District Information 

Multi-Tiered System of Support (MTSS) 

Professional Learning Communities (PLC) 

Common Core State Standards (CCSS)

Use of Adopted Core Curriculum 

Effective First Instruction 

Five Non-Negotiables working together: 

Teams are focused and committed to the educational success of each student through effective first instruction of the CCSS.  It is the responsibility of GFUSD staff to use adopted core curriculum to ensure high levels of learning through the use of universal supports and applying the four guiding questions:

1. What do we want students to learn?

• • Based off our of Resource Guides - Essential Standards

2. How will we know if they have learned it?

• • Create learning progressions and common formative assessments

TEACH

DATA REVIEW PROCESS

3.  What do we do if they do not learn it?

• • Based on the data, pull students back in small group or do we need a whole class reteach

4. What do we do if they do learn it?

• • Based on the data, create extension activities or continue with the learning progression

In Greenfield, we operate as a PLC and collaboration is what we “do”.

When do we meet? 

• Wednesdays have built-in time for grade levels, departments, sites, and district teams.

Who do we collaborate with?

• Grade level, department, cross-grade level, site, and district teams

• Special Education teachers/teams are included within the general education collaboration teams

How do we collaborate?

• We create/use common formative assessments based on essential standards and our resource guides.

• We use common scoring to guide and monitor student and teacher performance.

• We use results to drive instruction and improve best teaching practices.

• We review data to determine next steps.

• We learn as a team through professional learning.

What does collaboration look like?

• We are transparent and share our successes and failures.

• We adjust our teaching to meet the needs of our students.

• We monitor student groups, such as ELs, Foster, McKinney-Vento and students with disabilities.

• We make inferences about teaching, learning, and leadership.

• We identify student needs based on data, not on what we choose to do.

• We learn about research-based instructional strategies and other tools to support our students.

Why do we collaborate?

• We concentrate on the effectiveness of our teaching, student learning, and student needs at the grade level, site, and district level.

Elementary Monthly Meeting, Professional Learning, and Collaboration Schedule

1st Wednesday

• 1 hr Collaboration

• 1 hr Staff Meeting and/or Professional Learning

2nd Wednesday**

• 1 hr Collaboration

• 1 hr District Directed Professional Learning

3rd Wednesday

• 1 hr Collaboration while special teams meet (art, music, PE, etc.)

• 1 hr Staff Meeting and/or Professional Learning

4th Wednesday

• 1 hr Collaboration

• 1 hr Staff Meeting and/or Professional Learning

Middle Monthly Meeting, Professional Learning, and Collaboration Schedule

1st Wednesday

• 45 min Collaboration

• 1 hr Staff Meeting and/or Professional Learning

2nd Wednesday**

• 45 min Collaboration

• 1 hr District Directed Professional Learning

3rd Wednesday

• 45 min Collaboration while special teams meet (art, music, PE, etc.)

• 1 hr Staff Meeting and/or Professional Learning

4th Wednesday

• 45 min Collaboration

• 1 hr Staff Meeting and/or Professional Learning

**Week 2 may use the extra 30 min when there is an outside vendor.