1. 8/25/2014 3:30 PM 1 LITERACY Data Analysis Continuously utilizing appropriate formal and informal data to inform in- struction, increase student learning, and inform the school improve- ment process Critical Thinking Ensuring that all higher order thinking skills infused into the curriculum are understood by teachers and used in instruction and when not evident in the curriculum, exploring ways to do so Effective Instruction and Student Engagement Improving first instruction for all students and matching needs for interventions – for both struggling and advanced students – to specific needs Curriculum Implementation Implementing new and existing curriculum focused on the Common Core Standards with fidelity Through Professional Learning Communities, we will focus on … So that … Students Achieve MATH SCHOOL CLIMATE

3. FOUR CRITICAL QUESTIONS FOR TEACHERS What do teachers need to know and be able to do in order to meet the expectations set forth in the school improvement plan? How will you know if they know it? What will you do if they don ’ t know it? What will you do if they already know it? 8/25/2014 3:30 PM 3

4. SCHOOL IMPROVEMENT PLAN PROFESSIONAL GROWTH NEEDS by: individual team department school COMPREHENSIVE PROFESSIONAL DEVELOPMENT PROGRAM 4 Critical Questions

5. Determine: PROFESSIONAL GROWTH NEEDS by: individual team department school By: needs assessments walk-throughs peer observations collecting learning data coaching conversations 4 Critical Questions How do you know if the PD is making a difference??? 8/25/2014 3:30 PM 5

6. ______Elementary School School Improvement Plan 5th Grade Team What should we see in our classrooms? In order to make that happen, what do we need to know and/or be able to do? What professional development support do we need to accomplish what’s in column #2? What data can be collected to show evidence of teacher learning? Application? Student learning? 1. Students should be provided with small group instruction during some part of the Reading/LA block. 1. know what data to collect to place them in small groups 2. Organize our rooms and our instructional materials so the students who are not in small group are appropriately engaged in learning. 1. Team discussions about what data to collect. 2. Training in how to understand and use the data. 3. Practice in using the data to form small groups. 1. Chart that asks teachers to list possible data sources. 2. Sample groups using fictitious data / students with explanation of grouping.

7. SCHOOL GOALS AND SYSTEM INITIATIVES SPECIFIC ACTION PLANS MATH LITERACY SCHOOL CLIMATE 3rd2nd 1stK 5th4th 3rd2nd 1stK 4th5th 3rd 1/2 K COMPREHENSIVE PROFESSIONAL DEVELOPMENT PLAN MarchFebruar y January DecemberNovembe r OctoberSeptembe r August AprilMay By goal & Audience need Elementary 8/25/2014 3:30 PM 7

8. SCHOOL GOALS AND SYSTEM INITIATIVES SPECIFIC ACTION PLANS DIFFERENTIATE INSTRUCTION LITERACY SCHOOL CLIMATE Social StudiesSpecials ScienceMath EnglishForeign Lang Social StudiesSpecials ScienceMath Foreign LangEnglishForeign Lang Specials Math LONG-RANGE WORK PLAN: COMPREHENSIVE PROFESSIONAL DEVELOPMENT PLAN B MarchFebruar y January DecemberNovemberOctoberSeptembe r August AprilMay Science Social Studies English By goal & Audience need Secondary 8/25/2014 3:30 PM 8

9. Pressure to accelerate staff learning and build momentum for improvement means finding creative ways for adults to learn in the workplace, not just at periodic professional development workshops. The challenge in designing any professional development program is to select models not because they are trendy, but because they are the best choice to help a particular staff or staff member learn particular content in a particular context. Matching 8/25/2014 3:30 PM 9

10. WHEN … do you provide professional development? 8/25/2014 3:30 PM 10

11. O.R.I.D. A PATHWAY TO CRITICAL THINKING

12. 8/25/2014 3:30 PM The O bjective Level of Thinking External Sensory (see, hear, smell, taste, texture) Directly observable Facts and data 12

13. 8/25/2014 3:30 PM The R eflective Level of Thinking Internal Immediate response or reaction Feelings and intuition Memory or associations 13

14. 8/25/2014 3:30 PM The I nterpretive Level of Thinking Implications Meaning Significance Value Story “ Why? ” 14

15. 8/25/2014 3:30 PM The D ecisional Level of Thinking Future Resolve: Next steps Who will do it Product produced Aims accomplished Application Closure 15

16. Let’s try it! 8/25/2014 3:30 PM 16 O Objective Level R Reflective Level I Interpretive Level D Decisional Level Stay in Process!