Here are the key messages I captured from our meeting: - Core instruction involves identifying essential learning outcomes, units of instruction, aligned assessments, research-based strategies, and interventions/enrichments. - District will provide curriculum development and PD on essential learning outcomes but sites need strategies for collaborative team meetings focused on PLC questions. - New MCA III test will be online, allow for growth model with up to 3 administrations, and provide immediate scores to inform instruction. - Focus on research-based strategies and PL for improving reading and math achievement of identified student groups. - Continue implementing district initiatives like PBIS, Responsive Classroom, AVID, equity audits while also focusing PLCs on

1. November 17, 2011

2. Continue
Key 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

3.  For whom have you
been thankful this year?
 Use one of the note
cards on your table to
write a quick note of
gratitude.

4.  For whom have you
been thankful this year?
 Take the completed
note with you and send
it to the person.

5.  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

6.  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

7. 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?

8.  With your collaborative  Units of Instruction
team members, share (curriculum development)
strategies related to  Essential Learning
question 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 support
strategies have been question 1
implemented.  Other meetings to
support core instruction at
sites

9. In addition to the district curriculum
development & PD sessions…
Summer
Intervention Assessment curriculum,
Cohorts Cohorts assessment
writing

10. 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 are
Sharing planning to implement at your site and what
evidence you will document.
Protocol • Record your collaborative sharing on the
template provided.

11. Be Back in 10
Minutes to
Continue Our
Sharing and
Learning!

12. November 3, 2011

13.  Web-based, live test delivery
 Growth model – up to three administrations
 Curricular support information will be available later
via “Learning Point Navigator”
 Scores will be available ‘immediately’
 Theory is get student results, staff can use data as
“formative” information for teaching

14.  Test delivered through secure browser installed on
each test machine
 Student test groups can be linked with specific staff
members to later access student scores
 Test window opens February 6 and is open through
May 18
 Online student tutorial will allow teachers a
“practice session” that can be run similar to real test
 Requires MARSS number and student name

15.  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

16.  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

17.  Identity research
based strategies
and professional
Reading
learning to address
the needs of
identified student
groups Math

18. Community Engagement
A series of focus groups to encourage parents at all
school levels to take a participatory role in supporting
their 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

19.  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

20. Review the “NEW” documents generated at the
August 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

21. 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?

22.  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 instruction
action 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 learning
NOTE: A more specific protocol will be shared—emphasis
on draft and collaborative sharing, not a presentation

23. FOCUS QUESTIONS PROCESS EXPECTATIONS
 What are the Key Messages  Use a separate post-it note
from our meeting related to for each key message that you
core instruction, other action generate.
plans, MCA III testing, district  When prompted, share at
AYP, and /or TLT? your table and generate a
 Any other key messages? common list to share with the
other collaborative teams.