# data[].attributes.body
1)
2)
3)
4)

# data[].attributes.body
*Ghost visits consist of teams of teachers spending 5-7 minutes visiting 3-5 classrooms
*Ghost visits are NOT meant to call somebody out about what they don't have up on the walls or talk about "the mess"
*Ghost visits are meant to be celebrating positives
*Possibly leave a note about something positive the classroom has before leaving

# data[].attributes.body
Members feel valued and respected. All team members have a responsibility to be open and honest,without judgement in a safe environment.

# data[].attributes.body
DPLC's are comprised of the whole district and supports the school teams

School teams are a small part of the bigger picture of the DPLC
** Takes one piece of something working really well and then tries to implement it to all other classrooms and helps other teams to see the value of something new

DPLC > School Team > Grade Level Team > Classroom Teachers

# data[].attributes.body
Its not "MY" kids but its "OUR" kids

Working together- be open to all new ideas

Be able to show humility and don't be afraid to ask for help when needed

Trust one another, its okay to be vulnerable

Collaborative effort of working together, we want to be "performing"

# data[].attributes.body
Participate in 6 day DPLC trainings

Guided visits will consist of a observer coming to visit the DPLC leader and DPLC leaders will be observing members of the grade level team

DPLC will meet twice a month in afternoons to communicate about school goals

DPLC leaders will talk with grade level teams during planning meetings

# data[].attributes.body
Be present- be present with your colleagues throughout the discussion

Be curious- listen to others' views and experiences to provide you with new insights

Play- have fun and enjoy the opportunity to reflect and share

Make someone's day- consider positive possibilities

Confidentiality

Code word- focus (come back to task)

# data[].attributes.body
Qualitative> Quantitative> Reader and Task

*Sentence length, number of syllables, word length and word frequency and lexile.com for levels

*Quantitative- quality in which the text has been written

*Reader and task- what will the students need to be able to do in order to work through a piece of text

What prior knowledge do the students already have that allows them to work through the piece of text

Teaching students to pick texts that are more rigorous for them

Classroom reading vs reading for enjoyment

# data[].attributes.body
In kindergarten, looking at difficult vocabulary is a struggle when working with non-readers
In first grade, tier 2 vocabulary has been a struggle so focusing on context clues
In second grade, students lack experiences and cannot relate to situations inside text
In third grade, a text can be looked at multiple ways (different focuses)
In fourth grade, using different experiences within texts and connecting it to multiple content areas
In fifth grade, looking at difficult texts in multiple ways for a longer period of time is helping to scaffold the students in content they do not know.
**Using a poem on student's desk each day, Readworks texts" article a day"
** Complex texts are NOT always traditional be a recipe, how to, song lyrics, music sheets, cartoons, poems, articles, newsletters, DBQ's, nutrition facts, graphics, excel sheet, periodic table, maps, graphic organizers

# data[].attributes.body
Across all disciplines

Problem Solving - thinking through ideas and resolving issues

Literate in all content areas- reading, writing, math, science, social studies, character

Communicating orally and in written form

Ownership of of their learning

# data[].attributes.body
is reading multiple times to uncover layers of meaning that leads to deep comprehension.
Close Reading Process takes place over multiple days
*Close Read- Read independently to gain a general understanding of the text
*Close Read 2- Reread for a specific purpose to make deeper understanding of the text
*Close Read 3- Reread for a new or deeper purpose and utilize the knowledge gained from the close reading process