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TABLE OF CONTENTS

Chapter 1: Creating a Foundation for Learning—How Can the PLC Process Support Collaborative Teams?
Chapter 2: Building a Curriculum—What Do We Want Our Students to Learn?
Chapter 3: Determining Essential Standards and Curriculum Mapping—What Do We Want Our Students to Learn?
Chapter 4: Unwrapping Standards and Setting Goals—How Do We Know Students Have Learned?
Chapter 5: Designing Assessments—How Do We Know Students Have Learned?
Chapter 6: Discussing Data and Monitoring Progress—How Do We Respond When Some Students Do or Do Not Learn?
Chapter 7: Planning Instruction—How Do We Respond When Some Students Do or Do Not Learn?
Epilogue: Putting It All Together in Early Childhood

PRINTABLE REPRODUCIBLES

Introduction

• Figure I.2: Early Childhood Team Tasks and the Four Critical Questions of a PLC

Chapter 2

• Figure 2.4: Early Childhood Curriculum Team-Considerations Tool

Chapter 3

• Figure 3.5: Team Protocol to Identify Essential Standards
• Figure 3.7: Year-Long Curriculum Outline

Chapter 4

• Figure 4.4: Student Goal Card for Self-Awareness and Self-Management Skills
• Figure 4.5: Tool to Unwrap an Essential Standard—Second-Grade Example
• Figure 4.5: Tool to Unwrap an Essential Standard—Blank
• Figure 4.7: Essential Standards Chart— Kindergarten Example for Counting and Cardinality
• Figure 4.7: Essential Standards Chart—Blank
• Figure 4.9: Student Goal Card With Stand-Alone Goals
• Figure 4.10: Student Goal Card for Mathematics Progression
• Figure 4.11: Student Goal Cards for Reading Progression
• Figure 4.12: Student Goal Card for Reading With Boxes for Tally Marks
• Figure 4.13: Student Goal Cards With Differentiated Goals for Mathematics
• Figure 4.14: Collaborative Team Goal-Card Template—Social-Emotional Example
• Figure 4.15: Collaborative Team Goal-Card Template—Literacy Example
• Figure 4.15: Collaborative Team Goal-Card Template—Blank
• Figure 4.18: Team Unit-Planning Tool—Kindergarten Mathematics, Unit 1 Example
• Figure 4.18: Team Unit-Planning Tool—Blank

Chapter 5

• Figure 5.3: Team Evaluation of Early Childhood Assessment Considerations
• Figure 5.7: Student-Observation Tool—Patterns Example
• Figure 5.7: Student-Observation Tool—Blank

Chapter 6

• Figure 6.2: Early Childhood Student Progress-Monitoring Chart—First-Grade Example
• Figure 6.2: Early Childhood Student Progress-Monitoring Chart—Blank
• Figure 6.5: Data-Discussion Meeting Agenda—Patterns Example
• Figure 6.5: Data-Discussion Meeting Agenda—Blank
• Figure 6.6: Team SMART Goal Template—Mathematics Example
• Figure 6.6: Team SMART Goal Template—Blank
• Figure 6.7: Data-Analysis Protocol—Patterns Assessment Example
• Figure 6.7: Data-Analysis Protocol—Blank
• Figure 6.11: Early Childhood Teacher–Observation Tool
• Figure 6.12: Teacher Peer Observation–Discussion Tool

Chapter 7

• Table 7.1: Questions and Answers Related to Team Lesson Planning
• Figure 7.3: Collaborative Team Meeting Agenda Template—First-Grade Example
• Figure 7.3: Collaborative Team Meeting Agenda Template—Blank
• Figure 7.6: Early Childhood Lesson-Design Template
• Figure 7.7: Lesson-Design Plan—Language Arts Example
• Figure 7.7: Lesson-Design Plan—Blank

SUGGESTED RESOURCES

BOOKS & DVDS

• 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.
• Buffum, A., Mattos, M., Weber, C., & Hierck, T. (2015). Uniting Academic and Behavior Interventions: Solving the Skill or Will Dilemma. 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. (2015). In Praise of American Educators: And How They Can Become Even Better. 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.
• DuFour, R., & Marzano, R. J. (2011). Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement. Bloomington, IN: Solution Tree Press.
• Eaker, R., & Marzano, R. J. (Eds.). (2020). Professional Learning Communities at Work and High Reliability Schools: Cultures of Continuous Learning. Bloomington, IN: Solution Tree Press.
• Ferriter, W. (2020). The Big Book of Tools for Collaborative Teams in a PLC at Work. Bloomington, IN: Solution Tree Press.
• Kanold, T. D. (2017). HEART! Fully Forming Your Professional Life as a Teacher and Leader. Bloomington, IN: Solution Tree Press.
• Kramer, S. V., & Schuhl, S. (2017). School Improvement for All: A How-to Guide for Doing the Right Work. Bloomington, IN: Solution Tree Press.
• Many, T. W., Maffoni, M. J., Sparks, S. K., & Thomas, T. F. (2018). Amplify Your Impact: Coaching Collaborative Teams in PLCs at Work. Bloomington, IN: Solution Tree Press.
• Marzano, R. J., Heflebower, T., Hoegh, J. K., Warrick, P. B., & Grift, G. (2016). Collaborative Teams That Transform Schools: The Next Step in PLCs. 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.
• Mattos, M. (2017). Timebomb: The Cost of Dropping Out [Video file]. Bloomington, IN: Solution Tree Press.
• McTighe, J., & Curtis, G. (2019). Leading Modern Learning: A Blueprint for Vision-Driven Schools [2nd ed.]. Bloomington, IN: Solution Tree Press.
• Muhammad, A., & Cruz, L. F. (2019). Time for Change: Four Essential Skills for Transformational School and District Leaders. Bloomington, IN: Solution Tree Press.
• Muhammad, A., & Hollie, S. (2012). The Will to Lead, the Skill to Teach: Transforming Schools at Every Level. Bloomington, IN: Solution Tree Press.
• Reeves, D. (2020). Achieving Equity and Excellence: Immediate Results From the Lessons of High-Poverty, High-Success Schools. Bloomington, IN: Solution Tree Press.
• Schuhl, S., Kanold, T. D., Deinhart, J., Lang-Raad, N. D., Larson, M. R., & Smith, N. N. (2021). Mathematics Unit Planning in a PLC at Work, Grades PreK–2. Bloomington, IN: Solution Tree Press.
• Wiliam, D. (2018). Embedded Formative Assessment (2nd ed.). Bloomington, IN: Solution Tree Press.
• Williams, K. C., & Hierck, T. (2015). Starting a Movement: Building Culture From the Inside Out in Professional Learning Communities. Bloomington, IN: Solution Tree Press.

WEBSITES

• AllThingsPLC
• AllThingsPLC, “Tools & Resources”
• The Collaborative for Academic, Social, and Emotional Learning
• GoNoodle
• International Literacy Association
• National Association for the Education of Young Children
• National Council for the Social Studies
• National Council of Teachers of English
• National Council of Teachers of Mathematics
• National Science Teaching Association
• RAND Corporation
• Solution Tree Assessment Center
• Visible Learning