Garrett Elementary

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

In 2009, Garrett Elementary created and has since worked through a mission and vision that was created by the entire staff.  It was with this that our building began to work together as a learning community towards common goals with a collective commitment.  Through our growth as a Professional Learning Community, we have put in place many procedures, practices, and norms.   I would like to share a few of these with you. 

One of the very first items to be put in place and held as a non-negotiable was revamping our building schedules to ensure that all teams had daily common plan times and that weekly meetings which included members of the leadership team, took place with a staff defined focus.  This common plan time has allowed Garrett Elementary to analyze student and school data weekly as well as take part in professional development identified by the leadership team and professional development committee. 

SMART goals are utilized at the grade and building levels through our data team process which meets three times a quarter along with our building accountability plan which is created by the staff and reviewed quarterly.  A yearlong team meeting schedule is posted on our Google Drive so that all staff members know what is coming, what is expected of them, and what we hope to accomplish.  The next four meeting focuses are also posted on the wall of our conference room.  All data analyzed throughout the month is shared through our Google Drive with all staff members.  Staff members have access to disaggregated student data pertaining to academics, behavior, RTI interventions, and attendance.  This data is also displayed in our conference room and our school foyer for all students, teachers, and community members to see. 

Garrett’s leadership team is made up of the principal, the instructional specialist, and one member of all school teams including non-certified staff.  This team meets once a month unless a team member requests a special meeting.  These meetings take place after school hours and follow a pre-determined agenda set by the principal and instructional specialist.  The agenda is sent out to the entire staff before the meeting alerting them to what will be discussed at a minimum.  Anything that any staff member would like to add to the meeting agenda is added before the meeting.  Notes are taken and shared with the staff through our Google Drive and each team representative then meets with his or her team to discuss the meeting in person.  The leadership team plays a major role in identifying our school’s needs and the professional development needed to address the concerns.  The leadership team also plays a major role in our celebrations by identifying positives and planning as to how we celebrate them as a school. 

At Garrett Elementary, there are many ways to become active and take on a leadership role.  Each Wednesday morning, our staff meets in committees based on PBIS (Positive Behavior Intervention Supports), professional development, Leader In Me, and Social committee.  Within each committee, there is a chair/co-chair, and facilitators in charge of specific areas in regard to the committee’s focus and or process. 

Finally, through our understanding of PLCs, shared leadership or how it is referred to at Garrett Elementary as, “Grass Roots Leadership” is practiced and highly respected.  All staff know that as long as it does not hurt a child and that it follows our collective mission and vision that they do not need to ask for permission from the building administrator.  Teachers are free to work together, utilize their expertise, and to think outside the box in an effort to help all kids.  I believe that this main idea has helped our school to become more creative in finding ways to grow as a school community.

1. Monitoring student learning on a timely basis.

At Garrett elementary, we have developed a schedule along with monitoring tools for regular (weekly/monthly) data checks that are easy to use and analyze from.  All of our teachers have access to Google Drive in which our data sheets are kept.  We call them Student Maps but essentially, they are spreadsheets with every benchmark and progress monitor that we have deemed important.  Teachers import student scores into this document and then we as a team go over the scores each month.  Teacher teams have also deemed certain standards as "Big Rocks" in which we assess through the daata team process.  For our data team process, we utilize a form that tracks the standard, the pre and post common assessments, the amount of students on target and below target, and the SMART Goal created by the team for the standard.  Our common assessments for the data team process are created and discussed within our weekly PLC meetings.  The scoring/rubric for these assessments is agreed upon by the team before moving forward.  The standards for each grade-level and subject area are monitored in a curriclum map form that allows us to monitor which standards have been taught, when they where taught, and whether they are in progress or if the grade-level has mastered the standard.  All forms are created with input from each grade-level team and are reaseesed for effectiveness at the end of each year.  Each week, the data is looked at in a different way.  This can be by grade-level, the school as whole, individual students when looking at our RTI structures, and subject area. Student data is also broken down demographically.  

Teachers have all been given access to a PLC schedule so that they know when we will discuss what data.  This allows for them to plan accordingly for benchmark and progress monitoring assessments.  

At Garrett, we not only discuss our student data regularly but we use it to design our instruction through the data team process.  This data also allows us to better organize our RTI structures and resources.  Data is then shared with our community to show improvements and areas of concern related to our building accountability plan.  

2. Creating systems of intervention to provide students with additional time and support for learning.

At Garrett, Students receive daily Interventions in Math and Reading.  Each week, students also receive one day of behavioral interventions/lessons related to the 7 habits of Leader In Me or our Positive Behavior Intervention Support program.  These interventions are 30 to 45 minutes long and are supported by the classroom teachers, building aids, resource teachers, and the reading specialist.  The interventions are planned once student needs are identified in monthly RTI meetings scheduled during our weekly team meeting times.  This takes place every Tuesday.  In our conference room, teachers have access to multiple intervention books, and downloads.  All interventions used are research based and monitored for effectiveness with our students through our previously mentioned student maps.  Our 3 tier system is fluid and changes often based off of student needs at the time of data review.  Our goal is to have 80% or more of our students at the level of tier 1 (no risk).  Over the past three years, Garrett has finished the year at 78% or above in Tier 1.  

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

As mentioned before, our grade-level teams meet weekly to discuss school, grade-level, and student data.  The rest of our staff also meets with these grade-level teams throughout the month in scheduled weekly times for discussions regarding RTI interventions and the students within these groups.  At times, our Tuesday meetings are scheduled for professional development.  All members of the staff attend these and again, meet with our regularly scheduled grade-level teams.  Plan times are sacred and do not change.  Grade-level teams have a common plan time that does not change from day to day.  This plan time is 50 minutes long. Our building runs on an A, B, C, and D schedule that rotates daily.  Students have a 50 minute block of specials daily that occurs at the same time each day (see attached building schedule).  Once a week, teacher teams meet with the building principal, instructional specialist, and (at times, the counselor, reading specialist, special education teachers).  These meetings are structured in advance and listed on the PLC schedule form wich is also attached.  Our meetings are not a data entry meeting.  Teachers are expected to have data ready regardless of the type so that discussions may start imediately.  This structure and expectation has allowed us to have fun but focused meetings that run efficiently and effectively.  

Through the years, student data has been used to better align members of the staff into grade-level positions.  This is not just true in the grade-level in which they teach, but also in the subject they teach for grades 3 through 5.  This has allowed us to have not only horizontal alignment but also vertical alignment.  

Garrett Data: 

Garrett elementary school continues to grow academically as shown by our percentage of students at the proficient and advanced levels in Math, ELA, and Science.  As of 2015, we are now 7.8% above the state average in both ELA and Mathematics and although we are not above the state in Science yet, we continue to make steady gains over the past 7 years.  Our building earned 70 out of 70 points on its APR report during the 2013 and 2014 school years and 69 out of 70 in 2015, losing one point for Science subgroup achievement.  Our building RTI data concerning behavior has shown over 90% of our students in Tier 1 for 4 consecutive years and our building wide attendance under the 90/90 rule has been above 90% for 5 years in a row.   

ELA

2011

2012

2013

2014

2015

3rd Garrett

38.9%

39.5%

44.0%

29.9%

67.2%

3rd state

44.5%

46.1%

48.5%

42.3%

57.2%

4th Garrett

43.1%

49.1%

55.7%

34.5%

68.4%

4th state

52.7%

52.9%

53.9%

46.3%

58.5%

5th Garrett

31.7%

46.0%

44.1%

55.6%

59.7%

5th state

52.0%

52.6%

53.0%

50.7%

59.1%

Garrett Total

40.3%

44.7%

50.6%

41.1%

67.5%

State Total

54.6%

55.0%

55.0%

52.6%

59.7%

           

Math

2011

2012

2013

2014

2015

3rd Garrett

26.3%

42.2%

41.2%

43.3%

69.1%

3rd state

50.2%

52.5%

51.4%

50.7%

51.7%

4th Garrett

47.3%

41.5%

47.1%

30.9%

43.9%

4th state

51.2%

51.1%

50.8%

42.9%

49.2%

5th Garrett

30.5%

39.7%

54.3%

54.0%

41.9%

5th state

53.4%

55.0%

54.5%

52.8%

39.6%

Garrett Total

35.9%

41.2%

48.5%

46.2%

52.9%

State Total

53.4%

54.0%

53.8%

52.4%

45.1%

           

Science

2011

2012

2013

2014

2015

5th Garrett

45.3%

47.4%

49.1%

62.7%

50.9%

5th state

50.9%

51.6%

51.9%

48.0%

47.5%

 

 

Garrett elementary has been recognized by the state of Missouri for the past six years as a PBIS (Positive Behavior Intervention Supports) school of excellence, earing a bronze level award each year. 

Garrett was also recognized nationally as a Pearson Insight School in 2014 in recognition of our staff’s commitment to preparing all students for college and careers and increasing student success. 

This school year, Garrett was recognized as an exemplary school in the state of Missouri for our work with Professional Learning Communities.  

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