JLHSJLHSWelcome BackWelcome Back

JLHSJLHSWelcome BackWelcome Back

Welcome Home

School Year 2008 - 2009

Welcome Home

School Year 2008 - 2009

•Review emergency exits

•Please stand - Pledge

•Remain standing

•Review emergency exits

•Please stand - Pledge

•Remain standing

In MemoryIn Memory

• Jonathan Dolceacqua, Class of 2008

• Sean Foley, Class of 2009

• Michael Vicino, Class of 2010

• Jonathan Dolceacqua, Class of 2008

• Sean Foley, Class of 2009

• Michael Vicino, Class of 2010

Welcome New StaffWelcome New Staff

• Chris Burton – Custodian

• Mendy Clouse – Latin

• Roma-Ann Criscuolo – Para

• Timothy Dooley – Social Studies

• Alissa Ficaro – English

• Carol Jean Fredericks – ESL Para

• Jonathan Kelly – English

• Dan Kuhlthau – Special Ed

• Christy Lindsay – College & Career Aide

• Chris Burton – Custodian

• Mendy Clouse – Latin

• Roma-Ann Criscuolo – Para

• Timothy Dooley – Social Studies

• Alissa Ficaro – English

• Carol Jean Fredericks – ESL Para

• Jonathan Kelly – English

• Dan Kuhlthau – Special Ed

• Christy Lindsay – College & Career Aide

Welcome New StaffWelcome New Staff

• Christy Lindsay – College and Career

• Tom Morse – Custodian

• Willie Ortiz – Social Studies

• Kara Papa – Science

• Erica Pennacchia – Math

• Michael Roy – P.E./Health

• Mark Ruzbarsky – Math

• Cristina Scarpa – Guidance

• Debra Stone – Speech Pathologist

• Gail White - Para

• Christy Lindsay – College and Career

• Tom Morse – Custodian

• Willie Ortiz – Social Studies

• Kara Papa – Science

• Erica Pennacchia – Math

• Michael Roy – P.E./Health

• Mark Ruzbarsky – Math

• Cristina Scarpa – Guidance

• Debra Stone – Speech Pathologist

• Gail White - Para

WelcomeWelcome

“The best way out of tough economic times is through strong, successful schools. We need to give greater attention to math and science in our classrooms, early reading instruction and the needs of students who are struggling to succeed, especially our English language learners. And we need to reform our secondary schools.”

Commissioner Mark K. McQuillan

“The best way out of tough economic times is through strong, successful schools. We need to give greater attention to math and science in our classrooms, early reading instruction and the needs of students who are struggling to succeed, especially our English language learners. And we need to reform our secondary schools.”

Commissioner Mark K. McQuillan

Lesson Objectives

Lesson Objectives

• Members of the JLHS adult community will compare our school’s mission with the district’s mission.

• Members of the JLHS adult community will analyze the Instructional Plan for the Milford Public Schools with specific attention to the Learning Principles.

• Members of the JLHS adult community will compare our school’s mission with the district’s mission.

• Members of the JLHS adult community will analyze the Instructional Plan for the Milford Public Schools with specific attention to the Learning Principles.

Lesson Objectives

Lesson Objectives

• Members of the JLHS adult community will review the JLHS AIP for the 2008 – 2009 school year.

• Members of the JLHS adult community will review the JLHS AIP for the 2008 – 2009 school year.

Today’s Essential Questions

Today’s Essential Questions

• What is the purpose of a mission statement?

• How do you utilize the mission statement at JLHS?

• How will the Instructional Plan - specifically the Learning Principles - guide our work?

• What is the purpose of a mission statement?

• How do you utilize the mission statement at JLHS?

• How will the Instructional Plan - specifically the Learning Principles - guide our work?

LawMission

LawMission

“Jonathan Law High School is a community that exists to maximize the intellectual, the social, and the emotional growth of each student in a safe, stable, supportive environment. We believe that a positive, collaborative atmosphere fosters high expectations and recognizes individual differences. In partnership with students, parents and the community, we are committed to developing the skills necessary for educational, career and life choices.”

“Jonathan Law High School is a community that exists to maximize the intellectual, the social, and the emotional growth of each student in a safe, stable, supportive environment. We believe that a positive, collaborative atmosphere fosters high expectations and recognizes individual differences. In partnership with students, parents and the community, we are committed to developing the skills necessary for educational, career and life choices.”

District MissionDistrict Mission

• Students who graduate from the Milford Public Schools will:

a) Demonstrate mastery of reading, writing, and numeracy;

b) Comprehend, organize, and analyze information in order to independently solve problems and articulate solutions; and

c) Demonstrate the attributes of good citizenship and community/school engagement.

• Students who graduate from the Milford Public Schools will:

a) Demonstrate mastery of reading, writing, and numeracy;

b) Comprehend, organize, and analyze information in order to independently solve problems and articulate solutions; and

c) Demonstrate the attributes of good citizenship and community/school engagement.

District : Students who graduate from the Milford Public Schools will demonstrate mastery of reading, writing, and numeracy. Students will comprehend, organize, and analyze information in order to independently solve problems and articulate solutions. Students will demonstrate the attributes of good citizenship and community/school engagements.School : is a community that exists to maximize the intellectual, social, and the emotional growth of each student in a safe, stable, supportive environment. We believe that a positive, collaborative atmosphere fosters high expectations and recognizes individual differences. In partnership with students, parents, and the community, we are committed to developing the skills necessary for educational, career, and life choices.

Goal: 1. To improve the reading, writing, problem solving and communication skills of all students as measured by district assessments.

Student Work 1.Incorporate Classroom Walk-through data into student work protocol meetings. (1,2,3,4,7)2.Utilize protocols to discuss results of common assessments. (1,2,4,7)3.Maintain cycle of plan-do-monitor-adjust to measure student progress, identify areas of need/strengths of each individual student and determine effective instructional practices. (1-7)4.Individual teachers will maintain a study of three students on specific student progress in order to identify successful and unsuccessful strategies and interventions.

Classroom Walk-Throughs (CWT)1.Educate staff in components of Classroom Walk-through as it relates to student achievement and overall school improvement. (1,2,4,6)2.Disseminate shared Classroom Walk-through data, as it applies to student work, at meetings. (2,3,6,7)3.Develop shared understanding of best instructional practices, as they apply to Classroom Walk-through data, content standards, and academic expectations. (2,3,4,7)4.Maintain cycle of plan-do-monitor-adjust to measure effectiveness of Classroom Walk-through process. (1-7)5.Use of walk-through data to assess consistent implementation of curriculum.(1,2,4,5,6)

Professional Development 1.Develop a common language among staff within the use of the instructional plan for terms such as rigor, curriculum consistency and engagement. (1-7)2.Use learning to train staff at faculty meetings in protocols, CWT, and identified best instructional practices. (1-7)3.PD necessary to maintain continual growth of departments and deepen their understanding of common assessments relative to student work (i.e. - What instructional strategies can be implemented to improve student work?). (1-74.Discuss and analyze how learning principles will be implemented. (1,4,6)Seven Disciplines of Instruction Codes: 1 = Is there urgency for instructional improvement using real data to improve student learning?2 = Is there a shared vision of good teaching?

Personal Objectives 1.Monitor consistent implementation of curriculum. (1,2,5,6)2.Meet as high school administrative team to discuss and plan contents of school based Wednesday meetings to ensure consistency. (2,3,4,7)3.Continue to promote instructional plan and discuss impact of learning principles. (1-7)

3 = Are all meetings about the work?4 = Is there a shared vision of student results?5 = Is there effective supervision that leads to improved student learning?6 = Does professional development improve student learning?7 = Is there the use of diagnostic data with accountable collaboration?

JLHS JLHS Academic Academic

Improvement Improvement PlanPlan

Instructional Plan

Instructional Plan

“The new mission of our schools … is about learning to learn, about becoming independent thinkers and learners.”

“The new mission of our schools … is about learning to learn, about becoming independent thinkers and learners.”

Learning PrinciplesLearning Principles

“It is about problem solving, teamwork, knowledge of the world, adaptability, and comfort in a global system of technologies, conflict and complexity.”

“It is about the joy of learning and the pleasure and productivity of using one’s learning in all facets of work and life pursuits.”

Michael Fullan

“It is about problem solving, teamwork, knowledge of the world, adaptability, and comfort in a global system of technologies, conflict and complexity.”

“It is about the joy of learning and the pleasure and productivity of using one’s learning in all facets of work and life pursuits.”

Michael Fullan

MissionMission

A Mission Statement:

• Establishes our purpose

• Is defined by learning goals

• Provides continuity of focus

• Grounds our academic improvement plan by addressing real, critical issues rather than fads or quick fixes

A Mission Statement:

• Establishes our purpose

• Is defined by learning goals

• Provides continuity of focus

• Grounds our academic improvement plan by addressing real, critical issues rather than fads or quick fixes

MissionMission

“The single greatest determinant of learning is not socioeconomic factors or funding levels, ...

… it is instruction.”

Mike Schmoker

“The single greatest determinant of learning is not socioeconomic factors or funding levels, ...

… it is instruction.”

Mike Schmoker

MissionMission

All of our work will focus on the ultimate and singular event …

… the daily, the hourly interactions of teacher, student, and curriculum.

All of our work will focus on the ultimate and singular event …

… the daily, the hourly interactions of teacher, student, and curriculum.

Learning PrinciplesLearning Principles

• Are linked to the Mission Statement

• Describe components of the learning environment in order to reach goal

• Provide a classroom-level ‘compass’

• Depend on collaboration and collective discussion district-wide

• Are linked to the Mission Statement

• Describe components of the learning environment in order to reach goal

• Provide a classroom-level ‘compass’

• Depend on collaboration and collective discussion district-wide

Learning PrinciplesLearning Principles

Our work is to ensure that the following learning principles are able to occur in every room and that everything we do as a district will enable their implementation.

Our work is to ensure that the following learning principles are able to occur in every room and that everything we do as a district will enable their implementation.

Learning PrinciplesLearning Principles

The outcome of all learning is the powerful use and application of knowledge in a variety of contexts.

The outcome of all learning is the powerful use and application of knowledge in a variety of contexts.

Learning PrinciplesLearning Principles

Accomplishments are defined by clearly communicated and appropriate standards that guide the work, achievement, and plans for future growth.

Accomplishments are defined by clearly communicated and appropriate standards that guide the work, achievement, and plans for future growth.

Learning PrinciplesLearning Principles

To reflect upon and improve performance, learners need regular and timely feedback on progress as it relates to standards.

To reflect upon and improve performance, learners need regular and timely feedback on progress as it relates to standards.

Learning PrinciplesLearning Principles

When the right learning conditions exist, all learners are capable of excellence.

When the right learning conditions exist, all learners are capable of excellence.

Learners need to understand the value of what they are learning and how it relates to past and future learning.

Learning PrinciplesLearning Principles

• Learning is an active and reflective process in which learners are engaged in higher order thinking.

• Learners’ diverse needs are met through appropriate instructional strategies and materials.

• Motivation is essential to inspire learning.

• A supportive environment is necessary for learning.

• Learning is an active and reflective process in which learners are engaged in higher order thinking.

• Learners’ diverse needs are met through appropriate instructional strategies and materials.

• Motivation is essential to inspire learning.

• A supportive environment is necessary for learning.

Learning PrinciplesLearning Principles

This work will continue as we focus

on three critical issues.

• Curriculum Consistency• Student Engagement• Rigor of Instruction

This work will continue as we focus

on three critical issues.

• Curriculum Consistency• Student Engagement• Rigor of Instruction

Learning PrinciplesLearning Principles

We must focus on these critical issues as our next steps in order to achieve the school mission in accordance with the learning principles.

We must focus on these critical issues as our next steps in order to achieve the school mission in accordance with the learning principles.

Thanks, Louise

Thanks, Louise

LListen to, speak, and communicate ideas accurately for a variety of

purposes and audience.

AApply previously acquired knowledge to new and unfamiliar situations.

WWork cooperatively and independently to complete learning goals.

MMeet course requirements in all classes, including but not limited to

Health and Physical Education as prescribed by the Milford Board of Education.

EExhibit the resilience necessary to accept and overcome challenges.

NNurture responsibilities of a citizen in a democratic society particularly through meeting course requirements in Civics and Global Studies.

LListen to, speak, and communicate ideas accurately for a variety of

purposes and audience.

AApply previously acquired knowledge to new and unfamiliar situations.

WWork cooperatively and independently to complete learning goals.

MMeet course requirements in all classes, including but not limited to

Health and Physical Education as prescribed by the Milford Board of Education.

EExhibit the resilience necessary to accept and overcome challenges.

NNurture responsibilities of a citizen in a democratic society particularly through meeting course requirements in Civics and Global Studies.

In closing…

In closing…

Our work is challenging and exciting. Let each of us think about what we can do to “maximize the intellectual, social, and the emotional growth of each student.”

Our work is challenging and exciting. Let each of us think about what we can do to “maximize the intellectual, social, and the emotional growth of each student.”

Universal Traits

Universal Traits

• Feel wanted and indulged by parents • Lead busy, over-planned lives• Embrace core values that speak to morality,

civic duty, patriotism, social awareness • Open-minded; accepting of diversity • Able to use technology in unforeseen ways• Lots of disposable income• High tolerance for change

• Feel wanted and indulged by parents • Lead busy, over-planned lives• Embrace core values that speak to morality,

civic duty, patriotism, social awareness • Open-minded; accepting of diversity • Able to use technology in unforeseen ways• Lots of disposable income• High tolerance for change

Unboggle the

Mind

Unboggle the

Mind

1. Game the System• Make students want to come back for more with timely,

accurate feedback.• Have them assess learning and keep their own score.

2. Give ’Em Time• Extend wait time; cueing; rephrase questions.• Pose content-embedded problems that tax imagination and

stimulate curiosity.

3. Do it Again, Sam• Encourage assignment do-overs and test retakes so every

student can hit benchmarks.• No zeroes – have students complete the work instead.

1. Game the System• Make students want to come back for more with timely,

accurate feedback.• Have them assess learning and keep their own score.

2. Give ’Em Time• Extend wait time; cueing; rephrase questions.• Pose content-embedded problems that tax imagination and

stimulate curiosity.

3. Do it Again, Sam• Encourage assignment do-overs and test retakes so every

student can hit benchmarks.• No zeroes – have students complete the work instead.

Unboggle the Mind

Unboggle the Mind

4. One Mind, Many Bodies• Make cooperative learning, teamwork, and group

projects a regular part of your instructional program.

5. Value Every Viewpoint• Treat ideas respectfully, even though they’re “just

kids.”• Maintain a tolerant, non-judgmental atmosphere.

6. Think for Life• Galvanize students to discover that becoming a

lifelong thinker brings its own rewards.

4. One Mind, Many Bodies• Make cooperative learning, teamwork, and group

projects a regular part of your instructional program.

5. Value Every Viewpoint• Treat ideas respectfully, even though they’re “just

kids.”• Maintain a tolerant, non-judgmental atmosphere.

6. Think for Life• Galvanize students to discover that becoming a

lifelong thinker brings its own rewards.

Your Turn to Think

Your Turn to Think

• What insights does this presentation give us into our own teaching?

• Are there any changes we should consider as we contemplate our role in molding young minds?

• Are there any changes we should consider as we plan how we will mold young minds?

• What insights does this presentation give us into our own teaching?

• Are there any changes we should consider as we contemplate our role in molding young minds?

• Are there any changes we should consider as we plan how we will mold young minds?

Your Turn to Think

Your Turn to Think

• District Mission?

• Key words

• JLHS Mission?

• Learning Principles

• Critical Issues

• District Mission?

• Key words

• JLHS Mission?

• Learning Principles

• Critical Issues