Local District 6Local District 6July 10, 2008July 10, 2008

StoryStory

PurposePurpose To continue to build relationships which To continue to build relationships which

form the foundation of our work form the foundation of our work  To experience the creation of criteria To experience the creation of criteria

related to essential standardsrelated to essential standards To experience the habits of mind or To experience the habits of mind or

processes necessary for PLC workprocesses necessary for PLC work

OutcomeOutcome

To develop criteria needed for feedback To develop criteria needed for feedback on the curriculum map-essential on the curriculum map-essential standards, essential questions, common standards, essential questions, common formative assessments, smart goals, formative assessments, smart goals, intervention andintervention and

To practice feedback on the curriculum To practice feedback on the curriculum mapmap

NormsNorms Respect each others ideasRespect each others ideas Be an active listener to avoid artificial harmonyBe an active listener to avoid artificial harmony Hold yourself and each other accountable to Hold yourself and each other accountable to

the normsthe norms Hear every voiceHear every voice Keep an open mindKeep an open mind Embrace both/and not either/or.Embrace both/and not either/or. Focus on our goal, purpose or job at handFocus on our goal, purpose or job at hand Listen well and ask for clarificationListen well and ask for clarification

Guiding Question:Guiding Question:

How can the 9 elements of the PLC lead How can the 9 elements of the PLC lead to more effective student learning in to more effective student learning in order to reach our 21order to reach our 21stst century century learner/NCLB/API goals?learner/NCLB/API goals?

The The iStudentiStudent

College Prepared and College Prepared and Career ReadyCareer Ready

Overarching GoalOverarching Goal

All students will receive a guaranteed, viable All students will receive a guaranteed, viable curriculum so that by June, 2009, the following curriculum so that by June, 2009, the following percentage of students, percentage of students, including subgroups (EL, including subgroups (EL, SEL and Sp.Ed. Students) SEL and Sp.Ed. Students) will be at proficient or will be at proficient or advanced as evidenced by these NCLB goals:advanced as evidenced by these NCLB goals:

ELAELA MathMath High SchoolHigh School 44.5%44.5% 43.5%43.5% Middle SchoolMiddle School 46.0%46.0% 47.5%47.5% ElementaryElementary 46.0%46.0% 47.5%47.5%

Overarching GoalOverarching GoalStudents need to be :Students need to be :

critical thinkers and problem solvers who make critical thinkers and problem solvers who make complex choices and decisions, ask questions complex choices and decisions, ask questions and analyze, synthesize and create information.and analyze, synthesize and create information.

able to communicate and collaborate in diverse able to communicate and collaborate in diverse groups and settings, articulate thoughts and groups and settings, articulate thoughts and ideas effectively through speaking and writing ideas effectively through speaking and writing and work towards a common goaland work towards a common goal

creative and innovative individuals open to new creative and innovative individuals open to new and diverse perspectives who actively use and diverse perspectives who actively use technology as a tool for learningtechnology as a tool for learning

The How=Theory of Action=Our The How=Theory of Action=Our Strategy=4 Priority AreasStrategy=4 Priority Areas

LeadershipLeadership

Professional Learning CommunitiesProfessional Learning Communities Small Learning CommunitiesSmall Learning Communities

Guaranteed and Viable CurriculumGuaranteed and Viable Curriculum Authentic LiteracyAuthentic Literacy

30 minute activity Share all CM criteria with another school With the criteria

1. Look at it with the frame of a teacher 2. Circle any criteria that seem unclear 3. List any significant criteria that you think should

be included

Return criteria and comments to the school Each group reflects and adjusts as

appropriate.

60 minute activity Choose two individuals who will explain your

groups curriculum map to the other school. School teams listen to the presenters and ask

clarifying questions only. This is not a time to give feedback to the presenters. Presenters leave copies of the curriculum map with the school to whom they were presenting.

Presenters return to their school teams. School teams review map and prepare to provide

feedback in the form of at least five questions Both teams come together and begin their

questions about the other school’s map. Each school should provide a response to the

question

Essential StandardsEssential Standards Access and support standardsAccess and support standards

(Content standards, Instructional Guides, (Content standards, Instructional Guides, CST Blueprints, CAHSEE, NAEP) CST Blueprints, CAHSEE, NAEP)

Curriculum mapCurriculum map Periodic assessmentsPeriodic assessments

Common formative assessmentsCommon formative assessments SMART goalsSMART goals Plan and execute rigorous lessonsPlan and execute rigorous lessons Look at student work/analyze dataLook at student work/analyze data Share best practicesShare best practices InterventionIntervention

Foundation

Cycle of reflection or improvement

Think-ink-share

What did you learn over the last two days?

Answer in terms of processes/habits and content

Overarching GoalOverarching GoalStudents need to be :Students need to be :

critical thinkers and problem solvers who make critical thinkers and problem solvers who make complex choices and decisions, ask questions complex choices and decisions, ask questions and analyze, synthesize and create information.and analyze, synthesize and create information.

able to communicate and collaborate in diverse able to communicate and collaborate in diverse groups and settings, articulate thoughts and groups and settings, articulate thoughts and ideas effectively through speaking and writing ideas effectively through speaking and writing and work towards a common goaland work towards a common goal

creative and innovative individuals open to new creative and innovative individuals open to new and diverse perspectives who actively use and diverse perspectives who actively use technology as a tool for learningtechnology as a tool for learning

Professional Learning Communities

Curriculum Mapping

Periodic Assessments

Common Formative

Assessments

SMART Goals

Looking at Student Work

Sharing Best Practices

Designing “in class”

interventions

““SUCCESS DOESN’T HAPPEN SUCCESS DOESN’T HAPPEN BY ACCIDENT. IT STARTS BY ACCIDENT. IT STARTS WITH AN UNWAVERING WITH AN UNWAVERING

COMMITMENT TO BUILD A COMMITMENT TO BUILD A DEDICATED TEAM WHO DEDICATED TEAM WHO SERVES THEIR BOSS…SERVES THEIR BOSS…

““SUCCESS DOESN’T HAPPEN SUCCESS DOESN’T HAPPEN BY ACCIDENT. IT STARTS BY ACCIDENT. IT STARTS WITH AN UNWAVERING WITH AN UNWAVERING

COMMITMENT TO BUILD A COMMITMENT TO BUILD A DEDICATED TEAM WHO DEDICATED TEAM WHO SERVES THEIR BOSS…SERVES THEIR BOSS…

THE CUSTOMER.”THE CUSTOMER.”-MAC ANDERSON-MAC ANDERSON

Local District 6 SchoolsLocal District 6 Schools

ELA Math Science Social Science ELD Compliance

English Learner

Our work as a central and local district is…

Our work as a central and local district is about supporting your school and meeting your needs

Our work as a central and local district is about supporting your school and meeting your needs as you work towards achieving our big overarching goals for our students.

Who will support this work and how?

Administrators Coaches Teachers Coordinators Instructional Support from LD 6

Director teams Support staff

Professional Development

Training Central district Local district Complex School Department PLC Individually

Elementary New teacher training

OCR, ELD Practicum, Gr. 4/5 MIG and Science

Gr. 3 Math IG/Concept lessons Enhanced ELD practicum TBLT, writing Gr. K-3 Science new Foss kit training

available Gr. 4/5 ongoing Foss kit training available

Middle School

Gr. 6 Science Training 2 model lessons Gr. 7 H/SS IG and Periodic Assessments Gr. 8 ELA IG and Periodic Assessments Geometry IG and periodic assessments

High School

Gr. 10 H/SS and periodic assessments Geometry IG and periodic assessments Biology- new immersion unit 2 (one week off track?) -two model lessons Science ICS I-on going training available

Tight and LooseTight and LooseControl vs. OrderControl vs. Order

The experts are in the roomThe experts are in the roomEngage adults in the learningEngage adults in the learning

Cascading messageCascading message

Think, ink, pair, share Think, ink, pair, share

What is the message we should take with What is the message we should take with us as a result of today? us as a result of today?