Grinnell High School PLC - Agenda/Meeting Notes: English Dept

Grinnell High School
PLC - Agenda/Meeting Notes: English Dept.
Team Norms: 4 Questions:

Be on time and mentally present 1. What do we want our students to learn?
Take an active role in the meeting 2. How will we know they have learned it?
Come with talking points prepared 3. How will we respond when a student experiences difficulty?
4. How will we respond when a student already knows it?
Team Goal: Progress Toward Goal:

Must be something that will benefit group, something that can easily
be worked on, and can be attained
Perhaps creating a rubric that can be used and modified across the
board
Date: 8/29/16 Start Time: 7:45 End Time: 8:23 Location: Lizs room
Team Members Present: Liz Hansen, Melanie Sharp, Lindsey

Hood, Amanda Loucks, Alana Whisenand
Topic(s) of Discussion: Critical Issues for Team Consideration:

Writing Lab Thoughts:
Ensure the lab is something students are well aware of
Review GHS Student Achievement Data 15-16 Create signs
1. What are the biggest concerns? Kids need help writing college essays and writing lab time can help
2. What are the biggest areas to them achieve success
Prove the need for the writing lab
celebrate? Share assignments in your classroom with the two college
students in the writing lab so students can obtain the help they
Celebrate Growth: need (Mondays and Fridays) -- Melanie is in the lab first period/first
tri
Writing lab MUST be cleaned! :)
Books:
New books have been delivered
Books need to be stamped
Located in the English office
Accelerated Reader:
Students have completed STAR test
Reading begins today (8/29)
New Classes:
Concerns exist about English 9 AxB (size is currently at 22)
Seems to be becoming a special needs class
Not all IEP students should be in the same class
Allison has offered to team teach with Melanie
Average reading scores seem to very low
Class sizes are not necessarily correlating
Some too small, some seem a bit large
Reading Prof. Data:
Concerns exist in terms of reading prof.
IEP students are quite low
Literacy needs and should be a focus due to the fact it is
something that will follow students throughout the course of their
lives regardless of job choice
Literacy strategy ideas:
Instructional coach could have staff focus on a different strategy
for each month of the school year
Literacy could easily coincide with technology integration


Date: 9/6/16 Start Time: 7:45 am End Time: 8:25 am Location: Lizs Room
Team Members Present:

Liz Hansen, Melanie Sharp, Lindsey Hood, Amanda Loucks,
Alana Whisenand
Topic(s) of Discussion: Team Comments/Questions/Notes as per building goals:

1. Review 2016-17 GHS Building Goals (here) Students seem to be utilizing Print Lit more than they have in the
2. Role of English Department in meeting these goals. past in terms of helping reading goals and literary strategies
Essential questions need to be developed for Print Lit at some
First, if our departments are able to establish point in the future
essential questions within our courses that students Newsela.com is a good site for nonfiction articles which allow for
have to answer and wrestle with, well see a reading level choices and reading practices
The biggest gains can be gained at the bottom (i.e. AxB classes)
greater use of reading and writing skills used to Everyone completed the survey sent by Apple
respond to the questions, thus, helping our Essential questions have been established for all classes but
students improve their literacy skills. In addition, one...this will allow for team to revisit questions periodically and
change them if necessary for the future
students engaged in these types of activities will be Questions for Monday:
using technology to investigate, explore, What types of programs will we have a chance to learn about?
What does the organization of the day look like?
collaborate, & communicate their findings. Not only
will this ensure that we are finding ways for
students to use technology in the classroom, were
also supporting our AIW standards at the same
time.
Grinnell-Newburg Community School District

Individual Professional Development Plan 2016-17
TRACK I
TEACHER: Elizabeth Hansen, Lindsey BUILDING: DATE: September 19, 2016
Hood, Amanda Loucks, Melanie Sharp,
Alana Whisenand
English Department Grinnell High School 2016-17
GENERAL FOCUS OF THE PLAN: Develop & refine Essential Questions for each English course, Development of
Common Rubrics, research and implement specific reading strategies to target individual and class reading skills.
G-N DISTRICT CORE BELIEFS

1. All Children Can Grow Academically
Engaging instruction and assessment accommodate a variety of learning styles and aptitudes.
2. Everyone Is Accountable and Responsible For His or Her Learning
Learning is a shared responsibility among students, staff, and families
3. Clear & Direct Communication is Used By All
A commitment to effective, open communication, continual feedback, and specific, attainable, and data-driven
goals increase achievement
4. Every Child Receives A Challenging and Rigorous Curriculum
Curricula and instruction are based on sound research, high expectations, and innovative learning environments
5. All Students and Staff Will Operate in a Safe Environment
A healthy and safe learning environment encourages relationship building and supports a positive self-concept
and acceptance
G-N DISTRICT LONG RANGE GOALS:

1. Promote high levels of student achievement in all subject areas with special emphasis on improving literacy,
math, science, and 21st Century Skills.
2. Create a productive learning environment that utilizes exemplary professional practices that are rigorous and
linked to the Iowa Core.
3. Provide a safe environment that supports student intellectual, social, emotional, and behavioral development.
4. Productively engage with families and community stakeholders in support of student learning goals.
5. Employ efficient, effective, and equitable use of resources to support student learning goals.
GHS 2016-17 BUILDING GOALS & ACTION PLANS:

1. In the 2016-17 school year, 45% of students in grades 9-11 will meet or exceed
a years NSS growth in Reading Comprehension on the Iowa Assessments.
(Aligned with district long-range goal #1)
Action plan: Teachers will develop & implement essential questions throughout their units
of instruction. Students will use a variety of literacy skills to address these essential
questions and explain their thinking. Through research, analysis, collaboration, and
communicating their understandings, students will improve their disciplinary literacy skills
in all content areas.
2. During the 2016-17 school year, the percentage of students below will be
engaged in cognitively complex tasks as observed in classroom walk-throughs.
a. Students engaged in IPI Level 5 & 6 tasks will increase from 31% to 36%
b. Students engaged in substantive conversations will increase from 39% to 44%
c. Students engaged in higher order thinking activities will increase from 68% to
73%
d. Students engaged in activities valuable beyond school will increase from 57% to
62%
e. Students using elaborated communication will increase from 27% to 32%
f. Students engaged in construction of knowledge activities will increase from 39%
to 44%
g. Students engaged in technology-based tasks highlighting critical thinking,
problem solving, &
decision making skills (as reported by students on the Clarity Survey) will increase
from
Proficient to Exemplary.
INDIVIDUAL GOAL(S) (Written in a manner that allows for progress to be measured):

Continue the development & refinement of essential questions for each unit in English 9,10,11 and Capstone.
Create essential questions for the elective courses: Composition I and II, Public Speaking, and Print Literacy.
Collaborate on the interpretation of common writing rubrics from the Common Core and/or Smarter Balanced
Consortium in English 9, 10 and 11.
While literacy skills are embedded within each course unit, research and use specific strategies to target needs of
individual students and/or classes.
ACTION PLAN:
Work together to assess writing samples from each grade level using the Common Core and/or Smarter
Balanced Consortium writing rubrics.
Embed inferencing instruction in order to boost skills. Implement a variety of strategies including: Cornell
Notes, Read Alouds, K-W-L charts, Graphic Organizers, Vocabulary Instruction, Writing to Learn and
Reciprocal Learning.
RATIONALE FOR THE PLAN:
1. What student learning concerns will this plan address? Student literacy skills, CRITICAL THINKING
SKILLS, COMMUNICATION SKILLS, ETC.
1. What specific strategies and activities will help to accomplish your goal?
Analysis of student work - how are they answering essential questions or addressing them
(speeches, debates, papers, etc.) and how can we analyze the student work using the AIW
standards and literacy standards (i.e. did students meet the expectations/spirit of the
standards, etc.)?
1. What artifacts will be available for you to use as evidence that your plan is working?
Student work - #/% of students meeting the standard on end of unit assessments and final
assessment, addressing the essential questions.
HIGHLIGHT OR BOLD THE IOWA TEACHING STANDARDS THAT ARE ADDRESSED IN THIS PLAN:
1. Enhance Student Achievement 5. Monitoring Student Progress
a. Provides multiple forms evidence of student learning and a. Aligns classroom assessment with instruction
growth to students, families, and staff b. Communicates criteria to students & parents
b. Implements strategies to support district goals c. Uses the results of assessments to guide instruction
c. Uses data to guide decision-making d. Guides students in goal setting and self-assessment
d. Creates a classroom culture that supports learning e. Provides timely feedback to students & parents
e. Creates an environment of respect & fairness f. Works with colleagues to analyze student progress
f. Participates & contributes to a collegial culture
g. Communicates with students & families
2. Content Knowledge 6. Classroom Management
a. Understands key concepts, themes, & relationships in the a. Creates a learning community with positive interactions & active
content area engagement for all students
b. Uses knowledge of student development to make learning b. Establishes & communicates standards of responsible student
experiences meaningful. behavior
c. Relates ideas & information within & across content areas c. Develops and implements classroom procedures and routines that
d. Understands and uses instructional strategies that are support high expectations for learners
appropriate to the content area d. Uses instructional time effectively to maximize student achievement
e. Creates a safe & purposeful learning environment
3. Planning and Preparation 7. Professional Growth

a. Uses student data to plan for instruction a. Demonstrates habits & skills of continuous inquiry and learning
b. Sets high academic & behavioral expectations for all b. Works collaboratively to improve professional practice
c. Uses student developmental needs, backgrounds, & interests c. Applies research, knowledge, & skills from professional development
to plan for instruction to improve practice
d. Selects strategies to engage all students in learning d. Establishes & implements a professional development plan of action
e. Uses available resources in development of instruction e. Provides an analysis of student learning and growth based on
teacher-created tests and authentic measures as well as any
standardized and districtwide tests.
4. Instructional Strategies 8. Professional Responsibilities

a. Aligns classroom instruction with district standards a. Adheres to board policies, district procedures, & contractual
b. Uses research-based instructional strategies to address a obligations
full range of cognitive abilities b. Demonstrates professional & ethical conduct as defined by state law
c. Demonstrates flexibility to meet students needs and district policy
d. Engages in varied experiences to meet varied needs c. Contributes to efforts to achieve district & building goals
e. Connects with students prior knowledge & interests d. Demonstrates an understanding of and respect for all learners
f. Uses available resources in the delivery of instruction e. Collaborates with students, families, & colleagues to enhance student
achievement
Resources desired to implement the plan:

Professional development time for department members to work together on courses requiring
essential questions and curriculum development for courses (10B,11B).
Collaboration time for teachers to work through writing samples from each grade level.
Indicators that will be used to document the accomplishment of this goal:

Execute and complete construction of essential questions. Provide evidence and student work to
illustrate reading strategy work, assessment of writing samples at the each grade level.
___________________________ ___________________________
Teacher Signature Date Administrator Signature Date


Team Goal: Creation of department IPDP for 2016-17 Progress Toward Goal: Developed the Individual Goals and
the Action Plan. Next week work on the Rationale and Progress
Indicators

Liz Hansen, Melanie Sharp, Lindsey Hood,
Team Members Absent: Amanda Loucks, Alana Whisenand
Topic(s) of Discussion:
3. Creation of our IPDP plan for 2016-17
Research of reading strategies for implementation in our
courses.
Discussion of effective strategies. Each teacher can be an
expert with a strategy and teach that strategy to others.


Team Goal: Finish Department IPDP for 2016-17 - Rationale and Progress Toward Goal:
Progress Indicators
Team Members Present: Liz Hansen, Amanda Loucks, Melanie

Sharp, Alana Whisenand
Team Members Absent: Lindsey Hood
Research of reading strategies for implementation in our
courses.
Discussion of effective strategies. Each teacher can be an

Progress Indicators
Date: 10/3/16 Start Time: 1:00 pm End Time: 3:30 pm Location: Lizs Room

Sharp, Lindsey Hood
Team Members Absent: Alana Whisenand
Topic(s) of Discussion: Reading Strategies:

10. Creation of our IPDP plan for 2016-17 Melanie: KWL, anticipation guides, concept maps, reciprocal
11. Research of reading strategies for implementation in our teaching, semantic analysis, question/answer
courses. Lindsey: Highlighting strategy, Post-it-note strategy, entrance & exit
12. Discussion of effective strategies. Each teacher can be an slips, jigsaw reading, Cornell notes
expert with a strategy and teach that strategy to others. Amanda: Scaffolding, Providing prompts, guest speakers,
13. Technology tools teachers are using generative reading
Liz: fishbowl (graded class) discussions, directed reading-thinking,
Alana: Annotating texts, Class discussions, Chunked reading
Alison: Questions they write and discuss, Inference, Connection,
Question, Prediction (ICQP),
Technology Tools:
Melanie: Word Press (blogs for Capstone)
Lindsey: Poll everywhere
Amanda: Noredink, Remind, Kahoot
Liz: noredink, Remind, Quizlet,


Progress Indicators

Sharp, Alana Whisenand,Lindsey Hood
Team Members Absent:
2Capstone
English 11 Work day on October 21 Plan
Determine Grammar Units


Progress Indicators

Sharp, Alana Whisenand, Lindsey Hood, Alison Blankenfeld
Topic(s) of Discussion: 4. IPDP Reading Strategy work

Book Discussion - parent objections 5. Writing Lab Schedule
English 11 Work day on October 21 Plan 6. Student work samples
Writing Samples to analyze on November 7

Capstone & Composition
9A - Argumentative
9A English AxB - Narrative
9th Basic English Writing Prompts


Progress Indicators

Sharp, Alana Whisenand, Lindsey Hood

Writing Lab concerns - it is OK to leave your class 5. Writing Lab Schedule
Citation concerns for student papers 6. Student work samples
Common Writing expectations - need to revise language

9A - Argumentative
English 10a Dystopian Story rough drafts due Thursday Periods 3, 5 & 6
English 11a Culture Reflection rough drafts due Thursday Period 2
English 9AxB - Personal narrative Period 5
English 10AxB - Dystopian rough draft due Thursday Period 2
Comp I papers due every week Periods 1 & 6
Capstone - rough draft due Friday Periods 2 & 3
1. What is your IPDP goal for student learning?

Research and implement specific reading strategies to target individual and class reading skill needs & deficits.
2. What learning targets/essential questions do you want your students to understand?

How is reading important? How can I be a better reader?
Iowa Core Curriculum Standard:
IA 1.Employ the full range of research-based comprehension strategies, including making connections,
determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for
comprehension.
3. What student work/evidence can you use to co-plan with the instructional coach?
The various reading/writing assignments that we happen to be using. Student scores and reading
skill deficits.
4. What evidence will indicate that your students met the learning targets at high levels?
Well give a pre- and post test over student skills, determining the effectiveness of our strategies.


Progress Indicators
Team Members Present: Liz Hansen, Melanie Sharp, Alana

Whisenand, Lindsey Hood
Team Members Late: Amanda Loucks
Team Members Absent: none

Writing Lab concerns - it is OK to leave your class 5. Writing Lab Schedule - contacted GC students to be present
Citation concerns resolved during 2nd and 3rd periods for Capstone class
Common Writing expectations -Kevin contacted, Liz will be on 6. Student work samples for November 7.
the committee to revise. Alana & Melanie will join it. 7. Capstone packet

9A - Argumentative
IPI Category 12- 13- 14- 15- 16- 16- 16-
13 14 15 16 17 17 17
TOT TOT TOT TOT 1st 2nd 3rd
AL AL AL AL Tri Tri Tri
6 Student Active Engaged Learning: 11.6 19.1 14.5 14.9 13.7

Students are engaged in higher-order learning % % % % %
(authentic project work, cooperative learning,
hands-on learning, problem-based learning,
etc.)
5 Student Learning Conversations: 8.6 10.7 15.3 15.6 19.0

Students are engaged in active conversations % % % % %
that construct knowledge where higher-order
thinking is evident
4 Teacher-Led Instruction: Students are 29.0 34.1 39.7 34.7 41.0

attentive to teacher-led learning experiences % % % % %
such as lecture, question/answer. Discussion
occurs but instruction & ideas are teacher-
driven.
3 Student Work with Teacher Engaged: 36.8 29.8 27.1 31.8 21.0
Students are doing seatwork, bookwork, tests, % % % % %
or viewing videos with teacher. Teacher
assistance/support is evident.
2 Student Work with Teacher Not 8.1 3.3 1.9 2.0% 3.9
Engaged: Students are doing seatwork, % % % %
working on worksheets, bookwork, etc. without
teacher support.
1 Complete Disengagement: Students are 5.9 2.9 0.8 0.9% 1.5

not engaged in learning directly related to the % % % %
curriculum.
PLC Members: Collaborative Conversation #1: Collaborative Conversation #1:

Primary Focus: Primary Focus:
Building initial awareness and worth Answers to Questions:
of IPI
Typicality: Was our Was it a typical school day? Yes, for the most part, it was a typical day.
school life typical Did I engage my students in typical One classroom, however, had a sub
when we collected classroom learning experience: (who fell asleep while teaching), so the
the IPI Data? (5 Min) students were disengaged.
Data Analysis: What can we celebrate? Kudos: Student learning conversations

what can we learn What are the issues or concern we have increased.
by studying our IPI should talk more about and study Thumbs down: Student work with teacher
Data? more? not engaged decreased.
(25-30 Min) ?: Student work with teacher engaged
went down (is this a good or bad
thing)?
New Knowledge: How do the IPI categories relate to Essential questions correspond to higher
How do we build the use of essential questions? order thinking; these would be most evident in
new and deeper How do the IPI categories relate to 5 or 6.
understanding? the AIW standards?
In AIW, we aim for high scoring lessons
Homework: What (although we cannot live there).
can we do outside
this session to further Engagement is inseparable from depth of
our knowledge and knowledge/HOT.
understanding?
Value: Has our Was our session of value to us as a

work today been of school?
any worth? Was our session of value to us as
individuals?
If we study in teams, was our
discussion of value to us?
(5 Min)


Progress Indicators

Team Members Late:

Final exams for each grade level. Using backwards design, 3. Writing Lab Schedule - contacted GC students to be present
how to construct a final at each grade level to provide during 2nd and 3rd periods for Capstone class
scaffolding & progression of skills building towards the 4. Student work samples for November 7.
Capstone course. 5. Capstone packet

9A - Argumentative


Progress Indicators
Team Members Present (on time): Liz Hansen, Melanie Sharp,

Lindsey Hood, Kevin Seney
1.AxB classes. Where are we in the scope & sequence?
Are the AxB classes working?
Are they accomplishing our goals for the classes?
Writing Samples to analyze

9A - Argumentative


Progress Indicators
Team Members Present (on time): Liz Hansen, Alana

Whisenand, Melanie Sharp
Topic(s) of Discussion: 3. Writing Lab

1. Needs for new trimester. Class sizes, books, noredink.com 4. Other items?
etc. Failures, etc. Next time: Analyze Papers from Tri 1
2.AxB classes. Where are we in the scope & sequence? Bring 3 (high, med, low)
Failures in 9AxB go into regular 9A

9A - Argumentative
9B
English 10A Dystopian Story
English 10B
English 11A Culture Reflection
English 11B


Progress Indicators


9A - Argumentative


Progress Indicators
Team Members Present (on time): Liz Hansen,Lindsey Hood,

Alana Whisenand, Melanie Sharp, Amanda Loucks
Team Members Late: Alana Whisenand

2. Ideas for teaching smaller size classes Bring 3 (high, med, low)

9A - Argumentative
9B
English 10B
English 11B


Team Goal: Revise English Course Offerings Progress Toward Goal:
Team Members Present (on time): Amanda, Alana, Liz, Lindsey

Team Members Late:
Team Members Absent: Melanie, Liz (after 7:50)
Topic(s) of Discussion: 2. Other items?

1. Revise English Course Offerings for 2017-18. Deadline is
December 16 Next time: Analyze Papers from Tri 1
Course Offerings Document Link: https://goo.gl/t0yGUZ Bring 3 (high, med, low)
Notes:
Take out APEX courses
Add electives (creative writing, mythology, contemporary literature, etc.)
Composition I and Composition II (1st and 2nd trimester if we happen to have these courses--at
GHS--substitute for Capstone)
AP Literature and Composition (someone needs to be certified)

Team Members Present (on time): Liz, Melanie, Lindsey,

Amanda
Team Members Late: Alana

Notes:


Team Goal: Revise English Course Offerings, Make Progress Toward Goal:
recommendations for next years English 10AxB
Team Members Present (on time): Lindsey Hood, Melanie
Sharp, Liz Hansen
Team Members Late:
Team Members Absent: Alana Whisenand, Amanda Loucks
Topic(s) of Discussion: 2. Technology Professional Development - finding individuals/topics

1. Final Discussion of English Course Offerings for 2017-18. to teach us
Deadline is December 16
Course Offerings Document Link: https://goo.gl/t0yGUZ Next time: Analyze Papers
English 11B - Creative Epilogue for Of Mice & Men (Liz, Amanda,
Add Elective descriptions for Contemporary Literature, Creative Alana)
Writing English 9 - ?? (Melanie, Lindsey)
What electives will we add? Bring 3 (high, med, low)
Who is going to teach the electives?
Notes:


Team Goal: Finish Mid-year Reflection for Department IPDP for Progress Toward Goal:
2016-17
Team Members Present: Liz Hansen, Amanda Loucks, Alana

Team Members Absent: Melanie Sharp
IPDP Reflection
Noredink.com
Individual Professional Development Plan
Mid-Year Reflection
School Year: 2016-17
Teachers: Hood, Hansen, Whisenand, Date: 1/10/17

Sharp, Loucks
Dept/PLC: English Building: Grinnell High School
Reflection Questions:
1) What progress have you made toward completion of the plan?
At the beginning of the year, we had determined that many students were experiencing
weaknesses in reading. As a result, we examined student work through the lenses of the
Iowa Core and ELA Common Core standards , determining that students need more
practice and experience with specific reading strategies.
2) What artifacts have you collected that evidence your accomplishments?

Each teacher has identified several specific reading strategies each knows well and is
comfortable with implementing. One strategy is highlighted per teacher for formal use
and implementation with a class. We planned to research and implement specific reading
strategies to target individual student and class reading skill needs & deficits.
Melanie: KWL, anticipation guides, concept maps, reciprocal teaching, semantic analysis, question/answer
Lindsey: Highlighting strategy, Post-it-note strategy, entrance & exit slips, jigsaw reading, Cornell notes
Amanda: Scaffolding, Providing prompts, guest speakers, generative reading
Liz: QAR,fishbowl (graded class) discussions, directed reading-thinking
Alison: Questions they write and discuss, Inference, Connection, Question, Prediction (ICQP),
Potential stories: The Small Assassin by Ray Bradbury, The Invalids Story by Mark Twain, The Feather Pillow
by Horacio Quiroga, The Yellow Wallpaper by Charlotte Perkins Stetson, An Occurrence at Owl Creek Bridge
by Ambrose Bierce
3) As you reflect upon your plan, what are your strengths? What issues still
need to be addressed?
Our strengths reside in our diverse methods. We need to discuss the implementation
process and share the results from our strategy work.
4) What are you learning?

We are learning about the diverse needs of our students and the various ways we can
address them. Also, as always, we learn how time is of essence, and there never seems to
be quite enough.
5) What impact has this learning had on your students?
As a result of our toils, our students have become better readers and thinkers, at least in
our estimation. In addition, we are assimilating the information to ascertain possible
ways to impact future students. We hope this will help students develop confidence and
intrinsic motivation. They can, ultimately, then transfer these skills to other areas of their
lives, both academic and beyond.
6) What are your next steps?

We have to regularly update one another on our strategies (and the status of the
implementation). To accomplish this, we plan to post weekly update narratives to a
document. We will then set aside time discuss these during our Monday PLC meetings.
What revisions need to be made in your plan? Why?

We constantly revise and update our plan during the weekly PLC meetings. This plan will
be focus of our coaching cycle scheduled for February.
________________ _________ _________________ _________




Must be something that will benefit group, something that can easily
be worked on, and can be attained
Perhaps creating a rubric that can be used and modified across the
board
Date: 8/29/16 Start Time: 7:45 End Time: 8:23 Location: Lizs room

Hood, Amanda Loucks, Alana Whisenand
Topic(s) of Discussion: Critical Issues for Team Consideration:

Writing Lab Thoughts:
Ensure the lab is something students are well aware of
Review GHS Student Achievement Data 15-16 Create signs
Kids need help writing college essays and writing lab time can help
3. What are the biggest concerns?
them achieve success
4. What are the biggest areas to Prove the need for the writing lab
celebrate? Share assignments in your classroom with the two college
students in the writing lab so students can obtain the help they
Celebrate Growth: need (Mondays and Fridays) -- Melanie is in the lab first period/first
tri
Writing lab MUST be cleaned! :)
Books:
New books have been delivered
Books need to be stamped
Located in the English office
Accelerated Reader:
Students have completed STAR test
Reading begins today (8/29)
New Classes:
Concerns exist about English 9 AxB (size is currently at 22)
Seems to be becoming a special needs class
Not all IEP students should be in the same class
Allison has offered to team teach with Melanie
Average reading scores seem to very low
Class sizes are not necessarily correlating
Some too small, some seem a bit large
Reading Prof. Data:
Concerns exist in terms of reading prof.
IEP students are quite low
Literacy needs and should be a focus due to the fact it is
something that will follow students throughout the course of their
lives regardless of job choice
Literacy strategy ideas:
Instructional coach could have staff focus on a different strategy
for each month of the school year
Literacy could easily coincide with technology integration



Liz Hansen, Melanie Sharp, Lindsey Hood, Amanda Loucks,
Alana Whisenand
Topic(s) of Discussion: Team Comments/Questions/Notes as per building goals:
14. Review 2016-17 GHS Building Goals (here) Students seem to be utilizing Print Lit more than they have in the
15. Role of English Department in meeting these goals. past in terms of helping reading goals and literary strategies
Essential questions need to be developed for Print Lit at some
First, if our departments are able to establish point in the future
essential questions within our courses that students Newsela.com is a good site for nonfiction articles which allow for
have to answer and wrestle with, well see a reading level choices and reading practices
The biggest gains can be gained at the bottom (i.e. AxB classes)
greater use of reading and writing skills used to Everyone completed the survey sent by Apple
respond to the questions, thus, helping our Essential questions have been established for all classes but
students improve their literacy skills. In addition, one...this will allow for team to revisit questions periodically and
change them if necessary for the future
students engaged in these types of activities will be Questions for Monday:
using technology to investigate, explore, What types of programs will we have a chance to learn about?
What does the organization of the day look like?
collaborate, & communicate their findings. Not only
will this ensure that we are finding ways for
students to use technology in the classroom, were
also supporting our AIW standards at the same
time.

Individual Professional Development Plan 2016-17
TRACK I
TEACHER: Elizabeth Hansen, Lindsey BUILDING: DATE: September 19, 2016
Hood, Amanda Loucks, Melanie Sharp,
Alana Whisenand
English Department Grinnell High School 2016-17
GENERAL FOCUS OF THE PLAN: Develop & refine Essential Questions for each English course, Development of
Common Rubrics, research and implement specific reading strategies to target individual and class reading skills.
G-N DISTRICT CORE BELIEFS

1. All Children Can Grow Academically
Engaging instruction and assessment accommodate a variety of learning styles and aptitudes.
2. Everyone Is Accountable and Responsible For His or Her Learning
Learning is a shared responsibility among students, staff, and families
3. Clear & Direct Communication is Used By All
A commitment to effective, open communication, continual feedback, and specific, attainable, and data-driven
goals increase achievement
4. Every Child Receives A Challenging and Rigorous Curriculum
Curricula and instruction are based on sound research, high expectations, and innovative learning environments
5. All Students and Staff Will Operate in a Safe Environment
A healthy and safe learning environment encourages relationship building and supports a positive self-concept
and acceptance
G-N DISTRICT LONG RANGE GOALS:

1. Promote high levels of student achievement in all subject areas with special emphasis on improving literacy,
math, science, and 21st Century Skills.
2. Create a productive learning environment that utilizes exemplary professional practices that are rigorous and
linked to the Iowa Core.
3. Provide a safe environment that supports student intellectual, social, emotional, and behavioral development.
4. Productively engage with families and community stakeholders in support of student learning goals.
5. Employ efficient, effective, and equitable use of resources to support student learning goals.
GHS 2016-17 BUILDING GOALS & ACTION PLANS:

1. In the 2016-17 school year, 45% of students in grades 9-11 will meet or exceed
a years NSS growth in Reading Comprehension on the Iowa Assessments.
Action plan: Teachers will develop & implement essential questions throughout their units
of instruction. Students will use a variety of literacy skills to address these essential
questions and explain their thinking. Through research, analysis, collaboration, and
communicating their understandings, students will improve their disciplinary literacy skills
in all content areas.
2. During the 2016-17 school year, the percentage of students below will be
engaged in cognitively complex tasks as observed in classroom walk-throughs.
a. Students engaged in IPI Level 5 & 6 tasks will increase from 31% to 36%
b. Students engaged in substantive conversations will increase from 39% to 44%
c. Students engaged in higher order thinking activities will increase from 68% to
73%
d. Students engaged in activities valuable beyond school will increase from 57% to
62%
e. Students using elaborated communication will increase from 27% to 32%
f. Students engaged in construction of knowledge activities will increase from 39%
to 44%
g. Students engaged in technology-based tasks highlighting critical thinking,
problem solving, &
decision making skills (as reported by students on the Clarity Survey) will increase
from
Proficient to Exemplary.
INDIVIDUAL GOAL(S) (Written in a manner that allows for progress to be measured):

Continue the development & refinement of essential questions for each unit in English 9,10,11 and Capstone.
Create essential questions for the elective courses: Composition I and II, Public Speaking, and Print Literacy.
Collaborate on the interpretation of common writing rubrics from the Common Core and/or Smarter Balanced
Consortium in English 9, 10 and 11.
While literacy skills are embedded within each course unit, research and use specific strategies to target needs of
individual students and/or classes.
ACTION PLAN:
Work together to assess writing samples from each grade level using the Common Core and/or Smarter
Balanced Consortium writing rubrics.
Embed inferencing instruction in order to boost skills. Implement a variety of strategies including: Cornell
Notes, Read Alouds, K-W-L charts, Graphic Organizers, Vocabulary Instruction, Writing to Learn and
Reciprocal Learning.
RATIONALE FOR THE PLAN:
2. What student learning concerns will this plan address? Student literacy skills, CRITICAL THINKING
SKILLS, COMMUNICATION SKILLS, ETC.
2. What specific strategies and activities will help to accomplish your goal?
Analysis of student work - how are they answering essential questions or addressing them
(speeches, debates, papers, etc.) and how can we analyze the student work using the AIW
standards and literacy standards (i.e. did students meet the expectations/spirit of the
standards, etc.)?
2. What artifacts will be available for you to use as evidence that your plan is working?
Student work - #/% of students meeting the standard on end of unit assessments and final
assessment, addressing the essential questions.
HIGHLIGHT OR BOLD THE IOWA TEACHING STANDARDS THAT ARE ADDRESSED IN THIS PLAN:
1. Enhance Student Achievement 5. Monitoring Student Progress
a. Provides multiple forms evidence of student learning and a. Aligns classroom assessment with instruction
growth to students, families, and staff b. Communicates criteria to students & parents
b. Implements strategies to support district goals c. Uses the results of assessments to guide instruction
c. Uses data to guide decision-making d. Guides students in goal setting and self-assessment
d. Creates a classroom culture that supports learning e. Provides timely feedback to students & parents
e. Creates an environment of respect & fairness f. Works with colleagues to analyze student progress
f. Participates & contributes to a collegial culture
g. Communicates with students & families
2. Content Knowledge 6. Classroom Management

a. Understands key concepts, themes, & relationships in the a. Creates a learning community with positive interactions & active
content area engagement for all students
b. Uses knowledge of student development to make learning b. Establishes & communicates standards of responsible student
experiences meaningful. behavior
c. Relates ideas & information within & across content areas c. Develops and implements classroom procedures and routines that
d. Understands and uses instructional strategies that are support high expectations for learners
appropriate to the content area d. Uses instructional time effectively to maximize student achievement
e. Creates a safe & purposeful learning environment
3. Planning and Preparation 7. Professional Growth

a. Uses student data to plan for instruction a. Demonstrates habits & skills of continuous inquiry and learning
b. Sets high academic & behavioral expectations for all b. Works collaboratively to improve professional practice
c. Uses student developmental needs, backgrounds, & interests c. Applies research, knowledge, & skills from professional development
to plan for instruction to improve practice
d. Selects strategies to engage all students in learning d. Establishes & implements a professional development plan of action
e. Uses available resources in development of instruction e. Provides an analysis of student learning and growth based on
teacher-created tests and authentic measures as well as any
standardized and districtwide tests.
4. Instructional Strategies 8. Professional Responsibilities

a. Aligns classroom instruction with district standards a. Adheres to board policies, district procedures, & contractual
b. Uses research-based instructional strategies to address a obligations
full range of cognitive abilities b. Demonstrates professional & ethical conduct as defined by state law
c. Demonstrates flexibility to meet students needs and district policy
d. Engages in varied experiences to meet varied needs c. Contributes to efforts to achieve district & building goals
e. Connects with students prior knowledge & interests d. Demonstrates an understanding of and respect for all learners
f. Uses available resources in the delivery of instruction e. Collaborates with students, families, & colleagues to enhance student
achievement
Resources desired to implement the plan:

Professional development time for department members to work together on courses requiring
essential questions and curriculum development for courses (10B,11B).
Collaboration time for teachers to work through writing samples from each grade level.
Indicators that will be used to document the accomplishment of this goal:

Execute and complete construction of essential questions. Provide evidence and student work to
illustrate reading strategy work, assessment of writing samples at the each grade level.
___________________________ ___________________________


Team Goal: Creation of department IPDP for 2016-17 Progress Toward Goal: Developed the Individual Goals and
the Action Plan. Next week work on the Rationale and Progress
Indicators

Liz Hansen, Melanie Sharp, Lindsey Hood,
Team Members Absent: Amanda Loucks, Alana Whisenand
17. Research of reading strategies for implementation in our
courses.
18. Discussion of effective strategies. Each teacher can be an

Progress Indicators

Sharp, Alana Whisenand
20. Research of reading strategies for implementation in our
courses.
21. Discussion of effective strategies. Each teacher can be an
22.


Progress Indicators

Sharp, Lindsey Hood

Topic(s) of Discussion: Reading Strategies:
23. Creation of our IPDP plan for 2016-17 Melanie: KWL, anticipation guides, concept maps, reciprocal
24. Research of reading strategies for implementation in our teaching, semantic analysis, question/answer
courses. Lindsey: Highlighting strategy, Post-it-note strategy, entrance & exit
25. Discussion of effective strategies. Each teacher can be an slips, jigsaw reading, Cornell notes
expert with a strategy and teach that strategy to others. Amanda: Scaffolding, Providing prompts, guest speakers,
26. Technology tools teachers are using generative reading
Liz: fishbowl (graded class) discussions, directed reading-thinking,
Alison: Questions they write and discuss, Inference, Connection,
Question, Prediction (ICQP),
Technology Tools:
Melanie: Word Press (blogs for Capstone)
Lindsey: Poll everywhere
Amanda: Socrative, noredink,
Liz: noredink, Remind, Quizlet,


Progress Indicators

Sharp, Alana Whisenand,Lindsey Hood
2Capstone
English 11 Work day on October 21 Plan

Progress Indicators

Sharp, Alana Whisenand, Lindsey Hood, Alison Blankenfeld

Book Discussion - parent objections 5. Writing Lab Schedule
English 11 Work day on October 21 Plan 6. Student work samples

9A - Argumentative


Progress Indicators


Writing Lab concerns - it is OK to leave your class 5. Writing Lab Schedule
Citation concerns for student papers 6. Student work samples
Common Writing expectations - need to revise language

9A - Argumentative
5. What is your IPDP goal for student learning?

Research and implement specific reading strategies to target individual and class reading skill needs & deficits.
6. What learning targets/essential questions do you want your students to understand?

How is reading important? How can I be a better reader?
Iowa Core Curriculum Standard:

IA 1.Employ the full range of research-based comprehension strategies, including making connections,
determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for
comprehension.
7. What student work/evidence can you use to co-plan with the instructional coach?
The various reading/writing assignments that we happen to be using. Student scores and reading
skill deficits.
8. What evidence will indicate that your students met the learning targets at high levels?
Well give a pre- and post test over student skills, determining the effectiveness of our strategies.


Progress Indicators
Team Members Present: Liz Hansen, Melanie Sharp, Alana


Writing Lab concerns - it is OK to leave your class 5. Writing Lab Schedule - contacted GC students to be present
Citation concerns resolved during 2nd and 3rd periods for Capstone class
Common Writing expectations -Kevin contacted, Liz will be on 6. Student work samples for November 7.
the committee to revise. Alana & Melanie will join it. 7. Capstone packet

9A - Argumentative
IPI Category 12- 13- 14- 15- 16- 16- 16-
13 14 15 16 17 17 17
TOT TOT TOT TOT 1st 2nd 3rd
AL AL AL AL Tri Tri Tri
6 Student Active Engaged Learning: 11.6 19.1 14.5 14.9 13.7

Students are engaged in higher-order learning % % % % %
(authentic project work, cooperative learning,
hands-on learning, problem-based learning,
etc.)
5 Student Learning Conversations: 8.6 10.7 15.3 15.6 19.0

Students are engaged in active conversations % % % % %
that construct knowledge where higher-order
thinking is evident
4 Teacher-Led Instruction: Students are 29.0 34.1 39.7 34.7 41.0

attentive to teacher-led learning experiences % % % % %
such as lecture, question/answer. Discussion
occurs but instruction & ideas are teacher-
driven.
3 Student Work with Teacher Engaged: 36.8 29.8 27.1 31.8 21.0
Students are doing seatwork, bookwork, tests, % % % % %
or viewing videos with teacher. Teacher
assistance/support is evident.
2 Student Work with Teacher Not 8.1 3.3 1.9 2.0% 3.9
Engaged: Students are doing seatwork, % % % %
working on worksheets, bookwork, etc. without
teacher support.
1 Complete Disengagement: Students are 5.9 2.9 0.8 0.9% 1.5

not engaged in learning directly related to the % % % %
curriculum.
PLC Members: Collaborative Conversation #1: Collaborative Conversation #1:

Primary Focus: Primary Focus:
Building initial awareness and worth Answers to Questions:
of IPI
Typicality: Was our Was it a typical school day? Yes, for the most part, it was a typical day.
school life typical Did I engage my students in typical One classroom, however, had a sub
when we collected classroom learning experience: (who fell asleep while teaching), so the
the IPI Data? (5 Min) students were disengaged.
Data Analysis: What can we celebrate? Kudos: Student learning conversations

what can we learn What are the issues or concern we have increased.
by studying our IPI should talk more about and study Thumbs down: Student work with teacher
Data? more? not engaged decreased.
(25-30 Min) ?: Student work with teacher engaged
went down (is this a good or bad
thing)?
New Knowledge: How do the IPI categories relate to Essential questions correspond to higher
How do we build the use of essential questions? order thinking; these would be most evident in
new and deeper How do the IPI categories relate to 5 or 6.
understanding? the AIW standards?
In AIW, we aim for high scoring lessons
Homework: What (although we cannot live there).
can we do outside
this session to further Engagement is inseparable from depth of
our knowledge and knowledge/HOT.
understanding?
Value: Has our Was our session of value to us as a

work today been of school?
any worth? Was our session of value to us as
individuals?
If we study in teams, was our
discussion of value to us?
(5 Min)

Progress Indicators

Team Members Late:

Final exams for each grade level. Using backwards design, 3. Writing Lab Schedule - contacted GC students to be present
how to construct a final at each grade level to provide during 2nd and 3rd periods for Capstone class
scaffolding & progression of skills building towards the 4. Student work samples for November 7.
Capstone course. 5. Capstone packet

9A - Argumentative


Progress Indicators

9A - Argumentative


Progress Indicators
Team Members Present (on time): Liz Hansen, Alana


2.AxB classes. Where are we in the scope & sequence? Bring 3 (high, med, low)
Failures in 9AxB go into regular 9A
9A - Argumentative
9B
English 10B
English 11B


Progress Indicators


9A - Argumentative


Progress Indicators
Team Members Present (on time): Liz Hansen,Lindsey Hood,

Alana Whisenand, Melanie Sharp, Amanda Loucks
Team Members Late: Alana Whisenand

2. Ideas for teaching smaller size classes Bring 3 (high, med, low)

9A - Argumentative
9B
English 10B
English 11B

Team Members Present (on time): Amanda, Alana, Liz, Lindsey

Team Members Late:
Team Members Absent: Melanie, Liz (after 7:50)

Notes:


Team Members Present (on time): Liz, Melanie, Lindsey,

Amanda
Team Members Late: Alana

Notes:


Team Goal: Revise English Course Offerings, Make Progress Toward Goal:
recommendations for next years English 10AxB
Team Members Present (on time): Lindsey Hood, Melanie

Sharp, Liz Hansen
Team Members Late:
Team Members Absent: Alana Whisenand, Amanda Loucks
Topic(s) of Discussion: 2. Technology Professional Development - finding individuals/topics

1. Final Discussion of English Course Offerings for 2017-18. to teach us
Deadline is December 16
Course Offerings Document Link: https://goo.gl/t0yGUZ Next time: Analyze Papers
English 11B - Creative Epilogue for Of Mice & Men (Liz, Amanda,
Add Elective descriptions for Contemporary Literature, Creative Alana)
Writing English 9 - ?? (Melanie, Lindsey)
What electives will we add? Bring 3 (high, med, low)
Who is going to teach the electives?
Notes:

2016-17

Whisenand, Lindsey Hood, Melanie Sharp
Topic(s) of Discussion: Next Week:

IPDP Reflection - Reading Strategies & Expertise Everyone will come with ready to share their reading strategies.
Noredink.com status of order

Whisenand, Lindsey Hood, Melanie Sharp

IPDP Reflection - Reading Strategies & Expertise
Noredink.com status of order - program was not ordered due
to cost of $300 for professional development.
Request from Melissa Ford (Sp Ed Reading Strategies)
Reading issues we see in our gen ed classrooms
Inference
Proper Citation of Sources
Determine passage themes
Asking Questions (QAR)
Identify satire
Identify irony
Critical reading of fiction & nonfiction
Melanie shared her use of the QAR strategy with the Print Lit classes. Used 3 times. 4 students (who are in the
AxB classes) were unable to create & answer the questions. Good news! The kids struggling have been
identified for AxB. AxB classes should use the QAR strategy for further progress reinforcement.
Liz shared the use of QAR with her 11B class and all in that class were able to master the aspects of the strategy.
Lindsey will share her strategy - Cornell Notes next week.


2016-17

Others Present: Chellie Wilkins

Coaching Cycle Meeting with Chellie Wilkins Everyone will come with ready to share their reading strategies.


2016-17

2016-17

Others Present: Chellie Wilkins

Coaching Cycle Meeting with Chellie Wilkins Everyone will come with ready to share their reading strategies.


2016-17

Whisenand, Lindsey Hood, Melanie Sharp, Chellie Wilkins,
Tammy Strawser

IPDP Reflection - Reading Strategies & Expertise Everyone will come with ready to share their reading strategies.
Lindsey Hood: Cornell Notes
Coaching Cycle
Book Reading in April for Other Broken Things by author C
Desir
3rd Trimester Schedules
Team Members Present: Liz Hansen, Alana Whisenand,

Melanie Sharp, Chellie Wilkins

Coaching Cycle: Chellie update on Substantive Conversation
trends
Desir

Hood

Coaching Cycle: Update on Substantive Conversation for final
exams.
Desir
Team Members Present: Liz Hansen, Alana Whisenand, Melanie Sharp, Lindsey Hood, Amanda
Loucks
Team Members Late:

Update on Substantive Conversation trends
Update on Book Reading - April 14 for Other Broken Things by author C Desir
Google survey (Liz)
order books (Liz?)
student announcements (Alana)
teacher email (Liz)
talk to Chelsey (Liz)
email Stephanie Jones (Liz)
Reading Strategy update

Examine data from English 9 classes & watch video

Grinnell High School PLC - Agenda/Meeting Notes: English Dept

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Grinnell High School

PLC - Agenda/Meeting Notes: English Dept.

Team Norms: 4 Questions:

Team Goal: Progress Toward Goal:

Team Members Present: Liz Hansen, Melanie Sharp, Lindsey

Topic(s) of Discussion: Critical Issues for Team Consideration: