2. Sailing the “Cs” to Vision 2020 Agenda Review & Desired Outcomes

3. Continuing our Journey….. Staying On Course Core Curriculum Core Instruction Collaborative Teams Core Assessment/Evaluation

4. Message in a Bottle Read your message in a bottle Reflect in your Captain’s Log Share your journey with two shipmates Make mid-course corrections as needed Launch bottle back to sea

5. Collaborative Teams Our work with our “crews” in our schools. Adaptive Schools Training-the how of professional communities Western Area PLTs/PLNs – Focus on the common threads – Hybrid of a PLT/PLN – Common problem of practice – Learning from each other here… through school visits….participating in learning rounds and/or walkthroughs ect…

6. PLT’s  Start With WHY  ILR  Principal Talk

7. BREAK

8. Monitoring and Midcourse Corrections Act on the best evidence possible, and learn from your mistakes. - Robert Sutton

9. Pitfalls and Best Practices for Implementation 1.Blaming the Kids 2.Blaming the Program 3.Casual Selection of Strategies 4.Fragmentation 1.Master Plan Design 2.Targeted Research-Based Strategies 3. Professional Development 4. Professional Development Implementation 5. Parental Engagement

10. Keeping our Keel Moving! Why we Monitor

11. How We Monitor Data monitoring sheet Roles & Responsibilities Calendar Monthly Calendar Strong Master Plan

12. Connecting the WORK Strategy Teacher PLTSIP

13. Connecting the Work Classroom Assessment Data Common Grade Assessment Data in PLTs School Assessment Data in Committees SIT reviews school data and when applicable compares to county and area

14. Monitoring and Midcourse Corrections 1. Read assigned COLOR section on the Monitoring and Midcourse Corrections Quotes Handout (Chapter 5 SING) 2. Select ONE quote that resonated with you. 3. Discuss the importance of your quote to thesection you read and the continuous improvement process. 4. Share with the whole group one quote from your section that best summarizes your section and why.

15. Monitoring and Midcourse Corrections Read Final Thoughts and Key Questions for Team Study HO page 99.

16. Monitoring and Midcourse Corrections Discuss Key Questions with PLT Share 3 examples from your table of how this is being done in your school’s continuous improvement work. Key Points tracking the “right work”, frequency, altering practices based on evidence

17. Monitoring and Midcourse Corrections What do you need to Reinvent, Repurpose, and Redesign to ensure effective and timely monitoring of both student achievement and professional practice in your 2016-2018 School Improvement Plan?

18. Even Better If…..

19. LUNCH-On Your Own 11:45-1:15ENJOY!

20. Core Instruction ETF Community MTSS 4 “Cs” Research based, high leverage instructional practices/strategies Attacking “mediocre teaching” Bringing in resources like: – 17,000 Classroom Visits Can’t Be Wrong – The Skillful Leader/The Skillful Teacher – CITW 2 nd edition – The Core Six – Learning in the Fast Lane

21. 4 Cs 1.Critical Thinking 2.Communication 3.Collaboration 4.Creativity

22. 17,000 Classroom Visits Chapter 3 Thinking and the Brain Classroom Instruction That Works Chapter 8 Identifying Similarities and Differences

23. 17,000 Classroom Visits Chapter 3 Thinking and the Brain The brain is a pattern-seeking device Pattern seeking through the cognitive domain – Bloom’s Taxonomy Knowledge: pattern given and then asked to repeat it Comprehension: pattern given and then asked to paraphrase or extend Application: pattern given and then finds a use for it in a new situation Analysis: learner finds pattern by himself Synthesis: Learner creates, combines, or ignores patterns Evaluation: learner is asked to compare patterns

24. <17,000 classroom visits Levels of Bloom’s Taxonomy Low (knowledge, comprehension)87% Middle (application, analysis)9% High (synthesis, evaluation)4% Results Teacher focused classrooms PD focused on better teacher questions or pre-questioning Improved student engagement without concurrent efforts to raise the thinking levels of student work leads to learners enthusiastically participating in low-level tasks Standardized assessments are perceived as testing at very low levels Helping students too much

25. The key to raising thinking in a meaningful way is to focus on the middle two levels of Bloom’s. Application Authentic assessment systems – skills, strategies, formulas, ideas and information are learned and stored – “mental toolbox”. Challenge is presented and student examines the problem and then sorts through toolbox to find an appropriate tool to address the problem Analysis Say less and change the order – let students explore and structure concepts before providing more conventional, standardized content. 17,000 Classroom Visits Chapter 3 Thinking and the Brain

26. True synthesis and evaluation cannot occur without ANALYSIS. Learners cannot create, combine, ignore, or compare patterns unless they have first identified them. Once analysis has occurred Creative types move to synthesis Critical thinkers gravitate toward evaluation 17,000 Classroom Visits Chapter 3 Thinking and the Brain

27. Learning tasks should be designed to guarantee a predetermined minimal level of thinking. It’s not the questions teachers ask or manner in which they present content that matters; importance on thinking level required by the work 17,000 Classroom Visits Chapter 3 Thinking and the Brain

28. Identifying similarities and differences helps learners gain insight, draw inferences, make generalizations, and develop or refine schemas. 4 STRATEGIES Comparing Classifying Creating metaphors Creating analogies Classroom Instruction That Works Chapter 8 Identifying Similarities and Differences

29. Teachers most confident with compare and contrast activities BUT the power to increase student achievement lies in use of ALL four. Moves students from concrete to abstract Separate to connected ideas Classroom Instruction That Works Chapter 8 Identifying Similarities and Differences

30. Compare and Contrast How things are alike and different based on certain characteristics Classify We consider similarities and differences and then group according to categories Classroom Instruction That Works Chapter 8 Identifying Similarities and Differences

31. Criteria is key to focus the work and deepen understanding of the content. Have students provide summary of comparison to process information and create deeper connections.

32. Classroom Instruction That Works Chapter 8 Identifying Similarities and Differences Metaphors Link two things that appear to be quite different on the surface but are found to have some likeness. Ex. love is like a rose Analogies Involves relationships and similarities between pairs of elements. Ex. Ruler is to length as a cup is to volume

33. Classroom Instruction That Works Chapter 8 Identifying Similarities and Differences Effective Practice Instructional sequence Activating prior knowledge Introducing new knowledge Asking student to connect new and previous learnings (similarity & differences) Asking students to apply and demonstrate their understanding

34. Classroom Instruction That Works Chapter 8 Identifying Similarities and Differences Effective Practice Using graphic and symbolic representations help students understand and effectively use the four strategies for identifying similarities and differences.

35. Students use what they know as an anchor for new learning. Many consider the four strategies to be the core of all learning.

36. Venn with Lines Diagram 17,000 Classroom Visits Chapter 3 Thinking and the Brain Venn with Lines Diagram Classroom Instruction That Works Chapter 8 Identifying Similarities and Differences Comparison Matrix Group 1 Doug Nikia Karen Robin S Group 2 Teresa Trent Chip Mike R Group 3 Stephanie Rick Camille Catherine Group 1 Fay Bob Robin W Winston Group 2 Rod Mike J Lisa Kristin Group 3 Che-Von Nolan Tim Sherry

37. Graphic Organizers Work in a group of 3-4 members to complete the graphic organizer

38. Graphic Organizers Work on your own to create an analogy and metaphor using today’s learning. School ImprovementAssessment Frequent monitoring Effective school Improvement Feed-up is like Feedback is like Feed-forward is like

39. 4 Cs 1.Critical Thinking 2.Communication 3.Collaboration 4.Creativity

44. Reminders Checking our Gear…Coming Back to Dock…Reminders Open House Memo Field Trip List-share w/ nurse AP Spring Cohort for Adaptive Schools Observation Calibration Training January Principals’ Meeting is Day 4 Adaptive Schools

45. Watching the Sunset…. Even Better If……. Celebrations!!!!

46. If you follow your WHY, then others will follow you!