Evidence of Success
Dibels Next Fluency scores between Trimester 1 and 2
Quantitative Data
This is a compilation of the assessments administered to the most struggling students in 3rd grade that are attending Tier III Intensive Intervention during lunch each day with Mrs. Baadilla
Word Pattern (spelling) scores between Trimester 1 and 2 (blue bars are Trimester 1 results and maroon bars are Trimester 2 results)
The scores noted are those taken from the 3 lowest performing students from each of all four classes of the third grade team, after analyzing data, and making determinations of those needing this Tier III Intervention during lunchtime. We had all parents sign permission slips so that their children could meet with me everyday during their lunchtime (after having 20 minutes to each their lunch) for 30 minutes per day. < provided the Tier III instruction for those students, as it was agreed, since I was a Reading Recovery teacher, and had a lot of background working with English Learners, which was the majority of the students for this reading intervention. Teachers took the time to come in during lunch to observe the instruction I provided to students in order to gather additional instructional strategies to use in their own classes.
Note that some of the students' spelling has fallen, which indicates that I need to start spending more time on spelling to balance out their decoding and encoding skills.
The principal also came during our PLC to advise us that we were second in student growth in Dibels Next scores for the entire site.
Qualitative Data Relative to Team Dynamics of Developing a Professional Learning Community
After reviewing the initial survey given to team members, the areas that scored "1" would be deemed to be the areas of focus as follows:
Initial Survey Results:
Question 4, No. C: Question posed: People are unable to compromise. The group is stuck because talking itself has become a lose/lose proposition.
Results: People should be more compromising. The group could be stuck because talking itself has become a lose/lose proposition.
Question 5, No. A: Question posed: Anyone on the team can bring up a painful or sensitive issue in a team meeting. All join in constructively to address the problem. This can include major mistakes, ethical issues, betrayals or other serious conflicts within the group.
Results: Not everyone on the team feels that they can bring up a painful or sensitive issue in a team meeting. All need to join in constructively to address the problem. This can include major mistakes, ethical issues, betrayals or other serious conflicts within the group.
Question 6, No. C: Question posed: Members tend to focus more on what each other does not have or does not do than on their positive attributes. People may use job titles, pay differences or other perks to compensate for lack of recognition.
Results: Members should focus less on what each other does not have or does not do than on their positive attributes. People may be using their job titles, differences or other perks to compensate for lack of recognition.
In the pre-survey, they actually scored a 1+, but I am displaying the results for a 0, so that I can improve even more than is stated for a 1+.
In summary, for the above questions, this is a synopsis of how the team could be generally feeling:
People are generally expected to get along. If there are personal conflicts or performance problems they are supposed to be handled between the members involved but often still end up with the leader.
In general, team members work to maintain positive professional decorum and stay task-focused. Clear roles and accountabilities and a spirit of cooperation seem to solve most team challenges. Members respect the need to do their part and avoid stepping on one another's toes.
Supporting the team is a responsible leader whose role it is to serve as central decision maker, who coaches the group to stay on track and efficiently accomplish its goals and projects.
Members generally offer respect and recognition to each other, especially those who are considered highly competent by virtue of their expertise and experience.
Final survey results:
Question 4, No. C: Question posed: People are unable to compromise. The group is stuck because talking itself has become a lose/lose proposition.
Members are now able to fully work through their differences or their concerns about others' performance problems in one-on-one meetings without the leader needing to be involved. Members coordinate their actions to most effectively reach the goals they have defined together. The leader may be the main person to bring up such issues, but not always.
Question 5, No. A: Question posed: Anyone on the team can bring up a painful or sensitive issue in a team meeting. All join in constructively to address the problem. This can include major mistakes, ethical issues, betrayals or other serious conflicts within the group.
Members feel that anyone on the team can bring up a painful or sensitive issue and all join in constructively to address the problem. This can include major mistakes, ethical issues, betrayals or other serious conflicts within the group.
Question 6, No. C: Question posed: Members tend to focus more on what each other does not have or does not do than on their positive attributes. People may use job titles, pay differences or other perks to compensate for lack of recognition.
Members coordinate their actions to most effectively reach the goals they have defined together. Although they may still prefer their separate roles and resources, they regularly look for win/win improvements that will serve the team and students.
In summary, for the above questions, this is a synopsis of how the team is now functioning, as well as the next steps:
Members now make a special point of welcoming, recognizing and responding to others' abilities and special talents, no matter how long a person has been a member of the group. They also sense that they are part of a true community, affirming and appreciating each person and helping that individual make the best use of his or her special talents as a unique life path. They feel that these capabilities may be fostered by a leader who is also a good facilitator, helping people through their conflicts and joint decisions as the group learns and develops. These capabilities have enabled the group to "lead itself" with members taking full, shared responsibility for one another's performance and trust level. The leader serves as a strategic guide who mentors but does not need to actively guide the team. There is still a lot of work to continue to nurture and support this professional learning community, and I am very aware that the continued work needs to start with me taking a good look at my own actions, shortcomings, and how I need to look at the needs of the group as a whole.
Quantitative Data
This is a compilation of the assessments administered to the most struggling students in 3rd grade that are attending Tier III Intensive Intervention during lunch each day with Mrs. Baadilla
Word Pattern (spelling) scores between Trimester 1 and 2 (blue bars are Trimester 1 results and maroon bars are Trimester 2 results)
The scores noted are those taken from the 3 lowest performing students from each of all four classes of the third grade team, after analyzing data, and making determinations of those needing this Tier III Intervention during lunchtime. We had all parents sign permission slips so that their children could meet with me everyday during their lunchtime (after having 20 minutes to each their lunch) for 30 minutes per day. < provided the Tier III instruction for those students, as it was agreed, since I was a Reading Recovery teacher, and had a lot of background working with English Learners, which was the majority of the students for this reading intervention. Teachers took the time to come in during lunch to observe the instruction I provided to students in order to gather additional instructional strategies to use in their own classes.
Note that some of the students' spelling has fallen, which indicates that I need to start spending more time on spelling to balance out their decoding and encoding skills.
The principal also came during our PLC to advise us that we were second in student growth in Dibels Next scores for the entire site.
Qualitative Data Relative to Team Dynamics of Developing a Professional Learning Community
After reviewing the initial survey given to team members, the areas that scored "1" would be deemed to be the areas of focus as follows:
Initial Survey Results:
Question 4, No. C: Question posed: People are unable to compromise. The group is stuck because talking itself has become a lose/lose proposition.
Results: People should be more compromising. The group could be stuck because talking itself has become a lose/lose proposition.
Question 5, No. A: Question posed: Anyone on the team can bring up a painful or sensitive issue in a team meeting. All join in constructively to address the problem. This can include major mistakes, ethical issues, betrayals or other serious conflicts within the group.
Results: Not everyone on the team feels that they can bring up a painful or sensitive issue in a team meeting. All need to join in constructively to address the problem. This can include major mistakes, ethical issues, betrayals or other serious conflicts within the group.
Question 6, No. C: Question posed: Members tend to focus more on what each other does not have or does not do than on their positive attributes. People may use job titles, pay differences or other perks to compensate for lack of recognition.
Results: Members should focus less on what each other does not have or does not do than on their positive attributes. People may be using their job titles, differences or other perks to compensate for lack of recognition.
In the pre-survey, they actually scored a 1+, but I am displaying the results for a 0, so that I can improve even more than is stated for a 1+.
In summary, for the above questions, this is a synopsis of how the team could be generally feeling:
People are generally expected to get along. If there are personal conflicts or performance problems they are supposed to be handled between the members involved but often still end up with the leader.
In general, team members work to maintain positive professional decorum and stay task-focused. Clear roles and accountabilities and a spirit of cooperation seem to solve most team challenges. Members respect the need to do their part and avoid stepping on one another's toes.
Supporting the team is a responsible leader whose role it is to serve as central decision maker, who coaches the group to stay on track and efficiently accomplish its goals and projects.
Members generally offer respect and recognition to each other, especially those who are considered highly competent by virtue of their expertise and experience.
Final survey results:
Question 4, No. C: Question posed: People are unable to compromise. The group is stuck because talking itself has become a lose/lose proposition.
Members are now able to fully work through their differences or their concerns about others' performance problems in one-on-one meetings without the leader needing to be involved. Members coordinate their actions to most effectively reach the goals they have defined together. The leader may be the main person to bring up such issues, but not always.
Question 5, No. A: Question posed: Anyone on the team can bring up a painful or sensitive issue in a team meeting. All join in constructively to address the problem. This can include major mistakes, ethical issues, betrayals or other serious conflicts within the group.
Members feel that anyone on the team can bring up a painful or sensitive issue and all join in constructively to address the problem. This can include major mistakes, ethical issues, betrayals or other serious conflicts within the group.
Question 6, No. C: Question posed: Members tend to focus more on what each other does not have or does not do than on their positive attributes. People may use job titles, pay differences or other perks to compensate for lack of recognition.
Members coordinate their actions to most effectively reach the goals they have defined together. Although they may still prefer their separate roles and resources, they regularly look for win/win improvements that will serve the team and students.
In summary, for the above questions, this is a synopsis of how the team is now functioning, as well as the next steps:
Members now make a special point of welcoming, recognizing and responding to others' abilities and special talents, no matter how long a person has been a member of the group. They also sense that they are part of a true community, affirming and appreciating each person and helping that individual make the best use of his or her special talents as a unique life path. They feel that these capabilities may be fostered by a leader who is also a good facilitator, helping people through their conflicts and joint decisions as the group learns and develops. These capabilities have enabled the group to "lead itself" with members taking full, shared responsibility for one another's performance and trust level. The leader serves as a strategic guide who mentors but does not need to actively guide the team. There is still a lot of work to continue to nurture and support this professional learning community, and I am very aware that the continued work needs to start with me taking a good look at my own actions, shortcomings, and how I need to look at the needs of the group as a whole.