Twin Groves Middle School

  1. PLC Story
  2. PLC Practices
  3. Achievement Data
  4. Awards
  5. Resources

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 their calendar to include early releases on a regular basis for 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 regularly attends 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 provided staff members serving in a coaching role to provide support to teachers in the area of literacy, math, technology, science, and informational literacy. These coaches provide job-embedded professional development to individual teachers and teams.
Please see attached document titled Early Release Days for Twin Groves' schedule on early release days.

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.

The home page for District 96 can be found at  You can find links to each of our seven buildings at this link.


For information about District 96, please go to

This includes a brief history, the mission, vision, values and goals of the district,our boundaries, School Report Cards, Registration, Site Visits for Educators, and the Annual Report.


Finances and Operations -

This link provides access to the following:  Facility UsageTransportation, Financial Information, Buildings and Grounds, Bids and Legal Notices, Budget, Contracts, FOIA, Annual Report




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, 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.

Curriculum and Instruction -

This link provides access to the following:  AssessmentsBlended Early Childhood Programs, 6th Grade Placement InfoCommon Core Learning Standards, Curriculum FrameworksExtension/Acceleration, iPAD UniversityMath Support, Pacing GuidesProfessional Development, School Supply ListsSpeech and Language, Summer ReadingSummer School, Textbook ListThinking Maps



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 the 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-7 three times a year for math and literacy. Eighth grade students are tested only in the Fall. Eighth grade students receiving interventions are tested in the Winter or Spring to monitor progress. This data is used as a data point for consideration for additional time and support. All students are also assessed using CBM's 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 is needed by moving up the pyramid of interventions.

Students are served through a variety of interventions including  literay intervention, After School Assistance Program for math and language arts, Academic Intervention (target-based intervention within the school day designed to provide intensive, target-based instruction to students who perform below standards on common formative assessments).

For the 2017-18 school year, Twin Groves will be operating on a new schedule. The schedule will be 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 differentiation 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 will be designated as a "flex" period. The flex period will be designed for all students to access intervention and extension, as well as other curriculuar opportunities. 
Please see below for an example.








Electives Block











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, 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, Informational Literacy Coach Science Coach, and Technology Coach as a means to support learning. Coaches meet weekly with teams and as needed with individual teachers. This includes 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, 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.

Student Services -

This link provides access to the following:  Early Childhood Screening, Blended Early Childhood Program, Student Health, Exceptional Learners Collaborative - Agendas

Technology -

This link provides access to the following: Student Resources, Parent Resources, Teacher Resources, Low-Income Internet Access Opportunity


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 during the 2014-15 school year. In order to prepare parents and teachers for the more rigorous expectations for 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 grade two times during the year. During the 2015-16 school year, the PARCC was administered to students in 6th, 7th, and 8th grade once during the year.


2015-2016 (PARCC) 65 62 29 75 76 35
2014-2015 (PARCC) 70 72 27 79 79 35
2013-2014 (ISAT) 89* 90* 60* 87* 87* 57*
2012-2013 (ISAT) 90* 90* 60* 87* 89* 59*
2011-2012 (ISAT) 97 96 85 98 97 82
2010-2011 (ISAT) 100 98 84 100 98 84
2015-2016 (PARCC) 66 66 27 82 80 37 Science Assessed in Grades 5 and 8
2014-2015 (PARCC) 69 64 28 82 78 39 No Science Assessment
2013-2014 (ISAT) 91* 90* 58* 85* 87* 59* 94 96 80
2012-2013 (ISAT) 92* 91* 59* 87• 85* 59* 96 96 79
2011-2012 (ISAT) 99 98 85 99 97 78 100 97 80
2010-2011 (ISAT) 99 99 84 98 95 79 97 95 82
2015-2016 (PARCC) 68 69 32 72 71 39 No Data Received from State
2014-2015 (PARCC) 73 73 32 82 83 40 No Science Assessment
2013-2014 (ISAT) 94* 90* 60* 85* 85* 56* Science Assessed in Grade 7
2012-2013 (ISAT) 92* 86* 59* 87* 86* 60* Science Assessed in Grade 7
2011-2012 (ISAT) 100 99 85 100 99 86 Science Assessed in Grade 7
2010-2011 (ISAT) 96 98 86 98 98 85 Science Assessed in Grade 7

*Indicates that these scores are based on the revised ISAT cut scores implemented by the state of Illinois. It is not appropriate to compare data before and after the change in cut scores.  


2015-2016* 62 29 76 35
2014-2015* 72 27 79 35
2013-2014 90* 60* 87* 57*
2012-2013 90* 60* 89* 59*
2011-2012 96 85 97 82
2010-2011 98 84 98 84
2015-2016* 66 27 80 37 Assessed in 8th Grade
2014-2015* 64 28 78 39 No State Assessment
2013-2014 90* 58* 87* 59* 96 80
2012-2013 91* 59* 85* 59* 96 79
2011-2012 98 85 97 78 97 80
2010-2011 99 84 95 79 95 82
2015-2016* 69 32 71 39    
2014-2015* 73 32 83 40 No State Assessment
2013-2014 90* 60* 85* 56* 96 80
2012-2013 86* 59* 86* 60* 96 79
2011-2012 99 85 99 86 97 80
2010-2011 98 86 98 85 95 82
*Indicates that these scores are based on the revised ISAT cut scores implemented by the state of Illinois. It is not appropriate to compare data before and after the change in cut scores.                                                                        




USDE Blue Ribbon School 2007 and 2013. #19 of the Sun Times Top 50 Chicagoland Schools of October 2013. IAHPERD Health Blue Ribbon 2009. ISBE Academic Excellence 2012.