Canyons School District PLC Road Map

Data and Inquiry Utilize Collaborative Inquiry Processes

Research and Plan

Implementation

Refine

Sustain

PLCs develop protocols to ensure PLC work has quick turn-around cycles of gathering data and evidence to make instructional decisions that determine: What students need to know, understand, and be able to do; How teachers know if they are providing equitable access so that all students can learn; How students are demonstrating learning; What they will do when students have not learned or have reached proficiency before expected?

PLCs follow protocols to ensure PLC work has quick turn-around cycles gathering data and evidence to make instructional decisions that determine: The progression of what students need to know, understand, and be able to do; How teachers know if they are providing equitable access so that all students can learn; How students are demonstrating learning at each learning progression; What they will do when students have not learned or have reached proficiency before expected? Critical Questions: How do teachers select scaffolds or interventions without sacrificing rigor? How do PLCs respond when students aren’t learning or if they already have mastery?

PLCs continually analyze the effectiveness of their protocols by evaluating whether or not student outcomes are being met.

PLCs explore methods to ensure PLC work has quick turn-around cycles of gathering data and evidence to make instructional decisions that will impact student outcomes.

Critical Questions: What is currently in place to assure an action focused PLC that allows for quick turnaround cycles and what needs to be developed?

Critical Questions: What protocols are needed/in place to support a quick turnaround cycle in PLCs?

Critical Questions: How are teachers supported in effectively analyzing their team processes and classroom implementation?