2015-16

Leadership RetreatGreenville Public School District

Ground rules

• Every challenge is real & unique

• The experts are in the room

• We absolutely can find solutions to

any problem

• No islands allowed

• Bottom line: improve achievement

• Act now to be ready for tomorrow

Ice Breaker

Pick one of the four candy bars in front of you. Do not eat the candy!!

Continuous Improvement

The journey to success starts with one small step.

Curriculum

How can we maximize the impact on our bottom line?

Formulate

Goals and

Objectives

Create

Curriculum

Design

Specifications

Develop

Implementation

(Instruction)

Plans

Select

Evaluation

Procedures

(Students and

Plan)

EXTERNAL FORCES:

Community, Legal, Research, Professional

Knowledge

Society

Learners

Knowledge

Source: Adapted from J. Galen Saylor, William J. Alexander and Arthur J. Lewis.

Curriculum Planning for Better Teaching and Learning (New York Holt, Rinehart and Winston, 1981)

• Curriculum study and writing is a continuous improvement process.

Each curriculum document is reviewed and revised on an annual basis

and an in-depth revision is completed on a three year cycle. The

content and format for the curriculum documents are clearly established

to meet the guidelines established by the Mississippi Department of

Education through the Accountability Standards for Public Schools. A

review and evaluation of curriculum takes place each year. These

reviews are informal, with small changes being made to the document

based on data analysis and feedback from teachers, administration and

the Curriculum Content Areas Committees. Beginning with the 2014-

2015 school year, the review and evaluation procedure was expanded

to include the following:

Revision of the IMS

• To insure continuous improvement, short range targets are set annually by

vertical teams in each content area. The vertical team is responsible for

obtaining feedback from the staff, students, principals, and parents about

the effectiveness of the curriculum. This team is the group that meets

monthly with the curriculum department.

• The Director of Curriculum and Instruction and the vertical teams

analyze student data annually to assist with the evaluation of the curriculum

and set goals. Changes may be made annually as a result of this process.

• Any changes to the curriculum as a result of the above processes are

compiled and presented to the building administrators and followed up by a

revision to the curriculum maps. The changes are presented to

Superintendent annually.

• A report is presented to the Superintendent each year that lists the findings

from the evaluation procedure.

Revision of the IMS

INSTRUCTIONAL

DESIGN MODEL

Instructional Design is a process

of analysis of learning needs and goals

and the development of a delivery

system to meet those needs.

SIX MAJOR PHASES OF A

CURRICULUM MODEL

Analysis • Needs Analysis

• Task Analysis

• Learner Analysis

Objectives

Evaluation

Instruction

Implementation

Revision

BRIGGS MODEL of Instructional

Design

1

.2

.3

.4

.5

.

STATE OBJECTIVES & PERFORMANCE

STANDARDS

PREPARE TESTS OVER THE

OBJECTIVES

ANALYZE OBJECTIVES FOR

STRUCTURE & SEQUENCE

IDENTIFY ASSUMED ENTERING

COMPETENCIES

PREPARE PRETESTS, REMEDIAL

INSTRUCTION, SCREENING, etc.

BRIGGS MODEL of Instructional Design

6.7.8.9.10

.

SELECT MEDIA & WRITE

PRESCRIPTIONS

DEVELOP FIRST DRAFT MATERIAL

SMALL GROUP TRYOUTS &

REVISIONS

CLASSROOM TRYOUTS &

REVISIONS

PERFORMANCE EVALUATION

Elements of the Instructional Design Process –

Morrison, Ross, and Kemp; 4th Edition

PlanningS

up

po

rt

Serv

ices

Su

mm

ativ

e

Evalu

atio

n

Project

Management

Formative

Evaluation

Revision

EVALUATION

INSTRUMENTS

INSTRUCTIONAL

RESOURCES

INSTRUCTIONAL

DELIVERY INSTRUCTIONAL

STRATEGIES

CONTENT

SEQUENCING

INSTRUCTIONAL

PROBLEMS

LEARNER

CHARACTERISTICS

TASK

ANALYSIS

INSTRUCTIONAL

OBJECTIVE

AUDIENCE

Where is our primary point of

service?

The adult learner

1. The adult learner is self-directing.

2. The adult learner enters the educational environment with more life experience and a greater variety of life experience.

3. The adult learner is ready to learn when there is a need to know something in order to perform more effectively in some aspect of life.

4. The adult learner enters an educational activity with a life-centered, task-centered, or problem-centered orientation.

5. The adult learner is primarily internally motivated.

Conditions for adult learning

and principles of teaching

Conditions of Adult

Learning

Principles of

Teaching• Learners feel a need to learn

• The learning environment is physically & interpersonally comfortable

• The goals of the learning experience are compatible with the learners’ goals

• Learners participate actively in the learning process

• The learners’ past experience is utilized

• Learners have a sense of progress towards their goals

The teacher:

• Helps students recognize need to learn

• Helps students set personal learning

goals

• Ensures physical comfort

• Accepts & respects students

• Builds mutual trust & helpfulness among

students

• Acts as a co-learner

• Involves students in goal formulation

• Involves students in joint decisions

regarding designing & operating the

learning experience

• Involves students in the inquiry process

• Helps students utilize their past

experience

• Relates learning activities & content to the

students’ past experience

• Helps students measure progress

(including self-evaluation)

Instructional Support Focus

What Is Your Role?

• Because of the complexity of implementing and sustaining large-

scale change initiatives, district and school administrators cannot do

it alone. Numerous studies have found that in addition to principal

and teacher leadership, a combination of external and internal

facilitators (or change agents) play a crucial role –and are necessary

for supporting teachers in the change process.

• Designated Instructional Coaches provide support, technical

assistance, and clarity about new change projects. Many of the

studies and documentation from exemplary schools has found that

the presence of an Instructional Coach contributed to internal

capacity building and to a greater sense of personal mastery,

confidence, and ownership in school staff. For GPSD, central office

staff, instructional strategists and intervention specialists serve as

instructional coaches.

We Provide Instructional Coaching

• In Greenville Public Schools, we practice what is called

blended coaching (cognitive, literacy, and instructional).

We engage in dialogical conversations with teachers and

others, observe teachers while they work and then use

powerful questions, rapport building, and

communication skills to empower those that we work

with to reflect on their practices. We use a variety of

tools and approaches to improve teachers’ practices and

student learning related to literacy. Finally, we partner

with teachers to help them incorporate research-based

instructional practices into their teaching so that students

may learn more effectively.

Use of Instructional Strategists

• Focus on professional practice – improve on how teachers teach in the

classroom

• Be job-embedded – must be able to be immediately used in the classroom

• Be intensive and ongoing – must be differentiated professional support

and meet individual teacher needs

• Grounded in partnership – teachers must be equal partners in this

process

• Dialogical – must engage teachers in reflective conversations where the

teachers and coaches think together

• Nonevaluative – must discuss teaching with teachers in a nonjudgemental

manner

• Confidential – teachers must be comfortable about speaking about their

strengths and weaknesses

• Facilitated through respectful communication – we must articulate our

message clearly, listen respectfully, ask open-ended questions and our

observations must be energizing, encouraging, practical, and honest.

What Are the Tenets of Our Program?

• Focus and continuity – sustained focus on a few high-leverage

strategies

• A learning-friendly culture – teachers must be respected and feel

free to take risks

• Principal support – being coached must be viewed as a lifeline

rather than a punishment

• Clear roles – Principals hold teachers accountable and coaches

provide sufficient support for teacher professional learning

• Protect the coaching relationship – Must want to and not be

forced to

• Time – Coaches must not be asked to do so many non-primary

tasks that coaching time is limited

• Continuous learning – must constantly seek new knowledge to

help improve the effectiveness of the way they lead instructional

improvements in schools

Factors for Success

Expectations for 2015-16

What are our expectations for 2015-16?

Instructional Tools

Technology

Use of Technology

• We must fully implement the following

technology tools into our instructional

methodology. This should lead to the

CREATION of activities that LEAD our

children to the acquisition of knowledge.

26

Curriculum Technology Tools

Classroom Technology

Teacher Stations

LCD Projectors

Student Response Systems

MOBI Slate DeviceMOBI Student

devices

Student CPU Stations

Teacher Laptops

LABS

2 labs per site

Assistants

Software

Professional Development

SMARTBOARDS

POLYCOM SITE

Website School Sites

Software

Renaissance Learning Suite

A+ Classroom

ELS Software Products

EZ Planner

EZ Tracker

EZ Assessment

Can we get CEUs? DAAIS

SAMS 7

Read 180

Screeners United Streaming

USA TESTPREP

Destiny in Library

Instructional Management Technology

IPADS Itunes Software

MSIS

DOT

What Are Our Important

Numbers?Data points that impact our bottom line

• Student ADA

• Teacher ADA

• Student Discipline Rates

• Student Achievement Rates

– STAR

– Benchmark Assessments

– State Assessments

– Teacher-Made Assessments

How Do We Report Our Important

Numbers?

Data should be analyzed from:

• District level

• School level

• Grade/Subject/Department/Pathway

• Classroom Level

What Are We Looking For In Our

Important Numbers?

Data should be analyzed for:

• Student strengths/weaknesses

• Teacher strengths/weaknesses

• Trends of the group

• Outliers

Non-Negotiable Practices for High Student Performance

The faculty and staff of the Greenville Public School District are committed to using effective instructional practices that are non-negotiable in every classroom. Our goal is that all students in the GPSD will be successful because they will achieve at their highest level. To meet this goal:We will teach the Mississippi Performance Standards with integrity and fidelity by:♦ Designing lessons aligned to the Mississippi Performance Standards♦ Identifying key concepts in the language of the standards♦ Using essential questions to connect instruction to the standard♦ Asking students to explain the standards in their own wordsWe will monitor the progress of our students while working collaboratively using the Data Team Process by:♦ Developing formative assessments that are explicitly aligned to standards♦ Collecting, charting, and analyzing student work on a regular basis♦ Identifying students who are not meeting standards, meeting standards, or exceeding standards♦ Adjusting instruction based on assessment results♦ Using a variety of instructional strategies to address student needsAll teaching and learning activities will reflect a shared understanding of what students should know, do, and understand and will be built around a common framework for instruction that consists of:♦ Opening -Activating strategies centered on the standard, element(s), and essential question

♦ Mini-lesson -Modeling while referencing standards & key vocabulary

-Using exemplars (examples of student work that meets or exceeds the standard)

♦ Work Period -Engaging students using performance tasks

-Using higher-order thinking questions to probe student understanding

♦ Closing -Summarizing strategies to assess student understandingOur classroom environment will be built on:♦ Strong student-teacher relationships based on the school district's core values♦ Established rituals and routines♦ Displayed Mississippi Performance Standards, essential questions, and key vocabulary♦ Evidence of the common framework for instruction♦ Evidence of student work that reflects the Mississippi Performance StandardsOur communication with parents will be:♦ Frequent, clear, and consistent♦ Focused on building a partnership with parents for improving student performance

Expectations

1. Put children first.2. Fulfill your job responsibilities.3. Implement district programs (Matrix, AR, etc).4. Comply fully with directives.5. Put in practice what we learn.6. Communicate with all impacted parties.7. Review your important numbers at least once weekly.8. Observe at least 10 classrooms each week.9. Every Friday, submit weekly reports by 5:00 PM.

What About Student Discipline?

• The purpose of student discipline is to be

corrective and not punitive. We should be

changing behavior and not getting rid of

children. We will fully implement the Code

of Conduct for GPSD and effective

immediately, we will limit suspensions to a

total of 10 days for a student. I suggest

you use those days wisely!

QUESTIONS?