Learning Team Evidence of Implementation

2022-2023
Four Critical Questions of PLCs:
1.What do we want students to know and be able to do?
2.How will we know when students know/can do it?
3.What will we do when students don’t know it?
4.What will we do when students already know it?

Why Are Products Needed?

"We do not learn from experience. We learn from reflecting on experience" - John Dewey

“Low levels of implementation of the PLC process do not have a positive impact on student
achievement” (Reeves, 2010).

“Without discrete team work-products produced through the joint, real contributions of team
members, the potential of teams to dramatically improve performance goes untapped.” (Katzenbach & Smith,
1993, p. 90)

“In a PLC. . .people work together to focus on those questions that have the greatest impact on
student learning: [The Four Questions].

“If people do not have a common goal, if they do not work interdependently, if they are not mutually
accountable, they are not a collaborative team. If they do not focus on the issues presented above, they are
not “co-laboring” in the right areas. Getting together to discuss student behavior or creating book clubs to
discuss common reading is not creating a collaborative team” (DuFour, posted Aug 15, 2007, on
allthingsplc.info).

What Evidence Is Expected?

The Professional Learning Cycle
The Professional Learning Cycle is continuous and part of the everyday work of every teacher.

We ask Similar Responsibility Teams to document their use and provide evidence of the
Learning Cycle throughout the year.

The Professional Learning Cycle

 Learning Team Evidence of Implementation
2022-2023
Four Critical Questions of PLCs:
1.What do we want students to know and be able to do?
2.How will we know when students know/can do it?
3.What will we do when students don’t know it?
4.What will we do when students already know it?

The 15-Day Challenge Learning Assessment Cycle

Learning Team Evidence

Norms
Feedback for Each Learning Team/SRT Meeting
Learning Cycle/15-Day Challenge Products (1 per quarter)
● SMART Goal or Goals of the Similar Responsibility Team
● Common Formative Assessments/Timeline
o Analysis of Data/Item Analysis (What do we want students to know? How do we
know if they know it?)
o Tier II Plans (What do we do if they don’t know it? What do we do if they do know it?)
o Reflection on Data

Grade/Content/Department (District):
Meet once per month (Elementary - as determined by the grade-level team)
Elementary: Grade-level or Student Services
Secondary: Content Area or Department by building or Student Services Teams
 Learning Team Evidence of Implementation
2022-2023
Four Critical Questions of PLCs:
1.What do we want students to know and be able to do?
2.How will we know when students know/can do it?
3.What will we do when students don’t know it?
4.What will we do when students already know it?

Similar Responsibility Team: A group of individuals responsible for the learning of a defined
group of students. It can be more than a grade level or content level team. The people on these
teams are determined by the building principal, in consultation with affected teachers.

In general, SRTs meet 3-4 times per month at the building level.

Examples of Similar Responsibility Teams:

Elementary Middle School High School
rd th
3 grade teacher 7 grade Math teacher English 11 teacher
3rd grade teacher 7th grade Math teacher English 11 teacher
rd th th
3 – 5 Special Ed teacher 7 grade Special Ed teacher English 11 Special Ed teacher
Media Specialist Guidance counselor ELL teacher
In general, each teacher is on a Similar Responsibility Team to focus upon the four questions.
Based on data, a principal may flex these teams.
 Learning Team Evidence of Implementation
2022-2023
Four Critical Questions of PLCs:
1.What do we want students to know and be able to do?
2.How will we know when students know/can do it?
3.What will we do when students don’t know it?
4.What will we do when students already know it?

Learning Team Tight/Loose Configurations

Tight
● The Vision
● Membership on a Learning Team - All staff must
serve on a Learning Team. Working with others,
collaboratively and interdependently, is not an
option.
● Each Learning Team will have “norms” that lead to ● The specific norms (as long as the norms make the
effectiveness.
● 8 – 10 Essentials per content/grade level that are
reflective of state, regional, national, and/or
“expert association” standards/recommendations.
● Common formative and summative assessment(s)
to monitor and improve student performance in a
timely fashion.
● A systematic way of responding to student’s
learning deficits that eliminates the option of not
learning for each and every student.
● Being results-oriented (SMART Goals).
● Documenting the 15-Day Challenge Learning
Assessment Cycle (aka The Professional Learning
Cycle) by completing the Learning Team/SRT
Products.
● Implementing the High Impact Elements from
Domain 1 of Marzano’s Instructional Framework.
Loose
● How the Vision is specifically articulated and
communicated to stakeholders.
● Staff members may, in consultation with their
building principal and colleagues, serve on more
than one Learning Team.
Team effective).
● Within the common resources and materials of the
District, the specific lesson plans each teacher
develops to address the Essentials.
● On-going, day-to-day assessment that may be used
in a particular classroom.
● Specific interventions or differentiation as long as
it is a part of a system that improves the ability of
each and every student to learn.
● The method of instruction used unless that method
is shown to be ineffective in delivering improved
results.
● The specific evidence provided on required
documentation.
● The specific evidence to document implementation
of the High Impact Elements.

First Semester Schedule

Date Meeting Type Suggested Agenda Items
8/9 & 10 PK – 12 Liaison Meeting
8/17/22 Similar Responsibility* Unit Development; Initial setting of SMART
Goals; Establish Norms
 Learning Team Evidence of Implementation
2022-2023
Four Critical Questions of PLCs:
1.What do we want students to know and be able to do?
2.How will we know when students know/can do it?
3.What will we do when students don’t know it?
4.What will we do when students already know it?
8/24/22 Similar Responsibility*
8/31/22 Similar Responsibility
9/7/22 Grade/Content/Department
Elementary: Grade-level teams have the
option to meet as a district team if the
team deems it necessary.
9/14/22 Similar Responsibility*
9/21/22 Similar Responsibility
9/28/22 Similar Responsibility
10/5/22 Grade/Content/Department
Elementary: Grade-level teams have the
option to meet as a district team if the
team deems it necessary.
10/12/22 Similar Responsibility*
10/19/22 Similar Responsibility
Unit Development; Initial setting of SMART
Goals; Establish Norms
Unit Development; Initial setting of SMART
Goals; Establish Norms
District Essentials, Assessment and Unit
preparations; collaborative 15-Day Challenge
work (i.e. identify priority standards, unit
creation, CFA development, data analysis, Tier
II plans, reflection); Share
Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection); Initial setting of
SMART Goals; Establish Norms
Finalize SMART Goals; Data Analysis; Unit
Revision; Essentials Development/Revisions;
collaborative 15-Day Challenge work (i.e.
identify priority standards, unit creation, CFA
development, data analysis, Tier II plans,
reflection)
Finalize SMART Goals; Data Analysis; Unit
Revision; Essentials Development/Revisions;
collaborative 15-Day Challenge work (i.e.
identify priority standards, unit creation, CFA
development, data analysis, Tier II plans,
reflection)
District Essentials, Assessment and Unit
preparations; collaborative 15-Day Challenge
work (i.e. identify priority standards, unit
creation, CFA development, data analysis, Tier
II plans, reflection); Share
Data Analysis; Unit Revision; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
Data Analysis; Unit Revision; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
 Learning Team Evidence of Implementation
2022-2023
Four Critical Questions of PLCs:
1.What do we want students to know and be able to do?
2.How will we know when students know/can do it?
3.What will we do when students don’t know it?
4.What will we do when students already know it?

10/26/22 Similar Responsibility Data Analysis; Unit Development; Essentials

11/2/22 Grade/Content/Department
Elementary: Grade-level teams have the
option to meet as a district team if the work (i.e. identify priority standards, unit
team deems it necessary.
11/9/22 Similar Responsibility*
11/16/22 Similar Responsibility
11/30/22 Similar Responsibility
12/7/22 Grade/Content/Department
Elementary: Grade-level teams have the
option to meet as a district team if the work (i.e. identify priority standards, unit
team deems it necessary.
12/14/22 BUILDING FALL PLC SHARING
* Student Services and EL teachers have an option for District-Level as needed
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
District Essentials, Assessment and Unit
preparations; collaborative 15-Day Challenge
creation, CFA development, data analysis, Tier
II plans, reflection); Share
Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
District Essentials, Assessment and Unit
preparations; collaborative 15-Day Challenge
creation, CFA development, data analysis, Tier
II plans, reflection); Share
Sharing of Fall Accomplishments

District Staff Development Days:

August, September, & October
● Grade/Content/Department/SRTs work 15-Day Challenge; Essentials, Assessments,
Instructional Framework/Instruction, and the four PLC Questions

Second Semester Schedule

Date Meeting Type Suggested Agenda Items
 Learning Team Evidence of Implementation
2022-2023
Four Critical Questions of PLCs:
1.What do we want students to know and be able to do?
2.How will we know when students know/can do it?
3.What will we do when students don’t know it?
4.What will we do when students already know it?

1/4/23 Grade/Content/Department District Essentials, Assessment and Unit

Elementary: Grade-level teams have the preparations; collaborative 15-Day Challenge
option to meet as a district team if the team work (i.e. identify priority standards, unit
deems it necessary.
creation, CFA development, data analysis, Tier
II plans, reflection); Share
1/11/23 Similar Responsibility* Data Analysis; Unit Development; Setting of
2nd semester SMART Goals; Re-establish
Norms
1/18/23 Similar Responsibility Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
1/25/23 Similar Responsibility Finalize 2nd semester SMART Goals; Data
Analysis; Unit Revision; Essentials;
collaborative 15-Day Challenge work (i.e.
identify priority standards, unit creation, CFA
development, data analysis, Tier II plans,
reflection)
2/1/23 Grade/Content/Department District Essentials, Assessment and Unit
Elementary: Grade-level teams have the preparations; collaborative 15-Day Challenge
option to meet as a district team if the team work (i.e. identify priority standards, unit
deems it necessary.
creation, CFA development, data analysis, Tier
II plans, reflection); Share
2/8/23 Similar Responsibility* Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
2/15/23 Similar Responsibility Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
2/22/23 Similar Responsibility Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
3/1/23 Grade/Content/Department District Essentials, Assessment and Unit
Elementary: Grade-level teams have the preparations; collaborative 15-Day Challenge
option to meet as a district team if the team work (i.e. identify priority standards, unit
deems it necessary.
 Learning Team Evidence of Implementation
2022-2023
Four Critical Questions of PLCs:
1.What do we want students to know and be able to do?
2.How will we know when students know/can do it?
3.What will we do when students don’t know it?
4.What will we do when students already know it?

creation, CFA development, data analysis, Tier

II plans, reflection); Share
3/8/23 Similar Responsibility* Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
3/15/23 Similar Responsibility Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
3/22/23 Similar Responsibility Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
3/29/23 Similar Responsibility Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
4/5/23 Grade/Content/Department District Essentials, Assessment and Unit
Elementary: Grade-level teams have the preparations; collaborative 15-Day Challenge
option to meet as a district team if the team work (i.e. identify priority standards, unit
deems it necessary.
creation, CFA development, data analysis, Tier
II plans, reflection); Share
4/12/23 Similar Responsibility* Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
4/19/23 Similar Responsibility Data Analysis; Unit Development; Essentials
Development/Revisions; collaborative 15-Day
Challenge work (i.e. identify priority standards,
unit creation, CFA development, data analysis,
Tier II plans, reflection)
4/26/23 Similar Responsibility Data Analysis; Reflect on year; Plan for next
year
5/3/23 Grade/Content/Department Reflect on year; Finalize changes to Essentials,
Elementary: Grade-level teams have the Assessments, Curriculum Maps, Instructional
option to meet as a district team if the team Plans, etc; Show & Tell (i.e. Essentials, CFAs, 15-
deems it necessary.
 Learning Team Evidence of Implementation
2022-2023
Four Critical Questions of PLCs:
1.What do we want students to know and be able to do?
2.How will we know when students know/can do it?
3.What will we do when students don’t know it?
4.What will we do when students already know it?

Day Challenge)
5/12/23 BUILDING SPRING PLC End of Year Celebration
CELEBRATION
5/17/23 Similar Responsibility Take a deep breath & relax
* Student Services and EL teachers have an option for District-Level as needed

District Staff Development Days:

February & March
● Grade/Content/Department/SRTs work 15-Day Challenge; Essentials, Assessments,
Instructional Framework/Instruction, and the four PLC Questions

Sample Timeline:
Similar Responsibility Teams can develop their own timeline,
with their principal’s assent, that best meets their needs
Due Date Product Explanation
(to Principal)
Quarter 1

September 8 Team Norms Individually identify “pet peeves”

Phrase into Norms
September 15 Data Analysis Administer the Similar Responsibility Team’s common assessment;
use a data analysis document to conduct an analysis of student
 Learning Team Evidence of Implementation
2022-2023
Four Critical Questions of PLCs:
1.What do we want students to know and be able to do?
2.How will we know when students know/can do it?
3.What will we do when students don’t know it?
4.What will we do when students already know it?

performance and answer the four PLC questions

September 22 Common SMART For your Similar Responsibility Team, identify a Goal that is
Goal Specific, Measurable, Achievable, Results-based, and Time-bound
Quarter 2

October 13 Data Analysis Administer the Similar Responsibility Team’s common assessment;
use a data analysis document to conduct an analysis of student
performance and answer the four PLC questions
October 27 Data Analysis/Tier II Based on the Similar Responsibility Team’s common assessment;
Planning use a data analysis document to conduct an analysis of student
performance and develop/revise Tier II plan
December 8 Data Analysis Administer the Similar Responsibility Team’s common assessment;
use a data analysis document to conduct an analysis of student
performance and answer the four PLC questions
Quarter 3

January 12 Survey on Team Evaluate and re-establish team norms

Norms Discuss as a Similar Responsibility Team
January 26 Data Analysis Administer the Similar Responsibility Team’s common assessment;
use a data analysis document to conduct an analysis of student
performance and answer the four PLC questions
February 23 Data Analysis/Tier II Based on the Similar Responsibility Team’s common assessment;
Planning use a data analysis document to conduct an analysis of student
performance and develop/revise Tier II plan
Quarter 4

March 9 Data Analysis Administer the Similar Responsibility Team’s common assessment;
use a data analysis document to conduct an analysis of student
performance and answer the four PLC questions
April 27 Data Analysis/Tier II Based on the Similar Responsibility Team’s common assessment;
Planning use a data analysis document to conduct an analysis of student
performance and develop/revise Tier II plan
May 18 SMART Goal Analysis Obtain data and analyze success of meeting the SMART goal
May 18 Reflection on Year, Individually complete Critical Issues based on your building-level
including Critical Similar Responsibility Team’s work
Issues

Timeline Template:
Similar Responsibility Teams can use this template based on what best meets their needs
Due Date Product
Quarter 1

Team Norms
Data Analysis
Common SMART Goal
Data Analysis Protocol
Quarter 2

Growth Plan
Data Analysis Protocol
Learning Team Evidence of Implementation
2022-2023
Four Critical Questions of PLCs:
1.What do we want students to know and be able to do?
2.How will we know when students know/can do it?
3.What will we do when students don’t know it?
4.What will we do when students already know it?

Data Analysis Protocol

Quarter 3

Survey on Team Norms

Data Analysis Protocol
Data Analysis Protocol
Quarter 4

Data Analysis Protocol

Complete Growth Plan
Data Analysis Protocol
SMART Goal Analysis
Reflection on Year, including Critical Issues