MANDY BURKE HOSS TABRIZI Collaborative Teams

1. Teachers will meet during collaborative planning times 2. Teachers will create common assessments 3. Teachers will analyze data from common assessments 4. Teachers will provide intervention for students who are identified as struggling based on the common assessments

Things to consider during team meetings…. Sequencing/Pacing/Curriculum Map Data Instructional Strategies /Intervention /Remediation Action Items/Reflection

Sequencing/Pacing/Curriculum Map  Teams will work together to hit common targets throughout each quarter

Data  Can include various types of information from quantitative to qualitative (notes, observations, spreadsheets, etc.)  Teams should decide what format to collect data so that they can use it to drive discussions centered around teaching strategies and student achievement

Examples of Data Collection Data Sorter Excel Spreadsheets Rubrics Qualitative data Participation data Standardized Assessments

Instructional Strategies/ Intervention/ Remediation  Observations and data will help to lead discussions on what strategies worked best during a specific unit and help to identify those at risk.

Examples of Intervention Afterschool sessions Assigned Learning Seminar sessions Saturday Sessions Specific remedial programs

Action Items/Reflection  What’s Next? What Worked? What will we use again next year?

SMARTR S trategic M easurable A ttainable R esults Orientated T ime Bound R igor

Team Dynamics Getting to know your team…  Everyone comes with different backgrounds both professionally and personally  Differences can arise from our various perspectives…no one way is the right way. If you are always considering the students in your decisions you can not go wrong. Develop roles and responsibilities as a team  Knowing expectations can help to facilitate meetings.

Resources for CT’s Teams will be given data specific to their content areas in August for use at the first CT meeting Teams will be given a WTW Collaborative Teams quick reference guide to assist with planning. Mandy and Hoss will be available to assist all teams and will meet with team leads on a monthly basis to provide support.

WT Woodson High School “Tights” 1.Teachers will meet during collaborative planning times 2.Teachers will create common assessments 3.Teachers will analyze data from common assessments 4.Teachers will provide intervention for students who are identified as struggling based on the common assessments Guiding Questions: What is it we want every student to know? (Essential Knowledge) How do we know if he/she has learned it? (Assessments) How do we respond when a student is not learning? (Interventions) What do we do if they already know it? (Enrichment) The mission of Woodson High School is to create an environment where all students achieve and maintain high levels of academic performance, value learning, appreciate diversity, and demonstrate responsible citizenship itizenship cademics irtue ervice trategic &specific ttainable esults- oriented ime-bound igorous easurable 1.Reduce the 2012 SOL achievement gap by 10% of the previous year’s gap in all subgroups. For example, if the gap was 20%, it will be reduced to 18%. 2.Standard level teams will compare data from common assessments and implement interventions for individuals. 3.Standard level teams will compare data from common assessments and implement interventions for subgroups. SIP ACADEMIC GOAL Parent Communication Communication with parents is one of the most powerful tools you have, especially when dealing with student issues such as work completion, attitude in the classroom and work ethic. When considering different intervention options make sure you have contacted the parent about the concerns. In order to help with your communication consider the following: Always begin with a positive student comment State your concerns as concerns, and follow with specific examples Phrase your concern in terms of the student’s behavior, not personal attributes Ask for specific help from the parent Come to an agreement on how you, the parent and the student will adequately address the issues of concern Tier One: Resources Available to All Students Tier Two: Resources Required For Identified Students Tier Three: Required Intensive Interventions for Identified Students School Wide Core Based * Learning Seminars * Flip Flop Passes * Writing Center Math Saturday SOL Sessions Full day boot camp field trip social studies After school remediation sessions After School Support Content Specific Honor Society tutors Developing Literacies Double Block Alg ?