Form 222-2.5 (Simplified)
Northern Lights School Division #113
Bag Service #6500, La Ronge, SK. S0J 1L0
PLC Grades K- 9 Meeting Form (Simplified)
School
Date: ____________________________________
Reporting Period: 5
PLC Team
List Team Members Present with
Data for Literacy / Numeracy:
Grade
(for multiple classes per grade)
Multiple Grades
(for one class per grade)
Whole school ____ (Small School)
Small schools should include the superintendent
and itinerant resource teacher on the team.
Regrets:
LIP Goals: Literacy_____ Numeracy_____
Numeracy
What math curriculum outcomes were to be learned in the last
reporting period, and which strategies were effective?
Tier 1
Instruction
Selective
Grade 1- Say number in sequence to 100, counting,
estimating, and representing; sort, compare and replicate 2D
and 3D objects
Grade 2-explain add/subtract zero and 2 digit numbers.
Represent numbers to 100; sort , describe, compare and
construct 2D shapes and 3D objects. Identify shapes in the
environment
Grade 3- Understand fractions; Describe faces, vertices and
edges of 3D objects; Sort polygons; Describe numbers to
1000; collect data and construct bar graphs.
Grade 4- Understand fractions < 1; decimals to hundredths;
fractions to decimals; add/subtract decimals to hundredths;
prisms symmetry; use charts and diagrams to solve problems.
Grade 5- Edges and faces of 3-D objects sides of 2D; sort
quadrilaterals; First and second-hand data; construct/interpret
double bar graphs; compare single and two possible
outcomes
Grade 6- number relationships using equations with letter
variables. Formulas for perimeter, area and volume of
rectangular 2D and 3D objects; construct and compare
triangles; sides and angles of regular and irregular polygons;
line graphs; graph collected data; understand probability
Grade 7- Central tendency and range; mean, median, mode
and outliers; oral and written patterns; create a table of values
and graph; preservation of equality; expressions and
equations; evaluate expressions; solve problems with onestep and two step linear equations;
Grade 8- critiques ways of presenting data; graph , model and
solve problems with linear equations with two variables;
probability of independent events;
Grade 9- line and rotational symmetry; bias in the collection of
data.
Which outcomes may need to be re- taught for selective
intervention by the classroom teacher?
Literacy
How is small group, differentiated, and leveled
instruction working in our classes?
Consider the following that apply to your grade:
Oral Language-
Phonemic Awareness-
Decoding/ Phonics-
Vocabulary-
Fluency & Comprehension strategies-
Which students need frequent leveled / targeted
instruction as an intervention by the classroom
teacher?
Tier 2
Interventions
Intensive
Which students need intensive interventions by the LNC
Teacher / Team for most outcomes?
Which students need intensive interventions by the
LNC Teacher / Team by increasing frequency of
leveled and / or more targeted instruction?
Over the next six weeks or until the next reporting period as an interdependent team:
Team
Intervention
Plan
When will the selective math interventions occur in the
classroom?
When will frequent leveled / and or targeted
instruction occur in the classroom?
Where and when will intensive math interventions occur by the
LNC Teacher / Team?
Where and when will intensive reading
interventions occur by the LNC Teacher / Team?
October 2012
Past Interventions
For students who have had intensive interventions implemented with rigour, in
the past six weeks, are there students who have made no progress and need to
be referred to NLSD by the Teacher Assistance Team?
Past
Interventions
Minutes and attachments are copied to all staff in the meeting, the numeracy literacy catalyst teacher, and the school
administrator.
October 2012