Create three groups and have each group brainstorm and create a reasonable list of expectations for each of the areas. Have groups rotate twice so that each group gets to add to the list. Have a person from the group present the compiled list of expectations to the entire group.
Principal HT November 17
November 17, 2011
ContinueKey Objectives Provide feedback development of regarding the State core instruction Testing action plan Engage in Provide feedback reflection protocol about the District regarding work of AYP plan TLT Learn about district Preview Focus for support and PD December 7 DLT related to other SIP Meeting action plans
For whom have youbeen thankful this year? Use one of the notecards on your table towrite a quick note ofgratitude.
For whom have youbeen thankful this year? Take the completednote with you and sendit to the person.
The units of instruction (based on standards and essential learning outcomes) through our district curriculum meetings The essential learning outcomes (and essential knowledge, skills, and vocabulary) being articulated through our district PD days (including Jan. 23 & Feb. 20) The work of your collaborative teams dedicated to the 4 PLC questions, not building PD topics The PD being led in your building to support teachers understanding of question 1 The meetings related to reading, math, team or department meetings that support the focus of question 1
Core instruction involves The identification of essential learning outcomes for the grade level and/or course(s) taught The development of units of instruction, guided by essential learning outcomes and standards and benchmarks The development of a continuum of assessments aligned with the essential learning outcomes, skills, knowledge, and key academic vocabulary The identification of research-based instructional strategies to deliver instruction The identification and/or development of classroom-based interventions and enrichments
District Principal Teachers•What does •What do •What do the district principals teachers need to do (& need to do (& need to do (& document) to document) to document) to support the support the support the development development development of core of core of core instruction? instruction? instruction?
With your collaborative Units of Instructionteam members, share (curriculum development)strategies related to Essential Learningquestion 1 have been Outcomes (district PD)implemented at your site. Collaborative Team Document the strategies (focused on PLC questions)and the site(s) where the Site-based PD to supportstrategies have been question 1implemented. Other meetings to support core instruction at sites
In addition to the district curriculum development & PD sessions… SummerIntervention Assessment curriculum,Cohorts Cohorts assessment writing
Focus • What are you planning to do to deepen your teachers’ understanding of question 1?Question • Clarify collaborative team meetings from PD. • Take turns sharing what strategies you areSharing planning to implement at your site and what evidence you will document.Protocol • Record your collaborative sharing on the template provided.
Be Back in 10 Minutes toContinue Our Sharing and Learning!
Web-based, live test delivery Growth model – up to three administrations Curricular support information will be available latervia “Learning Point Navigator” Scores will be available ‘immediately’ Theory is get student results, staff can use data as“formative” information for teaching
Test delivered through secure browser installed oneach test machine Student test groups can be linked with specific staffmembers to later access student scores Test window opens February 6 and is open throughMay 18 Online student tutorial will allow teachers a“practice session” that can be run similar to real test Requires MARSS number and student name
Overall Implications: Late notifications from MDE Testing students before all content delivered Maximizing instructional time Students singled out when tested 2x, 3x Lab time Managing classrooms with some kids retesting, others not Parents – expecting current schedule? Parents – hearing new test information? Year to year comparisons Growth calculations currently aggregated
Guidance to forming a 191 approach to changes Looking to groups for feedback: Principals and district administrators Technology MDE Other districts Act in a role of ‘consultation’ Time is of the essence
Identity researchbased strategiesand professional Readinglearning to addressthe needs ofidentified studentgroups Math
Community EngagementA series of focus groups to encourage parents at allschool levels to take a participatory role in supportingtheir child by: Navigating the school system Creating a home learning environment Collaborating with teachers, counselors, and principals Encouraging attendance in K-12 schools Supporting emotional and social development of their child
Culture and Climate System of Interventions District PBIS Planning PLCS for Interventionists Team Elementary Reading Responsive Classroom Elementary Math Secondary Math & Reading Training Enrichment AVID Intervention (PRTI) Equity Audits Cohorts Collaboration Teachers Principal PLCs Principals DLT Interventionists BLT and Building PLCs
Review the “NEW” documents generated at theAugust 10-11 leadership meetings Use a highlighter to identify which of the items that have been addressed and/or may not be as much of a pressing issue Discuss the items that were highlighted and describe how the topics have been addressed
Give • What can you “give” to promote collaboration, learning, and results?Want • What do you “want” from the TLT to assist the implementation of collaborative teams?Expect • What do you “expect” from the TLT to support your work?Need • What do you “need” from the TLT to support your work?
Bring key data points/analysis from current reality Multiple data sources: student achievement, perception, demographic, program Bring goals related to self-assessment on learning,collaboration, and results; action plans Bring PD plan/framework related to core instructionaction plan(s) Bring evidence of implementation Focus on how collaborative teams are focused on questions 1 and 2 and how your building, collaborative teams, and teachers are documenting their learningNOTE: A more specific protocol will be shared—emphasison draft and collaborative sharing, not a presentation
FOCUS QUESTIONS PROCESS EXPECTATIONS What are the Key Messages Use a separate post-it notefrom our meeting related to for each key message that youcore instruction, other action generate.plans, MCA III testing, district When prompted, share atAYP, and /or TLT? your table and generate a Any other key messages? common list to share with the other collaborative teams.