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Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
Building Mastery of Common Core Learning Targets
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Building Mastery of Common Core Learning Targets

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Slides from a webinar held on May 1st by School Improvement Network about developing learning targets that coordinate with the Common Core State Standards. View the recording at …

Slides from a webinar held on May 1st by School Improvement Network about developing learning targets that coordinate with the Common Core State Standards. View the recording at http://www.schoolimprovement.com/resources/webinars/building-mastery-of-common-core-learning-targets/

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  • Insert webinar info from Kristin, Welcome . My name is Jackie Loiacono I am an educator who is passionate about improving teaching and learning for all students. As an educational consultant I have had the luxury of partnering with school districts across the country training in the Learning 360 Framework., the model that I utilized within my classroom and transformed the impact on student success.I appreciate your time today and I am thrilled to have the opportunity to continue this series, which explores practical, doable and relevant information for us to attain the kind of effective teaching and learning necessary to create conditions for students to reach the rigorous Common Core standards. In the first webinar, we created Quality Learning Targets that are derived from the Common Core Standards according to the necessary components as defined within the Learning 360 Framework. Today we will zoom in and dive into those targets and become masters at developing the targets..
  • A couple of announcements before we get started:You will need a piece of paper and something to write with during this webinar, so please get those materials so you are prepared.Kristen from School Improvement Network is on supporting me today and is happy to respond to a need you may have place a chat in the box and she will answer any questions you may have.We will be holding a drawing after the webinar for all those who fill out the survey by the end of the day Monday, March 26. We’ll be selecting a handful of winners of free Learning Targets Poster Sets (which you might be referring to in the webinar?)2. To fill out a survey, they can wait until the end of the presentation, and a survey will appear on their screen. If they need to leave early, they can fill out the survey using a link that will be emailed to them later today.3. If they’d like, we can set up a phone consultation to discuss their specific needs and give them more detailed information about Learning Framework training. If they set up a consultation, they can save $1,000 on training if they decide to pursue it.
  • Here is our essential question which is applicable to the entire series, a question to think about and as we continue to move through the presentation the goal is to be better able to answer the question that you would be at the beginning of this presentation so lets get started!.
  • Our learning targets for today are
  • Read of slide
  • Briefly references in the previous Webinar, we looked at the mission statement of the Common Core Standards. as educators we agree with the importance and necessity of preparing our students to be college and career ready. The tracks have been laid defining the standards that are required for our learners to reach those life goals. An analogy common core standards are the train tracks which laying the foundation for a Heading to the desired destination, powerful learning….The Learning 360 framework is the solid well oiled machine, the engine that drives and assists students and teachers to arrive to that desired place.The connection between Common Core Standards and the Learning 360 Framework it is the power and the means to facilitating the students journey to the desired destinations. It is the framework to teach effectively.
  • To summarize the relationship we can compare the two…. A process making all practices: INTENTIONALKey Questions: what do we want? are we doing what we need to get what we want?3 aligned components immersed in an environment of high expectations and success; Key research on teaching and learning aggregated and aligned in one simple framework .
  • Here is the visual that depicts the 3 major components that comprise the Learning Framework. These three were referred to in the first webinar, today we will dive deeper, zoom into the specific components of the Learning Target and learn how to construct them. Assessment and instruction are topics discussed in later webinars.So Why are Learning Targets Important? Unlike learning objectives that are part of our planning process the student friendly learning target
  • Here are the required pieces of The LT . Align Targets to Standard(Common Core and State) Thinking & Process Skills Big Rock Concepts Guiding/Essential Questions VisibilityStudent FriendlyBenefits of This Gives students a visual of the “big picture” of learning.Simplifies curriculum content so students see it as “doable.”Insures that students will be engaged in “higher level thinking” because a Process Skill word is in the target.Major concepts in the target are broad enough to create relevance and connections to other learning.Big Rock Concepts lets learn why and how to identify them.
  • You will need a pencil and a piece of paper for this activity…The directions are as follows, I am going to give you 10 seconds to look at an image. Your job is to look at it and be able to recreate it when I say stop. Do not draw during the 15 seconds simply look and study the image. …….ready go (click)
  • Let’s try another learning task……The directions remain the same, I am going to give you 10 seconds to look at an image. Your job is to look at it and be able to recreate on your paper it when I say stop. No writing tools in your hand at this time simply study. Do not draw during the 10 seconds simply look and study the image. …….ready (give wait time) GO! click
  • Patterns are all around of us and again are pleasing to our understanding.Curriculum intentionally designed around patterns is conducive to how the brain learns. Your increased success in this activity demonstrates the difference…..So why not design curriculum in order for all students to experience this same success, hence the big Rock Concept and pattern allows students to make sense of all the factoids and ideas tied to our content areas. The Big Rock Concept and pattern acts as the rack to hang the content parts to in order to make sense of the new leearning.So how do we identify the Big Rocks of my curriculum?
  • I want to caution all of you that this part of the learning target is typically the most difficult for us to wrap our brains around. I lived this and know what a mind shift I had to allow in order to view my content in this way. Traditionally we learn history , math, science, English in ways that do not intentionally show the larger picture and concepts. We typically learn all the stuff and I think the belief is that if you understand all the stuff with in say history you will eventually be able to decipher the big ideas or concepts ….Lets look at it from a different angle…. Big Picture first then new ideas knowledge that can be connected to that picture! Brain friendly equals effective learning!!I viewed history via timeline, via chapters in my text book instead of …….in this manner…Take a look above looking down upon all your content factoids, (Mexico City) from the perspective of pulling out the patterns that unify the random facts….connection to random lines and connected lines. Great PLC discussion with peers. More textbooks are identifying “themes”
  • Filter and characteristics to consider in the process of identifying the big Rock concepts: A big Rock concept is a major concept that is embedded in curriculum standards and provides a focus for learning throughout a unit and over a sequence of lessons.
  • ConflictHealth and WelnlessReadingGeography (
  • So lets start with the first critical step in our journey the creation of the learning target. Here are examples of the classroom materials which support the learning 360 framework and allow for student centered learning. Student friendly target with key components and the additional visual which allows the student to self assess throughout the lesson. Quality learning targets as we discussed include guiding questions. Concept paterns
  • With our introduction of Process skills lets uncover them within the standard. I have highlighted those process skills, the doing that we want our learners to engage in….and also as we look at these lets ask ourselves what is the content that is intended to be understood those are bolded in blue.
  • Names Words Represent; operations putting together and taking apart Add and Sub, Order In line first second third; Analyzing common Core math standards for K realized the scope of what students need to understand and do relating to numbers, the content falls into this pattern. Powerful because students are seeing the big picture and pattern in their new learning. This pattern is transferable to 1st grade where students cc standards ask them to solve equations more complex than kindergarten . Do you think it would be beneficial for students to be a
  • Cell Phone examples.
  • WI state standards part of our curriculum back 10 years ago again specific content that students need to know can hang on one of these components. Again think of the impact of students seeing this pattern throughout their schooling experience . Brain compatible!
  • I want to caution all of you that this part of the learning target is typically the most difficult for us to wrap our brains around. I lived this and know what a mind shift I had to allow in order to view my content in this way. Traditionally we learn history , math, science, English in ways that do not intentionally show the larger picture and concepts. We typically learn all the stuff and I think the belief is that if you understand all the stuff with in say history you will eventually be able to decipher the big ideas or concepts ….Lets look at it from a different angle…. Big Picture first then new ideas knowledge that can be connected to that picture! Brain friendly equals effective learning!!I viewed history via timeline, via chapters in my text book instead of …….in this manner…Take a look above looking down upon all your content factoids, (Mexico City) from the perspective of pulling out the patterns that unify the random facts….connection to random lines and connected lines. Great PLC discussion with peers. More textbooks are identifying “themes”
  • When students finish this unit,
  • ? “Students who show mastery of these key concepts and process skills will become accomplished problem solvers and life long learners.” Gives students a visual of the “big picture” of learning.Simplifies curriculum content so students see it as “doable.”Insures that students will be engaged in “higher level thinking” because a Process Skill word is in the target.Major concepts in the target are broad enough to create relevance and connections to other learning.
  • With our introduction of Process skills lets uncover them within the standard. I have highlighted those process skills, the doing that we want our learners to engage in….and also as we look at these lets ask ourselves what is the content that is intended to be understood those are bolded in blue.
  • Big Rock of big idea concepts, understanding which are zoomed in content les global than the Big Rock and always includes the Process skill or skills which insure we intentionally plan for higher level thinking. What are the students going to do in order to understand the definied target?
  • Cell Phone examples.
  • Of the purpose and form of writing as a way of reflecting on learning
  • What do you think about?
  • Create Evaluate
  • Line ray angel transformations rotation turn over flipped
  • So lets start with the first critical step in our journey the creation of the learning target. Here are examples of the classroom materials which support the learning 360 framework and allow for student centered learning. Student friendly target with key components and the additional visual which allows the student to self assess throughout the lesson. Quality learning targets as we discussed include guiding questions. Concept paterns
  • Lets shift gears and take a look at the English common core standards.
  • Again according to David Sousa in How the Brain Learns he discusses the importance of studenets creating a range of questions low to high level. “When designing questions of varying complexity, students engage in deeper cognitive processing, clarify concepts and predict meaning and associations…all contributors to retention!!
  • Creating the conditions for student success engaging students and enrichment …………Common Core an opportunity for educators to align learning outcomes that are representative of what skills and understandings are for college and career and Life skills. How long have we talked about 21stcnetury what they are and how vauable they are for our learners to be able to exhibit for future success. We probably all have them mentioned within our mission statements etc….. How ever I challenge to us to think about if we are truly seeing students graduating with those skills mastered. Common Core reestablishes the importance of our learners being ready and the necessity and how imparitive it is that we as educators create consitions within the classroom to facilitate those skills to be understood and mastered. What is the gap? The gap lies somewhere between the place we have these discussions a dn the classroom. Thhiswebinr shows the direct correlation between the common core and the learning framoework and the natural connections.. Common core is the LeanringFramoework harnesses all of best practice regarding Learning target what we teach, Assessment, How we know learning occurred evidence a
  • So lets start with the first critical step in our journey the creation of the learning target. Here are examples of the classroom materials which support the learning 360 framework and allow for student centered learning. Student friendly target with key components and the additional visual which allows the student to self assess throughout the lesson. Quality learning targets as we discussed include guiding questions. Concept paterns
  • Transcript

    • 1. Building Mastery of Common Core Learning TargetsThis webinar was held on May 1, 2012. Watch the recording of this webinar athttp://www.schoolimprovement.com/resources/webinars/building-mastery-of-common-core-learning-targets/ © 2012 School Improvement Network
    • 2. WelcomeRequest PPTRequest Info © 2012 School Improvement Network
    • 3. AnnouncementsRequest PPTRequest Info © 2012 School Improvement Network
    • 4. Essential Question What does it mean to teach THROUGH the Common Core rather than teach TO the Common Core?Request PPTRequest Info © 2011 School Improvement Network
    • 5. Learning Targets • Analyze the connection between the Quality Learning Target and the Common Core Standards. • Discover the development of anRequest PPT effective Big Rock Concept and Concept Pattern.Request Info © 2011 School Improvement Network
    • 6. Learning Targets • Compare and evaluate the alignment between the Big Rock Concept, Content Understanding, Process Skill, and Concept Pattern.Request PPT • Relate to the characteristics of an effective Guiding Question.Request Info © 2011 School Improvement Network
    • 7. ConnectionRequest PPTRequest Info © 2011 School Improvement Network
    • 8. Natural Connections Common Core Learning Framework • Consistent • Aligned • Robust • Rigorous • Relevant • Relevant • Knowledge • Understanding(s)Request PPT • 21st Century Skills • Process SkillsRequest Info © 2012 School Improvement Network
    • 9. Learning 360 Framework Design Learning TargetsRequest PPT Aligned IntentionalRequest Info Assessment Instruction © 2011 School Improvement Network
    • 10. Quality Learning Target Big Rock Content Concepts UnderstandingRequest PPT Thinking/ Guiding/ Process Skills Essential QuestionsRequest Info © 2011 School Improvement Network
    • 11. Your TurnRequest PPTRequest Info © 2011 School Improvement Network
    • 12. Request PPTRequest Info © 2011 School Improvement Network
    • 13. Accurately reproduce the image you studied on the screen.Request PPTRequest Info © 2011 School Improvement Network
    • 14. Your TurnRequest PPTRequest Info © 2011 School Improvement Network
    • 15. Request PPTRequest Info © 2011 School Improvement Network
    • 16. Accurately reproduce the image you studied on the screen.Request PPTRequest Info © 2011 School Improvement Network
    • 17. PATTERNS!!Request PPTRequest Info © 2011 School Improvement Network
    • 18. Patterns are all around us!Request PPTRequest Info © 2011 School Improvement Network
    • 19. State Standard Document “Current approaches to teaching emphasize the need to convey “big ideas” rather than isolated facts that may not fit into any meaningful pattern for the student. When instruction is organizedRequest PPT around large concepts, it is easier for students to find meaning in specific facts and to relate them to the larger conceptsRequest Info presented.” © 2011 School Improvement Network
    • 20. Identifying the Big RockRequest PPTRequest Info © 2011 School Improvement Network
    • 21. Is it a Big Rock? • Major Concept: Umbrella • Embedded in Curriculum • Focus through out Lessons/UnitRequest PPT • Learning Targets AlignRequest Info © 2011 School Improvement Network
    • 22. Is it a Big Rock? • Short and Concise • Pattern can be Developed • Hanger for FactsRequest PPT • Provides Relevance • It is not a person, event, time period or place.Request Info © 2011 School Improvement Network
    • 23. Examples of Big Rock Concepts Conflict Matter Energy MeasurementRequest PPT Numbers/Number Sense BeliefsRequest Info Cause/Effect Writing © 2011 School Improvement Network
    • 24. Non- Examples • World War 2 • Possessive Pronouns • Drug Abuse • CharactersRequest PPT • Geological Activity • NeuronsRequest Info • Negative Numbers © 2011 School Improvement Network
    • 25. Target PosterRequest PPTRequest Info © 2011 School Improvement Network
    • 26. Counting and Cardinality K.CC 5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a numberRequest PPT from 1–20, count out that many objects.Request Info © 2011 School Improvement Network
    • 27. Big Rock Concept NumbersRequest PPTRequest Info © 2011 School Improvement Network
    • 28. Key Pattern Development Question • Whenever you have (Big Idea), what do you always have? • Whenever you have Numbers, what doRequest PPT you always have?Request Info © 2011 School Improvement Network
    • 29. Concept Pattern K NamesRequest PPT NumbersRequest Info Operations Order © 2011 School Improvement Network
    • 30. Math Grade 8 • Understand the connections between proportional relationships, lines, and linear equations. • 5. Graph proportional relationships, interpreting the unit rate as the slopeRequest PPT of the graph. Compare two different proportional relationships represented in different ways.Request Info © 2011 School Improvement Network
    • 31. Big Rock Concept AlgebraRequest PPTRequest Info © 2011 School Improvement Network
    • 32. Key Pattern Development Question • Whenever you have (Big Idea), what do you always have? • Whenever you have Algebra, what doRequest PPT you always have?Request Info © 2011 School Improvement Network
    • 33. Concept Pattern Variables Equations/Inequalities Patterns AlgebraRequest PPT Properties SymbolsRequest Info © 2011 School Improvement Network
    • 34. Big Rock Concept GeographyRequest PPTRequest Info © 2011 School Improvement Network
    • 35. Key Pattern Development Question • Whenever you have (Big Idea), what do you always have? • Whenever you have Geography, whatRequest PPT do you always have?Request Info © 2011 School Improvement Network
    • 36. Geography Example Location Human Regions InteractionRequest PPT GeoRequest Info Movement Place © 2011 School Improvement Network
    • 37. PATTERNS!!Request PPTRequest Info © 2011 School Improvement Network
    • 38. Identifying the Big RockRequest PPTRequest Info © 2011 School Improvement Network
    • 39. Key Questions What major concept will they understand in more depth and what skill be able to do better than before? What do I want students to understandRequest PPT and be able to do?Request Info © 2011 School Improvement Network
    • 40. Learning Target Components Big Rock ConceptRequest PPT UnderstandRequest Info Process Skill © 2011 School Improvement Network
    • 41. Counting and Cardinality K.CC 5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a numberRequest PPT from 1–20, count out that many objects.Request Info © 2011 School Improvement Network
    • 42. Learning Target Components NumbersRequest PPT 1-20Request Info Count/Classify © 2011 School Improvement Network
    • 43. Process SkillsRequest PPTRequest Info © 2011 School Improvement Network
    • 44. Learning Target Components Big Rock ConceptRequest PPT UnderstandRequest Info Process Skill © 2011 School Improvement Network
    • 45. Math Grade 8 • Understand the connections between proportional relationships, lines, and linear equations. • 5. Graph proportional relationships, interpreting the unit rate as the slopeRequest PPT of the graph. Compare two different proportional relationships represented in different ways.Request Info © 2011 School Improvement Network
    • 46. Learning Target Components Algebra SlopeRequest PPTRequest Info Graph © 2011 School Improvement Network
    • 47. Concept Pattern Ideas Voice Word Choice WritingRequest PPT Conventions OrganizationRequest Info Fluency © 2011 School Improvement Network
    • 48. Writing Literacy 6-12 #10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,Request PPT and audiences.Request Info © 2011 School Improvement Network
    • 49. Learning Target Components Writing Organization/IdeasRequest PPTRequest Info Draw Conclusions © 2011 School Improvement Network
    • 50. English Grade 3 • Writing: 8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence intoRequest PPT provided categoriesRequest Info © 2011 School Improvement Network
    • 51. Learning Target Components WritingRequest PPT IdeasRequest Info Gather/Classify © 2011 School Improvement Network
    • 52. Learning Target Components WritingRequest PPT Opinion PiecesRequest Info Create © 2011 School Improvement Network
    • 53. Concept Pattern Form Message Knowledge Listening sentRequest PPTRequest Info Message Received © 2011 School Improvement Network
    • 54. Learning Target Components Geometry Attributes of ShapesRequest PPTRequest Info Compare/Contrast © 2011 School Improvement Network
    • 55. Concept Pattern ShapesRequest PPT Geometry SpatialRequest Info Formulas Relationships © 2011 School Improvement Network
    • 56. Target PosterRequest PPTRequest Info © 2011 School Improvement Network
    • 57. Essential Question What is worth fighting for?Request PPTRequest Info © 2011 School Improvement Network
    • 58. Essential Questions How does understandingRequest PPT fractions help me solve everydayRequest Info problems? © 2011 School Improvement Network
    • 59. Essential Question Does literature impact society or does society impact literature?Request PPTRequest Info © 2011 School Improvement Network
    • 60. Essential Question How can graphing proportions help meRequest PPT make informed decisions?Request Info © 2011 School Improvement Network
    • 61. Essential Question What is the connection between writing and learning?Request PPT Why are we writing in History Class?Request Info © 2011 School Improvement Network
    • 62. Essential Question What role does geometry play in the design of architecture?Request PPTRequest Info © 2011 School Improvement Network
    • 63. Essential Question What are the characteristics of living things?Request PPTRequest Info © 2011 School Improvement Network
    • 64. Essential Question Is effective communication necessary? Why or why not?Request PPT Which information can best support my thoughts?Request Info © 2011 School Improvement Network
    • 65. Essential Question Can meaning get lost in translation?Request PPT Does it matter if I misunderstand your message?Request Info © 2011 School Improvement Network
    • 66. Essential Question If we have accurate information regarding health, does that make usRequest PPT healthier?Request Info © 2011 School Improvement Network
    • 67. Predict Criteria • Cannot be answered “yes” or “no” • Often start with “why” or “how” • No obvious right/wrong answer • Creates interest and wonderRequest PPT • Content becomes relevant • Guides learningRequest Info • Cross curricular © 2011 School Improvement Network
    • 68. Essential Question What does it mean to teach THROUGH the Common Core rather than teach TO the Common Core?Request PPTRequest Info © 2011 School Improvement Network
    • 69. Target PosterRequest PPTRequest Info © 2011 School Improvement Network
    • 70. Learning 360 Framework Interested in Learning 360 Framework and/or Classroom Resources? On-site training?Request PPT Call or email:Request Info • 866-556-7094 • kristen.stoddard@schoolimprovement.co m © 2011 School Improvement Network
    • 71. Visit Us Online Call us: 1-800-572-1153 Visit us on the web: www.schoolimprovement.com Visit http://www.schoolimprovement.com/pd360-free-pd/webinars/ to see past recordings and register for future webinars. YouTube: http://www.youtube.com/user/SchoolImprovementNet Blog: http://schoolimprovementnetwork.blogspot.com Facebook http://www.facebook.com/SchoolImprovementNetwork Twitter: @sinetpd360 LinkedIn: http://www.linkedin.com/company/school-improvement- network Click here to request more information about the Learning 360 Framework, or one of our other innovative products.© 2012 School Improvement Network

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