Building a shared understanding and commitment to the PLC at Work process at Webb Bridge Middle School involved a multi-year journey that evolved through several strategic steps and continuous dedication. The process aimed to transform the school culture from mere compliance to genuine commitment to the principles of Professional Learning Communities and increase student achievement.  

Initial Consultation and Professional Development (2012): The journey began with consultants Daniel Venables and Cari Began, who conducted professional development sessions and a book study on PLCs with the leadership team.(The Practice of Authentic PLCs by Venables; Getting Started: Reculturing Schools to Become Professional Learning Communities - Eaker, DuFour, and DuFour) This laid the foundation for understanding the key concepts and ideas behind PLC work.  

Critical Friends Institute (2012): The school invested in further professional development by sending many teachers and staff members to a five-day Critical Friends Institute facilitated by Thomas Van Soelen. This training helped team members learn protocols to enhance adult collaboration, a crucial element of a successful PLC.This training continued for many years.   

Leadership Change and Redefining the Focus (2017): With the appointment of Principal Rebecca Williams, the need to refocus and rebuild the commitment to PLC work became apparent. Teams were meeting regularly but not necessarily focusing on the key questions and core values of PLCs. This shift in leadership marked a turning point in redefining the school's approach to PLCs. Rebecca's emphasis of digging into student data also led the school to look not only at the overall scores but the growth of all students. Rebecca also brought in Van Soelen as a regular consultant from 2017 to present day. He has helped us move to use infinitive agendas, and we are even mentioned in his book Meeting Goals:Protocols for Leading Effective, Purpose-Driven Discussions in Schools.   

Changing the Team Structure (2017): The school took the bold step of dismantling the Curriculum Lead Teacher (CLT) structure and created true Collaborative Teams in which all members had roles and responsibilities. (See additional files "group work roles") This step promoted interdependence and equal participation, moving away from a compliance-driven structure.  

Physical Relocation (2017): Moving teachers' classrooms so that they were neighbors with their team members increased opportunities for organic cooperation. While initially met with resistance, this change proved beneficial in fostering collaboration.  

Adopting Best Practices from Conferences (2018): The administrative team attended a PLCs at Work conference and brought back best practices, including schoolwide norms, commitments, expectations, check ins, and agenda templates. (See additional files - "PLC infinitive agenda" Collaborative team check in") We started using Learning by Doing -by duFour, DuFour, Eaker, and Many and Building Professional Learning Community at Work by DuFour and DuFour regularly with our teams. We also began the work of moving our staff to understand that as a school we are a PLC and our teams within our PLC are called Collaborative Teams. (See additional files for WBMS artifacts - "plc vs ct") These collaborative documents enhanced clarity and engagement among staff members. 

Additionally, our administrative team went to a full day training with Mike Mattos and began using Taking Action: A Handbook for RTI at Work by Buffum, Msttos, and Malone to meet the needs of our Tier 2 and 3 students. 

Within one year of intentionally looking at student data, we saw an increase in students reading at or above grade level.That success, which was tied to collaborative work, was the boost the staff needed to fully buy into PLC practices. (See additional data "reading data 18 -19")

Regular Check-Ins and Goal Setting (2018): Implementing Collaborative Team check-ins twice a year gave teachers the time to reflect on their practices and align them with the PLC at Work processes. The practice of setting goals at the end of each check-in helped solidify each teacher’s commitment to the work.  It also helped Rebecca see what supports teachers needed to continue their growth.

Targeted Professional Development (2018): From the check ins, we were able to focus professional development on PLC at Work practices, which increased teachers’ knowledge and their capacity to hold themselves and one another accountable for the work. This continuous learning was essential for building commitment.  As teachers grew, they were able to understand why common formatives are important and how to use the data from them to support student growth. 

Alignment with District Initiatives (2019): The school aligned its focus on the PLC at Work process with district initiatives, such as the "Standards Mastery Framework." This alignment streamlined efforts and reinforced the commitment to a guaranteed curriculum for all students. (See additional files - "Wbms-learning-map-legal-size")  This year we also dug into subgroup data and our teams worked on targeting growth in our underperforming groups of students with great success. (See additional data "ela subgroup data") 

Role Transformation of Content Chairs (2019): Changing content chairs from being disseminators of information to instructional leaders added support to the work of collaborative teams and emphasized content leadership within our school.  We used The Five Discipline of PLC Leaders by Kanold as a guide for their development.

Adapting to Challenges (COVID-19): The school demonstrated its commitment to PLC at Work process during the COVID-19 pandemic, adapting to challenges and sharing best practices for virtual and simultaneous instruction and engagement. This period of adversity further solidified the commitment of staff and their dedication to students’ success. During this time, we created shared definitions of what it meant to be a PLC by creating a PLC matrix (see additional files "PLC Webb Way Matrix"). 

Visible Success and Recognition (Post-Pandemic): The dedication and commitment to the PLC at Work process led to significant successes, as reflected in minimal learning loss. Webb Bridge Middle School became a model for other schools, attracting visitors from leadership teams from our county and state, as well as Europe. Teams wanted to learn more about how the school's collaborative teams worked together to benefit student learning outcomes.  

The journey to build shared understanding and commitment to the PLC at Work process at Webb Bridge Middle School involved a deliberate and strategic approach, continuous professional development, structural changes, alignment with district initiatives, and adaptability to challenges. The result is a school culture where teachers are not just compliant but truly committed to the principles of PLCs, which has led to remarkable improvements in student learning outcomes and recognition as a model for other educational institutions. 

Fostering a culture of continuous improvement is at the core of our educational mission. While we pride ourselves on being a high-achieving school, our unwavering focus remains on growth, not just achievement. We've coined a simple yet powerful mantra, "Get to know them and grow them," which encapsulates our commitment to nurturing relationships with students and supporting their ongoing progress. 

Data is our guiding light, and we diligently employ a wide range of data points to inform and enhance our practices. Our data-driven approach encompasses faculty, student, and parent perception data, as well as student learning data. Importantly, we don't merely skim the surface; we drill down into these data sources to explore different demographics and identify trends.  The insights gained from this data analysis fuel the creation and monitoring of our school's three-semester goals. (See additional files "semester action plan") These goals revolve around fostering strong relationships and routines, optimizing tier one instruction, and implementing targeted interventions to ensure every student's needs are met. For example, in 2022, although our students scored well overall on the end of the year state tests, they were deficient in vocabulary; thus, all teacher teams included vocabulary skills to their plans. The result was 4.3 point increase in vocabulary! (see additional data "vocabulary growth")

Our journey towards continuous improvement commences in the summer, where our administrative team dedicates time to review teachers' "Love it, Lose it, Tweak it" survey and students' feedback. These surveys offer both multiple-choice questions and three open-ended questions: "What's working? Where are we getting stuck? What might we do differently?" Despite the substantial volume of responses from our approximately 1300 students, we meticulously read each word and categorize the prevailing trends. These surveys, in conjunction with attendance and discipline data, lay the foundation for process and procedural adjustments in the following academic year. (See additional data -"student survey results 23")

Our leadership team delves deep into student achievement data, and this isn't just a summertime endeavor; it's a year-round commitment. The insights gleaned from this data drive our professional development initiatives and inform instructional shifts within our school and classrooms. Our Collaborative Teams (CT) are instrumental in this process, using post-assessment forms to dissect common assessment results. These forms guide CT discussions by prompting questions about standards or learning objectives most missed and how and when they will be retaught, either as a whole group or in smaller, targeted groups. We also examine the standards that students correctly answered, identifying outliers or factors that might skew the data. Ultimately, each CT crafts a Balanced Assessment Plan (BAP) for every unit, ensuring multiple opportunities for adjusting instruction based on data analysis. 

In addition to addressing learning gaps, we place a premium on challenge and extension for students who surpass learning targets ahead of schedule. A variety of intervention and extension plans are in place to cater to individual student needs, a testament to our commitment to differentiation and student-centered learning. 

Our dedication to stretching both our faculty and students is evident in our consistently improved achievement and behavioral data. We are proud to have achieved the highest College and Career Readiness Performance Indicator (CCRPI) of any traditional middle school in Georgia in 2019 and again in 2022. In 2019, we were honored as a Beating the Odds school, surpassing the performance of schools in Georgia with similar characteristics. Furthermore, last year we achieved record-breaking levels of level four or exceeds scores in state-tested subjects, and our subgroups all saw growth gains from 2022. Additionally, our commitment to character and behavior earned us the title of a State and National School of Character in 2023, along with a distinguished level recognition in Positive Behavioral Interventional and Supports (PBIS) for 2022 and 2023. 

As a learning community, we are unwavering in our pursuit of the best outcomes for our students. We remain dedicated to reviewing and utilizing data to drive continuous improvement, ensuring that every student has the opportunity to thrive and succeed. Our commitment to growth and excellence is embedded in our school's DNA, and we eagerly embrace the challenges and opportunities that lie ahead on our educational journey. 

Our journey towards creating and implementing a guaranteed and viable curriculum is a collaborative process that unfolds over the course of a school year.It's a narrative of reflection, alignment, and support that shapes the educational experience for our students. 

The process begins with reflection at the end of the school year within our Collaborative Teams (CT). Educators assess the successes and challenges of the previous year while it is fresh in their minds. During summer CT meetings and pre-planning, critical discussions take place, laying the foundation for a consistent and equitable curriculum.  This commitment to fairness ensures all students have access to a curriculum that is guaranteed and viable, regardless of the course level. Our goal is to eliminate what we term the "Educational Lottery" – the variability in the educational experience that often arises from teacher assignments and student schedules. 

CTs have at least one common formative assessment (CFA) each week, which can be as formal as a quiz or as informal as a ticket out the door. The CFA captures who has and who has not mastered the priority standards. The data is collected and shared at the team’s next meeting and a plan to reteach those who need it is discussed. We used Embedded Formative Assessment by Wiliam to guide this work. CTs also ensure that 20-40 percent of all summative assessments are same across levels (co-taught, general, advanced, gifted, accelerated), so that once again, the team may use the data to inform their next instructional moves. These agreements are part of our PLC Expectations, which are reviewed regularly. (see additional files - "team expectations" "Download to edit wbms common syllabus") Additionally, we ensure teachers have common planning to consistently meet to discuss student learning.  

We know collaboration among adults is not always easy; thus, we continually work on interpersonal communication as a staff. We have studied The Five Dysfunctions of a Team, completed Temperament Training and InsideOut Coaching, and created and shared User Guides. All these steps support our collaborative work.      

At WBMS, our focus is continuous improvement and continued growth for our students.  Thus, we have implemented a variety of consistent procedures to monitor student learning and progress.    

As an Administration team, we meet on a weekly basis.  One of our standing agenda items is to complete teacher gradebook checks.  Each week we look at a specific grade level as part of maintaining consistency and quality in grading practices among teachers. If we identify an issue, we let the team know, so they can work together to ensure all members are in alignment.  

All our teacher’s lesson plans are available for view on our WBMS website.  Transparency in lesson planning is one of our valuable processes that fosters collaboration, communication and trust among parents, students, and fellow teachers. Our lesson plans are simple as our focus as a school is on our larger Balanced Assessment Plans (BAP) and our Unit Plans.  

Every 4 ½ weeks, grade reports are generated.  Our practice is to analyze these grade reports by student failure and teacher failure and identify areas for improvement. Our administrative/counselor team analyzes these grade reports to identify patterns and trends in student failures. Our counselors meet individually with any student who is failing two or more classes to understand what the student needs to improve and create an action plan. We also collaborate with our teachers and support staff to gain insights into why certain students are struggling.  Additionally, we examine the grading and instructional practices of teachers whose students are consistently failing.  We conduct classroom observations and offer the necessary mentoring and support for teachers who need assistance with improving their teaching practices.  By regularly analyzing grade reports and addressing student failures and educational methods, we create a culture of continuous improvement and ensure both students and educators are supported.  

We have implemented multiple processes for student support and interventions as a proactive and holistic approach to addressing the needs of struggling students.  Our student support team consists of our counselors, administrators, Instructional Support Teacher, Social Worker, and Graduation Coach.  This team meets weekly to discuss students who are struggling academically, behaviorally, or social-emotionally. (See additional files - "WBMS PM Admin agenda template") Our Special Education Team meets weekly to ensure that students’ specific needs are being met. Our special educators and support staff collaborate to identify best practices and support for students with disabilities.  For students who need intervention, we have implemented a multi-tiered system of support that provides progressively intensive support to the identified students based on their needs.  We have designed this system to catch and address learning difficulties early.  Part of our MTSS process is to have monthly Student Talks.  Classroom teachers identify students of concern and during this monthly talk, our grade level counselor, grade level admin, and classroom teachers create a plan that is immediately implemented for those students.  (See additional files "student talks")

Starting each day with Compass (Advisory) is one of our promising practices for creating a supportive and inclusive school community.  It allows for the Compass teachers to have regular check-ins with their students to address their social and emotional well-being, academic progress, and other needs.  (See additional documents "SSS schope and sequence")

By following these processes, we have a proactive and holistic approach to student support and intervention that ensures that our students’ needs are consistently addressed. 

We have implemented multiple processes for student support, intervention, and extension, as a proactive and holistic approach to addressing the needs of our students.  Our implementation of our systems is a collaborative and data-driven approach that is responsive to the unique needs of our students.  We have a commitment to the continuous improvement and learning growth for all students. 

We start each day with a Compass class led by an educator Advisor who conducts regular check-ins with a small group of heterogeneously grouped students. The check-ins address social and emotional well-being, academic progress, and other needs. (See additional files "SSS scope and sequence")  The check-ins create a safe space for students to express their feelings and challenges, stay on top of their assignments, grades, and goals, and the support is tailored to each student’s specific needs.  The Advisor can provide targeted support or refer them to the appropriate personnel.  

“Academic Catch-up Days” are our proactive and targeted approach to support students’ academic needs and ensure all students stay on track with their coursework.  This strategy is highly effective in helping students complete missing work and stay engaged in their learning.  We use choice incentives for students who have no missing work that encourages responsible and timely completion of assignments and rewards those who are on track. This strategy addresses the unique needs of all students and promotes a culture of responsibility.  Additionally, we offer working lunch for students every day who need additional time to comeplete work or assessments.  

All teachers offer help sessions each week. Each content area has a specific day, so students may attend multiple sessions each week if needed. Help sessionsprovide small group, differentiated support as well as an opportunity for teachers to build stronger relationships with students, which improves students’ comfort level in seeking help and discussing their challenges.  

We have a robust and highly invested Multi-Tiered System of Support (MTSS) team at WBMS. This team implements early warning systems that help identify struggling students before issues become severe.  This involves tracing attendance, behavior, and academic performance indicators.  The team implements a tiered intervention framework with Response to Intervention and Positive Behavioral Interventions and Supports.  These frameworks include universal, targeted, and intensive interventions.  (See additional files - "WBMS Tiered systems of support")

Through our MTSS team, students are identified for a variety of our intervention strategies.  We offer High-Dose, Small-Group tutoring to identified students during the instructional school day.  This tutoring is provided by an outside tutoring service and is tailored to the individual needs of the students. Additionally, the team identifies students who need Tier 2 and Tier 3 interventions and support.  We provide these interventions through Connection courses in Reading and Math. We also offer Extended Learning before and after school three days a week to students who need consistent support in reading and math. 

We are fortunate to have a Parent Liaison who is passionate about serving our WBMS Community.  She is fluent in Spanish and has been instrumental in supporting our Hispanic population.  These students have been provided with support in their native language and have regular check-ins with our Parent Liaison.  Furthermore, we are fortunate to have a math teacher who is fluent in Spanish.  In her two-8th grade on-level math classes, she instructs in both English and Spanish.  This intervention has been instrumental in the improvement of math performance for our Spanish speaking students in 8th grade. 

If a student needs additional academic support, we find a way through one of our many programs to get him the assistance he needs to fill the skill gaps and improve his academic achievement.  

Our high-performing, collaborative teams are at the heart of our school's mission to enhance student learning. Through a range of strategic initiatives and a commitment to continuous improvement, these teams focus their collective efforts on creating an environment that fosters academic growth and holistic development. 

Twice a year, our Collaborative Teams (CT) engage in a critical process known as the "CT Check-in." This reflective exercise, modified from a Solution Tree conference and our partnership with InsideOut Coaching, serves as a compass for our educators to navigate their collaborative journey. Members utilize a rating scale of 1, 5, or 10 to assess the effectiveness of their teamwork, guided by "The Three Questions": What's working? Where are you getting stuck? What might you do differently? This introspective approach empowers participants to delve into their own practices and problem-solving capabilities, making change meaningful from within. It's an inside-out approach that gives ownership and direction to our educators, setting the stage for effective collaboration. (See additional files - "Collaborative team check ins")

At the school level, we create a Semester Action Plan based on a wealth of data and invaluable student survey feedback. This information is also integrated into our teachers' TKES (Teacher Keys Effectiveness System) goals, aligning individual objectives with broader educational needs. In response to a concerning trend in 2018—stagnant reading scores—we set a schoolwide literacy goal, transcending traditional subject boundaries. CTs played a pivotal role in this endeavor, leading to innovative practices such as grade-level novel studies in social studies, novel reading in health classes, and more. These initiatives yielded substantial improvements in reading scores, a testament to the power of collaborative, data-driven action. 

Professional development (PD) is integral to our mission of boosting student achievement. We champion personalized, differentiated PD, designed to meet the specific needs of teachers and students. Ensuring consistency in PD and expectations is paramount. Teacher leaders, who share their insights during faculty meetings, play a pivotal role in this process. Their expertise spans a wide range of areas, from technology and ESOL strategies to reading techniques, enhancing buy-in and providing opportunities for teacher leadership development. 

Our leadership structure is a cornerstone of our success. Each content area boasts a dedicated Content Chair, who serves not merely as a department leader but as a coach, thought partner, and model teacher. These chairs maintain an open-door policy, providing routine non-evaluative observational feedback to their colleagues. They also receive personalized professional development, enhancing their instructional and leadership skills. The responsibility of organizing vertical content meetings further falls to them, fostering collaboration, data analysis, and information sharing. (See additional information - "WBMS Content Chair Expectations")

To further elevate our instructional quality, our teachers engage in peer observations and reflection. During weekly Grade Level Meetings, Grade Level Chairs initiate discussions with reflective questions, serving as role models for reflective practice. Furthermore, each CT receives a dedicated Professional Development Day during the school year, enabling teachers to engage in intensive planning, data analysis, and the creation of Balanced Assessment Plans. These FLEX days offer precious time, a commodity often in short supply, and this opportunity is extended into the summer, with funding approved by our School Governance Council to compensate teachers for their valuable contributions. These days include ESOL and SEC teachers, which ensures our CTs are meeting the needs of all students. Our co-teachers began using Amplify Your Impact: Coaching Collaborative Teams in PLCS at Work by Many, Maffoni, Sparks, and Thomas in 2019 to guide their work. These initiatives empower teachers to be proactive problem-solvers, investing in their students' success. 

Our commitment to intentionality extends beyond instruction to the cultivation of meaningful relationships with students. We've implemented a process to identify students who may be slipping through the cracks, aptly termed "Webb Way Worries." These students are identified through a blend of student and teacher feedback. They are strategically paired with teachers known for their exceptional relationship-building skills, creating connections in a non-academic setting called Compass, an advisory period. This concerted effort has yielded impressive results, with many students moving off the "Webb Way Worries" list the following school year. 

The cumulative effect of these initiatives has propelled our school to extraordinary heights. Our dedication to character education and academic excellence culminated in our recognition as a Georgia School of Character. We further achieved the distinction of being the first traditional middle school in Georgia to attain the title of a National School of Character, underscoring the transformative impact of high-performing, collaborative teams on student learning and holistic development.