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Newfields staff push for 'all means all' approach, early-literacy focus after national PLC training
Summary
Teachers who attended a national professional development conference urged the board to expand professional learning communities, prioritize K–1 early literacy interventions and repurpose staff time to support tiered instruction and co-teaching.
Members of Newfields School staff described lessons from recent professional development in Texas and asked the school board on Nov. 4 to back expanded professional learning communities and new scheduling priorities to boost early literacy.
Susie (special education teacher) and Christina Groulard (special education teacher) told the board that the conference reinforced the PLC idea: regular, job-embedded teams where educators analyze student data, design shared assessments and plan targeted interventions. “We always think about these four essential questions: what do we expect students to learn, how do we respond when they don’t learn it, how do we know they are…
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