Crossing the Chasm
all things
PLC M A G A Z I N E
Spring 2019
Features How to Avoid Creating a One-and-aHalf-Ton Paperweight Bill Hall
7
The road to PLC success.
Simplifying RTI at a Title I Elementary School
Chris Weber, Michelle Pinchot, Chris Holland, and Traci Hoff
11
Using RTI to guide reculturing and restructuring.
What About Us?
Tracey Hulen, Jacquie Heller, Diane Kerr, and Brian Butler Taking a look at the PLC process in preschool.
Servant Leadership Mary Ann Ranells
Schools that achieve significant gains in student growth are led by servant leaders.
18 30
To o l s & R e s o u rc e s fo r I n s p i ra t i o n a n d E xce l l e n ce
First thing
4
Bringing the four critical questions to life.
FAQs about PLCs
27
What to do about a student who misbehaves.
PLC clinic
29
How to combat negativity.
Data quest
37
A useful tool for discussing information.
Learning champion
38
Eric Twadell is the luckiest guy in the world.
The recommender
43
Advice for early childhood teachers on collaborative teams.
Classic R&D
44
PLCs and the professional satisfaction of educators.
Contemporary R&D
46
Improving student feedback.
Why I love PLCs
48
A culture of humility.
Discussion questions and refresher course tear-out To-go resources for your PLC PD.
49
all things
PLC
First Thing Bringing the Four Critical Questions
to Life
M A G A Z I N E
2
8
SOLUTION TREE: CEO Jeffrey C. Jones
12
PRESIDENT Edmund M. Ackerman SOLUTION TREE PRESS:
18
PRESIDENT & PUBLISHER Douglas M. Rife ART DIRECTOR Rian Anderson PAGE DESIGNERS Abigail Bowen, Laura Cox, Jill Resh, Rian Anderson
AllThingsPLC (ISSN 2476-2571 [print], 2476-258X [Online]) is published four times a year by Solution Tree Press. 555 North Morton Street Bloomington, IN 47404 800.733.6786 (toll free) / 812.336.7700 FAX: 812.336.7790 email: info@SolutionTree.com SolutionTree.com POSTMASTER Send address changes to Solution Tree, 555 North Morton Street, Bloomington, IN, 47404 Copyright © 2019 by Solution Tree Press
4
AllThingsPLC Magazine/Spring 2019
Maria Nielsen
R
enewal! Reboot! These are the words that come to mind when I think of spring. Spring is a great time for your team to refocus your energy on the simplicity of the four critical questions. Master teachers have always asked: 1. What do we want our students to know and be able to do? 2. How will we know if they know it or not? 3. What will we do if they don’t understand? 4. What will we do if they do understand? “A professional learning community is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve” (DuFour, DuFour, Eaker, & Many, 2010). The Slippery Slope The four critical questions of a PLC are often looked at in isolation. They may feel like separate yearlong initiatives rather than parts of an ongoing cycle of collective inquiry. The first year is centered on the mission, vision, values, and goals. Committees may be formed to wordsmith the mission statement. Once the task is complete, we are satisfied with a mission statement worthy of vinyl lettering in the school colors on the wall. The following year is spent unpacking standards and putting them into Google Drive, sorted into priority and supporting standards.
The next year, teams come together to write common assessments around essential standards. These common assessments are also saved to the team drive. Then, during year three, the school puts together an RTI (response to intervention) committee to come up with a modified schedule to embed RTI in the school day. While all of these are excellent ideas and the work of a collaborative team, teachers often see these as separate initiatives, something extra that they are being asked to do, and feel that their time would be better spent back in their room prepping for tomorrow’s lesson. What If . . . What would it look like if teacher teams felt like their work each week was aligned with what they wanted students to know and be able to do? What if essential standards were embedded in the units of study and common assessments were used as fresh data to determine if their students knew the standards or not? What if looking at those common assessments informed teaching practice as well as student mastery of essential standards in a formative way? Teachers, could you embrace this process if it felt authentic and timely to you? The 15-Day Challenge This process may be used whether your school has been engaged in the PLC process for a while or you are new to the concepts of PLCs. The 15-Day Challenge brings all the elements of professional learning communities together in one unit of study.
Creating the 15-Day Challenge Outline • Identify two to three essential standards for your 15-day unit of study. • First time recommendation: Select succinct rather than long-cycle standards and targets. For example, ++ Measurement ++ Parts of a sentence ++ Multiparagraph essay ++ Water cycle ++ Plants ++ Parts of the brain • List standards, targets, and skills for the unit of study. • Complete a 15-day pacing chart. • Schedule the common assessments throughout the unit of study. ++ End-of-unit assessments ++ Common formative assessments
Designing the Unit of Study Based on Standards and Targets • Bring everything from your file cabinet or computer files to the team table. This is critical so that all team members can collectively design lessons using the best ideas and materials for students in the course or grade level. • Write lesson plans together using the 15-day pacing chart. ++ Tip: While planning the initial lesson design, gather materials and plan for Tier 2 intervention and extension groups. • Write the assessments. ++ Final unit assessment (begin with the end in mind) ++ Common formative assessments (two to three) Planning Tier 2 Interventions • Plan when and how skill-specific interventions and extensions will be embedded in the school day. Ideas may include: ++ Trading students among teachers when they teach the same course at the same time. ++ Scheduling a time during the day when all students are in Tier 2 time, such as flex or WIN (What I Need) time. • Tip: Ensure that all activities and materials for Tier 2 time are planned and ready in advance so that students may be placed quickly in skill-specific groups.
You are now ready to teach, assess, intervene, extend, and move all students forward in a well-planned, systematic manner. Stay in the boat together and row to the island of student mastery!
Reference DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by Doing: A handbook for Professional Learning Communities at Work (2nd ed.). Bloomington, IN: Solution Tree Press.
Spring 2019/AllThingsPLC Magazine
5
What About
The PLC at Work® Process in Preschool Tracey Hulen, Jacquie Heller, Diane Kerr, and Brian Butler All Means All A child walks through our school’s front doors, and an entire world of opportunity lies ahead. These first steps are the beginning of a formal learning journey that we educators have control over. We own the responsibility of directing the journey 18
in a manner that ensures high levels of learning for all students. All students, no matter what experiences or circumstances they’ve had before joining us. How do we purposefully guide such an important journey? Collaboratively, through the Professional Learning Community (PLC) at Work® process, even for our
youngest learners. A PLC is an “ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve” (DuFour, DuFour, Eaker, Many, & Mattos, 2016, p. 193). The authors of Learning by Doing go on to say that the key to high levels of student learning is ongoing, job-embedded learning for the educators who are responsible for those students. Nowhere in that definition does it exclude preschool. Yet, “What about us?”
ut Us?
and “What does that have to do with us?” are questions we have heard from early childhood teams in schools we have worked in and with. We have found that few schools include preschool teams in the PLC process. In fact, many schools, large or small, do not view preschool classrooms and their teacher teams as part of the education system. These early childhood education professionals are rarely included in schoolwide professional development and are not a part of the master schedule or the structures that provide common planning time. They operate separately from the rest of the school. Our youngest learners are the responsibility of each educator in the building; they are not
students in an isolated program with different expectations and goals. While we have not observed any administrators specifically and purposefully ignore early childhood educators or say they were not a part of the PLC process, we have witnessed a subtler, almost subliminal lack of focus on these early years—for a number of reasons. Commonly, school leaders focus on the grade levels that are subject to high-stakes testing. Administrators often have less personal experience with early childhood education and are more comfortable leaving it solely to the teachers of those grade levels to figure out. In many places, such as our district, the divide begins at the district level where there are separate offices for preschool educators that provide separate training and separate curriculums. We know that there are instances when specific training is necessary, but when the structure and culture of an organization promotes professional isolation then still says “we are a preschool–12 school system,” are the words on the paper matching the actions? If not, then we are not living the PLC mission of taking collective responsibility to ensure high levels of learning for both students and adults. Why should schools include early childhood educators in the process when school success is measured by the progress and achievement of students in the upper grades, usually starting at third grade? Our first contention is that no one teacher has all the skills, experience, and strategies required to meet the needs of each and every child in his or her classroom regardless of the number of degrees, years of experience, or quality of preservice programs. Our two-, three-, and four-year-old learners enter school with widely varying academic, social, and emotional needs. As we believe that all parents do their very best to provide a strong foundation with all the best intentions, early learning experiences vary from family to family and, in some cases, can be extremely different. Many mitigating factors, including varying levels of parent education, access to resources, health care, mental health care, family support, and demands of long workdays, leave young children to head off to their first formal school setting with very different readiness levels. The only way to ensure that the needs of each child will be met is to have a collective responsibility for all children—such as in a school that operates as a PLC at Work. The second argument for including early educators in the PLC process is that these early years provide a solid foundation for student success in the upper grades, eliminating gaps in experience and readiness. Structures used to ensure high levels of learning for all in the upper grades should be carefully considered and modified as needed for early childhood. If the first step is including early childhood teams as part of the process so that a strong preschool program prepares students academically, socially, and emotionally for school success, then the next step is to ensure that teams are focused on the right work within the PLC process. Whether a preschool is housed in a stand-alone school or part of a largPresch er elementary school, the staff must prepa ool r co-create the shared foundation of a studen es ts mission, a vision, collective commitacade m i c ally, ments, and goals. Then all educators soc
ial emotioly, and nally.
The early years provide a solid foundation for student success in the upper grades.
in the school will be set to do the right work on behalf of each other and, most importantly, the students they serve. By co-creating a solid foundation, we help every member of the organization own the process. As the work continues, we should be driven by the three big ideas of a PLC. So, what would it look like in preschool when you focus on a collaborative culture, focus on learning, and focus on results? Keep those three big ideas in mind as you read the following example from a recent professional development session with the preschool team at Mason Crest Elementary School, a preK–5 Title I school in Annandale, Virginia. Early Childhood Education: Balancing Academics and Play On this fall morning, a group of preschool teachers worked collaboratively to learn from one another and provide 20
instruction that focuses on academic skills and concepts in a play-based setting. The team was composed of math and language arts specialists, classroom teachers, and administrators who were all meeting together to learn about interactive read-alouds and questioning techniques. The reading specialist presented background information, and together, the team members prepared an interactive read-aloud lesson that the reading specialist would model that morning in the four-year-old classroom. The team purposefully chose the book Fill a Bucket: A Guide to Daily Happiness for Young Children by Carol McCloud and Katherine Martin, which not only had engaging illustrations and content but also supported the learning of social and emotional essential standards. After choosing stopping points in the story and crafting questions that would help students understand the big meaning
of the text, the team observed the reading specialist read the story and engage a classroom of preschool students in discussion. The other team members (including the math specialist and administrators) sat with students on the carpet and observed the read-aloud while engaging with students. This was true “learning by doing� for all active participants. After the interactive read-aloud was finished, the team met and discussed aspects of the lesson that went well, things that could be improved on, and evidence of student learning that was informally collected. During the discussion, the math specialist asked how ideas from the book could be incorporated into daily learning stations to give students opportunities to work on essential standards focused on counting. For example, illustrations in the story contain images of a bucket, and when people say kind things or take
positive actions toward others, the buckets are filled with happiness, represented by hearts and stars. The team generated a list of ideas: • Students could count and sort assorted plastic hearts and stars contained in small buckets. • Students could have opportunities to have free play with the hearts, stars, and buckets. • Teachers could teach specific math counting games using these heart and star materials. • Materials could be provided during free play time, and the teacher could act as a facilitator by asking specific questions related to the essential mathematics standards. The team focused on the important role of teacher talk during student play. Following is a vignette that highlights how the teacher could act in the role of a facilitator during play and teach students the academic essential standards.
Teacher Talk During Student Play Juan: Uh-oh! (Juan is playing with the bucket of assorted hearts and stars, and he is continuously dumping the hearts and stars out of the bucket into different containers at the play kitchen area.) Teacher: “Juan, that looks fun. I think I want to try to dump all these hearts and stars into this small cereal box. Do you think they will fit?” Juan: “There’s too many.” Teacher: “Want to try it? Can you help me? Can we work together as a team?” (Juan helps the teacher carefully dump the hearts and stars into the small cereal box, and as he predicted, they do not all fit.) Teacher: “How many stars and hearts do you think didn’t make it into the box?” Juan: “I don’t know.” Teacher: “Let’s take a guess.”
Juan: “Eight?” Teacher: “How can we check to see if we are close to our guess?” Juan: “We can count them.” Teacher: “Great idea.” (Juan counts. After he counts 10, he doesn’t know what comes next.) Teacher: “What comes after 10? I wonder if we could look in our classroom to see what comes after 10.” (Juan points to 11 on the pocket calendar but does not know how to say “eleven.” The teacher puts a star or heart into each pocket of the calendar, and they count together. By this time, other students have become interested in what Juan and the teacher are doing.) Teacher: “Can anyone help us count these stars and hearts?” (Another student who is able to count past 10 begins to help, and they all determine that they have 15 leftovers.) Before the teacher leaves the group of children at the learning play station, she says, “I wonder how many just hearts
Spring 2019/AllThingsPLC Magazine
21
there are?” and then walks away. For the remainder of the play time, she observes them from a distance working either in pairs or independently sorting and counting the hearts and stars and putting them into larger and smaller buckets. One student sorts red hearts onto the red plate and blue stars into the blue box. Two students are reenacting examples from the book. One student says something kind to another student, and the other student fills his bucket with a handful of stars and hearts. The teacher makes a note to use these two students’ exchange as an example to build on when working on communication and social-emotional goals with the class later. The next day, the teacher will determine if the students can count a set of five objects one by one. During student play, she will create opportunities for them to count the objects they are playing with (perhaps today’s hearts and stars or whatever happens to be capturing their attention tomorrow) and record
22
AllThingsPLC Magazine/Spring 2019
the data on an informal checklist created by the team during the weekly planning session. Putting the Pieces Together and Collaborating Around the Right Work After reading this vignette, can you see evidence of the foundation that has been set for this team to function in a school that operates as a PLC? Were they focusing on data and results in a collaborative culture? You may have questions about why they were getting professional development on interactive read-alouds or how they chose the essential standard of counting to incorporate math into play. You may be wondering how they even found time to meet when there are so many demands on our time. How can teachers put all of these pieces together and use their time to collaborate around the right work? To answer these questions, we must answer the four critical questions of learning.
The four critical questions of learning are the glue that holds the three big ideas together and helps focus each team, whether it is a preschool team, a thirdgrade team, or an algebra team. These four questions keep a team’s focus on student learning and results. To answer these questions effectively, the very first thing a PLC does is learn together, building shared knowledge around what these questions mean and clarifying the work of teams in answering these questions. If this process is new to you, the chart of team tasks on page 23 may help guide your work. Job-Embedded Professional Development As lifelong learners, we value jobembedded professional development because it can infuse itself into every aspect of the PLC culture. All the team tasks in the chart are job-embedded and considered professional development. These tasks can be talked about in grade-level
s n o i t s ue Q l a c i t ri C 4 e h ng i T n r a e of L n Questio
1
r e want ou What do w know and students to o? d be able to
n Questio
2
e know How will w ent has d if each stu ? learned it
n Questio
3
essential npacking u y b r e eth earn tog Task 4: L ndards. rmative sta mmon fo ficiency. create co ro ly p e e v in ti c term olle ing. Task 5: C essments and de goal sett ass r student fo m e st sy stablish a Task 6: E
e respond How will w students e when som it? rn do not lea
n Questio
4
se a and choo learning f o s rd a nd entify sta ards. rt Task 1: Id of priority stand to suppo set urriculum c e v ti c e eff g. hoose an re teachin ative Task 2: C standards you a ajor form m d n a the m lu u ic rr u ec year. ap out th Task 3: M essments for the ass
r om Krame Adapted fr
e e extend th How will w students r learning fo emonstrated d e v who ha ? proficiency
ation differenti ons using effective ss le g in g lan enga ed-based Task 7: P d other research an s. e c nd practi rogress a teaching student p ons and r o it n o m ti rack and f interven ers. Task 8: T velop a system o all learn rt o de p p ns to su extensio
017.
& Schuhl, 2
Spring 2019/AllThingsPLC Magazine
23
weekly team meetings or in whole-staff development sessions where teachers are working in grade-level teams or across vertical teams. If this is not being done among the teachers who work with our youngest learners, we are doing them a disservice. The Pre-Kindergarten Task Force of interdisciplinary scientists from the Brookings Institution and the Duke Center for Child and Family Policy discovered that “two common features emerge as key ingredients for improving classroom experiences and child outcomes in preschool: incorporating intensive professional development for teachers with coaching at least twice a month (i.e., such as having expert teacher provide feedback and support for in-classroom practice), and using assessments of child progress to inform and individualize instruction” (Phillips et al., 2017). Take the preschool team in the vignette. A schoolwide literacy initiative was to foster academic dialogue to help students solidify and verbalize their learning. That answers question
one—What do we want our students to know and be able to do?—thus the professional development on interactive read-alouds. Later that month, the same team met to discuss the results of a math common formative assessment centered around essential standards. They used a data protocol form as their anchor, answering question two—How will we know if each student has learned it? Teachers were transparent when looking at each other’s data and had opportunities to ask one another questions about what was working well in another peer’s classroom and to be reflective on certain things that may not be working in their own classrooms. A plan for further professional development came out of this data discussion since one of the veteran preschool teachers had been doing a great deal of small-group interventions based on essential concepts and skills, while her lessexperienced peer was using fewer smallgroup interventions and acting more as a teacher facilitator during student play. They decided they wanted to find time
to watch each other teach and learn from peer observation in order to grow professionally and better meet the needs of their students. But how? In a school that functions as a PLC, we need to find the time during the school day for our teams to work collaboratively and make it a high priority. Finding that time may not always be easy, and it most often requires the support of the whole school community, but if schools across the country can come up with creative ways to find time for job-embedded professional development during the school day for grade levels involved in highstakes testing, then it can be done in preschool as well. We are in a profession that undoubtedly requires at the minimum hard work, collaboration, creativity, and ingenuity. Conclusion While some may be hesitant to focus on the critical questions of learning for fear that we will end up pushing academics at the cost of play for our youngest learners, we cannot overemphasize the
importance of learning through play in the early years. A commonly debated issue among early childhood educators is the effects of early childhood programs on early learners’ social-emotional development. The fear is that academic-focused programs would take precedence over social-emotional development. But can’t there be a focus on both? As Jim Collins (2001) in his book Good to Great writes, great organizations embrace the mindset of the “Genius of AND, not the Tyranny of Or.” It is erroneous to dismiss the serious learning that is happening simply because it is happening through play. For example, regarding question one, we want our students to know some letters and be able to count, but we also want them
to know how to share group attention appropriately and self-advocate. Preschool curricula can successfully combine social-emotional development, literacy, language, science, and mathematics (e.g., Sarama, Brenneman, Clements, Duke, & Hemmeter, 2016)—all the while enhancing, rather than competing with, play-based approaches (Farran, Aydogan, Kang, & Lipsey, 2005; Clements, 2015). The PLC at Work process should not be limited to only those upper elementary and secondary teachers working in grades where there is high-stakes testing. All schools and grade levels, including preschool, can benefit from this important work. The process begins by building a solid foundation and focusing on the three big ideas of a PLC.
t anno e We c z hasi p m e ce of over rtan o p m ugh the i thro g n i learn
Y! A L P
Spring 2019/AllThingsPLC Magazine
25
Combating Negativity
Q
My experience with collaborative teams has been varied and, at times, negative because of the lack of established expectations, the grouping of personalities, and the overload of what we’re expected to accomplish. Now I’ve found myself a default teacher leader (the teacher leader moved to a new job), and I really don’t want my team to have the same feelings I have experienced. What are the expectations for your collaborative team’s teacher leader? What norms for meetings work? How do you resolve differences?
A
You are right that it’s important to establish some processes and protocols with your team. My experience is that teams should create their own set of norms so that they all have buy-in to the collaborative process. I often ask a team to start by identifying the things that have gotten in the way in the past. For example, some teams have a tendency to get off track during a discussion. They might want to have a norm that says they will put aside all their distractions and keep their discussions on the agenda topic. When discussing controversial or difficult topics, protocols can help the team build consensus without conflict. For example, when looking at the results of a common assessment, the team follows a protocol that starts with looking at how many students were proficient and how many were not. The next question is whether one teaching strategy was more successful than another. This step allows teams to compare data without making teachers feel defensive if their students weren’t as successful. When disagreements arise, teams need to make sure that they are not simply sharing opinions, but that they are building shared knowledge. For example, your team might have a discussion about homework. Teams could easily build silos within a team around their beliefs about this topic. However, if each member brings a research article around the topic for discussion, the team can create shared knowledge about homework.
A
My experiences with teams is somewhat the same. We are forced to join one, even if one does not apply to our curriculum or interests. If teams are going to be effective, they need to meet the demands of teachers, have a defined purpose, and meet at an appropriate time.
A
I have had a similar experience. Last year, we had to go to a certain team meeting every week, and a lot of the time, it was nothing that I needed. I went in to the meetings already irritated that I was wasting time. In order to be effective, I think the team leader needs make sure that there is a purpose that everyone agrees on.
A
A team is truly a team (and not a group) if they have the following: common/shared goal(s), mutual accountability, and interdependence. My observation on many dysfunctional teams is that they have no shared goal or purpose. You must start there in order to be a team, and then work together to build the accountability of norms and the interdependence.
A
The only way to resolve differences is to keep working toward building rapport with your colleagues. Continue to demonstrate why collaborative teams are important, always highlighting that our goal is student achievement. When there are differences, the best way to address them is respectfully. As a group, you could always refer to the question, Is this beneficial to student learning? Teamwork takes a lot of patience and commitment. It took us years to truly figure out how a team is supposed to be run. Once we had a clear and common goal, time, and a real understanding of the purpose of teams, we were able to help our students more effectively.
Adapted from an exchange in the AllThingsPLC Community Forum (www.allthingsplc.info/forums). Visit the following exchange, and add your own questions or suggestions: www.allthingsplc.info/forums /topic/269/how-your-plc-was-born-what-worked
29
vw
AllThingsPLC Magazine | Spring 2019
Discussion Questions Use this convenient tear-out card to go over and reinforce the topics discussed in this issue with the members of your team.
How to Avoid Creating a One-and-a-Half-Ton Paperweight (p. 7) 1. Is your PLC a car or a paperweight? Why? 2. Can you take the car metaphor even further? For instance, in what ways does your PLC need to be maintained to ensure it is reaching its highest performance?
3. What are the seven aspects of a high-performing collaborative team? Are all of these found in your collaborative teams? Are they part of your guiding coalition?
4. In what ways is your guiding coalition like your collaborative teacher teams? In what ways is it different?
What About Us? (p. 18) 1. Are the youngest learners in your school or district part of the PLC process? If not, why? If so, in what ways are they included?
2. How can preschool benefit from the work of a PLC? 3. Provide an example of how social-emotional development and an academic focus can be part of the same lesson.
4. How might preschool professionals need to adapt aspects of the PLC process?
Servant Leadership (p. 30) 1. What is the difference between power and influence? 2. Describe a servant leader in a professional learning community. Are there any servant leaders in your school or district?
3. What is your greatest obstacle to becoming a servant leader? 4. What does the “gift of significance� mean to you?
SolutionTree.com/PLCmag
AllThingsPLC Magazine | Spring 2019
Refresher Course Because everyone needs a reminder now and again.
The 3 Big Ideas of a PLC 1. FOCUS ON LEARNING 2. BUILD A COLLABORATIVE CULTURE 3. FOCUS ON RESULTS
1
The fundamental purpose of the school is to ensure high levels of learning for all students. This focus on learning translates into four critical questions that drive the daily work of the school. In PLCs, educators demonstrate their commitment to helping all students learn by working collaboratively to address the following critical questions: 1. What do we want students to learn? What should each student know and be able to do as a result of each unit, grade level, and/or course? 2. How will we know if they have learned? Are we monitoring each student’s learning on a timely basis? 3. What will we do if they don’t learn? What systematic process is in place to provide additional time and support for students who are experiencing difficulty?
2 3
4. What will we do if they already know it?
• No school can help all students achieve at high levels if teachers work in isolation. • Schools improve when teachers are given the time and support to work together to clarify essential student learning, develop common assessments for learning, analyze evidence of student learning, and use that evidence to learn from one another.
• PLCs measure their effectiveness on the basis of results rather than intentions. • All programs, policies, and practices are continually assessed on the basis of their impact on student learning. • All staff members receive relevant and timely information on their effectiveness in achieving intended results.
Claim Your Subscription One Year (4 issues)
$49.95
Print and digital versions available
Order online
SolutionTree.com/PLCMag
or
Call
800.733.6786
all things
PRESORTED STANDARD US POSTAGE PAID SOLUTION TREE
555 North Morton Street Bloomington, IN 47404
PLC M A G A Z I N E
Please recycle.
Streaming Solutions
EXPECT TO SEE WHAT’S POSSIBLE WHEN YOUR TEAM LEARNS TOGETHER Stream a PLC at Work® or RTI at Work event to your campus TM
LEARN MORE
SolutionTree.com/Events/Streaming-Solutions