So I have the people smiling here. That may not actually be the case. This actually works in 4 rounds, or two stages each with three rounds. The rounds progress with a)writing b)feedback c)revision.
So the groups stay the same in each stage. They are composed of content people from the high school and an elementary representative. Their job is to go through the PBGR's and evaluate them. I have used the criteria from the great schools partnership and just created a tally sheet more or less. The goal here is actually two fold. First I want to make sure we actually read what the state has suggested as PBGR's. Second I think it is important that we carefully consider the language of any requirement we adopt. I predict it will be fairly straight forward in Math, Science and ELA. I suspect/hope the other areas will want to make changes since their national standards have changed. Luckily there are no more than ten Proficiencies per content area. Having an elementary rep on these teams is essential for input and communication. They are going to need to keep their schools abreast of the work. I hope we can get one person per school to sit on each of the main content areas.
In round three the teams then go back and make any revisions based the feedback they received. So if you are paying attention, and I know you are, you are wondering where we are going to find the time to do this. Well, we aren't unless we go with a full year of 1/2 days once a week. In this first stage we have already used 3 half days. Stage two will take longer since there are many more Performance Indicators, and trust me I have plans for many more days.