1. Administrator’s Academy July 2015 Instruction & Accountability Division

2. What have previous audits told us? Think, Pair Share: What do you recall from conversations, documents shared and professional development you have participated in about the audits the District has engaged in over the last 5 years? Be prepared to share three major points from your table talk.

3. Theme 4: Monitoring Compilation, Analysis, & Use of Data Critical Action Provide an integrated data management system Critical Action Provide diagnostic and formative assessments that are aligned with the district’s written curriculum  The entire purpose of an integrated data management system is to provide information that leads to improved teaching and learning in your district. Teachers in higher performing schools report that they have easy access to integrated student performance data on the students who are currently in their classes. (2010)  If data is to be used to proactively guide and adjust instruction, then teachers need information on the students they are teaching in the current year —and they need it at the beginning (or even better, prior to the beginning) of the school year. (2013)  Create a coherent assessment system that provides more formative student performance data (e.g., 6-week benchmarks)prior to higher stakes end-of- semester or state assessments. (2013)

4. Theme 4: Monitoring Performance and Progress Critical Action Provide diagnostic and formative assessments that are aligned with the district’s written curriculum Critical Action Provide access to student data through an integrated data management system In 2013, the auditors observed that assessment practices have shown strong improvement since the 2010 audit. Teachers report data analysis as a regular part of their PLC meetings and their instructional planning. However, the auditors heard from many teachers and school administrators who said that the student information system and the learning management system is not user-friendly. (2013)

5. Theme 1: Student Learning: Expectations & Goals Critical Action District leaders provide detailed resources that clarify the district’s written curriculum. Theme 5: Recognition, Intervention, & Adjustment Critical Action District leaders study and share the most effective instructional practices in the district.  District leaders communicate to teachers and school administrators that the district curriculum must be taught with fidelity. It was clear that this message is heard and understood by school administrators and teachers. This represents progress from the 2010 audit, when curricular expectations varied across schools. (2013)  Structure the ways in which the most effective teaching practices are shared in the district. Be very intentional about the different venues you will use. (2010)  The methodology for identifying a particular instructional practice as more effective than another will need to be transparent and easily understood by all teachers and school leaders. (2013)

6. February 2015

7. Improvement Priority Develop and implement a clear, systemic, systematic process for collecting, analyzing, and applying data from multiple sources to better inform and support teaching and learning.  “Data collection and analysis must extend in practice, on a regular basis, from the district to every school and classroom level.” (p. 19)  “With appropriate, continual analysis, interpretation, and application of data, district personnel can make immediate, informed decisions which will positively affect system efficiency in the support of desired student outcomes.” (p. 19)

8. Improvement Priority Develop and implement a systemic, researched-based instructional model addressing active student engagement strategies, self-reflection, and academic rigor in the classroom.  “While teachers follow an instructional structure in the classroom, few opportunities that required collaborative rigor, self-reflection, or critical thinking were available to students.” (p. 20)  “There was an observed disconnect between the level of content rigor and how the content was taught and learned.” (p. 20)

9. Action Learning Systems Gary Soto & Becky Salado

10. Blueprint for Student Success

12. “When the end drives the means, we obtain the results we want.” ◦ Programs ◦ Procedures ◦ Polices ◦ Practices

14.  Guiding Questions: ◦ What are your initial impressions of the PUHSD framework based on your understanding of the District Strategic Plan Areas of Focus, AdvancED and CIP goals? ◦ How would you describe the relationship of B and C to A? ◦ Is there anything that still needs to be considered? When you have answered the questions as a group, please place your sticky notes on the appropriate poster.

15. What is an Instructional Model?

16. Improvement Priority Develop and implement a systemic, researched-based instructional model addressing active student engagement strategies, self-reflection, and academic rigor in the classroom.  “While teachers follow an instructional structure in the classroom, few opportunities that required collaborative rigor, self-reflection, or critical thinking were available to students.” (p. 20)  “There was an observed disconnect between the level of content rigor and how the content was taught and learned.” (p. 20)

17. During Instructional Cabinet retreat at your school, you are working with your leadership team on your CIP. As part of your work, you crosswalk campus actions with the District CIP and AdvancED report. During discussion, a teacher asks, “What is District doing about an instructional model? Don’t we already have one?” ◦ What would you say in response to this question? ◦ Define the term “instructional model” with your elbow partners.

18.  Instructional Strategy ◦ All approaches that a teacher may take to actively engage students in learning. ◦ Drives a teacher's instruction as they work to guide students towards mastery of specific learning objectives.  Examples: Literacy strategies, Socratic Seminar, Thinking Maps, Groupings of students Built on foundational pieces  Instructional Model ◦ Blueprint for teaching. ◦ Guide for selection and structure of teaching strategies, methods, skills, and student activities for a particular instructional emphasis. ◦ Based on theories and research about how we learn.  Examples: IB, Project Based Learning, Montessori, AVID Foundation for teaching and learning

19. Foundation for learning to further enhance what is already in place in Phoenix Union

20. Supports for our work together

21.  Review of CIPs in September  DUE OCT 1 st in ALEAT-ADE Deadline  Need Access to ALEAT? ◦ Principals email Alex Hernandez & Laura Telles with names ◦ ALEAT Training Session

22.  Crosswalk of District Strategic Plan & CIP requirements while keeping in mind how they correlate with AdvancED standards  Use with Instructional Cabinets during retreat and review of current year plans

23. Annual School Improvement Summit Saturday, September 12 th Carl Hayden High School

25. “PREMIER URBAN DISTRICT IN THE UNITED STATES OF AMERICA” “Preparing Every Student for Success in College, Career, and Life”