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In-demand events innovative publishing inspired professional development www.solution-tree.com “Until we are fully informed and professional, we will continue to use our new materials with our old mentality, to be victims of innovation without change.” Regie Routman

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“Until we are fully informed and professional, we will continue to use our new materials with our old mentality, to be victims of innovation without change.” Regie Routman (1999). - PowerPoint PPT Presentation

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Page 1: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

In-demand events innovative publishing inspired professional development www.solution-tree.com

“Until we are fully informed and professional, we will continue to use our new materials with our old

mentality, to be victims of innovation without change.”

Regie Routman (1999)

Page 2: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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The Power of Professional

Learning Communities

Geri L. ParscaleDirector of Professional Development and

InstructionUSD 207, Fort Leavenworth Schools

[email protected](913) 651-7373

Page 3: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Page 4: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

In-demand events innovative publishing inspired professional development www.solution-tree.com

Page 5: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

In-demand events innovative publishing inspired professional development www.solution-tree.com

Page 6: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

In-demand events innovative publishing inspired professional development www.solution-tree.com

“The most promising strategy for sustained,

substantive school improvement is building the capacity of school personnel to function as a professional

learning community.”

Milbrae McLaughlin

Page 7: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Learning Targets for Today Increased understanding of a

Professional Learning Community (PLC)

Insights into the importance of the “Three Big Ideas”—What they are, How we use them

Increased understanding of the work and products created by PLCs

“Whatever It Takes”

Page 8: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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TriadsWhen we work today:

Chocolate

Caramel

Nuts

Page 9: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Check In

One item you have on your mind right now that has NOTHING to do with professional learning

Page 10: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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***NORMS***

Page 11: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Page 12: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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***NORMS***

“The standards of behaviors by which

we agree to operate while we are in this group”

Page 13: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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What do you need from others in the

room to enhance your learning?

NORMS

Page 14: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Norms for Our Learning:(based on what we know about adult learning)

Listen through the filter of a question

Speak openly and honestly

Pay attention to your “aha” moments

Postpone distractions

Page 15: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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“The reason PLC’s increase student learning is that they produce more good teaching

by more teachers more of the time. Put simply, PLC improves

teaching, which improves student results.”

Jonathan Saphier, 2005

Page 16: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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What IS a Professional Learning Community??

_________________________Educators are committed to working collaboratively in ongoing processes

of collective inquiry and action research in order to achieve better results for the students they serve.

Page 17: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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“The very essence of a learning community is a focus on and a commitment to the learning of each student.”

DuFour & Eaker, 2006

Page 18: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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“The Way We Were”Take a silent moment and

think of an adjective that best describes you…

Ten Years AgoShare with your triad membersThink of one adjective

describing HOW YOU WANT TO BE—5 years from now.

Page 19: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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“The Way We Were”A Design of Public Schools

“Factory Model”, Time was the Constant, Quality was the Variable

Uniformity, Standardization, Bureaucracy Identify the “one best way” of doing

something and train others to do it that way

“Closed Door Mentality”—Leave me Alone and I will teach the way I always have

Page 20: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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The “Way We Need to Be”A Design of Public Schools

Development of students as “Thinkers”

Create a culture that is collaborative, not closed

Focus on LEARNING rather than TEACHING

Page 21: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Which Question Do We Answer???

“What do we need to know in order to improve?”

“Will we turn what we already know into action???”

Page 22: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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What type of school are you building?

Page 23: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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A. Learning is based on the student’s ability

B. Learning takes place only if the student takes advantage of the opportunities to learn within the school

C. All students can learn something, and we will create a warm, pleasant environment for them to learn

D. All students can learn and we will do whatever it takes to help students learn and achieve the agreed upon curriculum/standards.

Page 24: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Questions to Consider:

1. What school did you attend?2. In which school do you currently

work?3. In which school do you want to

work?4. Which school do you want your kids

to attend?

Page 25: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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What Is a PLC?

A Professional Learning Community is an ethos that infuses every single aspect of a school’s operation. When a school becomes a professional learning community, everything in the school looks different than it did before.

--Andy Hargreaves (2004)

Page 26: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Don’t tell me you believe “all kids can learn.” Tell me what you’re doing about the kids who aren’t learning.

-- Rick DuFour

Page 27: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Our Message Must Be

Learning is required. You can and will be successful here. You may not choose to fail.

We want to connect with you through people who care about you. We want you to feel connected, get involved, and be successful.

Page 28: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Assumptions Driving the School Culture

The fundamental purpose of the school is to ensure student learning. All of our

practices, policies, and procedures must be assessed on the basis of their impact

on learning.

We can help students be successful. Our collaborative efforts do have an impact on

student learning.

Page 29: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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3 “Big Ideas” of Being a PLC

Focus on Learning

Collaborative Culture

Governed by Results

Page 30: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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3 “Big Ideas” of a PLC We accept learning as the fundamental

purpose of our school and therefore are willing to examine all practices in light of their impact on learning.

We are committeed to working together to achieve our collective purpose. Culture of Collaboration

We assess our effectiveness on the basis of results rather than intentions.

Page 31: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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To truly reform education, we must abandon the long-

standing assumption that the central activity of

education is teaching and reorient all policy making

and activities around a new benchmark: student

learning.--Edward Fiske (1992)

Page 32: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Teaching without learning isn’t teaching at all…

It is simply presenting a lesson.

Page 33: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Triads

Chocolate

Caramel

Nuts

Focus on Learning

Collaborative Culture

Governed by Results

Page 34: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Turn to your partner (in triad)

When you speak about your element, how does it look in YOUR world?? How would

you LIKE it to look?

Page 35: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Focus on Learning:4 Critical Questions Guide

All PLC’s ““What do we want our students to What do we want our students to

learn?”learn?” “How will we know when each student

has learned it?” “What do we do when a student doesn’t

learn it? “What do we do when a student already

has learned it?”

Page 36: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Determining Essential Outcomes(Critical Question #1)

The essential learning aligned with curriculum guides

Identified essential learning allows students to demonstrate mastery on assessments

Assessments created by the team must provide timely information so that students who are struggling are provided additional time and support.

Page 37: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Collaborative teams of teachers work together to build shared knowledge.Three-part test for teams as they assess

the significance of standards:

1.1. Does it have endurance?Does it have endurance?

2.2. Does it have leverage?Does it have leverage?

3.3. Does it develop student readiness for Does it develop student readiness for the next level of learning?the next level of learning?

What current content can we What current content can we eliminate because it is not eliminate because it is not

essential?essential?Doug Reeves (2002)

Page 38: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Does it have Endurance???

Do we really expect our students to retain the knowledge and skills over time as opposed to merely learning it for a test?

Page 39: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Does it have Leverage?

Will proficiency in this standard help the student in other areas of the curriculum and other academic disciplines?

Page 40: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Does it develop student readiness for the next level

of learning?

Is it essential for success in the next unit, course or grade level?

Page 41: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Keep, Drop, CreateTom Many, Kildeer Schools

Once per Quarter In lesson plans/in curriculum guides

—KEEP In curriculum guide/NOT in plans—

CREATE In lesson plans/NOT in curriculum

guides--DROP

Page 42: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Having a clear curriculum focus means that teachers in a learning community not only decide together what students should be able to do, they also decide what NOT to teach.

---PLC at Work

Page 43: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Big Idea Two:Collaborative Culture and

Collaborative Teams

People, Process, and Tasks

Page 44: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Collaborative Culture“Educators who are building a

professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.”

--Richard DuFour, On Common Ground

Page 45: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Norms Help Establish TRUST

The standards of behaviors by which we agree to

operate while we are in this group.

Page 46: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Meeting Agenda and Logswww.allthingsplc.info

Page 47: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Collaboration:

“A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve our individual collective results”

DuFour, DuFour, and Eaker

Page 48: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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“I lift, you grab . . . . Was that concept just a little too complex, Carl?”

A Team is a group of people working interdependently

toward a common goal.

Page 49: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Page 50: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Are we a Group??

Are we a Team???

Page 51: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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CV T O

M I B Z UG D S A E H W

Y F K N X L J Q P

Page 52: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Page 53: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Page 54: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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CV T O

M I B Z UG D S A E H W

Y F K N X L J Q P

Page 55: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Page 56: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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FJ R N

U L A O SP E V D X C Y

K T G W B I Q M H

Page 57: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Reflection

Am I a member of a group or a team?

What is my evidence?

Page 58: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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The Focus of CollaborationCollaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things they may end up being powerfully wrong.

Michael Fullan

Page 59: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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GroupsMembers

think they are grouped together for administrative reasons only.

Teams Members recognize

their interdependence and understand both personal and team goals are best accomplished with mutual support. Time is not wasted struggling over “turf” or seeking personal gain at the expense of others.

Page 60: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Groups Members are told

what to do rather than asked what the best approach would be.

Members are cautious about what they say so real understanding is not possible.

Teams Members contribute

to the organization’s success by applying unique talents and knowledge to team objectives

Members practice open and honest communication. They make an effort to understand each other’s point of view.

Page 61: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Team Growth & Development

Forming

Storming

Norming

Performing

Reforming

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Stages of TEAM Development

“Testing”Forming Me

Polite Unfocused

Non-Threatening Non-Productive

Focuses on Procedures

Page 63: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Stages of TEAM Development

“Infighting”Storming Me vs. You

Confronting Individual agendas

Beginning to trust enough to dissent Excess work Opting out

Page 64: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Stages of TEAM Development

“Getting Organized”Norming We

Clear Process Clear mission and goals

Establish new patterns of behavior Giving feedback

Cohesiveness

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Stages of TEAM Development

“Mature Closeness”Performing We

Open Effective

Team is more important than individuals Unique identity as a team

Flexible Synergy

Page 66: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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“In order for groups to form into high performing

teams, they must pass through these four

recognizable stages.”

--Tuckman

Page 67: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Big Idea Three:

Focus on Results

Assessment:Common???

Summative???Formative???

Page 68: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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“One of the most powerful, high-leverage strategies for improving student learning available to schools is the creation of frequent, common, high-quality formative assessments by teachers who are working collaboratively to help a group of students develop agreed-upon knowledge and skills.”

(Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmoker, 2003; Stiggins,

2005)

Page 69: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Common Assessment Defined: any assessment given by 2 or moreinstructors with the intention of collaboratively examining the results for:

• shared learning,• instructional planning for individual students, and/or• curriculum, instruction, and/or assessment modifications.

Page 70: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Why Common Assessments?

Efficiency – by sharing the load teachers save time

Fairness – promotes common goals, similar pacing, and consistent standards for assessing student proficiency

Effective monitoring – provides timely evidence of whether the guaranteed and viable curriculum is being taught and learned.

Page 71: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Common Assessments (con’t.) Informs individual teacher practice –

provides teachers with a basis of comparison regarding the achievement of their students so they can see strengths and weaknesses of their teaching

Team capacity – collaborative teacher teams are able to identify and address problem areas in their program

Collective Response – helps teams and the school create timely, systematic interventions for students

Page 72: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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The importance of accurately assessing student learning . . .

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Page 74: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Page 75: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Page 76: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Page 77: Learning Targets for Today Increased understanding of a Professional Learning Community (PLC)

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Classroom Performance Summary Report

Science 7: Genetics Unit Test B

Classroom Proficiency

Far Below Basic

Below Basic

Basic Proficient Advanced

0.00% 0.00% 6.67% 13.33% 80.00%

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Classroom Performance Summary Report

Science 7: Genetics Unit Test BStudent Name Number

CorrectPercent Correct

Student 1 30 100%

Student 2 29 96.67%

Student 3 13 43.33%

Student 4 30 100%

Student 5 19 63.33%

Student 6 30 100%

Student 7 27 90%

Student 8 28 93.33%

Student 9 25 83.33%

Student 10 25 83.33%

Student 11 30 100%

Student 12 30 100%

Student 13 25 83.33%

Student 14 30 100%

Student 15 30 100%

Averages 26.2 87.33%

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Classroom Performance Summary Report

Science 7: Genetics Unit Test BStudent Name Number

CorrectPercentCorrect

LS2.d

LS2.c

LS2.a

LS2.b

LS2.e

Student 1 30 100% 100% 100% 100% 100% 100%

Student 2 29 96.67% 100% 67% 100% 100% 100%

Student 3 13 43.33% 33% 0% 100% 100% 100%

Student 4 30 100% 100% 100% 100% 100% 100%

Student 5 19 63.33% 33% 33% 100% 100% 100%

Student 6 30 100% 100% 100% 100% 100% 100%

Student 7 27 90% 100% 100% 100% 100% 100%

Student 8 28 93.33% 67% 67% 100% 100% 100%

Student 9 25 83.33% 67% 100% 100% 100% 100%

Student 10 25 83.33% 100% 33% 100% 100% 100%

Student 11 30 100% 100% 100% 100% 100% 100%

Student 12 30 100% 100% 100% 100% 100% 100%

Student 13 25 83.33% 33% 67% 100% 100% 100%

Student 14 30 100% 100% 100% 100% 100% 100%

Student 15 30 100% 100% 100% 100% 100% 100%

Averages 26.2 87.33% 82% 78% 100% 97% 100%

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Classroom Performance Summary Report

Science 7: Genetics Unit Test BTeacher A Teacher

BTeacher C

Teacher D

Teacher E

LS2.d 82% 89% 90% 90% 79% 86%

LS2.c 100% 75% 80% 82% 71% 82%

LS2.a 100% 100% 100% 100% 73% 95%

LS2.b 97% 93% 96% 100% 82% 94%

LS2.e 100% 83% 86% 91% 80% 88%

ClassAverages

96% 91% 90% 88% 77% 89%

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Two types of Assessment

Formative

Summative

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Summative Assessments: Used to determine if

students have met intended standards by a specified

deadline. “Assessment OF

Learning”

Uses include:curriculum strengthsprograms in districts

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Formative Assessments measures the mastery of

students on skills.“Assessment FOR

Learning”

Uses include:Student’s mastery of a skill

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Check status

Others about students

Standards

Improve learning

Students about themselves

Enabling targets

Overview

Assessment OF Learning

Assessment FOR Learning

Reason

To Inform

Focus

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Year One:seven

scheduled doctor’s

visits

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We use BOTH types of assessment!!

There must be a marriage between the two!!!

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The Key to all this is: How do we use the assessment

process to help our students want to learn???

SummativeUses include:

Curriculum strengthsPrograms in districts

FormativeUses Include:

Mastery of Skills by Students

Motivation – another chanceStudent involvementRedirect instruction

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Teacher’s Role in Assessment FOR Learning

1. Identify the standard2. Deconstruct it to enabling targets3. Transform to student-friendly version4. Create accurate classroom

assessments5. Use WITH students to track growth

Dr. Rick StigginsAssessment Training Institute

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Student’s Role inAssessment FOR Learning

To strive to understand what success looks like—THEY NEED YOUR HELP!!!

Understand the assessment so that they can do better next time.

Assessment as Learning

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A Key to Formative Assessments• In determining whether or not an assessment is ‘formative’, it is far more important to examine what happens AFTER the assessment is given (that is, how the results are used) rather than the content of the assessment itself.

• If students are not provided additional opportunities to demonstrate learning, an assessment is not formative

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The Power of ProtocolsThe Power of Protocolsa different PD pathway to changea different PD pathway to change

Careful Collaboration Looking at Work In Own Classroom

Careful Collaboration Looking at Work In Own Classroom

Deeper Understanding Through HearingOthers Perspectives and Questions

Deeper Understanding Through HearingOthers Perspectives and Questions

Changes in Classroom Practice Based onNew Understandings

Changes in Classroom Practice Based onNew Understandings

Improved Student LearningImproved Student Learning

Lea

ds

to:

Lea

ds

to:

Lea

ds

to:

Lea

ds

to:

Lea

ds

to:

Lea

ds

to:

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In Short…

Protocols help facilitate. They give you a structural way to make sure that all voices are

heard because they are followed.

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Here’s Whatdoes the data say?

So Whatconclusions might you draw?

Now Whataction steps will you take?

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BUT WAIT!!!!!Isn’t communicative precision, replication and scripts almost counterproductive with educators??? Don’t we learn best by just talking???

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“Meetings called to address serious problems frequently fail because of underregulated talking. Often those leading the meetings talk too much, others talk too much…real listening and (learning) is choked off…”

Emily White, 2008

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Exploring Student Work

Become deliberate students of our students

Reach a different understanding of our students.

Reach an understanding that requires the suspension of the flow of student work, study it calmly and deliberately and explore what it means.

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Close and Collective Study of Student Work: Why???

To learn more about student learning (gain clues about strengths/weaknesses, misconceptions, proximity or distance from a conceptual breakthrough, progress with respect to some defined standard).

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Close and Collective Study of Student Work: Why???

We read students’ work closely as a text that captures the efficacy of our own work. This text is where our moves as educators and their impact on students is most traceable.

(McDonald, 2001, 2002)

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“Our efforts to explore student work together are crucial to our efforts to revise and improve the collective work of our educational institutions. However, looking at student work can be threatening,. Thus, the reason for protocols. They protect us from what we may perceive as social danger…they teach us the habits we wish we already had!”

(The Power of Protocols, 2007)

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Ensuring All Students Learn

“What do we want a student to learn?”

“How will we know when a student has learned it?”

“What do we do when a student doesn’t learn it?”

“What do we do when a student already knows it?

Four critical questions guide all PLCs:

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How can we effectively and systematically intervene to ensure each student learns?

(Answer for questions 3 and 4)

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Pyramid of Interventions

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What is SPEED Intervention Criteria? Systematic: Is schoolwide, independent of

individual teachers, and communicated in writing

Practical: Is affordable

Effective: Must be effective, available, and operational early enough to make a difference for the student

Essential: Focuses on agreed upon standards and essential learning outcomes

Directive: Must be mandatory (not invitational) and part of a student’s regular school day

—DuFour, DuFour, Eaker, & Many, Learning by Doing (2006)

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Interventions

Traditional School

Typically occurs as re-teaching for the whole class

PLC School

Occurs individually or with small groups of students

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Interventions

Traditional School

Interventions occur whenever the teacher feels help is needed

PLC School

Intervention occurs in response to student performance on common assessments

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Interventions

Traditional School

Failure is an option. (Kids suffer natural consequences.)

PLC School

Failure is not an option. (Extra time and support ensures that all students learn.)

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When You Diet

Cut your calorie intake.

Drink water.

Exercise regularly.

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Instead you…

Eat too much.

Consume mostly fats and sweets.

Drink soda.

Rarely exercise.

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“Don’t tell me you believe ‘all kids can learn.’ Tell me what you’re doing about the kids who aren’t learning.”

—Richard DuFour

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Steps to Create a Pyramid of Interventions

Identify interventions already in place.

Sort and classify the interventions from least intensive to most intensive.

Create a system for tracking the success of students and interventions.

Continually gather additional input from staff.

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What are your current interventions?

(What are you doing for students who are not learning?)

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Creating Commitment to Interventions

Necessary cultural shifts, from:

1. A focus on teaching to a focus on learning

2. Fixed time to flexible time

3. Average learning to individual learning

4. Punitive to positive

5. Recognizing the elite to creating opportunities for many winners

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Pyramid of Interventions

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Remember

A pyramid of interventions prevents an intervention from

being optional.

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1. Do you believe all students can learn at high levels, and do you take responsibility to ensure that all students learn? (Focus on learning)

2. Do you have frequent, collaborative time embedded in your professional day? (Collaborative culture)

3. Have you clearly defined what all students should learn? (Key question 1)

4. Do you have frequent common formative assessments to measure student learning? (Focus on results; key question 2)

Essential Questions

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5. How will you identify students who need extra support? How often?

6. How will you re-teach essential standards? (Team)

7. How will you address intentional non-learners? (School)

8. What are your supportive and intensive levels of support?

Essential Questions

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9. How will you communicate the program to staff, students, and parents?

10.How will you recognize and encourage student success?

11.Do your grading policies align with program goals?

12.What implementation obstacles will you face?

Essential Questions

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We Can Behave Our Way Into New Attitudes

Attitudes in this world are not changed abstractly…attitudes are partly the result of working, attitudes are partly the result of action. You do not fold your hands and wait for attitude to change by itself.

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The Importance of “Why”Great teams think they are on mission from God. They always believe that they are doing something vital, even holy … something worthy of their best selves. Their clear, collective purpose makes everything they do seem meaningful and valuable … Their leaders understand the power of rhetoric and recruit people for crusades, not jobs.

They recognize that without meaning, work is time stolen from us.

- Warren Bennis

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Passion and Persistence