PD #2 — 9th Grade On‑Track PLC Bootcamp

Purpose

Build a predictable two‑week PLC rhythm that uses daily checks for understanding and short inter‑visits to keep 9th‑graders steadily On‑Track. Teams leave with calibrated exit tickets, an annotated student‑work set, and a re‑teach plan.

Agenda (75 min)

1. Welcome & Why (0–7): On‑Track is protected by fast feedback; measuring the right things drives improvement.
2. Design the Exit + Language Objective of the Day (7–22): Write a single question that proves the day’s must‑know; draft an exemplar; model today’s language objective with sentence frames.
   Example (ELA): “I can cite and explain evidence from paragraph 3 using: ‘According to the text…, this shows… because…’.”
   Example (Math): “I can describe the rate of change using: ‘As x increases by __, y changes by __; therefore the slope is __.’”
3. Show‑Call Demo (22–35): Project student work; name evidence; rehearse tone & prompts.
4. Swap & Calibrate (35–55): Trade exits; apply look‑for checklist; tighten language & difficulty.
5. PLC Product Setup (55–68): Assign roles; set inter‑visit schedule; adopt templates.
6. Commit & Close (68–75): Tomorrow’s moves; who needs what support; capture next steps.

Materials

• Exit ticket template (single‑item) + exemplars (ELA/Math/Science/SS)
• Show‑call script card (micro‑moves + sentence stems)
• PLC agenda, annotated work sample template, re‑teach plan, look‑for checklist
• Visualizer/projector; timers; sticky notes
• Bilingual glossaries for key academic vocabulary; sentence frames cards for responses.

Facilitator Micro‑Moves

• Model brevity — 1 question, 1 must‑know, visible to all
• Normalize evidence — students cite the text/problem in responses
• Protect time — last 5 minutes are exit‑only
• Coach tone — warm, specific praise; clean redirects

Explicit Strategy — English Learners

• Post dual objectives: a content objective and a language objective (function + form). Example — Language: “Cite and explain a quote using ‘This shows… because…’.”
• Pre‑teach 3–5 key terms with visuals/morphology (word parts); provide a brief bilingual glossary where helpful.
• Sentence frames for exits & show‑call: “According to line __, __.” • “The pattern is __ because __.” • “First…, then…, so…”
• Structured oral rehearsal before writing: partner read/whisper read of the prompt; 20–30s think‑time; choral response on the evidence phrase.
• Allow L1 note‑making (home language) during annotation; produce the final exit response in English.
• Adjust text/question complexity using WIDA‑aligned “Can Do” style supports (shorter sentences, numbered steps, visuals) without changing the standard.
• Alternative response modes for the same exit item (e.g., labeled diagram + two key terms; quick audio explanation) when appropriate.
• Targeted grouping: pair ELs with trained peers for model language; teacher checks in mid‑exit with a 10‑second prompt.

Follow‑Up & Success Checks

• 48‑hour pulse: 90% of classes implement a 1‑Q exit; leaders run a “sweep & coach.”
• Week 2: Inter‑visits completed; PLCs submit annotated work set + re‑teach plan.
• By Day 30: 95% of observed classes show tight exit‑ticket routines and evidence‑rich show‑calls.

Accessibility & Inclusion

• Visual timers; large‑print templates; sentence stems for responses
• Flexible grouping; low‑stimulus options for drafting
• Accommodations: extra time, read‑aloud support, preferential seating

Discussion Prep — Be ready to discuss

Who was the audience?

9th‑grade ELA/Math/Science/SS teams plus AP/Dean; planned with the Instructional Leadership Team and grade‑level instructional coaches; delivered to grade‑level teams.

What was your objective?

Establish a tight PLC rhythm that uses a daily 1‑question exit and evidence‑rich show‑call to protect Freshman On‑Track; produce decision‑ready PLC artifacts (annotated work set + re‑teach plan).

What were the outcomes? What were your follow‑ups after the session?

• Teachers left with calibrated exit tickets and a show‑call script; PLC roles and inter‑visit schedules set.
• Grade‑level teams documented routines and commitments in the Culture & Climate Log and weekly PLC notes.
• AP/Dean and coaches conducted “sweep & coach” observations focused on the last 5 minutes and show‑calls.
• Weekly meetings with grade‑level coaches provided targeted support; inter‑visits captured look‑fors and bright spots.

What would you keep?

Single‑item exit ticket norm; show‑call with text‑dependent stems; two‑week PLC cycle with annotated work samples; short leader feedback pass.

What would you do differently?

Front‑load additional exemplars for math and science; add a 10‑minute micro‑lab on quick‑sorting exits; include a student‑voice check (1‑question poll) after week one.