Novak, Angela2024-04-032024-04-032024Novak, A. (2024). Bringing PLCs to K-20: Student learning communities as a pivotal practice for talented youth. In J. Nyberg & J. Manzone (Eds.) Practices that promote innovate for talented students (pp. 70-105). IGI Global. https://doi.org/10.4018/978-1-6684-5806-89781668458068http://hdl.handle.net/10342/13344This chapter describes how professional learning communities, an educator practice, can be brought to K-20 classrooms as a pivotal practice for talented youth as Student Learning Communities (SLCs). Several research-based models are used as the theoretical framework, including Professional Learning Communities (PLCs; DuFour, 2004; DuFour et al., 2010), Culturally Relevant Intentional Literacy Communities (CRILCs; Parker, 2022), and Learner-Centered Classrooms (Tomlinson, 2021). The SLC Model is composed of three levels; the first two parts lay the groundwork of the learning environment (Community Space and Place) and curriculum (Progress-Based Learning Goals with Relevant Content) for the successful implementation of the SLCs (Student Learning Communities) in the third level. The chapter concludes with examples of operationalizing the pivotal practice.professional learning communitiesstudent learning communitiesindividualized instructionlearner-centeredmixed methods researchChapter10.4018/978-1-6684-5806-8.ch004