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1.  Examine Cycle 1 End Data
     Does this reflect our goals?
         R: Inferencing / Critical Thinking with Textual Support
         W: Vocabulary & Grammar
     How will this be used going forward?
         Goal Groups
         Daily Data
         Incorporation into Cycle 2 curriculum

2.  Cycle 2: Essential Question (BIG IDEA)
         What is this specifically?
         Are we consistent by grade or subject (reading / writing)?
         How will we know if Scholars have gotten BIG IDEA?

3.  Backward Design for Cycle 2:
         Final--provide to scholars NOW to be worked on all cycle?
         Other options?

4.  Adriana D.
     Performance Series Turn Key
     Program for data collection, possibly more user friendly than Acuity

5.  Next Steps:
     Lesson Plan Protocalls
         Do we want / a standard LP format?  Is this practical?
         Do we want LPs to have common elements that are consistent across grade & subject?
             What should these be?
     How can we / should we critically evaluate our LPs?
     Bring LPs to next PLC to look at what works and how to create the "ultimate LP" by combining the best
               parts of each individual format.

Agenda 10/5

DI Turn Key:
     Grading Policy Change (all assignments must be completed to a minimum passing grade):
        What gets done over?
        How do we navigate this?
        Brainstorm
   
     What are our essential questions?  (BIG IDEA)
     How do we know if scholars have gotten this?  How are we assessing the big picture?

Involve scholars in backward design we practice (mid-terms and finals at beginning of cycle). 
     EX. Math: provide copy of exam at start of cycle (with numbers altered) so scholars can see where they
            are headed and track their progress toward that goal
     Question:  What would this look like for ELA?

Rubrics:
     Continued discussion using student work samples:
         Pass and grade, are we all in the same range with our grading?
     Can we / should we include standard being worked toward on each rubric?  Will this help scholars to
         become aware of WHY they are doing things?   

Data:
     What data are we collecting?
     Suggestion: Havel's popsicle sticks to ensure all scholars participate
     * What does data show us?  Is it working?  What do we need to change?
     * Aim for QUANTATIVE data that can be evaluated.

Discussion:
     Instructional change strategy to address reading and writing goals for this cycle.
     Use scholar work samples to identify area of greatest current need, develop instructional change strategy
          to implement.