What do we want our students to learn over the next several weeks? 

(Identify standards, units, skills, knowledge, vocabulary, and common pacing based on curriculum maps.)

• All teachers in the same grade level and/or academic content area follow a clearly defined schedule that lays out when they will teach each standard.
  
• All students in the same grade level and/or academic course are provided Tier 1 instruction with appropriate depth and rigor to master the standards.

Resources:
The following resources may help you in clarifying your instructional focus.

• Utah Core Standards
• Early Childhood Core Standards (Preschool)
• District Elementary Curriculum Maps and Pacing Guides
• District Elementary Literacy Curriculum maps and Pacing Guides
• District Secondary Curriculum Maps and Pacing Guides
  
• Dynamic Learning Maps: Essential Elements (SPED)
• PLC Elements Word Document A word document with the 5 PLC critical elements that teams can use to document their work in the five elements.
  
• PLC Elements Reflection Sheet: Contains guiding statements for each critical element of PLCs.
• Leadership/PBIS Team Agenda Template: This agenda template can be used by school leadership teams or PBIS teams. It contains elements of best practice for effective teaming.
• 30-Day Action Plan: This plan can be used by teams to fine tune their goals.

What will we take as evidence that students have learned it? 

(Design or review common assessments/examine student achievement data)

• All teachers in the same grade level and/or academic content area have a clear, shared understanding of what mastery of each standard should look like.
  
• All teachers share and administer common formative assessments (CFAs) to monitor each student’s progress toward mastery.
  
• There is a process for reporting and disaggregating assessment data in ways that make the data actionable.

How will we plan effective Tier 1 instruction?
(Tier 1: All students receive quality, whole class instruction. ALL students receive Tier I interventions, also know as “Best Practices.” Tier I interventions will be successful with 80- 90% of the student population. Classroom teachers provide Tier I interventions and supports.)

• All teachers understand the importance of providing effective Tier 1 instruction to all students.
• All teachers understand that planning effective Tier 1 instruction incorporates the components of the Granite District Instructional Template, including differentiated small group instruction.
• There are expected, actionable outcomes for each planning session (e.g., Common Formative Assessments, detailed lesson plans, shared teacher materials, etc.). 

• Note: While teachers need to exercise their individual creativity in the classroom, teams support each other by developing and sharing effective instructional practices together.

Resources:

The following resources may help you in designing effective Tier 1 instruction.

• Lesson Design Template
• Checks for Understanding
• Large group/small group routines
• Scaffolded instruction
• Utah State Core resources
• Depth of Knowledge 
• Key vocabulary
• SIOP/WiDA strategies

Please indicate which, if any, of the following you used in planning your Tier 1 instruction.

How will we respond when students do not achieve mastery?

Before completing a unit and after examining common data, determine reteaching and intervention for those students who did not meet your standard of mastery.

NOTE: For those students who are consistently behind, you can receive additional support through the student support process. Your school's Student Support Team can provide intervention and progress monitoring ideas to support for student learning. Student Support Teams can use the Student Support Team Intervention Tracking Form to 

• There are systems/practices in place to immediately identify students who are struggling to achieve mastery of specific content/skills.
  
• Teachers plan intervention strategies for use to improve learning outcomes for struggling students.
  
• If teachers identify more than 15 to 20% of students who require intervention, Tier 1 instruction is examined and adjusted.

Intervention Resources:

The following resources may help you in designing effective interventions.

• Intervention Central
  
• What Works Clearinghouse
• Research-based Academic Intervention Chart
• RtI Intervention Manual
• RtI in Secondary Schools
• EdReady Utah-Secondary Math
• SERP Word Generation-Academic Language Development Gr.4-8

Please indicate which, if any, of the following you did you plan your interventions.

How will we respond when student have already reached mastery?

• There are systems/practices in place to identify students who have already mastered a given concept or skill.
• Once identified, students are provided learning experiences that extend their depth of knowledge in relation to the core standards.   
• Teachers plan meaningful extension activities tied to core standards for use when some students have already mastered the intended concept of skill.

Please indicate which, of any, of the following you focused on during your PLC to plan extensions.

Occassionally, teams address other items while teaming. Indicate below any additional items your team worked on.

OPTIONAL: Attach any other documents you may need to share with your administrator or team.