Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Curriculum topic
No spam. Unsubscribe anytime.
Teachers showcase curriculum and PLC work across Meridian schools: social studies, STEM robotics, Spanish and early-grade reading
Summary
Teams from Meridian schools presented professional-learning work including vertically aligned social-studies rubrics, digital engineering notebook pilots in robotics, proficiency-driven Spanish instruction, and a second-grade oral fluency initiative that moved on-grade-level comprehension from 22% to 47% between fall and winter diagnostics.
Multiple teacher PLC teams presented curriculum work and classroom strategies to the board, highlighting alignment, formative assessment and inclusion practices across grade levels.
The social-studies team described a vertically aligned rubric and project-based assessments (History Day) that require students to research and build evidence-based arguments. "Formative assessments and checks for understanding are embedded throughout the unit," a social-studies teacher said, explaining how common rubrics allow teachers to track growth and identify retargeted instruction.
A science and engineering PLC described a robotics and engineering-notebook approach that combines digital and paper records. Teachers tested Google Slides templates and digital notebooks to increase accessibility and iterative design reflection. The presenters said they plan to phase the digital notebook earlier in the pipeline so students arrive in eighth grade with an established expectation of documentation.
High-school Spanish instruction emphasized proficiency-based pre/post assessments and interventions for students who begin units at lower proficiency levels; the presenter reported strong average summative performance across Spanish 1 classes and described small-group T3 interventions for students who needed retakes or alternative formats.
Second-grade presenters outlined an oral reading-fluency strategy tied to I-Ready benchmarks with a target of 100 words per minute by year-end. They said the school used progress monitoring, fluency partners, explicit vocabulary instruction and targeted interventions; the presenters reported on-grade-level comprehension rising from 22% in the fall benchmark to 47% in the winter.
Across presentations, teachers emphasized teacher collaboration, use of common rubrics, and interventions that combine tier-one instruction with targeted small-group work.
