Grade Level (Elem)/Content Area (Sec)______________________Date_________
What are the next steps for your team in addressing each of the following PLC Elements?
PLC Element 1: Clarity of focus: What do we want our students to learn at the beginning of the current
term and over the next several weeks (e.g., standards/domains, objectives, indicators, etc.)?
PLC Element 2: Measurement of Mastery: What will we take as evidence that they have learned it (e.g.,
informal checks for understanding (CFUs), agreed upon Common Formative Assessments (CFAs), etc.)?
PLC Element 3: Planning First Instruction (Tier 1): How will we plan and deliver effective First instruction
(e.g. share lesson plans, experiential activities, large group small group routines, scaffolding instruction,
building background knowledge, identifying key vocabulary etc.)?
PLC Element 4: Effective Interventions: How will we respond when students do not achieve mastery (e.g.,
share effective reteach strategies/routines, determine and schedule intervention times, share effective
interventions, plan cross-class interventions)?
PLC Element 5: Powerful Extensions: How will we respond when students have already achieved
mastery (e.g., share learning experiences to extend depth of knowledge, brainstorm extension times and
cross-class activities)?
Adapted from NCUST Evidence of a Coherent Instructional System 2014
Connecting PLC Work to Student Learning in Real Time
Grade Level (Elem)/Content Area (Sec)______________________Date_________
Steps for Success:
1. Locate the Granite School District Curriculum Maps and Pacing Guides as a
regular reference to anchor your PLC work in the Core Standards. These
district tools help you to identify standards, domains, key concepts,
objectives, and recommendations for pacing instruction and more:
http://www.graniteschools.org/curriculuminstruction/curriculum-maps/
2. At the beginning of each PLC session, take several minutes to access and
briefly discuss the standards, domains, key concepts, and/or objectives
expected to be taught over the current academic quarter, month, 2-week
period.
3. With your colleagues, come to agreement about the general scope and
sequence of lesson planning over the next several weeks that will: 1) align
with the district Curriculum Maps and Pacing Guides and 2) allow you and
your colleagues to collaborate around standards and content in most
efficiently and effectively.
4. On the reverse side, address each of the 5 PLC Elements. Remember to use
the maps and guides to anchor your PLC. Then as experts, collaborate to
determine and share best instructional lessons, strategies, activities and
assessments to maximize student learning over the next few weeks.
5. Repeat this process during each PLC time using data from the previous PLC
session (CFAs etc.) as your guide.