PLC NORMS

1. PLC NORMS Responsible Actively Participate Respectful No side bar conversations Reliable Start and end meetings on time

2. EXPECTATIONS Literacy Walk Recommendations PBGR PBIS

3. LITERACY WALK REPORTMay 2009 How do teachers engage students in purposeful, social interaction (accountable talk) to challenge students to think critically and extend their learning? How do teachers use formative assessment and reference tools to support student learning at all levels? Is there an obvious daily lesson structure with evidence of gradual release of responsibility? How does the use of questioning strategies enhance student engagement and critical thinking?

4. FUTURE LITERACY WALK EXPECTATIONS Classroom instruction on Literacy Walk days should include the following strategies: • Workshop Model • Gradual Release of Responsibility • Accountable Talk • Formative Assessment Strategies (Formative assessment at the individual level may be the single largest factor to student achievement! William, Dylan) • Questioning Strategies It is imperative that our self-study process truly reflect our ability to implement research-based, best practices. We have spent over $120,000 in PD money to provide professional development and resources in the above strategies.

5. LITERACY WALK DATES Thursday, November 5th Thursday, January 14th Thursday, March 18th Thursday, May 6th

6. How do teachers engage students in purposeful, social interaction (accountable talk) to challenge students to think critically and extend their learning? Observations: • Few teachers are facilitating student to student discussions, the teacher remains the focus of discussion and instruction. • Few teachers have structures (norms, expectations, and roles) in place that support accountable talk. • Few teachers have demonstrated the craft of engaging students in purposeful, social interaction. Recommendations: • Provide a structure (norms of expectations for behavior during classroom discussions) as well as on-going modeling that supports the use of accountable talk stems. • Relinquish responsibility for discussion and content to students.

7. PROFICIENCY BASED GRADUATION REQUIREMENTS Middle School Requirements • Develop plan to complete alignment of GLEs (reading, writing, oral communication, and mathematics) and gap analysis for middle level. • Plans for reviewing middle level assessment for bias. Communication plan to share student expectations and progress to middle level. • Develop policy and procedures for informing promotion decisions for middle level students. • Full implementation of personalization strategies/structures (grades 5-12). • Development of advisory process as a personalization strategy at the middle level. • Development of seamless articulation process middle level and high schools to improve transitions, graduation rates. • Communication process that supports articulation between middle level and high schools.

8. SCHOOL-WIDE POSITIVE BEHARIORAL INTERVENTION & SUPPORTS (PBIS) Fundamental Elements: • Outcomes • Systems • Practices • Data Goal – To prevent the development and intensifying of problem behaviors and maximize academic success for all students.