CONTEXT Rural school 425 Students 92.7% Poverty 47% Hispanic 6% Other 27% LEP Diverse Population (15 countries represented) School Built 7 Years Ago Third Principal in 7 Years/ Second Year in Position

FIRST YEAR REALITY Test Scores Inconsistent Growth/ Low Grade Level Proficiency Teacher Working Conditions Survey Managing Student Conduct Teacher Leadership School Leadership Parent/Community Support High Teacher Turnover Comprehensive Needs Assessment Lack of Consistency with Instructional and Formative Assessment Practices

STARTING THE JOURNEY Established Priorities Defined our Identity Developed Common Vision, Mission, Core Values Created a Sense of PRIDE (School Pledge, Motto, Song, Mascot) Increased Morale Began Leader in Me process Transformed the Culture

Purpose Responsibilities Interdependence Determination Empowerment Building a culture of greatness by empowering leaders who positively influence themselves and others.

TOUCHING HEARTS WINNING HEADS Consider the Effects of Poverty/ How can you change the face of poverty? What is within your circle of influence? “The single greatest determinant of learning is NOT socioeconomic factors or funding levels. It is INSTRUCTION.” (Schmoker) Our ADULT ACTIONS are within our influence. Teaching children to read gives them the tools to escape poverty. “We close the achievement gap by closing the implementation gap.” (McNutty and Besser) We improve student learning by improving instructional practice. We improve instructional practice by changing adult behavior. We need to build effective teachers and an effective school.

THE CHARGE Building an effective school... One teacher at a time! One student at a time!

Year 1 Pre-Work in Preparation for PLC Implementation in Year 2 Surveys Recognitions and Celebrations Morale Building Activities (Pig-Outs, Duty Free Lunch, Cheer Cart, Zip Lining, Duck Out Awards, Staff Member of the Week, Positive Notes) Distributed Leadership Focus on Instruction Focus on Collaboration

CREATION OF VERTICAL TEAMS Sent Instructional Vertical Team to NCCAT Refined Pacing Guides Created a Schoolwide Literacy Framework Developed a Master Schedule Established Non-Negotiables CraftedUnits of Study Unwrapping Standards Developing Pre and Post Tests Making Anchor Charts with “I Can” Statements, Graphic Organizers, and Previously Learned/ New Academic Vocabulary Choosing Exemplar Texts Creating Mini-Lessons for Learning Progressions Members of NCCAT Team Became Leaders of Schoolwide Vertical Teams

ESTABLISHING ORGANIZATION AND STRUCTURE OF PLCs Big Ideas Focused on Learning Collaboration Focus on Results Norms and Roles PLC Agendas Year Long SMART Goals Current SMART Goals Celebrations Data Mining Planning Based on Data (Best Practices/ High Effect Strategies) Responsibilities for Next Meeting - What should our students KUD? -How will we know they are learning? -How do we respond when they have not learned it? -How do we respond when they have learned it?

YEAR 1 SUCCESSES Increased Overall Proficiency on EOGs by 8%; Met Expected Growth Positive TWCS Results Managing Student Conduct Teacher Leadership School Leadership Parent/Community Support +5.2 Reduced Teacher Turnover Infused School Pride Created a Fun Place to LEAD, LEARN, AND SERVE!

YEAR 2 SUCCESSES Year 1 Pre-Work Reduced Cognitive Load and Allowed Teachers to Focus on the Data and Instructional Planning Greater Knowledge of Standards and Students Increased Professional Growth (veteran and new teachers) Focused Differentiation Increased Consistency and Fidelity of Instruction Collaborative Culture

YEAR 2 SUCCESSES 3-5 Benchmarks ELA: Exceeded SMART goal by 6% Math: Exceeded SMART goal by 4% Reading 3D (From BOY to EOG) K: 60% increase in proficiency/ exceeded SMART goal Gr. 1: 7% increase in proficiency/ did not meet SMART goal Gr. 2: 34% increase in proficiency/ exceeded SMART goal Gr. 3: 33% increase in proficiency/ exceeded SMART goal Schoolwide WIGS 80% students proficient on EOY ORF target EOGs Expecting to meet proficiency and growth targets

LESSONS LEARNED What PLCs are/ are not Some teams need more support than others Moves need to be made in order to create stronger teams Non-collaborative, fearful teachers quickly come to the surface (those who play “Blame Game”) Departmentalization creates roadblocks/ require creativity Don’t be afraid to ask questions or ask for help Reflect frequently/ celebrate often Make adjustments along the way (e.g. assessments/ scoring)

NEXT STEPS Adjust grade level placements in order to build more cohesive, collaborative teams Move to self-contained fifth grade classrooms Focus on specific teams/ give weekly support Require more than just the posting of artifacts Video taping/ giving feedback to other teams Increase focus on math Move toward independence of teams (reducing prompts and scaffolds)

WE ARE SUGARLOAF!

HEAR US ROAR! US