Vertical Collaborative Teams

December 15, 2011

Key Learning Objectives

Participate in collaborative sharing with vertical collaborative teams

Determine “non-negotiables” for how collaborative teams use their time

Continue development of core instruction action plan using learning from DLT

Review expectations and provide feedback for January 23 and February 20 district PD

“The most significant tight policies should be the ones most directly associated with the learning mission.”

-Eaker and Keating

Virtual Parking Lot: TodaysMeet

• Use the following link on TodaysMeet to share any questions and/or comments about the concepts that frame our agenda as part of a backchannel and/or formative assessment.

• http://todaysmeet.com/ISD191VerticalTeams

1. Go to todaysmeet.com2. Name your room (i.e.,

ISD191VerticalTeams)3. Determine when room

will be deleted4. Select create room5. Select “transcript” to

capture questions and comments

How are you planning to celebrate the work of your staff before the holiday break?

Grounding: Celebration of Staff

Team SharingCluster TeamEast BAHSCentral NicolletWest Eagle

Ridge

Feedback During Sharing• Use the TodaysMeet link set up for your

vertical team to provide feedback to the teams from BAHS, Eagle Ridge, or Nicollet

Site URL

BAHS http://todaysmeet.com/BAHSFeedback

ERJ http://todaysmeet.com/ERJFeedback

NJH http://todaysmeet.com/NJHFeedback

Feedback: What Did You Hear…?

• …that speaks to the good work that the team/building is doing?

• …that you want to learn more about from the site?

• …that may guide your work (learning at your building)?

Break: Think Lunch

As we transition to the rest of our meeting, enjoy a 10 minute break.

Collaborative Team Work & Time

• Individually review the excerpts on the handout and identify non-negotiables for CTs

Review

• Create a list what needs/has to be part of how collaborative teams work

List• Create a list of non-

negotiables to guide collaborative teams with your vertical team

Collaborate

• Be prepared to share your list with the other cohorts

Share

As you review the processing about the leading and doing of collaborative teams that we discussed last Wednesday and other resources, identify the “non-negotiables” for how our collaborative teams need to function?

Think Descriptive Checklist!

Trio Talk• During your lunch, discuss

the following questions:• What did you learn about

how collaborative teams need to use their time?

• How does that understanding inform how collaborative team time is structured and/or needs to be monitored?

• Be prepared to share with the other trios.

TriosBAHS, EN, WBBHS, RN, STERJH, GP, MWSHB, NJHS, SOHV, MJHS, VV

By the End of the Year…

For those writing curriculum• Develop units of instruction

for their grade level based on standards and guided by essential learning outcomes (ELOs)

• Begin developing formative assessments aligned with ELOs, essential knowledge, skills, and key vocabulary

• Share units of instruction across grade level

For those engaged in district PD

• Document essential learning outcomes, essential knowledge, essential skills, and key vocabulary for course(s) taught—aligned with standards

• Begin developing formative assessments aligned with ELOs, essential knowledge, skills, and key vocabulary

• Share work across content area

Developing Formative Assessments

Essential Outcome

Assessment Option 1

Assessment Option 2

Assessment Option 3

Assessment Option 4

Document essential learning outcomes, essential knowledge, essential skills that students need to learn

Create, document a variety of assessment options to check for and demonstrate student understanding

Developing Formative Assessments

Essential Outcome

Assessment Option 1

Assessment Option 2

Assessment Option 3

Assessment Option 4

Communicate understanding of character development

Record what you learned about each of the main characters using a fishbone diagram.

In small groups, discuss the character traits that are the most important for helping us understand the story; create a list to share with the rest of the class.

Talk with another class member about what you think the character will do—predict his actions, and then briefly write why you made the predictions you did.

Write a paragraph about the most essential character traits that have been demonstrated and what they reveal about the meaning of the story.

Focus of District PD—January 238:30 a.m. to 11:30 a.m.

K-6—Math • Continue to develop units of

instruction (that are based on standards and benchmarks and that are guided by essential learning outcomes)

• Deepen understanding of assessment literacy

• Develop formative assessments aligned with essential learning outcomes, knowledge, skills, and key vocabulary

K-12 Specialists• Continue to review standards

and benchmarks for the course(s) or grade level taught

• Identify the essential learning outcomes by unpacking the standards (get at the what—knowledge and how—skills)

• Document the essential learning outcomes, knowledge, skills, and key vocabulary

Focus of District PD—February 208:30 a.m. to 11:30 a.m.

K-6—Math • Continue to develop units of

instruction (that are based on standards and benchmarks and that are guided by essential learning outcomes)

• Deepen understanding of assessment literacy

• Develop formative assessments aligned with essential learning outcomes, knowledge, skills, and key vocabulary

K-12 Specialists• Share essential learning

outcomes to identify when, where, and to what extent the essential learning outcome is being addressed

• Deepen understanding of assessment literacy

• Develop formative assessments aligned with essential learning outcomes, knowledge, skills, and key vocabulary

Focus of District PD—February 208:00 a.m. to 3:30 p.m. for Secondary

7-12 (not ELA, Science, and Math)

• Continue to review standards and benchmarks for the course(s) taught

• Identify the essential learning outcomes by unpacking the standards (get at the what—knowledge and how—skills)

• Document the essential learning outcomes, knowledge, skills, and key vocabulary

• Vertically share essential learning outcomes to identify when, where, and to what extent the essential learning outcome is being addressed

• Deepen understanding of assessment literacy • Develop formative assessments aligned with

essential learning outcomes, knowledge, skills, and key vocabulary

7-12 ELA, Science, and Math• Share essential learning

outcomes to identify when, where, and to what extent the essential learning outcome is being addressed

• Deepen understanding of assessment literacy

• Develop formative assessments aligned with essential learning outcomes, knowledge, skills, and key vocabulary

Prepping for January 23, February 20

• January 5 training and planning session for elementary principals

• January 12 and 19 (additional time added to principals’ meetings to review processes and expectations)

• February 2 training and planning session for elementary and secondary principals (separate sessions)

• February 9 and 16 (additional time added to principals’ meetings to review processes and expectations)

Curriculum Writing Prior to January 23

Grade Level

Meeting Date

K January 191st January 182nd January 123rd January 114th January 10

FYI…• You are more than welcome to

attend any of the curriculum writing sessions so that you develop a better understanding of the work in which your teachers are and will continue to be engaged

• You can also access PPTs and meeting notes from all curriculum meetings on the TLT dashboard and access emerging units of instruction on the curriculum library (Drupal Gardens)

District PD: InterventionsWhen? For Whom? Who Should Attend?February 3 and 10 District

InterventionistsAll district interventionists

February 13-14 Elementary Teachers Up to 7 teachers from each elementary building—ideally one from each grade level

February 27-28 Secondary Teachers Up to 15 teachers from each secondary site.Up to 5 from BAHS

Note: Confirm participants no later than January 3. Staff from other districts will be invited to attend, so a confirmation would be most appreciated. Budget codes will be sent following our meeting. Information regarding summer resource development will be sent following the start of the new year.

District PD: AssessmentWhen? For Whom? Who Should Attend?

April 16-17May 24-25

Secondary Teachers Up to 12 teachers from each secondary site and 4 from BAHS can attend each session for a total of 24 teachers per secondary site and 8 from BAHS

May 1-2May 21-22

Elementary Teachers Up to 10 teachers from each elementary can attend; five sites can attend May 1-2, and the other sites can attend May 21-22

Note: Confirm participants no later than February 1. Staff from other districts will be invited to attend, so a confirmation would be most appreciated. Budget codes will be sent following our meeting. Summer assessment writing information will be confirmed after the start of the new year.

April dates are being rescheduled!

District Curriculum, PD & Other Dates

• Look for a draft calendar for meeting dates for the following:– District Curriculum Writing– District PD

• Intervention Cohorts• Assessment Cohorts• Elementary Reading

Interventionists• Elementary Math

Interventionists• Secondary Interventionists

– District PBIS Planning Team– District Equity Planning Team

Starting January…• Vertical collaborative team meetings will focus more on

sharing results– Expect to bring evidence of your work related to core

instruction and 3 big ideas– Look for specifics—in advance of the meetings—about the

focus of our sharing (i.e., January—core instruction)• Horizontal collaborative team meetings

– Elementary and secondary will now meet from 9:30-12:30– Meeting locations will be confirmed soon– Similar, yet more flexible groupings

• APs should attend collaborative team meetings

Core Instruction: What’s Happened or Happening?

(Initially Shared: 11/13/2011)

• The units of instruction (based on standards and essential learning outcomes) through our district curriculum meetings

• The essential learning outcomes (and essential knowledge, skills, and vocabulary) being articulated through our district PD days (including Jan. 23 & Feb. 20)

• The work of your collaborative teams dedicated to the 4 PLC questions, not building PD topics

• The PD being led in your building to support teachers' understanding of question 1

• The meetings related to reading, math, team or department meetings that support the focus of question 1

Core Instruction: Defined(Initially Shared with Principals: 11/13/2011)

• Core instruction involves – The identification of essential learning outcomes for the grade

level and/or course(s) taught– The development of units of instruction, guided by essential

learning outcomes and standards and benchmarks– The development of a continuum of assessments aligned with

the essential learning outcomes, skills, knowledge, and key academic vocabulary

– The identification of research-based instructional strategies to deliver instruction

– The identification and/or development of classroom-based interventions and enrichments

Core Instruction Action Plan • As we deepen our understanding of

core instruction, review the descriptors for how we plan to operationalize the definition of core instruction and the first 3 components of our definition.

• Respond to the questions that follow regarding the core instruction action plan:– What needs to be part of your core

instruction action plan?– In what ways do the non-

negotiables for collaborative team guide inform your core instruction action plan?

– Where do you want your staff members to be by the end of the year?

• Individually reflect on the questions to the left.

• Review the notes from last Wednesday.

• Review the work that has occurred through our district’s curriculum development and our district’s PD plan.

• When prompted, join your collaborative team members and generate a list of the “expected work” at sites and across the district on core instruction.

• Be prepared to share when prompted.

Action Plan: Essential Questions(Initially Shared: 8/18/2011)

• What actions or strategies are needed?

• What will you document as evidence of impact? Of implementation?

• What resources will you use?

• Who will be responsible?• What are your timelines

and processes for monitoring?

Current Reality (Needs Assessment)

Core Instruction Action Plan

Student Achievement Goals

System of Interventions Action Plan

Culture and Climate Action Plan

Community Engagement Action Plan

PD Action Plans(Initially Shared: 8/18/2011)

• Create an action plan that details how the learning for adults will be implemented and monitored. – The specific learning that your site will engage in (think KUDOs

—what teachers will “know, understand, and do”)– The timeline for when the learning will occur– The timeline for monitoring the learning (getting at impact and

results)– The processes you will use for monitoring learning (i.e.,

reflections on learning, reflections for action, student learning, etc.)

– The resources required to support your PD– The person(s) responsible

The Way to a Happy School Year

To leave the old with a burst of song;To recall the right and forgive the wrong;

To forget the things that bind you fastTo the vain regrets of the year that’s past;

To have the strength to let go your holdOf the not worthwhile of the days grown old;

To dare go forth with a purpose true,To the unknown task of the year that’s new;

To help your brother along the road,To do his work and lift his load;

To add your gift to the world’s good cheer,Is to have and to give a Happy School Year.

~ Author Unknown