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​Look-fors by indicator to be used during a campus visit
​Not PL Ready/ PL Ready
Consistent Practice/ Personalized 
Family Participation + Input​
  • Families are invited for conferences but are not involved in many or any other campus activities or initiatives.
  • Input from families is limited to required surveys and input is not used to inform decisions.
  • Family involvement is evident across campus in various ways allowing for all to have access, e.g., student-led conferences, classroom activities, communication, school wide activities, etc.
  • Input from families is gathered in various ways, e.g., surveys, panels, empathy interviews, etc. and input is used to inform decisions.
Community Participation + Input​
  • Community involvement is either very limited or not evident at all.  
  • Input from the community is limited to required surveys and input is not used to inform decisions.
  • Community involvement is evident in various ways, e.g., community partnerships, sponsorships, mentoring programs, internship opportunities.
  • Input from the community is gathered in various ways (e.g., survey, panels, empathy interviews, etc.) and this input is used to inform decisions when relevant.
Teacher Selection​
  • Hiring is done through a traditional pool of applicants and may or may not include measures to gauge readiness and ability to implement PL. ​
  • Staff are hired with PL experience and/or are supported in understanding and implementing the campus PL vision. ​
​Student Selection​
  • Student selection follows district processes and a recruitment plan is not evident.     ​
  • There is a strategic campus recruitment plan that aligns to the Dallas ISD Public School Choice process and is intentional in fostering a diverse student body. ​
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  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
    • Flip the Switch
    • Resources for Families >
      • Personalized Learning for Families
      • Hybrid Learning for Families
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 The PL Classroom
    • 2 Curriculum + Assessment
    • 3 Data Driven Instruction
    • 4 Social Emotional Learning
    • 5 The PL Graduate
    • 6 Principal/Leader
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Vision + Priorities
    • 10 Personalized PD + Supports
    • 11 Culture of Innovation
    • 12 Sustainability + Access
  • Progressions
    • Lab Rotation
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Flipped Classroom
    • Enriched Virtual
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation Showcase
    • Innovation in Teaching Fellowship >
      • 2020-2021 Fellows
      • 2019-2020 Fellows
      • 2018-2019 Fellows
      • 2017-2018 Fellows
      • 2016-2017 Fellows
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
    • PL Homecoming 2022
  • The Lighthouse