The PLC journey began over a decade ago in all of the District 96 schools. District leadership began researching and learning about the components of effective practices and components of systems operating as a professional learning community. The district worked on developing a common mission, vision, values, and goals to guide our work. A focus on the four critical questions led us to understand how important a guaranteed and viable curriculum was needed. District content teams worked to develop the common set of targets for each subject area in every grade. From these targets, we understood the need to write appropriate assessments (formative and summative) to measure the attainment of the identified targets. From this data, we were more prepared to identify students who needed extra support and those that needed opportunities for extension and/or acceleration. Over the years, we have continued to revise the expected targets as we have learned more, often adding rigor and higher expectations for our students. This revision has included the addition of leveled targets and the implementation of a standards-based reporting system to provide specific, timely, and accurate feedback to students and parents. The district also modified its calendar to include early releases on a regular basis to allow time for district content area teams and/or grade levels to meet together for consistency between and collaboration among all staff members.

Twin Groves created collaborative teams at each grade and content teams. The principal, assistant principal, and school team developed a master schedule that provides common planning time for these teams to meet. These teams developed norms for working together productively. An agenda is developed for each team meeting time and is shared with all team members. The principal and assistant principal regularly attend the grade-level teams to provide support and encouragement. These teams review the upcoming targets, pacing guides, and scoring rubrics. They develop common formative assessments to assess the unique needs of their students. These teams meet regularly to review data (pre-test, common formative assessments, and end-of-unit assessments) to design effective differentiated instruction. More recently, the district has developed an instructional coaching program to provide job-embedded learning focused on best implementing instructional practices, supporting language development, and building capacity in specific content areas.

To support new teachers in our system, the district provides five days of new teacher training prior to the start of school each August. During these days, new staff are provided an overview of the District 96 Professional Learning Communities work. The district has a two-year mentor program in order to continue to develop the capacity of the new staff.

1. Monitoring student learning on a timely basis.

The second critical question for our work as a PLC says, "How will you know if students have learned what you expect them to?" In District 96, we work hard at developing appropriate target-aligned assessments. These include formative and summative assessments that are used for different purposes. Formative assessments are used to determine a student's current level of understanding and knowledge of the targets. These formative assessments may include the use of observational checklists, exit slips, target-aligned quizzes, individual conferences with students, or other means to gather student data. Feedback is provided to students to help them know where they are in their learning progression and what they need to do in order to show growth. Teachers use data from these assessments to guide their instruction through differentiation and identify small groups of students in their classroom who may benefit from additional instruction or those that are ready for enrichment. Grade-level teams develop common formative assessments based on the needs of their students. These needs may be different at other schools based on the unique characteristics of students. The results of these assessments are reviewed by the entire grade level to make decisions about pacing, mix-up opportunities, and to share instructional ideas to support all students.
We use a standards-based reporting system to provide feedback to students and parents about progress. Students understand that prior to instruction it may be that a student is not yet showing proficiency. With instruction, students see their growth. We have also developed above-level targets for students to work on after showing proficiency or mastery of the grade-level expected targets. Students work hard to move towards these extension opportunities.

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

Collaboration is key to creating systems of intervention. In District 96, our system of intervention begins with a robust assessment system based on our identified targets for each grade level course. We use Northwest Evaluation Assessment Measures of Academic Progress (MAP) for all students in grades K-8 three times a year for math and literacy. This data is used as a data point for consideration of additional time and support. All students are also assessed using CBMs to gather additional data. Our district uses the benchmark assessment data as well. Each building has a Problem-Solving Team made up of many individuals whose purpose is to provide support to the individual teachers to determine steps to be taken in the classroom in order to identify overall needs. This Problem-Solving Team reviews progress monitoring data on a regular basis to determine if additional time and support are needed by moving up the pyramid of interventions.

 Beginning in the 2017-18 school year, Twin Groves began operating on a new schedule. The schedule is based on the following vision for our students. 

• A student-centered approach drives decision-making.

• A safe learning environment is created so that students feel valued and are actively engaged in their own learning.

• Interdisciplinary teams share a common group of students.

• Course content prepares students for college & career readiness, in compliance with state regulations.

• Common collaborative planning time is provided daily for teachers to build differentiated, inquiry-based lessons.

• Cross-content learning taking place.

• Data-driven instruction is provided in order to differentiate for student needs.

• Flexible scheduling allows teams to implement plans created collaboratively.

• High-quality instruction is provided by highly qualified experts.

• Social-emotional learning is embedded into the curriculum.

• Student voice and choice are evident in academic tasks as well as in exploratory options.

• All students have access to all curricular areas with intervention time built into classes.

The model has a built-in period daily that is designated as a "flex" period. The flex period is designed for all students to access tiers 2, and 3 interventions in the areas of reading and math. The period is designed for tier 1 intervention in all core subject areas, Science, Social Studies, Language Arts, and Math.  7th Graders have the opportunity for intervention support during flex in the area of Spanish from the Spanish teachers. The flex period is also a time for students receiving special education support and related services to receive their services without missing core classes or exploratory classes. In addition, the flex period offers extension opportunities incorporating student choice and interest in a monitored environment. 

Please see below for an example.

 Daily Schedule

 

 

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

Building high-performing teams is essential throughout our professional learning community, to ensure students are reaching their maximum potential. Each grade level and specialist team has an identified team leader that works closely with the principal. These leaders provide an additional layer of support to all teachers in working towards the district and school goals. All team leaders go through extensive professional development around facilitation skills. The Leadership Team meets weekly with the principal and assistant principal, where they work collaboratively around the goals, identifying needed supports and developing targeted plans to reach goals. These weekly meetings also serve as a place to celebrate successes and problem-solve across grade levels.

Twin Groves has a team of instructional coaches comprised of a Math Coach, Literacy Coach, Language Development Coach, Science Coach, Humanities Coach, and Innovation Coach as a means to support learning. Coaches meet weekly with teams and as needed with individual teachers. This includes a review of student data, best practices supporting students' mastery of learning targets, additional techniques for assessment of student learning to refine instruction, and collaborative planning for instruction, including intervention and extension. Our coaching model provides teams and teachers with opportunities for modeling, co-teaching, observation, and collaboration around best practices. Coaches participate in extensive training and development and also meet weekly with the principal.

Our Problem-Solving Team includes the Principal, Assistant Principal, School Psychologist, School Social Worker, School Counselor, Special Education Teachers, Occupational Therapist, and Speech & Language Pathologists. This team meets weekly to regularly review student data for students qualifying for Tier 2 and 3 interventions, as well as for those students already eligible for special education. Review of this data guides further decisions and planning for students to close instructional gaps. The Problem Solving Team also provides Tier 1 support to teachers through their grade-level liaison roles. Grade-level liaisons and the Problem-Solving Team work with teachers to support student learning needs and align specific data collection tools to monitor progress.

Achievement Data Files

• isat_parcc-comparisons-2010-2017-for-all-things-plc.pdf
• twin-groves-data.pdf
• twin-groves-plc-data--20220418.xlsx
• district-data.pdf
• twin-groves-sub-group-data-updated-2019.pdf

Additional Achievement Data

* Most recent 3 consecutive years of student achievement data with subgroup is in attachment twin-groves-plc-data-20220418 (in Tab 2)

 

The state of Illinois requires schools to participate in the yearly state assessment for students in grades 3-8 for elementary districts. Until the 2014-15 school year, this state assessment was the Illinois Standards Achievement Test. This assessment included math and reading tests for all grades and additional science tests for students in grades 4 and 7. Illinois became a PARCC state (Partnership for the Assessment of Readiness for College and Career) and implemented this test for the first time during the 2014-15 school year. In order to prepare parents and teachers for the more rigorous expectations of the PARCC, Illinois changed the proficiency levels on the ISAT assessments. You will notice a drop in scores across the entire state beginning in the 2012-13 school year. It is not appropriate to compare data before and after this change. 

During the 2014-15 school year, the PARCC was administered to students in 6th, 7th, and 8th grades two times during the year. During the 2015-16 school year, the PARCC was administered to students in 6th, 7th, and 8th grades once during the year. During the 2018-19 school year, the PARCC was changed to the IAR (Illinois Assessment of Readiness) and it was administered to students in  6th, 7th, and 8th grade once during the year.

Awards & Recognition 

2022 Emma Degan named IAHPERD Adapted PE Teacher of the Year

2022 Cara Anderson named IGSMA Cloyd Myers Memorial Award Designee

2021 US News & World Report Top 50 Middle Schools in Illinois

2019-2024 IAHPERD Health Blue Ribbon

2019 ISBE Those Who Excel Award for Early Career Educator to Jordan Myers, and Head Custodian Team.

2018-19 & 2021-22 IL Empower Summative Designation of Exemplary

2016 IAHPERD Health Blue Ribbon 

2015-17 Apple Distinguished District

2013 USDE Blue Ribbon School

2013 Chicago Sun Times Top 50 Chicagoland Schools

2010 Chicago Magazine Top 50 Schools in Lake County

2009 IAHPERD Health Blue Ribbon

2008-2012 ISBE Academic Excellence

2007 USDE Blue Ribbon School 

 

 

Files

• early-release-days.pdf
• woodlawn-plc-data--20220418-1682.xlsx