Swegle Elementary:
Implementation Plan of Key PLC Characteristics
Characteristic
1.
Mission Statement
07-08
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Revise current statement to include focus
on student learning.
08-09
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2.
Essential Learnings
 Math: Define essential learnings for each
Math unit in Grade Alikes.
 Math: Define essential learnings for Math
across grade levels in Vertical Team.
 Writing: Define essential learnings for
Writing across grade levels in Vertical
Team.
Disseminate new mission statement to
staff, parents, students.
Integrate new mission statement into
school culture, to focus our work,
professional development, resource
allocation.
 Math: Revise essential learnings for each
Math unit in Grade Alilkes.
 Math: Refine essential learnings for Math
across grade levels in Vertical Team, with
input from Curriculum Dept.
 Writing: Create visual writing continuum of
essential learnings by grade level in Vertical
Team.
 Writing: Unpack district core standards for
writing in Grade Alikes.
 Reading: Unpack district core standards for
reading in Grade Alikes.
3.
Common
 Math: Create common formative
assessments for each Math unit in Grade
 Math: Revise common formative
assessments for each Math unit in Grade
09-10
Alikes.
Assessments
Alikes.
 Math: Learn and Pilot district formative
assessment in math in 3rd, 4th, and 5th in fall
and winter.
 Writing: Create and Administer school wide
 Writing: Continue to Administer and Score
school wide common work samples,
designed by Vertical Team.
common work samples, designed by Vertical
Team.
 Reading: Learn and Pilot district formative
assessment in reading in 3rd, 4th, and 5th in
fall and winter.
 Reading: Learn and Implement DIBELS
testing as a formative assessment in reading
in grades K, 1st, 2nd, for progress monitoring
of students in need of strategic and
intensive interventions.
4.
Grade Alike Data
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5.
Targeted
Interventions
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Math: Record and analyze data from
common formative assessments for each
Math unit in Grade Alikes.
Math: Analyze data from state tests in 3rd,
4th, 5th for targeted interventions.
Writing: Record and analyze data from
grade alike and schoolwide writing
samples.
Reading: Analyze data from PLA and state
tests for targeted interventions.
Experiment with targeted interventions
during ELL pullout for non-ELL students
Experiment with “More Hands on Deck”
interventions for specific skill lessons
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Math: Record and analyze data from
common formative assessments for each
Math unit in Grade Alikes.
Math: Analyze data from state tests and
district formative assessment in 3rd, 4th, 5th
for targeted interventions.
Writing: Record and analyze data from
grade alike and schoolwide writing
samples.
Reading: Analyze data from PLA, DIBELS,
district formative assessment and state
tests for targeted interventions.
Increase staffing for targeted
interventions, throughout entire school
year
Continue with “More Hands on Deck”,
throughout entire school year
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Provide additional intervention time for
students by teachers, during preps and
after school.
Continue with after school interventions
for grade levels 1-5, facilitated by IAs and
volunteers.

Continue with Family Literacy for K
parents and students.

Experiment with new state testing
scenarios to provide more individualized
support for students not meeting
benchmark.

Create Volunteer Work Center, so IAs can
be involved in direct student instruction,
rather than material preparation.

Start the design of Swegle’s Pyramid of
Interventions.
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6.
Collaborative
Structure and
Processes
Refocus IA time after school for
collaboration and preparation for
interventions during school day.
Continue with Family Literacy for K
parents and students.
Schedule individualized support for state
testing during 2nd and 3rd rounds of OAKS
testing.
Continue promoting Volunteer Work
Center, so IAs can be involved in direct
student instruction, rather than material
preparation.
Build Swegle’s Pyramid of Interventions.
Assign consistent IA per grade level to
better support in-school and after school
interventions.
 Maintain 2-hour weekly early release to
ensure ongoing collaboration and
professional development
 Provide 1-hour weekly early release to
ensure ongoing collaboration and
professional development
 Maintain monthly meeting of Vertical
Teams: Math, Literacy, School Climate
 Maintain monthly meeting of Vertical
Teams, but change teams to Math, Reading
and Writing
 Create different Climate Team comprised of
specialists, counselor, and principal
 Create monthly Swegle Learning Community
meetings, designed by Leadership, to plan
and celebrate PLC implementation
 Hold weekly Grade Alike Team meetings,
focused on PLC essential questions, with
emphasis on Math.
 Define norms for Grade Alike and Vertical
Team meetings
 Continue monthly Swegle Learning
Community meetings, designed by
Leadership, to plan and celebrate PLC
implementation
 Continue with weekly Grade Alike Team
meetings, focused on PLC essential
questions, with emphasis on Writing.
 Review norms for Grade Alike and Vertical
Team meetings
 Schedule collaboration time for teachers
and IAs during after school meetings.
7.
SMART Goals

Learn about SMART goals during PLC
consultant visits

Analyze if and how SMART goals can
further guide our support for student
learning.