The document outlines plans for vertical collaborative teams. The key objectives are to determine guidelines for how collaborative time is used, continue developing instruction plans using learning from previous meetings, and review expectations and provide feedback. Teams will participate in sharing, develop core plans, and review feedback. Future meetings will focus on developing instruction units and formative assessments aligned with learning outcomes. District PD in January and February will support these goals for different subject areas.

1. Vertical Collaborative Teams
December 15, 2011

2. Key Learning Objectives
Determine Continue Review
Participate in
“non- development expectations
collaborative
negotiables” of core and provide
sharing with
for how instruction feedback for
vertical
collaborative action plan January 23
collaborative
teams use using learning and February
teams
their time from DLT 20 district PD
“The most significant tight policies should be
the ones most directly associated with the
learning mission.”
-Eaker and Keating

3. Virtual Parking Lot: TodaysMeet
• Use the following link on TodaysMeet to share any questions
and/or comments about the concepts that frame our agenda
as part of a backchannel and/or formative assessment.
• http://todaysmeet.com/ISD191VerticalTeams
1. Go to todaysmeet.com
2. Name your room (i.e.,
ISD191VerticalTeams)
3. Determine when room
will be deleted
4. Select create room
5. Select “transcript” to
capture questions and
comments

5. Grounding: Celebration of Staff
How are you planning
to celebrate the
work of your staff
before the holiday
break?

6. Team Sharing
Cluster Team
East BAHS
Central Nicollet
West Eagle Ridge

7. Feedback During Sharing
• Use the TodaysMeet link set up for your
vertical team to provide feedback to the
teams from BAHS, Eagle Ridge, or Nicollet
Site URL
BAHS http://todaysmeet.com/BAHSFeedback
ERJ http://todaysmeet.com/ERJFeedback
NJH http://todaysmeet.com/NJHFeedback

8. Feedback: What Did You Hear…?
• …that speaks to the
good work that the
team/building is
doing?
• …that you want to
learn more about from
the site?
• …that may guide your
work (learning at your
building)?

9. Break: Think Lunch
As we transition
to the rest of our
meeting, enjoy a
10 minute break.

10. Collaborative Team Work & Time
As you review the processing about the leading and doing of collaborative teams
that we discussed last Wednesday and other resources, identify the “non-
negotiables” for how our collaborative teams need to function?
List Share
• Individually review • Create a list of
the excerpts on the non-negotiables to
handout and • Create a list what guide collaborative • Be prepared to
identify non- needs/has to be teams with your share your list with
negotiables for CTs part of how vertical team the other cohorts
collaborative
teams work
Review Collaborate
Think Descriptive Checklist!

11. Trio Talk
• During your lunch, discuss
the following questions: Trios
• What did you learn
about how collaborative BAHS, EN, WB
teams need to use their
time?
• How does that
BHS, RN, ST
understanding inform
how collaborative team ERJH, GP, MWS
time is structured and/or
needs to be monitored? HB, NJHS, SO
• Be prepared to share with
the other trios. HV, MJHS, VV

12. By the End of the Year…
For those writing curriculum For those engaged in district PD
• Develop units of instruction • Document essential learning
for their grade level based outcomes, essential
on standards and guided by knowledge, essential skills,
essential learning outcomes and key vocabulary for
(ELOs) course(s) taught—aligned with
standards
• Begin developing formative • Begin developing formative
assessments aligned with assessments aligned with
ELOs, essential knowledge, ELOs, essential knowledge,
skills, and key vocabulary skills, and key vocabulary
• Share units of instruction • Share work across content
across grade level area

13. Developing Formative Assessments
Essential Assessment Assessment Assessment Assessment
Outcome Option 1 Option 2 Option 3 Option 4
Create, document a variety of
Document essential assessment options to check for and
learning outcomes, demonstrate student understanding
essential knowledge,
essential skills that students
need to learn

14. Developing Formative Assessments
Essential Assessment Assessment Assessment Assessment
Outcome Option 1 Option 2 Option 3 Option 4
Communicate Record what In small groups, Talk with Write a
understanding you learned discuss the another class paragraph
of character about each of character traits member about about the most
development the main that are the what you think essential
characters most important the character character traits
using a for helping us will do— that have been
fishbone understand the predict his demonstrated
diagram. story; create a actions, and and what they
list to share then briefly reveal about
with the rest of write why you the meaning of
the class. made the the story.
predictions you
did.

15. Focus of District PD—January 23
8:30 a.m. to 11:30 a.m.
K-6—Math K-12 Specialists
• Continue to develop units of • Continue to review standards
instruction (that are based on and benchmarks for the
standards and benchmarks course(s) or grade level taught
and that are guided by
essential learning outcomes) • Identify the essential learning
• Deepen understanding of outcomes by unpacking the
assessment literacy standards (get at the what—
• Develop formative knowledge and how—skills)
assessments aligned with • Document the essential
essential learning outcomes, learning outcomes,
knowledge, skills, and key knowledge, skills, and key
vocabulary vocabulary

16. Focus of District PD—February 20
8:30 a.m. to 11:30 a.m.
K-6—Math K-12 Specialists
• Continue to develop units of • Share essential learning
instruction (that are based on outcomes to identify when,
standards and benchmarks where, and to what extent the
and that are guided by essential learning outcome is
essential learning outcomes) being addressed
• Deepen understanding of • Deepen understanding of
assessment literacy assessment literacy
• Develop formative • Develop formative
assessments aligned with assessments aligned with
essential learning outcomes, essential learning outcomes,
knowledge, skills, and key knowledge, skills, and key
vocabulary vocabulary

17. Focus of District PD—February 20
8:00 a.m. to 3:30 p.m. for Secondary
7-12 (not ELA, Science, and Math)
7-12 ELA, Science, and Math
• Continue to review standards and
• Share essential learning benchmarks for the course(s) taught
outcomes to identify when, • Identify the essential learning outcomes by
where, and to what extent the unpacking the standards (get at the what—
essential learning outcome is knowledge and how—skills)
being addressed • Document the essential learning outcomes,
knowledge, skills, and key vocabulary
• Deepen understanding of
• Vertically share essential learning outcomes
assessment literacy to identify when, where, and to what extent
• Develop formative the essential learning outcome is being
assessments aligned with addressed
essential learning outcomes, • Deepen understanding of assessment literacy
knowledge, skills, and key • Develop formative assessments aligned with
essential learning outcomes, knowledge,
vocabulary skills, and key vocabulary

18. Prepping for January 23, February 20
• January 5 training and • February 2 training and
planning session for planning session for
elementary principals elementary and
• January 12 and 19 secondary principals
(additional time added (separate sessions)
to principals’ meetings • February 9 and 16
to review processes and (additional time added
expectations) to principals’ meetings
to review processes and
expectations)

19. Curriculum Writing Prior to January 23
Grade Meeting FYI…
Level Date • You are more than welcome to
attend any of the curriculum
K January 19 writing sessions so that you
develop a better
1st January 18 understanding of the work in
which your teachers are and
will continue to be engaged
2nd January 12 • You can also access PPTs and
meeting notes from all
3rd January 11 curriculum meetings on the
TLT dashboard and access
4th January 10 emerging units of instruction
on the curriculum library
(Drupal Gardens)

20. District PD: Interventions
When? For Whom? Who Should Attend?
February 3 and 10 District All district interventionists
Interventionists
February 13-14 Elementary Teachers Up to 7 teachers from each
elementary building—
ideally one from each
grade level
February 27-28 Secondary Teachers Up to 15 teachers from
each secondary site.
Up to 5 from BAHS
Note: Confirm participants no later than January 3. Staff from other
districts will be invited to attend, so a confirmation would be most
appreciated. Budget codes will be sent following our meeting. Information
regarding summer resource development will be sent following the start of
the new year.

21. April dates are
being rescheduled!
District PD: Assessment
When? For Whom? Who Should Attend?
April 16-17 Secondary Teachers Up to 12 teachers from each
May 24-25 secondary site and 4 from BAHS
can attend each session for a total
of 24 teachers per secondary site
and 8 from BAHS
May 1-2 Elementary Teachers Up to 10 teachers from each
May 21-22 elementary can attend; five sites
can attend May 1-2, and the other
sites can attend May 21-22
Note: Confirm participants no later than February 1. Staff from other
districts will be invited to attend, so a confirmation would be most
appreciated. Budget codes will be sent following our meeting. Summer
assessment writing information will be confirmed after the start of the new
year.

22. District Curriculum, PD & Other Dates
• Look for a draft calendar
for meeting dates for the
following:
– District Curriculum Writing
– District PD
• Intervention Cohorts
• Assessment Cohorts
• Elementary Reading
Interventionists
• Elementary Math
Interventionists
• Secondary Interventionists
– District PBIS Planning Team
– District Equity Planning Team

23. Starting January…
• Vertical collaborative team meetings will focus more on
sharing results
– Expect to bring evidence of your work related to core
instruction and 3 big ideas
– Look for specifics—in advance of the meetings—about the
focus of our sharing (i.e., January—core instruction)
• Horizontal collaborative team meetings
– Elementary and secondary will now meet from 9:30-12:30
– Meeting locations will be confirmed soon
– Similar, yet more flexible groupings
• APs should attend collaborative team meetings

24. Core Instruction:
What’s Happened or Happening?
(Initially Shared: 11/13/2011)
• 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

25. Core Instruction: Defined
(Initially Shared with Principals: 11/13/2011)
• 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

26. Core Instruction Action Plan
• As we deepen our understanding • Individually reflect on the
of core instruction, review the questions to the left.
descriptors for how we plan to • Review the notes from last
operationalize the definition of Wednesday.
core instruction and the first 3 • Review the work that has
components of our definition. occurred through our district’s
• Respond to the questions that curriculum development and our
follow regarding the core district’s PD plan.
instruction action plan: • When prompted, join your
– What needs to be part of your collaborative team members and
core instruction action plan? generate a list of the “expected
– In what ways do the non- work” at sites and across the
negotiables for collaborative district on core instruction.
team guide inform your core
instruction action plan? • Be prepared to share when
– Where do you want your staff prompted.
members to be by the end of the
year?

27. Action Plan: Essential Questions
(Initially Shared: 8/18/2011)
• What actions or strategies
are needed? Current Reality
• What will you document as (Needs Assessment)
evidence of impact? Of
implementation?
• What resources will you Student
use? Achievement Goals
• Who will be responsible?
• What are your timelines Core
and processes for Instruction System of
Interventions
Culture and
Climate
Community
Engagement
Action
monitoring? Plan
Action Plan Action Plan Action Plan

28. PD Action Plans
(Initially Shared: 8/18/2011)
• Create an action plan that details how the learning
for adults will be implemented and monitored.
– The specific learning that your site will engage in (think
KUDOs—what teachers will “know, understand, and do”)
– The timeline for when the learning will occur
– The timeline for monitoring the learning (getting at impact
and results)
– The processes you will use for monitoring learning (i.e.,
reflections on learning, reflections for action, student
learning, etc.)
– The resources required to support your PD
– The person(s) responsible

29. The Way to a Happy School
Year
To leave the old with a burst of song;
To recall the right and forgive the wrong;
To forget the things that bind you fast
To the vain regrets of the year that’s past;
To have the strength to let go your hold
Of the not worthwhile of the days grown old;
To dare go forth with a purpose true,
To the unknown task of the year that’s new;
To help your brother along the road,
To do his work and lift his load;
To add your gift to the world’s good cheer,
Is to have and to give a Happy School Year.
~ Author Unknown