1. Bremerton School District ACT System

2. OVERVIEW OF THE INTER ACT IVE PROFESSIONAL DEVELOPMENT MODEL

4. ASSESSMENT, CCSS, & TPEP What ACT is:  It is a district-wide, interactive, & engaging professional development model  It is an opportunity to build capacity in ALL teacher-leaders and administrators as we transition to CCSS through assessments & new Teacher/Principal evaluation.  It is a Professional Learning Community that fosters active learning, participation, support, and teaching adult learners  It will improve the communication loop about key federal, state, and district initiatives between teachers, principals and central office

5. TeachLearnApply Discuss Revise Student

6. September Overview of ACT Major Shifts October ELA/Literacy Text-dependent questioning/responses November Mathematics and SBAC Standards of Practice, Progressions, Math released items December TPEP BSD Framework January ELA/Literacy Content Rich Fiction/Non-fiction Basal Alignment Project Lessons Social Studies/Science Stems February Mathematics March ELA/Literacy April Mathematics May Smarter Balanced Assessments June Next Steps for 2013-14 Celebrate

7. SETTING THE STAGE Rolling the ACT plan

8. ACT ION IN SEPTEMBER  Explained ACT system and goals  Reviewed components of effective professional development  PLC vs PLD  Team and individual expectations  Established norms  Reviewed Major Instructional Shifts in ELA/Literacy and Mathematics  Launched BSD ACT PLC Edmodo site

9. PROFESSIONAL DEVELOPMENT AND LEARNING Professional DevelopmentLearning Communities  -The term “professional development” means a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement-  Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment

10. PROFESSIONAL DEVELOPMENT AND LEARNING

11. STORMING, FORMING, NORMING Creating group “norms” will help to establish how we will collaborate, communicate, and actively work together this year as an ACT team  Sample norms are on your table tops  In your table groups, please take five minutes to identify the norms that you believe are important for our group to establish  Feel free to add your own “norms” ideas  From your table lists, we will share out to create the initial large-group norm list together on chart paper  We will then revisit the norms at our next meeting to make sure they are workable for all  We will honor the norms at each meeting by having them visible

13. ELA/LiteracyMathematics Classroom Materials and Instructional Resources Reading lists are balanced Materials are focused… ERASE! Teacher Knowledge and Practice 80% of questions are text- dependent Have a deep understanding of major work of the grade Student WorkDemonstrate close encounters with text through writing Demonstrate fluency and deep understanding of areas of focus Alberti, Sandara. Achieve the Core

14. GETTING INTO THE WORK October ACT Meeting

15. ACT ION IN OCTOBER  Feedback activity  How was CCSS major shift information shared and used in your schools?  Video and table discussion activity  Text-dependent questioning and responses (Engage New York)  New learning  7 steps for developing text dependent questions – Achieve the Core  Domains of Knowledge (Webb) and Cognitive Rigor Matrix (Hess)  Breakout sessions  Elementary – text dependent questioning sorting activity  Secondary – text dependent questioning in the content areas  Training “take back” activities and guiding questions on Edmodo

16. TRAINING AND SHARED RESOURCES Using Edmodo as the tool that unites

17. ONLINE TOOL TO SUPPORT OUR WORK

18. EDMODO FILES FOR SEPTEMBER AND OCTOBER

19. SUPPORT TOOLS FOR ACT WORK STORED ON EDMODO