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Structures: It's important that the time is consistent and held sacred. 

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Structures: It's important that the time is consistent and held sacred. 

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* Having one (or common) protocol that is understood by all members.
When studying exemplars or data, members do pre-work and come prepared. They have a common understanding of what assessment they are studying.
Content:
Student data and exemplars
Analyze the gap!
Next steps/follow-up
* Members understand what high leverage actions students must take in the coming week to demonstrate mastery of the standard.

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Structures:
1. Clear outcomes
2.Norms
3.Prep-work
4. Timed
5. Assigned roles
6. Grounded in data
7.Analysis and reflection
8.Connects teacher actions to student learning

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1. establish teams
2. establish protocols
3. Bring data
4. Student exemplars
5. establish clear roles of each member
6. Action steps
7. Clearly defined instructional strategies
8. Analysis District wide data to support schools

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1. Use standards to drive work
2. Use a lens of asset based model
3. Student misconceptions
5. Differentiation
6. Looking at the assessment first
7. Examining the language needed for the task
8. Planning for language
9. Prioritize  Conceptual understanding  first that leads to skill within the content
10. Allow for students to critical think

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Timeframe of each component
Standards based (Grounded in)
Precise Protocol in each example of PLC
Driven by data and student work
next steps
Debrief
Classroom Practice

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Unpacking the standard based on pacing
Exemplar and Student work  (Criteria for success)
Teacher Practice and Instructional Supports and needs (Asking questions and planning what to say)
Task Analysis is driven by standard
Use of types of data (CFA,Interim, End of Unit, etc)

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1. Grounded in data
2.Aligned to standards
3.Planning for instructional strategies

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Integrate supports and resources of our external partners and coaches into PLCs (i.e. Schools Cubed, 2Partner school based consultants)

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EVIDENCE student work informal/formal assesments

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EVIDENCE student work informal/formal assesments

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-all have expectations for prework
-Atlas has vision and reflection
-All have cycle of continuous improvement
-All have guiding Questions
-All standards based
-All contain exemplars
-Task analysis
-All have a portion dedicated to identifying student gaps/misconceptions
-All have teacher action steps
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CONTENT Guiding Questions Standards based Exemplars Task analysis Action steps

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CONTENT Guiding Questions Standards based Exemplars Task analysis Action steps