Granby School District

  1. PLC Story
  2. PLC Practices
  3. Achievement Data
  4. Awards
  5. Resources
  • 2001-02 Began implementation of PLC at Granby High School
  • 2002–03 Granby High School 1 hour late arrival schedule change
  • 2008 -09 Granby Middle School begins PLC process
  • 2009-10 Elementary schools introduce PLC process
  • 2010-present Continued refinement of PLC process

The district-wide implementation of the professional learning community philosophy and process occurred over several years in the Granby Public Schools. In the summer of 2005, the BOE and the entire high school staff attended a three day summer institute. With the high school leading the way, the PLC model spread to all schools in the district from 2008-2010. In the summer of 2009, Richard and Rebecca Du Four (authors and national leaders in the field of PLC) provided two days of on-site PLC training for the entire district faculty. This was followed in 2010 by a PLC consultant coming to Granby to coach district administrators on PLC team implementation. Granby’s leadership, expertise and success in implementing PLC teams has been recognized locally and nationally in a book (Revisiting Professional Learning Communities at Work, (DuFour, DuFour ,2008), on the All Things PLC website (, in the high school’s NEAS&C decennial report, and by numerous school districts making site visits to Granby in order to learn about PLCs. Currently, the district is in the process of finding and proposing ways to increase the amount and quality of time afforded to PLC teams through either early release, late openings or creative scheduling.

1. Monitoring student learning on a timely basis.

The monitoring of student learning and achievement is now embraced by the faculty as a common and essential practice and a necessary characteristic of our school as it functions as a PLC. Monitoring takes place as part of the common assessment process, the PLC team SMART goals, Freshman Team, Tenth Grade Team, and Guidance. Our PLC teams continue to progress in their use of technology and software to analyze the results of common assessments in order to inform instruction. The use of software allows the teams to be more timely, efficient, and effective in making decisions based on data.

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

Major shifts in this area include the expansion of interventions, and the directive nature of interventions.

Expansion – Any school functioning as a PLC must develop, over time, strong interventions. Examples in our school include, but are not limited to, the use of homework club, Saturday classes, tutors for math and language arts, student tutors, mentoring, a pyramid of interventions, additional reading classes, Student Assistance Team, Freshman Team, Tenth Grade Team, Response to Intervention program (RTI), and a Learning Center. Any school has the ability to start with limited resources and then through creativity and financial support, begin to develop responsive services to students.

The Learning Center, while a simple concept, serves as an example of how a school can utilize a space and staff duty time. At GMHS, the Learning Center is an intervention that is available for all students. It is located on the top floor of the Media Center and it’s a place where students of all abilities (honors, academic, special education) can go, or be assigned to go, for extra help from their teachers. There is no stigma attached to it. Simply, teachers from each discipline are available to help students (academically) every period. It also houses a Testing Center and a place for tutors to work with students.

Directive Interventions – Over the years, interventions have become much more directive in nature. As an example, attendance at the Learning Center is now a requirement for some students as well as a choice for others. Interventions are also services that we implement during the school day. PLC teams, classroom teachers, and departments share in that responsibility along with our social worker, guidance, administration, the Freshman Team and the Tenth Grade Team as well as other support services.

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

As part of the school’s commitment to implementing the principles of a PLC the school instituted a one hour weekly late arrival at the start of the day every Thursday morning to provide teachers with time to collaborate on student learning. This weekly time provides all teachers with the time to share student work, develop and discuss common assessments / results, and align curricular and instructional practices. All teachers are involved and are members of collaborative teams that are designed around shared students. Teams utilize SMART (Strategic, Measurable, Attainable, Results Oriented, Timebound) goals to guide their work. Regular administrative feedback is part of the process and the administration regularly takes part in PLC team meetings.

Additional Achievement Data

The Connecticut Mastery Test (CMT – grades 3-8) and Connecticut Academic Performance Test (CAPT – grade 10) are administered annually to assess student achievement in Math, Reading, Writing, and Science (grades 5, 8, and 10 only).

For 2013, Granby’s rankings improved in 13 of 24 areas in our Demographic Reference Group (DRG). 2 of our scores were in the top 25%. Granby’s rankings in relation to state averages increased in 11 of 24 areas.

Granby CAPT Trends:
Granby continues to outperform state averages in all areas of the Grade 10 CAPT test. After a performance dip in 2012 (compared with 2011), Granby’s scores rebounded in 2013 as illustrated below. The percentage of students scoring goal or advanced increased in all subject areas when compared with 2012.





2012 to 2013



























Granby CMT/CAPT Science Trends:      
2015 State Rankings for CMT/CAPT science      
Grade 5 ranked 4th out of 164 districts      
Grade 8 ranked 22nd out of 159 districts      
Grade 10

ranked 2nd out of 141 districts

  % Goal or Above  
  2013 2014 2015 2014 to 2015
Grade 5 90.4% 89.5% 87.6% -1.9
Grade 8 81.9% 84.0% 85.1% 1.1
Grade 10 78.1% 78.6% 81.3% 2.7

State and Granby SAT Trends:
Granby has steadily increased their SAT participation rate over the past several years. Students in Granby score significantly above student averages in the state and nation. Scores for the class of 2013 (CT and Nation) have not yet been published by the College Board.


Granby 2012

Granby 2013

State 2012

Nation 2012

Granby 2014 Granby 2015 State 2015 Nation 2015






558 556 506 511






551 545 504 495

Granby ACT Trends:
In 2013, 25 students took the ACT test, increasing the number from 2012 by 3 students. 88% of Granby students taking the ACT met the benchmark in English, 80% in math, 64% in social science, and 52% in Biology. The percentage of students meeting all four levels was 48%. 

In 2015, 32 students took the ACT test, increasing the number from 2014 by 2 students. 94% of Granby students taking the ACT met the benchmark in English, 78% in math, 66% in social science, and 72% in Biology. The percentage of students meeting all four levels was 56%.

Granby AP Trends:
The enrollment rate for AP classes at GMHS has steadily increased over the past four years. The percentage of students graduating with at least one AP course is as follows: 2010=58%, 2011=59%, 2012= 63%, 2013=69%. In 2013 there were 375 AP tests administered to 205 Granby students. Passing scores were achieved on 288 of the 375 test (76.8%). 165 of the 205 students (80.5%) achieved a passing score of 3 or better on at least one test.

The percentage of students graduating with at least one AP course is as follows: 2012= 63%, 2013=69%, 2014=74%, 2015=70%. In 2015 there were 341 AP tests administered to 200 Granby students. Passing scores were achieved on 256 of the 341 test (75.1%). 154 of the 200 students (77.0%) achieved a passing score of 3 or better on at least one AP exam.

Great teachers work in Granby because of the rich professional experiences and many families settle here because of the reputation and quality of the school system. Examples of our programs, achievements, reputation, and return on investment include:

  • Kelly Lane Intermediate School is a Federal Blue Ribbon School (2011) and a Connecticut State Department of Education School of Distinction (2012).
  • Granby Memorial Middle School (GMMS) is a Connecticut Association of Schools' Middle School of the Year (2010).
  • Granby Memorial High School (GMHS) is a Connecticut State Department of Education Vanguard High-Performing School (2006) and a Connecticut State Department of Education School of Distinction (2013).
  • Wells Road Intermediate School was recognized as a top performing school in the Governor's 2013 Summer Reading Challenge.
  • The Hartford Magazine ranked Granby first in the small town category for families and education (June 2013).
  • Completion of a 21st Century Athletics Facility.
  • GMHS was ranked #13 in the state as one of the best high schools in America by U.S. News and World Report (2013).
  • GMHS has been named by The College Board to the AP Honor Roll for expanding opportunities and improving performance for AP students (2011).
  • The Sharing to Learn Service Club at GMMS was a recipient of the CAS Recognition of Excellence Award (2013).