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Table of Contents

Part 1
Chapter 1: A Culture of Learning for All
Chapter 2: The School’s Collaborative Structures
Chapter 3: Quality Instructional Practice
Chapter 4: Schoolwide Systems of Support
Part 2
Chapter 5: A Focus on Getting Clear About What Students Should Know and Do
Chapter 6: A Focus on Monitoring About Student Learning
Chapter 7: A Focus on Supporting Students Who Need Additional Time and Support
Chapter 8: A Focus on Responding When Students Have Already Learned
Epilogue

REPRODUCIBLES

Chapter 1

• Figure 1.1: Guiding Questions to Consider a School’s Context Around Culture
• Figure 1.2: Guiding Questions for a School’s Mission
• Figure 1.3: Guiding Questions for a School’s Vision
• Figure 1.4: Guiding Questions to Consider a School’s Collective Commitments
• Figure 1.5: School Culture Survey for Educators
• Figure 1.6: Collaborative Team Observation
• Figure 1.7: Walking Survey Recording Sheet
• Figure 1.8: School Community Perception Survey to Assess a School’s Culture
• Figure 1.9: Continuum of Practice for School Culture

Chapter 2

• Figure 2.4: SMART Goals Worksheet
• Figure 2.5: Guiding Questions to Consider a School’s Context Around the Collaborative Process
• Figure 2.6: Staff’s Perceptions About Collaboration Tool
• Figure 2.7: Team Observational Checklist
• Figure 2.8: Monitoring the Products of Collaboration Tool
• Figure 2.9: Team Reflection Tool
• Figure 2.10: Team Reflection Tool for Singletons
• Figure 2.11: Continuum of Practice for Collaborative Teams
• Figure 2.13: Protocol for Identifying Norms
• Figure 2.14: Team Agenda Template

Chapter 3

• Figure 3.3: Guiding Questions to Consider the Context of Quality Instructional Practices
• Figure 3.4: Instructional Impression Walkthrough Recording Form
• Figure 3.5: Checklist for Standards-Based Instruction
• Figure 3.6: Look Who’s Talking Checklist
• Figure 3.7: Continuum of Practice for Implementation of Quality Instruction
• Figure 3.10: Learning Walk Template
• Figure 3.12: Teacher Self-Assessment
• Figure 3.13: Vertical Unit Review Protocol

Chapter 4

• Figure 4.5: Guiding Questions to Consider the Context for a Schoolwide System of Support
• Figure 4.6: Collective Responsibility Staff Survey
• Figure 4.7: Systems of Support Alignment Tool
• Figure 4.8: Master Schedule Checklist
• Figure 4.9: Sample Tier 2 Tracking Tool
• Figure 4.10: Sample Tier 3 Tracking Tool
• Figure 4.11: Effective Tracking Systems Tool
• Figure 4.12: Behavioral Supports Checklist
• Figure 4.13: Continuum of Practice for Implementing a Schoolwide System of Support
• Figure 4.14: Common Vision Tool to Agree on What a Schoolwide System of Support Looks Like
• Figure 4.15: Action Planner for Establishing a Schoolwide System of Support

Chapter 5

• Figure 5.1: Protocol for Choosing Essential Standards
• Figure 5.2: Protocol for Unwrapping Standards
• Figure 5.3: Sample Unwrapped Standard
• Figure 5.4: A Modified Process to Use Unwrapped Standards to Determine Common Formative Assessments
• Figure 5.5: Guiding Questions to Consider How Teams Will Answer Critical Question 1
• Figure 5.6: Collaborative Team Checklist for Essential Standards
• Figure 5.7: Product-Monitoring Tool
• Figure 5.8: Observational Checklist for Essential Standards
• Figure 5.9: Effective Communication With Stakeholders Tool
• Figure 5.10: Continuum of Practice for Essential Standards

Chapter 6

• Figure 6.1: Sample Common Formative Assessment Planning Chart
• Figure 6.3: Guiding Questions to Consider the Context of Assessment in the School
• Figure 6.4: Indicators to Examine Team Assessment Artifacts
• Figure 6.5: Assessment Results Protocol With Observational Questions for Leaders
• Figure 6.6: Student-Involved Assessment Worksheet
• Figure 6.7: Continuum of Practice for Common Assessment

Chapter 7

• Figure 7.3: Guiding Questions to Consider School Context Around Interventions
• Figure 7.4: Team Intervention Planning Protocol Observation
• Figure 7.5: Checklist for Rating a Team’s Intervention Practices
• Figure 7.6: Continuum of Practice for Team-Based Interventions

Chapter 8

• Figure 8.2: Guiding Questions for Leaders to Consider the Context of Extensions at Their School
• Figure 8.4: Common Expectations of Collaborative Teams Around Extensions and Enrichment
• Figure 8.5: Student Identification for Extensions
• Figure 8.6: Tool to Assess Diversity of Opportunities
• Figure 8.8: Student Engagement Look-Fors Checklist
• Figure 8.9: Secondary Student Perception Survey
• Figure 8.10: Elementary Student Perception Survey
• Figure 8.11: Continuum of Practice for Extended Learning and Enrichment

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.
• Bailey, K., & Jakicic, C. (2020). The collaborative team plan book for PLCs at Work. Bloomington, IN: Solution Tree Press.
• Buffum, A., & Mattos, M. (2015). It’s about time: Planning interventions and extensions in elementary school. 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.
• Colburn, L., & Beggs, L. (2021). The wraparound guide: How to gather student voice, build community partnerships, and cultivate hope. 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., 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., Eaker, R., & DuFour, R. (Eds.). (2005). On common ground: The power of professional learning communities. 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. M. (2020). The big book of tools for collaborative teams in a PLC at Work. Bloomington, IN: Solution Tree Press.
• Friziellie, H., Schmidt, J. A., & Spiller, J. (2016). Yes we can! General and special educators collaborating in a professional learning community. Bloomington, IN: Solution Tree Press.
• Hannigan, J., Hannigan, J. D., Mattos, M., & Buffum, A. (2021). Behavior solutions: Teaching academic and social skills through RTI at Work. Bloomington, IN: Solution Tree Press.
• Hoegh, J. K. (2020). A handbook for developing and using proficiency scales in the classroom. Bloomington, IN: Marzano Resources.
• Kanold, T. D. (2011). The five disciplines of PLC leaders. Bloomington, IN: Solution Tree Press.
• Keating, J., Eaker, R., DuFour, R., & DuFour, R. (2008). The journey to becoming a professional learning community. Bloomington, IN: Solution Tree Press.
• Marzano, R. J. (2017). The new art and science of teaching. Bloomington, IN: Solution Tree Press.
• Marzano, R. J. (2019). The handbook for the new art and science of teaching. Bloomington, IN: Solution Tree Press.
• Mattos, M., & Buffum, A. (Eds.). (2015). It’s about time: Planning interventions and extensions in secondary school. Bloomington, IN: Solution Tree Press.
• Muhammad, A. (2015). Overcoming the achievement gap trap: Liberating mindsets to effect change. Bloomington, IN: Solution Tree Press.
• Muhammad, A. (2018). Transforming school culture: How to overcome staff division (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.
• Roberts, M. (2019). Enriching the learning: Meaningful extensions for proficient students in a PLC at Work. Bloomington, IN: Solution Tree Press.
• Schimmer, T. (2016). Grading from the inside out: Bringing accuracy to student assessment through a standards-based mindset. Bloomington, IN: Solution Tree Press.
• Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Bloomington, IN: Solution Tree Press.

Websites

• AllThingsPLC
• Google Forms, “School Culture Survey”
• National Science Teaching Association
• Solution Tree, “Make It Happen Free Reproducibles”
• Solution Tree, “Time for Change Free Reproducibles”