsequent units to provide more time for intervention and continually check for mastery of essentials throughout the year. Once the teams have mapped out the standards, members use and update the document with adjustments and mastery tracking data. (See Evidence B for Essential TEKS Map example). 

Teams use a calendaring system for each unit and grading period to plan formative and summative assessments, interventions, extensions, and daily activities. All core subjects cater their calendars and processes to their specific preferences and subject/grade level needs; however, the common thread is establishing time and space to ensure high levels of learning for all students. The calendaring systems are fluid documents allowing teachers to respond to student needs constantly. As a result, the system evolves continuously. (See Evidence C for an example highlighting the evolution of one team’s system).

After establishing what students need to learn and how they will learn it, Magnolia Junior High PLC collaborative groups employ monitoring and feedback strategies. At the beginning of our PLC journey, teachers moved to a system where intervention and extension occurred after summative assessments. As the process has evolved, teams have implemented various feedback systems to intervene at multiple points prior to summative assessments. We are tight on intervening based on formative data; however, teams have the autonomy to determine the best approach for their content and grade level. 

For example, eighth-grade science uses a checkpoint system where students can use their notes on the first formative assessment. By allowing them to use their notes, we are building up their confidence with high-level, rigorous questions. We are also teaching them the value of taking and using their notes. Next, quizzes without notes are given with a scheduled day for intervention and extension always provided the day after the quiz. The intervention provided in small groups addresses specific misconceptions and gaps in understanding. The extension ranges from mini projects, diagrams, or in this case, the making of a high-level quiz. (See Evidence D for an example of a checkpoint, and See Evidence E for an example of an extension). This system dedicates time and energy to data monitoring and response throughout a unit, which provides students with constant feedback concerning their current levels of understanding. By intervening and extending on individual TEKs before assessing the mastery of all essential skills in the unit, teachers are rarely surprised by the summative assessment results. Additionally, teachers and students are better equipped to address residual deficiencies before starting the next unit or through spiraling throughout the remainder of the year.

Our 7th-grade math team uses Canvas and Eduphoria to provide almost immediate feedback during independent practice time. Leveraging the available technology allows teachers to pull small groups, reteach, or challenge specific students before any grades enter the grade book. The monitoring strategy is supplemented by helping videos and other valuable tools at the fingertips of students and parents. The systems were implemented before the Covid shutdown, which helped the transition to online learning tremendously. After students were back in the classroom, we moved back to a blended learning environment, keeping the key components that allowed for timely and responsive monitoring.

In both examples, teams have the ability to intervene at multiple points throughout the unit and after the summative assessment. These systems have allowed teachers to provide authentic snapshots of mastery to all stakeholders in an expedited manner. Combined with constant communication with parents and the entire PLC, collaborative teams can make necessary adjustments, seeing more significant results in student progress and essential TEK mastery.

 

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

Throughout our eight-year journey, we have continued to improve Tier 1 instruction practices, ensuring high levels of learning for all students. However, there will always be students who need additional time and support for learning or additional time to extend. Our intervention and extension opportunities have evolved as we moved from classroom-based interventions and extensions to a school-wide system. We still use classroom time; however, we also have dedicated time during the school day for all students to have extra time to increase their learning according to their needs. 

Dedicated school-wide time and innovative classroom structures have made intervention and extension non-negotiable. We do not have to worry about bus arrival or parent pick-up as the advisory schedule gives all students a specific time daily to work toward mastery. We have moved from a once-a-month adjusted schedule to an extension of an existing class to an advisory class completely separate from graded courses. The updates to the system came from the collective voices of teachers wanting to ensure that advisory time was productive and influenced student progress academically and behaviorally. Because the class is separate, classes are hand scheduled based on multiple data points and do not require changes based on the student’s general schedule. The time is used for intervention and extension, but the time also helps students to engage in character lessons, participate in school-wide activities, view extended video announcements, attend meetings, participate in pullouts, or just take a brain break. Teachers are provided with a calendar listing various pullouts and daily lesson topics (See Evidence F), resulting in time well spent no matter which students are in the classroom or moving to other locations. The teachers also spend time weekly checking grades and helping students to set goals working toward mastery. 

The advisory system has become more and more effective as teachers improve Tier 1 instruction through innovative practices that create time for intervention and extension. The 8th-grade math team has provided personalized learning through self-paced units for several years. When students begin a new topic, the entire unit is posted and available for students to work through. By giving students control of their pacing, students who achieve mastery of a concept can continue working to gain additional unit knowledge or increase the depth of knowledge concerning a topic. The instructional design also ensures extra time for extra help to grasp the concept according to student needs, with the flexibility to accelerate or slow down, depending on the level of mastery and without becoming bored or overwhelmed. Unit material is available in Canvas, which helps the teachers to provide feedback, intervention, and extension efficiently. The goal of mastery for all students is facilitated through the use of this system (See Evidence G- Checklist Breakdown).

Many other programs and systems support Tier 1 instruction and school-wide systems. Emerging bilinguals attend sessions during advisory throughout the year to practice listening and speaking with peers to improve comfort levels and confidence before participating in TELPAS testing (Evidence H- EB Groups). Gifted students and students who desire to participate in a genius hour can enroll in Launch, a semester-long course focused on student-led projects to solve problems or serve the community (Evident I- Launch Project Outline). Students receiving special education services meet with their case managers daily, math and reading intervention groups meet twice a week, and everyone at MJH works interdependently to serve our kids.

 

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

As we became more familiar and comfortable with the PLC process, it became clear that one-size-fits-all professional development would not help us to build capacity and see continuous improvement. As a result, we made all PD sessions optional and asked teachers to guide the development toward their needs. Attendance was higher under the optional parameters than when we required a particular number of sessions per semester. Many teams would come as groups to learn together or have a selected member attend to teach the group during collaborative time. After a couple of years, even this strategy did not offer enough personalized learning to help our collaborative teams continue pushing to new heights sufficiently. 

As a result, we began completing action research projects (See Evidence J- Action Research Project Guidelines). Collaborative teams analyzed data and observed student needs at the beginning of the year. Next, teams identified an issue that was an obstacle to student learning and success. Once the problem was identified, teams set out to develop an action plan to address the problem. The action plan was based on taking existing research and refining the ideas to suit the needs of our students, in our grade level, and in our content. During the implementation, teams tracked data to see if the new strategy or idea worked. Throughout the process, teams kept short notes about what worked and what did not work. At the end of the year, teams assessed how their work contributed to improved student learning. One team found ways to improve student engagement by tracking progress, setting goals, and rewarding students. One team decided that the problem they initially tackled was not the actual problem. They adjusted their focus and continued to work on the root issue. One team continued their project with refinements based on lessons learned and the needs of a new cohort of students (See Evidence K- Action Research Project). 

Within the action research format, each day became job-embedded professional development. For example, our 8th-grade social studies team began tracking data in a new way based on their essential TEKS. They also branched out from their action research project based on increasing writing opportunities to revamp the DBQ process. The result was a significant improvement in writing quality and quantity. They can now help other teams with resource building and scaffolding to improve writing output. 

Maintaining a culture of continuous improvement strengthens the teachers’ learning, strengthening the students’ learning. Each time our high-functioning collaborative teams improve lesson design, lesson delivery, assessment creation, data tracking, or student engagement, the students and teachers benefit. The PLC process allows us to grow our learning organization by building the capacity of teaching professionals through personalized, job-embedded professional development.

Achievement Data Files

Additional Achievement Data

Growth abounds within the data from Year 1 to Present at MJH! The initial implementation of the PLC process led to tremendous growth in the first year, and a focus on learning brought about real change. From the first year moving forward, one of the significant challenges we faced was a decline in incoming 7th-grade students’ reading scores. Although we are still working to beat the state average in reading, we have improved the 6th to 7th to 8th reading averages every year. 

During the 19-20 school year, MJH was on track for gains in all subjects. Normally, if we fall within 10% of the district average throughout the year, that equates to solid placement against comparative junior high schools and the state average. In 19-20, MJH was above, equal, or less than 10% away on every district assessment. Unfortunately, the COVID shutdown meant we did not have the state data to show the 19-20 growth against previous years, and the continuation of the school shutdown had significant effects on our standardized testing results. However, MJH has shown over eight years continuous growth and exceptional gains in EB, SPED, and EcoDis scores even when recovering from a worldwide pandemic. 

We continue to close the achievement gap for emerging bilinguals, students receiving special education services, and economically disadvantaged students. Last year, 95% of emerging bilinguals went up a level or stayed the same on TELPAS, the annual language acquisition test, and our EBs performed above state average on all but one test. Similar results were recorded with students receiving special education services and economically disadvantaged students. If not above state average, they were within 5% for all seven tests.

 

2023

  • Conroe Flag Raising Event- Representative selected from MJH

2022:

  • TEA Distinction- Top 25% Comparative Academic Growth
  • 3rd Place Team District UIL Academic Meet
  • UIL Art History- 7th grade: 2nd place, 8th grade: 4th and 6th place
  • UIL Calculator Applications- 8th grade: 5th and 6th place
  • UIL Chess- 7th grade: 1st and 2nd place, 8th grade: 1st, 2nd, 4th, and 5th place
  • UIL Dictionary Skills- 7th grade: 2nd and 5th place, 8th grade: 2nd, 3rd, and 6th place
  • UIL Editorial Writing- 7th grade: 3rd place, 8th grade: 1st and 5th place
  • UIL Listening Skills- 7th grade: 2nd place, 8th grade: 2nd place
  • UIL Maps, Graphs, and Charts- 7th grade: 3rd and 4th place, 8th grade: 6th place
  • UIL Mathematics- 7th grade: 3rd place, 8th grade: 2nd and 4th place
  • UIL Number Sense- 7th grade: 2nd place
  • UIL Poetry- 8th grade: 6th place
  • UIL Ready Writing- 7th grade: 5th place, 8th grade: 6th place
  • UIL Social Studies- 7th grade: 3rd and 5th place, 8th grade: 1st and 2nd place
  • UIL Spelling- 8th grade: 3rd, 4th, 5th, and 6th place

2021

  • 2nd Place Team District UIL Academic Meet
  • UIL Art History- 7th grade: place, 8th grade: 4th and 6th place
  • UIL Calculator Applications- 7th grade: 2nd place, 8th grade: 3rd, 4th, and 6th place
  • UIL Chess- 7th grade: 1st, 2nd, and 6th place, 8th grade: 5th and 6th place
  • UIL Dictionary Skills- 7th grade: 1st and 3rd place, 8th grade: 4th and 6th grade
  • UIL Editorial Writing- 7th grade: 1st and 2nd place, 8th grade: 3rd and 4th place
  • UIL Impromptu Speaking- 8th grade: 1st and 3rd place
  • UIL Listening Skills- 7th grade: 1st and 2nd place, 8th grade: 3rd, 5th, and 6th place
  • UIL Maps, Graphs, and Charts- 7th grade: place, 8th grade: 2nd and 6th place
  • UIL Mathematics- 7th grade: 3rd and 6th place
  • UIL Poetry- 8th grade: 6th place
  • UIL Prose- 7th grade: 1st place, 8th grade: 1st place
  • UIL Number Sense- 7th grade: 4th place, 8th grade: 5th place
  • UIL Ready Writing- 7th grade: 5th place, 8th grade: place
  • UIL Science- 7th grade: 6th place
  • UIL Social Studies- 7th grade: 2nd place
  • UIL Spelling- 7th grade: 3rd place, 8th grade: 4th place
  • UIL One Act Play- 2nd place and Best Actress

2020

  • District Teacher of the Year
  • No UIL Academic Meet Held

2019

  • TEA Distinction- Academic Achievement in Science
  • 3rd Place UIL Team District UIL Academic Meet
  • UIL Art History- 8th grade: 6th place
  • UIL Calculator Applications- 8th grade: 5th place
  • UIL Chess- 7th grade: 1st place, 8th grade: 1st, 2nd, 3rd, and 4th place
  • UIL Dictionary Skills- 8th grade: 2nd and 3rd place
  • UIL Editorial Writing- 7th grade: 3rd place, 8th grade: 1st, 2nd , and 5th place
  • UIL Impromptu Speaking- 8th grade: 5th place
  • UIL Listening Skills- 7th grade: 6th and 6th place (tie), 8th grade: 3rd place
  • UIL Maps, Graphs, and Charts- 7th grade: place
  • UIL Mathematics- 7th grade: 4th place, 8th grade: 4th place
  • UIL Poetry- 8th grade: 4th and 5th place
  • UIL Prose- 8th grade: 6th place
  • UIL Number Sense- 7th grade: place, 8th grade: 4th place
  • UIL Ready Writing- 7th grade: 4th place, 8th grade: place
  • UIL Science- 7th grade: place, 8th grade:
  • UIL Social Studies- 7th grade: place, 8th grade: 2nd and 6th place
  • UIL Spelling- 7th grade: 1st place, 8th grade: 4th and 5th place

2018

  • HEB Grant Winner- English Department
  • 3rd Place UIL Team District UIL Academic Meet
  • UIL Art History- 7th grade: 3rd place, 8th grade: 4th place
  • UIL Calculator Applications- 7th grade: place, 8th grade: 2nd, 4th, and 6th place
  • UIL Chess- 7th grade: 1st and 4th place, 8th grade: 2nd and 6th place
  • UIL Dictionary Skills- 7th grade: place, 8th grade:
  • UIL Editorial Writing- 7th grade: 5th place, 8th grade: 1st and 3rd place
  • UIL Impromptu Speaking- 7th grade: 1st place
  • UIL Listening Skills- 7th grade: place, 8th grade: 2nd place
  • UIL Maps, Graphs, and Charts- 7th grade: 3rd, 4th, and 5th place, 8th grade: 6th place
  • UIL Mathematics- 7th grade: 1st place, 8th grade: 1st place
  • UIL Prose- 7th grade: 1st place
  • UIL Number Sense- 7th grade: 4th place, 8th grade: 5th place
  • UIL Ready Writing- 7th grade: 2nd place, 8th grade: 2nd and 3rd place
  • UIL Science- 7th grade: place, 8th grade:
  • UIL Social Studies- 7th grade: 1st place, 8th grade: place
  • UIL Spelling- 7th grade: 6th place, 8th grade: 5th place

2017

  • HEB Grant Winner- English and Science Departments
  • Magnolia Education Foundation Grant Winner- English Department
  • Exxon Girls in Engineering Participants

2016

  • HEB Grant Winner- English Department
  • Exxon Girls in Engineering Participants

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