dlt planning retreat 6-18-12

Download DLT planning retreat 6-18-12

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  • 1. Our Schools willEmpower Learning, Energize Achievement, Embrace Community Each Student Real-World-Ready District Leadership Team Planning Retreat June 18-19, 2012
  • 2. Welcome to DLT Summer 2012!It aint no picnicjust lots of great learning and collaboration Instructional Coaches New DLT Members ECFE/ABE Cluster Staff Each Student Real-World-Ready
  • 3. Procedural Norms If you need to check messages, breaks will be providedTechnology If you need to document our learning, then laptops and iPads can be used Hand Up When you see a hand raised, wrap up your conversation and ready for further direction, clarification While breaks will be provided, feel free to use the facilities Breaks when needed Respect the time allotted for breaks so that we can keep our agenda moving forward Each Student Real-World-Ready
  • 4. Procedural & Performance-Based Norms: Whats the Difference?Procedural norms refer to the general expectations and behaviors of a team.Performance-based norms refer to the focus of the team workfocus onlearning, collaboration, and resultsi.e., core instruction and data. Each Student Real-World-Ready
  • 5. 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
  • 6. The Last Day Join a colleague from a different site and introduce and/or greet one anotherand 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 (dont forget to introduce and/or greet one another). Each Student Real-World-Ready
  • 7. Essential Learning Outcomes for DLT1. Deepen understanding of expectations for core instruction and system of interventions2. Align expectations for core instruction and system of interventions to action plans for SIP3. Clarify expectations for developing, implementing, and monitoring SIP4. Examine data options for updating/creating your current reality5. Determine how PD and CT time are used to support our districts focus on core instruction and system of interventions6. Develop protocols for documenting and reporting work from SIP and CTs Each Student Real-World-Ready
  • 8. Whats 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
  • 9. The Continuous Improvement Cycleis the heart of being a results oriented learningorganization. The cycle is an ongoing process focused ondetermining specific measurable outcomes aligned to theDistrict Strategic Goals. On an established cycle (usually anannual cycle), outcomes are established based upon a needsassessment, evaluation procedures and action plans aredetermined, plans are implemented, and the work isassessed/measured. The cycle is continuous and revolutionsaround the cycle often overlap. M. Schmoker Each Student Real-World-Ready
  • 10. The School Improvement Plan Framework Current Reality (Needs Assessment) Student Achievement Goals Core System of Culture and Community Instruction Interventions Climate Engagement Action Plan Action Plan Action Plan Action Plan Systems of Culture and Community Core Instruction Interventions Climate Engagement PD Plan PD Plan PD Plan PD Plan
  • 11. Four Focus Questions for Work of Collaborative Teams What do we want our students toQ1 know, understand, and be able to do? How will we know they have learned it?Q2 How will we respond when they dont learn it?Q3 How will we respond when they already know it?Q4
  • 12. Work of TLTWhere We Have Been Where We Are Going Developing curriculum for K- Continue K-12 math, 7-12 12 math, 7-12 science, 7-12 science, 7-12 ELA, and 7-12 ELA, and 7-12 social studies social studies Defining expectations for K-6 Refocus Pre-K-12 literacy reading and math Structure district interventionists (system of collaborative teams to focus interventions) on core instruction Focusing district PD on ELO Continue developing system development/identification of interventions and Exploring common assessment enrichments (K-12, Tiers 1, development 2, and 3, G/T, TAT) Each Student Real-World-Ready
  • 13. Alignment of Effort District MissionDistrict Mission and Vision and Vision District and District and Building Building Leadership Leadership Collaborative Collaborative Teams Teams Classroom Classroom Each Student Real-World-Ready
  • 14. 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
  • 15. Core Instruction Connected ELOs and Learning START HERE! Targets Instructional Units of Strategies Instruction ENGAGE IN CONTINUAL REFINEMENT Instructional Continuum of Interventions Assessments Each Student Real-World-Ready
  • 16. 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
  • 17.