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The bold, italicized serve as the focus for your core instruction action plan this year.
Principal VT December 15
Vertical Collaborative Teams December 15, 2011
Key Learning Objectives Determine Continue ReviewParticipate in “non- development expectationscollaborative negotiables” of core and providesharing with for how instruction feedback forvertical collaborative action plan January 23collaborative teams use using learning and Februaryteams 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
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
Grounding: Celebration of StaffHow are you planningto celebrate thework of your staffbefore the holidaybreak?
Team SharingCluster TeamEast BAHSCentral NicolletWest Eagle Ridge
Feedback During Sharing• Use the TodaysMeet link set up for your vertical team to provide feedback to the teams from BAHS, Eagle Ridge, or NicolletSite URLBAHS http://todaysmeet.com/BAHSFeedbackERJ http://todaysmeet.com/ERJFeedbackNJH http://todaysmeet.com/NJHFeedback
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)?
Break: Think LunchAs we transitionto the rest of ourmeeting, enjoy a10 minute break.
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!
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
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
Developing Formative AssessmentsEssential Assessment Assessment Assessment AssessmentOutcome 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
Developing Formative AssessmentsEssential Assessment Assessment Assessment AssessmentOutcome Option 1 Option 2 Option 3 Option 4Communicate Record what In small groups, Talk with Write aunderstanding you learned discuss the another class paragraphof character about each of character traits member about about the mostdevelopment 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.
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
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
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
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)
Curriculum Writing Prior to January 23Grade Meeting FYI…Level Date • You are more than welcome to attend any of the curriculumK January 19 writing sessions so that you develop a better1st January 18 understanding of the work in which your teachers are and will continue to be engaged2nd January 12 • You can also access PPTs and meeting notes from all3rd January 11 curriculum meetings on the TLT dashboard and access4th January 10 emerging units of instruction on the curriculum library (Drupal Gardens)
District PD: InterventionsWhen? For Whom? Who Should Attend?February 3 and 10 District All district interventionists InterventionistsFebruary 13-14 Elementary Teachers Up to 7 teachers from each elementary building— ideally one from each grade levelFebruary 27-28 Secondary Teachers Up to 15 teachers from each secondary site. Up to 5 from BAHSNote: Confirm participants no later than January 3. Staff from otherdistricts will be invited to attend, so a confirmation would be mostappreciated. Budget codes will be sent following our meeting. Informationregarding summer resource development will be sent following the start ofthe new year.
April dates arebeing 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.
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
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
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
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
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?
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
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
The Way to a Happy SchoolYear 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