dlt planning retreat 6-18-12

District Leadership Team Planning Retreat

June 18-19, 2012

Our Schools will…Empower Learning, Energize Achievement, Embrace Community—

Each Student Real-World-Ready

Each Student Real-World-Ready

Welcome to DLT Summer 2012!“It ain’t no picnic—just lots of great learning and collaboration”

• Instructional Coaches• New DLT Members• ECFE/ABE• Cluster Staff

Each Student Real-World-Ready

Procedural Norms

•If you need to check messages, breaks will be provided

•If you need to document our learning, then laptops and iPads can be used

Technology•When you

see a hand raised, wrap up your conversation and ready for further direction, clarification

Hand Up

•While breaks will be provided, feel free to use the facilities when needed

•Respect the time allotted for breaks so that we can keep our agenda moving forward

Breaks

Each Student Real-World-Ready

Procedural & Performance-Based Norms:What’s the Difference?

Procedural norms refer to the general expectations and behaviors of a team.Performance-based norms refer to the focus of the team work—focus on learning, collaboration, and results—i.e., core instruction and data.

Each Student Real-World-Ready

The Last Day

• At your table, discuss the following questions:– How does the poem

reflect the feelings and experiences that your students had this past year?

– What vision or hopes do you have for how and what your students feel and experience next year?

Each Student Real-World-Ready

The Last Day

• Join a colleague from a different site and introduce and/or greet one another…and then…– Share one of the great things that happened last

year at your site or in your program.– When prompted, join a colleague from a different

site and share a hope that you have for your students next year (don’t forget to introduce and/or greet one another).

Each Student Real-World-Ready

Essential Learning Outcomes for DLT

1. Deepen understanding of expectations for core instruction and system of interventions

2. Align expectations for core instruction and system of interventions to action plans for SIP

3. Clarify expectations for developing, implementing, and monitoring SIP

4. Examine data options for updating/creating your current reality

5. Determine how PD and CT time are used to support our district’s focus on core instruction and system of interventions

6. Develop protocols for documenting and reporting work from SIP and CTs

Each Student Real-World-Ready

What’s Your Goal?

• At your table, briefly discuss your goals as you reflect on the focus of our learning for the next two days.

Each Student Real-World-Ready

The Continuous Improvement Cycle…

…is the heart of being a results oriented learning organization. The cycle is an ongoing process focused on determining specific measurable outcomes aligned to the District Strategic Goals. On an established cycle (usually an annual cycle), outcomes are established based upon a needs assessment, evaluation procedures and action plans are determined, plans are implemented, and the work is assessed/measured. The cycle is continuous and revolutions around the cycle often overlap.

M. Schmoker

Current Reality (Needs Assessment)

Core Instruction Action Plan

Student Achievement Goals

System of Interventions Action Plan

Culture and Climate Action Plan

Community Engagement Action Plan

Core Instruction PD Plan

Systems of Interventions

PD Plan

Culture and Climate

PD Plan

Community Engagement

PD Plan

The School Improvement Plan Framework

Four Focus Questions for Work of Collaborative Teams

Q 1

•What do we want our students to know, understand, and be able to do?

Q 2

•How will we know they have learned it?

Q 3

•How will we respond when they don’t learn it?

Q 4

•How will we respond when they already know it?

Each Student Real-World-Ready

Work of TLT

Where We Have Been• Developing curriculum for K-

12 math, 7-12 science, 7-12 ELA, and 7-12 social studies

• Defining expectations for K-6 reading and math interventionists (system of interventions)

• Focusing district PD on ELO development/identification

• Exploring common assessment development

Where We Are Going• Continue K-12 math, 7-12

science, 7-12 ELA, and 7-12 social studies

• Refocus Pre-K-12 literacy• Structure district collaborative

teams to focus on core instruction

• Continue developing system of interventions and enrichments (K-12, Tiers 1, 2, and 3, G/T, TAT)

Each Student Real-World-Ready

Alignment of Effort

District Mission and Vision

District and Building Leadership

Collaborative Teams

Classroom

District Mission

and Vision

District and Building

Leadership

Collaborative Teams

Classroom

Each Student Real-World-Ready

Core Instruction Defined…

• 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 and/or development of classroom-based interventions and enrichments

– The identification of research-based instructional strategies to deliver instruction

Each Student Real-World-Ready

Core Instruction ConnectedELOs and Learning Targets

Units of Instruction

Continuum of Assessments

Instructional Interventions

Instructional Strategies

ENGAGE IN CONTINUAL

REFINEMENT

START HERE!

Each Student Real-World-Ready

Core Instruction: Essential Questions

• How can the expectations for core instruction clarify our understanding and guide our work in relation to…– District curriculum development?– District professional development? – District collaborative teams?– Building PD? – Collaborative teams?

Each Student Real-World-Ready

From Standards to Learning Targets

Standard

s

•Use state or national standards to identify essential learning outcomes that have been prioritized and grouped into units of instruction

ELOs

•Identify what the most essential learning outcomes are that students must learn—at that grade level or in that course

Learning Targets

•Name what you want students to learn—what they need to KNOW, UNDERSTAND, and DO (KUDOs) for each of the ELOs

Each Student Real-World-Ready

Essential Learning Outcomes Are…

• The indicators, by grade level, course, or content area, that all students will have access to regardless of their building or classroom assignment

• The top priorities in a grade level, course, or content area that students need to know, understand, and do

• The concepts that provide focus to the curriculum—defining a guaranteed, viable curriculum

• The framework that guides collaborative instructional planning both horizontally and vertically

Each Student Real-World-Ready

Learning Targets Are…

• The specific knowledge, understanding, and/or skills and academic vocabulary and academic skills based on the ELOs

• The statements that provide clear direction for planning assessments and instruction (daily lessons)

• The skills and knowledge required to demonstrate deeper understanding—gets to ELOs

• The opportunity to communicate the cognitive demand (depth and use of knowledge)

• The basis for developing “I Can” statements

Each Student Real-World-Ready

ELO vs. Learning Target

ELO for Math• Students can add, subtract,

multiply, and divide rational numbers—fractions, decimals, and integers—including both positive and negative numbers

Learning Target• I can add and subtract

fractions.

• Note: the learning target was written as an “I Can” statement—using student-friendly language.

Each Student Real-World-Ready

Turn and Talk

• At your table, discuss the difference and the need for both ELOs and learning targets.

• When prompted, discuss the following two questions:– How can we use PD time to clarify ELOs and

identify learning targets?– How can we reinforce the use of ELOs and learning

targets during CT time?

Each Student Real-World-Ready

BREAK!Be Back in 5 Minutes!

On Using Standards to Guide Practice…

“I always approach the standards with my students in mind. I try to come up with a lesson that I think will be interesting for students. Then I’ll sit down and say, which standards am I covering, which should I be covering that I’m not covering? I see part of my job as trying to get the kids that aren’t interested to be interested. The whole point is to help the kids, that’s the whole reason I do it. You have to continue to try new things, to be comfortable with what you’re doing, and to try to reach as many kids as possible. That’s the sole purpose of what I do. I’ll do it any way I can.”

—Steve Bodnar, High School English Teacher

Each Student Real-World-Ready

A Learning Progression…

• Is the step-by-step building blocks students are presumed to need in order to successfully attain a more specific academic, curricular skill.

• Serves as the “backdrop against which teacher and students can determine when to collect evidence about student learning.”

• Helps with the development of an assessment map—communicating the need for ongoing, formative assessments.

Each Student Real-World-Ready

Clarifying the Learning Progression

Define literary devices and identify their use in selected poems.

Explain how the use of the literary devices clarifies the meaning of the poem—to identify the theme from a selected poem.

Embed understanding of literary devices in a selected poem to analytically synthesize the poem’s theme and document the theme’s relevance to our world.

Each Student Real-World-Ready

Clarifying the Learning Progression

• Study the verbs in the ELOs and learning targets to articulate a learning progression for students.– Where do you want students to be (Think with the

end in mind)?– Where do they need to start?– What supports will they need along the way?

• Use the learning progression to communicate the scale or range (increasing rigor or depth of knowledge) of expectations for students.

Each Student Real-World-Ready

Teaching Up for Excellence

• Refer to the article, “Teach Up for Excellence” as a critical reference for determining how we communicate learning targets and how we approach developing assessment options.

• Use the variety of Bloom’s taxonomy resources to support the development of learning targets and a learning progression.

Each Student Real-World-Ready

Developing “I Can” Statements

• “I Can” statements can help teachers clarify their expectations for students by writing learning targets in student-friendly language.

• “I Can” statements help students understand what is expected of them.

• See the sample on DNA as an option for translating teacher expectations into student-friendly expectations.

Each Student Real-World-Ready

SUPU• Stand UP and Pair UP

with someone from a different site to discuss what a learning progression is.

Each Student Real-World-Ready

PUPU• Pairs UP and PAIR UP…your

partner and you will join another pair.

• Each person gets one minute to summarize their understanding of a learning progression.

• After the four minutes have passed, discuss the HOW and WHY of a learning progression.

Each Student Real-World-Ready

Table Talk

• Back at your tables…– Discuss how you can use PD time

to support the development and/or refinement of a learning progression.

– Discuss how you can structure CT time to include collaborative processing of a learning progression.

Each Student Real-World-Ready

What are the implications…

• Given our efforts to identify and/or develop…• ELOs• Learning Targets• Learning Progressions• “I Can” Statements

– …what PD do you want/need for your BLT?– …what PD do you want/need for your building?

• Generate a list of PD needs for your building/program.

Each Student Real-World-Ready

For Tomorrow…(No, we are not finished for the day!)

• Read the article, “Teach Up for Excellence.”• Read the introductory page, any 2 of the 7

principles, and the last part of the article.• Be prepared to discuss at least 2 of the 7

principles.• Think implications for performance-based

norms and/or use of CT and PD time.

Each Student Real-World-Ready

BREAK!Be Back in 5 Minutes!

Designing Powerful Professional Development for Teachersby Dennis Sparks

(from Learning Forward…formerly NSDC)

“What teachers know and do influences students’ academic success. The need for ongoing professional

learning that deepens teachers’ understanding of their content area and expands their instructional

repertoire is essential to improving student learning. When the content of staff development focuses

specifically on what data about student performance indicate are the areas of greatest need for students, the return on the investment in professional learning

is likely to be higher.”

Each Student Real-World-Ready

Assessment Plan for Units of Instruction

Common Pre-Assessment

Common Formative

Assessment (Benchmark)

Common Summative

(End of Unit)

Common Formative

Assessment (Benchmark)

“Informative” Formative Assessments (i.e., check for understanding, inform instructional planning) to determine when students are ready for common formative assessment

Each Student Real-World-Ready

Developing Common Assessments

• Develop your common assessments for a unit of instruction in the following sequence:1. Summative (end-of-unit)• Begin with the end in mind.

2. Pre-Assessment• Use data to proactively plan remediation, differentiation,

enrichment, and intervention (Tier 2)

3. Common Formative (benchmark) Assessments • The number of common formative assessments varies for each

unit• Assess no more than 3 learning targets for each common

formative assessment

Each Student Real-World-Ready

Developing an Assessment Plan (Map)

• An assessment plan (map) helps determine:– The appropriate number of assessment questions you

want to ask your students.– The number of knowledge, application, analysis, and

evaluation questions you will create.– If you have too many questions for your students to

respond to and for you to assess.– The instructional context of your students.

Each Student Real-World-Ready

Assessment Plan (Map) TemplateLearning Target Knowledge Application Analysis Evaluation

Document the number of questions students would need to answer in order to demonstrate their learning—for you to check for understanding.

Record the learning targets separately so that you can determine what needs to be assessed

Each Student Real-World-Ready

Assessment Plan for Units of Instruction

Common Pre-Assessment

Common Formative

Assessment (Benchmark)

Common Summative

(End of Unit)

Common Formative

Assessment (Benchmark)

“Informative” Formative Assessments (i.e., check for understanding, inform instructional planning) to determine when students are ready for common formative assessment

Pre-assessments facilitate pro-active PRTI planning. Data from pre-assessments can be used to develop remediation, differentiation, and/or enrichment strategies.

Each Student Real-World-Ready

Find Someone Who…

• Join another colleague with whom you have not visited with yet today and process your understanding of developing common assessments.

• When prompted, return to your table.

Each Student Real-World-Ready

Common Assessment: At Your Table…

• Discuss the implications of our process for developing common assessments with regard to the following:– BLT PD– Building/CT PD– Use of PD time– Use of CT time

Developing Instructional Interventions

“Intervention models are based on the assumption that a school’s core program will almost exclusively meet the educational needs of at least 75% of its students. A school that has significantly less than 75% of its students at or above grade-level proficiency has a core program problem, not an intervention problem.”

—Buffum, Mattos, and Weber

Role of Collaborative Teams

Each Student Real-World-Ready

System of Interventions: Where we’re heading…

• Continue clarifying expectations for K-6 math and reading interventionists

• Develop data protocols in iCue for documenting support for students receiving interventions

• Develop Tier 1 and Tier 2 instructional interventions aligned with units of instruction

• Refine data collection and analysis protocols through the ADSIS interventionists (collaborative action research)

• Clarify expectations and develop protocols for 7-12 interventionists• Conduct self-study of district G/T program and services• Align protocols and processes for teacher/student assistance teams

across our district

Each Student Real-World-Ready

Create a Proactive PRTI Plan: Remediation, Intervention, Enrichment

• Approach each ELO and respective learning targets with different mindsets by anticipating…– What strategies and supports could remediation– What differentiation strategies may be needed to

support Tier 1– What enrichments might be available for students

who demonstrate an understanding or mastery of the concepts

– What Tier 2 interventions strategies may be needed

Each Student Real-World-Ready

Proactive PRTI Planning FormPlan for

Remediation

• Based on the prior skills needed, how will we determine which students need remediation before we begin initial instruction?

Plan for Intervention

• After initial instruction and differentiation, what is our team’s plan to provide additional time and support to those students who have not learned?

Plan for Enrichment

• After initial instruction and intervention, what is our team’s plan to provide additional time and support to those who have learned?

ELOs and Learning Targets

Remediation Strategies

Differentiation Strategies

Tier 2 Interventions

Enrichment Strategies

Remediation, differentiation, and

enrichment strategies all support Tier 1

Each Student Real-World-Ready

Putting It Together…

Each Student Real-World-Ready

Improved Results for Students

Learning targets increase in rigor and complexity as reflected on the learning

progression.

A variety of assessments (both informative and

common) also increase in rigor and complexity.

A number of strategies to remediate, differentiate,

enrich, and intervene (Tier 2) support and/or

scale instruction for students.

Each Student Real-World-Ready

Proactive PRTI: Table Talk…• Given what you are learning about Tier 1 and Tier 2

instructional interventions…– What PD will be needed for your BLT?– What PD will be needed for your colleagues?

• In what ways does the proactive PRTI approach impact the use of…– Building PD time– CT time

• When you think about the collaborative process for creating instructional interventions, how will you structure time for the general education, SPED resource teacher, interventionists, enrichment specialists, and ESL teachers to collaborate on the development of a proactive PRTI plan for units of instruction?

Each Student Real-World-Ready

LUNCH!

Please be back and ready to continue our learning in 60 minutes!

Current Reality (Needs Assessment)

Core Instruction Action Plan

Student Achievement Goals

System of Interventions Action Plan

Culture and Climate Action Plan

Community Engagement Action Plan

Core Instruction PD Plan

Systems of Interventions

PD Plan

Culture and Climate

PD Plan

Community Engagement

PD Plan

The School Improvement Plan Framework

Each Student Real-World-Ready

Essential Questions for Action & PD Planning

• How does the direction from TLT about core instruction and system of interventions impact your planning?

• What do the data from your self-assessment on collaboration, learning, and results tell you?

• How will collaborative teams use time to deepen their work with core instruction?

• How will teams of general education teachers, SPED resource teachers, ESL teachers, interventionists, and enrichment specialists collaborate to develop instructional interventions?

• How will PD time be allocated throughout the year to support core instruction and system of interventions?

Each Student Real-World-Ready

SIP TimelinesDate(s) TaskJune 18-19 1. Draft of Action and PD Plans for Core

Instruction, System of Intervention2. Create Outline for Current Reality

September 13 Current RealityStudent Achievement GoalsPro-Pay Building Goal

October or November (School Board Study Session)

Board Report

September 20December 6February 21April 25

DLT Meetings-Progress Monitoring and Sharing

Action Plan: Components and Implementation

Required Focus Areas:

1. Core Instruction2. System of Interventions3. Climate and Culture4. Community

Engagement

Required Elements:

1. Actions/Strategies2. Evidence of

Implementation3. Evidence of Impact4. Resources Required5. Persons Responsible6. Tools and Timelines for

Progress Monitoring

Focus for 2012-2013

Analyzing Results: Self-Assessment on 3 Big Ideas of Collaborative Team Work

• Using the compiled survey results, determine the following in relation to our focus on core instruction and system of interventions:– Which items would provide the

greatest impact…think both short term (quick wins) and long term solutions?

– Which items reflect the greatest need for your building?

– Which items would encounter the least resistance and/or challenge?

• Document your thinking in your Google planning doc.

Action Plan: Essential Questions

• Given what you have learned about core instruction and system of interventions and the analysis of your survey, use the following highlighted questions to create a draft action plan:– What actions or strategies are needed?– What resources will you use?– Who will be responsible?– What will you document as evidence of impact? Of

implementation?– What are your timelines and processes for monitoring?

• The shaded questions will be part of subsequent learning and planning process.

Each Student Real-World-Ready

Action Plan: Feedback and Sharing

• Form mixed groups from your cluster and share part of your initial action planning.

• Be prepared to share what you discovered.

Each Student Real-World-Ready

BREAK!Be Back in 5 Minutes!

Begin With the Needs of Students

“Planning for high-quality professional development begins with the goals of promoting student learning and improving student achievement.”

—D. Reeves

Each Student Real-World-Ready

Refocus Professional Development

“For a time—perhaps a few years—schools and districts should devote the lion’s share of their professional development time and resources to courses and workshops with dull titles like ‘Curriculum 101,’ ‘Effective Teaching 101,’ ‘Literacy 101,’ and ‘PLCs 101.’ In offerings like these, educators would become thoroughly acquainted with the evidence that demonstrates that these structures and practices would have more effect than all other initiatives combined.”

• M. Schmoker

Each Student Real-World-Ready

Refocus Professional Development

• What do you think the quote means given what we have been learning and what your team has been documenting?

• Join two colleagues from different clusters and share your perspectives about the quote and the implication for moving our district forward.

PD Action Plans

• Access your initial action plans for core instruction and system of interventions.

• Create an action plan that details PD to support your site’s work in core instruction and system of interventions.– 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 resources required to support your PD– The person(s) responsible

• Document your work on team’s Google doc.

Each Student Real-World-Ready

Action Plan: Feedback and Sharing

• Rejoin the mixed groups from your cluster and share part of your initial PD planning.

• Be prepared to share what you are planning.

Each Student Real-World-Ready

What Have We Been Learning About?

• If you were to share talking points with colleagues from your school or program, what would you share?

• Generate a list of key talking points with another table.

• Record on chart paper for sharing.

Each Student Real-World-Ready

What Do You Need To Have Happen…

• What do you want and/or need to have happen tomorrow?

• Generate your needs/wants on post-its and place of parking lot before you leave.

Each Student Real-World-Ready

Tomorr

ow’s

TO-DO

Developing Protocols for Collaborative TeamsDeveloping Protocols for Sharing SIPsDrafting a Current Reality

DON’T FORGET TO READ “TEACH UP FOR EXCELLENCE”