TABLE OF CONTENTS

Chapter 1: Strengthening the Collegial Practices of Learning Teams
Chapter 2: What Do We Want Students to Learn?
Chapter 3: How Will We Know Students Are Learning?
Chapter 4: How Will We Respond When Some Students Don’t Learn?
Chapter 5: How Will We Extend Learning When Students Are Already Proficient?

REPRODUCIBLES

Introduction

• Matrix: Identifying Resources Worth Exploring

Chapter 1

• Tool: Developing Team Norms
• Tool: Establishing Team Roles
• Tool: Learning Team Meeting Notes
• Tool: Fist-to-Five Rating Scale
• Checklist: Tasks Teams Can Tackle During Collaborative Meetings
• Tool: Team Task Tracking
• Tool: Team Meeting Evaluation Strips
• Checklist: Professional Development for Learning Teams
• Tool: Record of Team Accomplishments
• Tool: Building Consensus Around Difficult Decisions
• Tool: Resolving Conflict With a Colleague
• Tool: What Is Your Team Monitoring?
• Tool: Learning Team Quarterly Reflection
• Survey: The State of Your Learning Team
• Survey: The Trust on Your Learning Team

Chapter 2

• Checklist: Identifying Essential Learning Outcomes for a Unit of Study
• Tool: Unpacking Essential Standards
• Sample: Unpacking Essential Standards—Kindergarten
• Tool: Pacing Guide for a Cycle of Instruction
• Sample: Pacing Guide for a Cycle of Instruction
• Tool: Developing Exemplars to Standardize Expectations
• Sample 1: Developing Exemplars to Standardize Expectations—High School Social Studies
• Sample 2: Developing Exemplars to Standardize Expectations—High School Social Studies
• Tool: SMART Goal Worksheet
• Sample: SMART Goal Worksheet—Third-Grade Team
• Sample: SMART Goal Worksheet—American Government
• Tool: Essential Standards Chart
• Sample: Essential Standards Chart—Second-Grade Mathematics
• Tool: Identifying Important Questions to Study Together
• Protocol: Identifying Important Questions to Study Together
• Tool: Spotting Patterns in Standardized Tests and Universal Screening Data
• Tool: Helping Singletons Identify Academic Skills and Dispositions Worth Studying
• Tool: Helping Singletons Identify Essential Outcomes to Study
• Survey: Does Your Team Have a Guaranteed and Viable Curriculum?
• Tool: Guaranteed and Viable Curriculum Reflection Questions

Chapter 3

• Tool: Building a Common Formative Assessment
• Tool: Using the ACID Test to Evaluate a Common Formative Assessment
• Tool: Performance Tracking Table
• Sample 1: Performance Tracking Table—Elementary School Mathematics
• Sample 2: Performance Tracking Table—Middle School Science
• Tool: Common Formative Assessment Data Tracker—Individual Results
• Tool: Common Formative Assessment Data Tracker—Team Results
• Sample: Common Formative Assessment Data Tracker—Team Results
• Tool: Team Analysis of Common Formative Assessment Data
• Tool: Writing a Good Selected-Response Question
• Tool: Instructional Implications of Common Formative Assessment Data
• Tool: Individual Teacher Reflection on Student Learning Data
• Sample: Individual Teacher Reflection on Student Learning Data
• Tool: Defining Frequent Mistakes on a Common Formative Assessment
• Tool: Tracking Frequent Mistakes on a Common Formative Assessment—Individual Teacher
• Tool: Tracking Frequent Mistakes on a Common Formative Assessment—Team Results
• Tool: Progress-Tracking Cards for Primary Students
• Tool: Not Yet and You Bet Lists for Primary Students
• Tool: Unit Overview Sheet for Student Self-Assessment in Upper Elementary, Middle, and High School
• Sample: Unit Overview Sheet for Student Self-Assessment in Upper Elementary, Middle, and High School
• Tool: Evidence of Practice in Action
• Tool: Evidence of Practice in Action—Teacher Self-Reflection
• Tool: Practice-Centered Peer Observation
• Tool: Understanding Common Assessment Strategies
• Tool: Reflecting on the Dual Purposes of Common Formative Assessments
• Checklist: Rating Your Team’s Common Formative Assessment Practices
• Survey: Data Literacy

Chapter 4

• Tool: Prerequisites and Extensions for an Essential Outcome
• Tool: Tier 2 Intervention Tracking by Individual Teacher
• Tool: Team-Based Intervention Plan for Struggling Students
• Tool: List of Common Misconceptions for an Essential Outcome
• Tool: Rating the Effectiveness of Interventions on Your Learning Team
• Tool: Individual Student Intervention Report
• Tool: Quarterly Work Behaviors Student Self-Assessment
• Tool: Tracking Student Work Behaviors
• Tool: Intervention Plan for Student Work Behaviors
• Tool: Tier 2 Intervention Tracking by Learning Team
• Sample: Tier 2 Intervention Tracking by Learning Team
• Tool: Behavioral Analysis Protocol
• Tool: Creating a Record of Student Observations
• Tool: Using Where Am I Going? Checklists to Differentiate Learning Experiences
• Sample: Where Am I Going? Checklist
• Tool: Assessment Analysis Form
• Sample: Assessment Analysis Form
• Checklist: Rating Your Team’s Intervention Practices

Chapter 5

• Tool: Analyzing Your Team’s Extension Reality
• Tool: Extension Plan for a Unit of Study
• Tool: Weekly Extension Planning Template
• Tool: Using Proficiency Scales to Define Levels of Mastery
• Sample 1: Using Proficiency Scales to Define Levels of Mastery—Social Studies
• Sample 2: Using Proficiency Scales to Define Levels of Mastery—Physical Education
• Key: Using Depth of Knowledge Levels to Increase the Complexity of an Existing Task
• Tool: Using Depth of Knowledge Levels to Increase the Complexity of an Existing Task
• Tool: Building Your Learning Team’s Knowledge About Extensions
• Tool: Developing a Tiered Lesson Plan
• Tool: Developing a Tiered Task Card
• Sample: Tiered Task Card—Elementary School Reading
• Tool: Curriculum Compacting Contract
• Sample: Curriculum Compacting Contract—Eighth-Grade Science
• Tool: Creating a Review Tutorial for an Essential Standard
• Tool: Using Student Wonder Questions as Extension Tasks
• Tool: Tracking Real-Life Examples of Essential Outcomes in Action
• Tool: Rating the Extensions on Your Learning Team
• Tool: How Is Your Learning Team Spending Your Collaborative Time?
• Checklist: Evaluating Your Team’s Extension Practices

SUGGESTED RESOURCES

Books

• Bailey, K., & Jakicic, C. (2012). Common Formative Assessment: A Toolkit for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
• Bailey, K., & Jakicic, C. (2017). Simplifying Common Assessment: A Guide for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
• Bailey, K., & Jakicic, C. (2019). Make It Happen: Coaching With the Four Critical Questions of PLCs at Work. Bloomington, IN: Solution Tree Press.
• Buffum, A., & Mattos, M. (2020). RTI at Work Plan Book. Bloomington, IN: Solution Tree Press.
• Buffum, A., Mattos, M., & Malone, J. (2018). Taking Action: A Handbook for RTI at Work. Bloomington, IN: Solution Tree Press.
• Buffum, A., Mattos, M., & Weber, C. (2012). Simplifying Response to Intervention: Four Essential Guiding Principles. Bloomington, IN: Solution Tree Press.
• Conzemius, A. E., & O’Neill, J. (2014). The Handbook for SMART School Teams: Revitalizing Best Practices for Collaboration (2nd ed.). Bloomington, IN: Solution Tree Press.
• DuFour, R., & DuFour, R. (2012). The School Leader’s Guide to Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
• DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
• Erkens, C., Jakicic, C., Jessie, L. G., King, D., Kramer, S. V., Many, T. W., et al. (2008). The Collaborative Teacher: Working Together as a Professional Learning Community. Bloomington, IN: Solution Tree Press.
• Ferriter, W. M., & Cancellieri, P. J. (2017). Creating a Culture of Feedback. Bloomington, IN: Solution Tree Press.
• Ferriter, W. M., Graham, P., & Wight, M. (2013). Making Teamwork Meaningful: Leading Progress-Driven Collaboration in a PLC. Bloomington, IN: Solution Tree Press.
• Graham, P., & Ferriter, W. M. (2010). Building a Professional Learning Community at Work: A Guide to the First Year. Bloomington, IN: Solution Tree Press.
• Marzano, R. J. (2010). Formative Assessment and Standards-Based Grading. Bloomington, IN: Marzano Resources.
• Marzano, R. J., Warrick, P. B., Rains, C. L., & DuFour, R. (2018). Leading a High Reliability School. Bloomington, IN: Solution Tree Press.
• Roberts, M. (2019). Enriching the Learning: Meaningful Extensions for Proficient Students in a PLC at Work. Bloomington, IN: Solution Tree Press.
• Weichel, M., McCann, B., & Williams, T. (2018). When They Already Know It: How to Extend and Personalize Student Learning in a PLC at Work. Bloomington, IN: Solution Tree Press.

Websites

• Edpuzzle
• NPR, “Water Crisis Puts Oregon Community at a Crossroads”
• Student Assessment - Progress Tracking Card–Primary
• Twitter, Fairfax County Public Schools Region 3