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Participate in a PLN/PLC that critically compares standards and curriculum to create a comprehensive perspective of: (1) national standards (2) student mastery evidence (3) curriculum usage (4) collection and analysis of student data.

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The district is going to support these efforts by setting aside what part of our days? One school seemed to set aside one additional period for teachers to collaborate

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A great deal of emphasis has been placed on data collection. Action after the data is collected is important. I like how the article phrased these as data collection vs what students have learned.

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Providing additional support to students not meeting a learning goal is necessary to continue moving on with current material that challenges students who have already mastered concepts. The requirement of students attending the support/tutoring will do two things (1) truly support students and fill in gaps or (2) motivate students to show mastery the first time.

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Paragraph 9 about "coordinated strategy"

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Paragraph 9 about "coordinated strategy"

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"Instead of INVITING students to see additional help, the systematic plan REQUIRES students to devote extra time and receive additional assistance until they have mastered the necessary concepts." I am wondering what does a system look like that requires this?

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Paragraph 6 Crucial Questions WITH Paragraphs 19-23

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Paragraph 6 Crucial Questions WITH Paragraphs 19-23

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"...three crucial questions that drive the work of those within a professional learning community: What do we want each student to learn? How will we know when each student has learned it? How will we respond when a student experiences difficulty in learning?"

I think consistent reflection is so important. Then to couple that with the response to the reflection is where you can really build synergy around the needs.

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Paragraph 34 about traditional practices

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Paragraph 34 about traditional practices

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"They must stop using averages to analyze student performance and begin to focus on the success of each student."
As hard as I've tried, and continue to try, to create a record-keeping system that honors growth and gives opportunity, at the end of the day it is still a trad. gradebook that averages scores.

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I aspire for our building to have strong interventions instead of reactionary programs.  I love how the example schools were intentional about identifying the kids early and requiring the interventions for the student.  Communication and teamwork were common threads in the success stories.

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In order for a PLC and interventions to work well, all of the moving parts need to understand the goal for the building, be communicated with efficiently and understand their roles as stakeholders in the school building. i agree also with interventions need to be timely to work right, not at the end of a trimester.

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I think this is more of a reminder A-Ha. And I'm going to paraphrase Dave Ramsey. Intervention models, response to data, etc. is HARD work. But if we do the work at the outset then the rest maybe isn't so hard. "We can teach like no one else so that later we can teach like no one else!"---mmm, maybe my D.R. analogy doesn't quite work LOL.

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What is the plan for PHS in terms of format of PLC as we return and what interventions will be attempt to use as we open our new building? Same actions, same results.

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The ideas behind the article all made sense to me- it was a good reminder of the intervention work that is needed especially right now as so many kids are struggling.