Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Instruction topic
No spam. Unsubscribe anytime.
John Kennedy principals demonstrate PLT data review; district expands Win Time and MTSS supports
Summary
John Kennedy leaders showed the board how professional learning teams analyze Foundations benchmark results and use daily 'Win Time' and targeted interventions to move students toward an 80% mastery benchmark. District curriculum staff said vertical PLTs and Solution Tree coaching are being scaled districtwide and that behavioral supports are being folded into intervention time.
Paul Kessler, principal at John Kennedy, and assistant principal Jordan Brandt walked the board through an abbreviated professional learning team (PLT) session and a set of third-grade "Foundations" assessment data to demonstrate how teachers identify whole-class needs and small-group interventions.
"This is the agenda that all of our grade-level PLT meetings use," Brandt said, and highlighted the team protocol that asks: "How will we know they've learned it? What do we do for students who haven't learned it? What's the plan?" Brandt noted that the Foundations benchmark used in the example expects 80% of students to score at the mastery level.
Kessler described 'Win Time,' a daily 30-minute block for differentiated instruction in ELA and math that allows teachers (and additional AIS/reading or math staff) to regroup students so those who need reteaching receive targeted help while others extend their learning. The presenters said one targeted intervention group was created after analyzing unit-level data and that the PLC protocol helps teachers decide whether a whole-class reteach or individual intervention is required.
Director of Curriculum and Instruction (Dr. Corey) told the board the PLC work has been expanded districtwide, that Solution Tree coaching and additional vertical PLTs (K–3 foundations) are in place, and that some schools are using behavioral curricula during Win Time to address disruptive behaviors that impede learning. Dr. Corey said the district will pursue grant funding to bring behavioral specialists into schools so administrators can focus more on instruction.
Board members asked practical questions about frequency of data review, how teachers rotate students between groups, and how the district engages families; presenters said common assessments run on roughly three- to four-week cycles for a unit and that teachers make adjustments as needed while using family nights and SEL events to involve parents.
The presentation closed with examples of measurable gains at some grade levels and a request that board members visit classrooms to see PLT work in action.
