This interactive session is
designed for those who are getting started with
the continuous improvement model or have been
implementing for years and need to refresh their
thinking. Start your NQEC experience with a
session intended to lay a solid foundation that
will allow you to progress wherever you are
in the process. Get your game on! Join us for
this collaborative, participant-driven session
designed to enhance your understanding of the
continuous improvement model and pave the
way to a dynamic NQEC experience
Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...DreamBox Learning
Successful districts are closing learning gaps by identifying and scaling personalized math intervention programs. But what are the conditions and processes that districts should put in place to effectively develop and implement personalized intervention plans?
In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step-by-step framework for designing and implementing district-wide personalized intervention programs.
The following SlideShare is an introduction to personalized learning. It helps teachers make a connection to the management techniques, as described in "The CAFE" by Boushey and Moser, for guiding students in selecting and tracking progress towards goals. Elements from "Visible Learning" by John Hattie are included.
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...DreamBox Learning
Successful districts are closing learning gaps by identifying and scaling personalized math intervention programs. But what are the conditions and processes that districts should put in place to effectively develop and implement personalized intervention plans?
In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step-by-step framework for designing and implementing district-wide personalized intervention programs.
The following SlideShare is an introduction to personalized learning. It helps teachers make a connection to the management techniques, as described in "The CAFE" by Boushey and Moser, for guiding students in selecting and tracking progress towards goals. Elements from "Visible Learning" by John Hattie are included.
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Latest Global Educational Management TrendsTimothy Wooi
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
This is one of the areas we see a lot of remarkable changes every year.
It makes serious impacts on a student’s perspective on education and the learning outcomes.
It depends on a lot of factors including available resources, what options are affordable for a larger society and the changing needs or demands of the present generation students. Education trends are dynamic in nature.
Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.
Learning in and for the 21st Century - Learning through the 4C'sMelinda Kolk
To engage our learners, we need to embrace the technology tools digital age students have come to expect. Effective integration projects engage students, fostering creativity, thinking, and communication skills. Explore project ideas, student-created samples, and classroom techniques that promote strong content understanding.
Links to videos.
Slide 11 - http://bit.ly/booktrailer-out-of-my-mind
Slide 12 - http://bit.ly/animated-bio-warhol
Slide 13 - http://bit.ly/sci-paintball
The following SlideShare is an introduction for those teachers that are interested in trying out blended learning in their classrooms. Whether you are an elementary teacher or a middle school teacher, you will find tech tools that will help you create engaging lessons for your students. Most importantly, however, you will learn how to effectively flip a lessons that will ensure that your students will engage in deep thinking and experience academic success. Be confident in knowing that you are doing is going to work! ("Visible Learning" by John Hattie is a major source for this presentation)
Langley 4 Igniting a Passion for LIteracyFaye Brownlie
Revisiting purpose and place of sharing levels of text. Two collaborative sequences: grade 2/3 writing and grade 4/5 deeper thinking, both with core competency focus included.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
CREEP India is a non profiteering organisation working for bringing excellence in education through staff development and student servives. Visit us www.creepindia.org or call 9719146010
EdTech With A Purpose: An Introductory Guide to Education Technology for NYC ...iZone
Across the New York City public school district (NYC Schools), educators are successfully using education technology (edtech) to support instructional objectives and student learning. These schools demonstrate that edtech is not a “silver bullet” or teacher replacement, but can be used enhance good teaching practice when integrated into instruction. We created this guide to support educators with small-scale implementation of instructional edtech tools by sharing insights, tips, and lessons learned from real-life cases of integrating education technology.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
Learn the 8 components of a classroom learning community to improve student ownership and accountability as you work to develop 21st century learners, critical thinkers and skilled collaborators.
Latest Global Educational Management TrendsTimothy Wooi
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
This is one of the areas we see a lot of remarkable changes every year.
It makes serious impacts on a student’s perspective on education and the learning outcomes.
It depends on a lot of factors including available resources, what options are affordable for a larger society and the changing needs or demands of the present generation students. Education trends are dynamic in nature.
Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.
Learning in and for the 21st Century - Learning through the 4C'sMelinda Kolk
To engage our learners, we need to embrace the technology tools digital age students have come to expect. Effective integration projects engage students, fostering creativity, thinking, and communication skills. Explore project ideas, student-created samples, and classroom techniques that promote strong content understanding.
Links to videos.
Slide 11 - http://bit.ly/booktrailer-out-of-my-mind
Slide 12 - http://bit.ly/animated-bio-warhol
Slide 13 - http://bit.ly/sci-paintball
The following SlideShare is an introduction for those teachers that are interested in trying out blended learning in their classrooms. Whether you are an elementary teacher or a middle school teacher, you will find tech tools that will help you create engaging lessons for your students. Most importantly, however, you will learn how to effectively flip a lessons that will ensure that your students will engage in deep thinking and experience academic success. Be confident in knowing that you are doing is going to work! ("Visible Learning" by John Hattie is a major source for this presentation)
Langley 4 Igniting a Passion for LIteracyFaye Brownlie
Revisiting purpose and place of sharing levels of text. Two collaborative sequences: grade 2/3 writing and grade 4/5 deeper thinking, both with core competency focus included.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
CREEP India is a non profiteering organisation working for bringing excellence in education through staff development and student servives. Visit us www.creepindia.org or call 9719146010
EdTech With A Purpose: An Introductory Guide to Education Technology for NYC ...iZone
Across the New York City public school district (NYC Schools), educators are successfully using education technology (edtech) to support instructional objectives and student learning. These schools demonstrate that edtech is not a “silver bullet” or teacher replacement, but can be used enhance good teaching practice when integrated into instruction. We created this guide to support educators with small-scale implementation of instructional edtech tools by sharing insights, tips, and lessons learned from real-life cases of integrating education technology.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
Learn the 8 components of a classroom learning community to improve student ownership and accountability as you work to develop 21st century learners, critical thinkers and skilled collaborators.
Understanding Today’s Youth through Effective PlanningKuder, Inc.
Learn best practice models for effective career planning that not only facilitates on-time graduation and postsecondary transitions, but motivates students to commit to their education and career aspirations. This presentation, led by Kuder, Inc., an NDPC/N recognized Model Program, will provide attendees with stimulating ideas for real-world applications.
As a parent/guardian of a student at a school receiving funds under Title I of the Elementary and Secondary Education Act, you have the right to request the professional qualifications of the teachers who instruct your child and the paraprofessionals, if any, who assist them. You may request the following information about each of your child's classroom teachers and/or their paraprofessional assistants:
1. Whether the teacher has met State certification requirements;
2. Whether the teacher is teaching under an emergency permit or other provisional status by which State licensing criteria have been waived;
3. The teacher's college major;
4. Whether the teacher has any advanced degrees and, if so, the subject of the degrees; and
5. Whether any instructional aides or paraprofessionals provide services to child and, if so, their qualifications.
If you would like to receive any of this information, please contact Charlotte Ferris (cferris@dunlapcusd.net) at the District Office
I was asked to present to a group of Kindergarten students about what my job entailed during a "Community Helpers" unit. This picture powerpoint is what I shared.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Quality 101: Introduction to Continuous Improvement
1. Get in the Game!: A Comprehensive Overview
of Continuous Improvement in Education
Dr. Jay Marino & Mrs. Mandy Ellis
2.
3. Find another person with the
same number on their card.
Answer the following questions.
• Why did you attend this session?
• What do you hope to get out of the
session?
4. Presentation Objectives
•Provide an overview of systemic continuous
improvement and its processes and tools
•Provide a foundation and examples to instill a
positive and collaborative educational
environment in your system
•Learn how teamwork, collaboration and shared
leadership serve as the pillars of successful
continuous improvement systems
4
6. Dunlap District 323
• K-12 Large Unit District
• Total Enrollment: 4,080
•527 Employees
•18 Administrators
• Serving an estimated 12,500 residents
• 62 Square Miles
• 8 Schools
7. Teamwork, Collaboration &
Shared Leadership; the pillars of
successful organizations
Point B- “The
Desired State”
Point A- “The
Current State”
„Plan on a
Page!
The Road- A Continuous
Improvement Journey
10. Banner’s Pledge for Excellence
M ISSION
DUNLAP GRADE SCHOOL ELEMENTARY SCHOOL STRATEGIC PLAN
RIDGEVIEW
DUNLAP VALLEY MIDDLE SCHOOL STRATEGIC PLAN
MISSION
The D.M.S. community will create an atmosphere of academic and social growth through
2010-2015
2011-2012
2010-2015
DUNLAP HIGH SCHOOL STRATEGIC PLAN
Mission
collaboration, support and communication while promoting responsible citizenship, intellectual
“Excellence for All”
BuildMISSION
a foundation that empowers diverse learners in their journey to
2010-2015
development and individual success.
st
MISSION
become successful 21 Century citizens.
Engaging all learners to prepare them for the 21st Century.
MISSION
The Dunlap Valley Middle School community will continue the process of educating and
MISSION
developing diverse 21st century learners.
The Ridgeview community develops lifelong learners through dedication, hard work and
Vision
The Dunlap High School Community will VISION the progress of all learners to meet the
enrich
perseverance.
Dunlap students will continuously excel
The of the Grade School communityin a global society by being:
challengesDunlap21st Century. V ISIONwill promote active engagement of all
VISION
Self-motivated
members to ensureDunlap learners will continuously excel in a global the 21st century.
that students have the
students
VISIONa global societyglobal society by skills to succeed in society by being:
VISION
Dunlap students will continuously excel in a by being:
being:
Dunlap students will continuously excel in Critical thinkersSelf-motivated learners
Effective communicators
Self-motivated
Dunlap students Self-motivated learners in learners society by being: thinkers students will continuously excel in a global society by being:
will continuously excel a global
Critical Dunlap
VISION
Skilled collaborators
Critical thinkers thinkers
Critical
Self-motivated learners
Self-motivated learners
Effective aware citizens
Responsible and culturallycommunicators
Dunlap students will continuously excel in a global society by being:
Effective Effective communicators
Critical thinkers communicators
Technologically Skilled collaborators
capable creators Critical thinkers
Skilled collaborators Self-motivated learners
Skilled
Effective communicators collaborators
Responsible and Effective communicators
culturally aware citizens
Critical thinkers
Skilled collaborators
Responsible and culturally aware citizens
and culturally BELIEFS Technologically capable creators
VALUES & aware
Skilled collaboratorsResponsibleEffective communicatorscitizens
Responsible and culturally aware citizens
Technologically capable citizens
We
Technologically capable creators
Responsible and culturally aware creatorsbelieve that:
Skilled collaborators
While all children can learn, they Technologically capable creators
Technologically capable creatorsResponsible and culturally aware citizens learn at different rates and in different ways.
High expectations
VALUES & BELIEFS and an engaging, innovative, technological learning environment are critical to the
Technologically capable creators students.
learning success of all
VALUES & BELIEFS
We believe that:
Students
VALUES & BELIEFS must take responsibility for their own learning and achievement.
We believe that:
V ALUES VALUES & BELIEFS respect, open, and honestrates and in different ways.
& children can learn,S learn at different communication.
BELIEF they
While
Effective collaborationall We different ways.
While all children can learn, they learn at different ratesrequires believe that:
and in trust, mutual
District policies High expectations andequitable and consistent implementation oflearning environment are
are necessary to ensure an engaging, innovative, technological expectations.
We believe that: High expectations and an engaging, innovative, technological learning environment can learn, they learn at different rates and in different ways.
While all children are
We believe that:
We believe that:
attainable,
While all childrento the learning successcanall Goals they be specific, to the learning success different ways. time-bound.
can learn, they learn of different rates criticaldifferent rates expectationsstudents.engaging, innovative, technological learning environment
at learn, must learn at measurable,ways. in of all and an and
and in differentHigh and results-oriented,
critical
students.
While all childrenall children can learn,Students must take responsibilityin different ways.
While
they feedback guides improvement.
Continual stakeholderlearn at different rates and for their own learning and achievement.
are critical the
of
students.
High expectations and an expectations and antheir own engaging,and achievement. learning in a safe and positiveallcriticalenvironment.
Students must take responsibility for engaging, innovative, technological toare learning successare learning
High expectationstechnological learning environment trust, environment open, and honest communication.
High engaging, innovative,believe thatEffectiveinnovative,taught self-disciplinemutual respect, for their own learning and achievement.
We and an learning should be technological learning environment are
students collaboration requires
Students must take responsibility
critical to the learning success theall students. success of all students. and honest
the learning
Effective collaboration requires trust, mutual respect, open,
critical to ofto learning success of all students.
Effective collaboration requires trust, mutual implementation of
District policies are necessary to ensure equitable and consistentrespect, open, and honest
Students must take responsibility for their own learning and achievement.learningachievement.
Students responsibility for their own learning and and achievement.
communication.
GOALS AND INDICATORS
Students must take must take responsibility for their own
expectations. communication.
Effective ensure equitable
requires and mutual respect, open, and
Effective collaboration requires trust, mutual respect, open, trust,honestDistrict policies are necessary to ensure equitable and consistent implementation of
District policies are necessary tocollaboration trust,and consistent implementation ofhonest communication.
Goals
Effective collaboration requires
mutual respect, open, and honest communication.
Goals must be specific, measurable, attainable, results-oriented, and time-bound.
District policies are necessary to ensure equitable and consistent implementation of
expectations.
communication.
expectations. implementation of
District policies are necessary to ensure equitable and consistent guides improvement.
Continual stakeholder feedback
Goals must be
Goals must be specific, measurable, attainable,consistent Wilder-Waite students will achieve an 80% or higher on the
District policies are necessary toexpectations. By May 2012, 100% ofimplementation of specific, measurable, attainable, results-oriented, and time-bound.
ensure equitable and results-oriented, and time-bound.
Math:
expectations.
Goals must be specific, measurable,
Continual stakeholder feedback guides improvement. attainable, results-oriented, and time-bound.
expectations.
end-of-the-year math assessment. Continual stakeholder feedback guides improvement.
Goals must be specific, measurable, attainable, results-oriented, and time-bound.
Continual stakeholder feedback guides improvement.
Goals must be specific, measurable, attainable, results-oriented, and time-bound.
Continual stakeholder feedback guides improvement. the 2011-2012 school year, 90% of Banner students will
GOAL 1: By the end of
GOALS
GOALS
Continual stakeholder feedback guides improvement.
meet/exceed targets on the grade level reading comprehension assessments as
GOALS
Values and Beliefs
School Goals
Goal 1: Students at Dunlap Valley Middle School will compile a writing portfolio
Reading: 100% of Wilder-Waite students will achieve grade level target scores on each
measured by CARS.
will improve written
exhibiting improvement DGS GOALS theme test. sample from skillsclass by Maystudents meetingschool year, the number of students performing
toward a proficient writing language each to 1:
1 .
Goal 80% of Bystthe end of each or
reading
Proficiency will be determined by a content appropriate rubric.end of the 2011-2012measured by the AIMS
exceeding the national benchmark by spring 2012, average or above on AIMSweb fluency with increase.
as school year, 100% of Banner students will
GOAL 2: By the
GOALS
Goal 1:
Goal 2:
Goal 3:
Web Correct Writing Sequence will participate in a service end of each school
Goal 2:
By the learning assessment.
achieve DMS assessment.
100% of the middle school students atat least 85% on the end-of-the-year math activity byyear, all students will improve writing skills as
the conclusion of the 2010-2011 school year.
goal-directed reading/math interventions during 2012, 100%Dunlap High School year. will implement the district writing
Writing: By May SLC By the of Wilder-Waite teachers end year, 95% of year,
To maintain a professional,will develop GOAL 3:within the 2010-2011 environment byof each school our students will of students who have
Goal 3: schoolBy the
DGS productive environment for end of the 2011-2012 school implementing a the number remain on
a satisfying school learning
curriculum as measured by classroom walkthroughs and self-assessment.
maintained all building/classroom expectations as measured by the
To ensure 100% of the ISAT assessed students in theirthe communityone formal written assessmentas
a productive partnershipbehavior managementcompletedecrease disruptive behavior,
families DMS will plan classrooms.
school-wide withgreen at and respectiveto
classroom behavior system will increase.
measured by a reduced number of reported incidences.
with a success rate of 85% by the conclusion of the third term of the 2010-2011 school year.
Goal 2: Using benchmark data, all Dunlap Valley Middle School students will receive
To continuously improve student growth and achievement
measured by our school wide writing rubric.
13. Topics for Discussion
• In your system, how do you set
and communicate direction?
• Do you have a clear mission and
vision?
• Can you recite your mission?
• What does it look like?
18. District Leadership Team
The purpose of the District
Leadership Team is to provide
oversight and the “voice of
the customer” during the
implementation of the 3-5 year
District Strategic Plan.
18
19. Key Tasks
• Monitor the District Strategic Plan
– SMART goals & Action Plans
– Balanced Score Card
• Provide Input on District Initiatives
– Serve as the “Voice of the Customer”
– Provide insight/perspective into:
• Stakeholder Satisfaction Surveys
• Other key decisions and initiatives
• Participate as a “Key Communicator”
20.
21. Random Acts of Improvement
Aim of the
Organization
Aim of the
Organization
Goals & Measures
Goals & Measures
Aligned Acts of Improvement
22. Building Leadership Team
Representative
s from each
Representatives
BLT
Grade
Level
Teams
PLC Content
Area
Specialists
Determines
communicates, and
monitors Classroom or
Grade Level goals and
Plan on a Page
from each
PLC
including
grade level
and
specialized
teachers
Determines
communicates, and
monitors Building
goals and Plan on a
Page
DLT
building BLT,
administration
, and parent
/teacher
organizations
Determines,
communicates, and
monitors district
goals and Plan on a
Page
23. What is a Professional Learning Community?
A team with an
intentional focus on
learning which results in
continuous school
improvement
24. The 4 Key PLC Questions
1. What do we want each students to
or be able to do?
know
learned?
How do we respond when students don’t
learn or struggle?
2. How will we know they have
3.
4. How do we respond to those who have
already learned?
25. Professional Learning Communities
• Shared values
and vision
• Collaborative
Culture
• Focus on
outcomes
• Supportive
and Shared
Leadership
• Professional
Practice
26. What do we want students to know?
Plan
Continuous
Improvement
Standardize
Improvement
Define the
System
HOW do we know
if they have learned it?
ACT
PLAN
STUDY
Study the
Results
What evidence do we have
of the learning?
DO
Try Out
Improvement
Theory
Assess
Current
Situation
Analyze
Causes
How do we respond if they don’t?
29. Topics for Discussion
• How is shared leadership fostered
in your system?
• What organizational leadership structures
exist in your system?
• How is the work of your mission/plan
driven?
40. Ground Rules
created by
Students
Classroom
Mission
Statement
Classroom &
Student SMART
Goals
Dunlap Grade School
Quality Tools &
PDSA used
regularly
Classroom
Meetings
Facilitated by
Students
Classroom
Learning
Communities
Classroom Data
Center
Student-led
Conferences
Student Data
Folders
43. Ground Rules
created by
Students
Classroom
Mission
Statement
Classroom &
Student SMART
Goals
Dunlap Grade School
Quality Tools &
PDSA used
regularly
Classroom
Meetings
Facilitated by
Students
Classroom
Learning
Communities
Classroom Data
Center
Student-led
Conferences
Student Data
Folders
44.
45.
46.
47. Ground Rules
created by
Students
Classroom
Mission
Statement
Classroom &
Student SMART
Goals
Dunlap Grade School
Quality Tools &
PDSA used
regularly
Classroom
Meetings
Facilitated by
Students
Classroom
Learning
Communities
Classroom Data
Center
Student-led
Conferences
Student Data
Folders
48. SMART Goals
• SMART is an acronym for:
Specific
Measurable
Attainable
Realistic
Time-Bound
• SMART goals define the „desired‟ state
and a provide basis for how the
measurement of success will occur.
48
49.
50. Ground Rules
created by
Students
Classroom
Mission
Statement
Classroom &
Student SMART
Goals
Dunlap Grade School
Quality Tools &
PDSA used
regularly
Classroom
Meetings
Facilitated by
Students
Classroom
Learning
Communities
Classroom Data
Center
Student-led
Conferences
Student Data
Folders
53. Ground Rules
created by
Students
Classroom
Mission
Statement
Classroom &
Student SMART
Goals
Dunlap Grade School
Quality Tools &
PDSA used
regularly
Classroom
Meetings
Facilitated by
Students
Classroom
Learning
Communities
Classroom Data
Center
Student-led
Conferences
Student Data
Folders
54. Student Data Folders
• Utilized by students to organize their
continuous improvement tools
• Allows students and teachers an avenue to
track student progress.
• Students set individual goals that often
correspond to the classroom SMART goal.
• Data Folders will also include „I Can‟
Statements for Standards Based Report
Cards
54
55.
56. Ground Rules
created by
Students
Classroom
Mission
Statement
Classroom &
Student SMART
Goals
Dunlap Grade School
Quality Tools &
PDSA used
regularly
Classroom
Meetings
Facilitated by
Students
Classroom
Learning
Communities
Classroom Data
Center
Student-led
Conferences
Student Data
Folders
59. Ground Rules
created by
Students
Classroom
Mission
Statement
Classroom &
Student SMART
Goals
Dunlap Grade School
Quality Tools &
PDSA used
regularly
Classroom
Meetings
Facilitated by
Students
Classroom
Learning
Communities
Classroom Data
Center
Student-led
Conferences
Student Data
Folders
60. Class Meetings
• Students realize the
classroom is as much
theirs as it is the
teachers
• Empowers students to
become collaborative
and problem solvers
• Promote personal
growth and leadership
skills
61. Class Meeting Agenda Flow Chart
Meeting Leader: ___________________ Date: ____________
Destination (Mission Statement)
“I am going to review our mission statement.”
Rules of the Road (Ground Rules)
“I am going to review our classroom ground rules.”
Are We There Yet? (Data Board)
“Let‟s visit the progress we have made on our journey
to continuous improvement.”
Pit Stop (Plus/Delta Chart)
“It is time to check in and see what systems are working well
and where we might need a tune up.”
On the Road Again (Close Meeting)
“Travelers, it‟s time to get back on the road again!”
62. Ground Rules
created by
Students
Classroom
Mission
Statement
Classroom &
Student SMART
Goals
Dunlap Grade School
Quality Tools &
PDSA used
regularly
Classroom
Meetings
Facilitated by
Students
Classroom
Learning
Communities
Classroom Data
Center
Student-led
Conferences
Student Data
Folders
66. Force Field Analysis
Goal: To implement a continuous improvement approach in my
system (classroom, school, district,)
Driving Forces
Restraining Forces
(What will help drive this change)
(What will hinder or obstruct progress?)
67. Systems Alignment
District Plan on Page Goals
School Improvement Plan
Goals
PLC SMART Goal
(aligned to SIP goals)
PDSA to Drive
Improvements
Classroom Data Center SMART
Goals and Student SMART goals
in data folders
69. Contact Us:
• Jay Marino
– jmarino@dunlapcusd.net
– http://www.jaymarino.me
• Mandy Ellis
– mellis@dunlapcusd.net
– On twitter @mandyeellis
• District Web Site:
http://www.dunalpcusd.net
Editor's Notes
In your system, how do you set and communicate direction? Do you have a clear mission and vision? What does it look like? What’s the true north?
Mandy
Todd – talk about our schools briefly
Todd
Mandy
Mandy
In your system, how do you set and communicate direction? Do you have a clear mission and vision? What does it look like? What’s the true north? Include a consegram
Todd – does not happen overnight and where are we now?
Mandy
Mandy
Todd
Mandy
Mandy/Todd – How do you set and communicate direction in your school? What is the leadership structure? Turn and Talk then share out (Todd)
Todd – The engine that drives…
Todd
Mandy - Turn and talk – how do you provide opportunities for teachers to collaborate
Todd
How do you drive the work of the plan on the page? Does your organization have current leadership structures?
Mandy
Mandy
Todd – we will spend most of our time here
Todd
Todd
Mandy
Mandy
Todd – ground rules
Mandy - mission
This is photo of a mural that was recently created at Wilder Waite. It communicates their school’s mission to focus on 21st century skills.Over time, all schools will participate in forming a mission statement for the school that provides clear direction and guidance to our work ahead.
Todd
Mandy
Todd
Mandy
Todd
Mandy
In your system, how do you set and communicate direction? Do you have a clear mission and vision? What does it look like? What’s the true north?