1. Our Schools will…
Empower Learning, Energize Achievement, Embrace Community—
Each Student Real-World-Ready
District Leadership Team
Planning Retreat
June 18-19, 2012

2. Welcome to DLT Summer 2012!
“It ain’t no picnic—just lots of great learning and collaboration”
• Instructional Coaches
• New DLT Members
• ECFE/ABE
• Cluster Staff
Each Student Real-World-Ready

3. Procedural Norms
• If you need to check messages, breaks will be provided
Technology • If you need to document our learning, then laptops and
iPads can be used
Hand Up • When you see a hand raised, wrap up your conversation
and ready for further direction, clarification
• While breaks will be provided, feel free to use the facilities
Breaks when needed
• Respect the time allotted for breaks so that we can keep
our agenda moving forward
Each Student Real-World-Ready

4. Procedural & Performance-Based Norms:
What’s the Difference?
Procedural norms refer to the general expectations and behaviors of a team.
Performance-based norms refer to the focus of the team work—focus on
learning, collaboration, and results—i.e., core instruction and data.
Each Student Real-World-Ready

5. The Last Day
• At your table, discuss
the following questions:
– How does the poem
reflect the feelings and
experiences that your
students had this past
year?
– What vision or hopes do
you have for how and
what your students feel
and experience next
year?
Each Student Real-World-Ready

6. The Last Day
• Join a colleague from a different site and
introduce and/or greet one another…and
then…
– Share one of the great things that happened last
year at your site or in your program.
– When prompted, join a colleague from a different
site and share a hope that you have for your
students next year (don’t forget to introduce
and/or greet one another).
Each Student Real-World-Ready

7. Essential Learning Outcomes for DLT
1. Deepen understanding of expectations for core
instruction and system of interventions
2. Align expectations for core instruction and system of
interventions to action plans for SIP
3. Clarify expectations for developing, implementing, and
monitoring SIP
4. Examine data options for updating/creating your current
reality
5. Determine how PD and CT time are used to support our
district’s focus on core instruction and system of
interventions
6. Develop protocols for documenting and reporting work
from SIP and CTs
Each Student Real-World-Ready

8. What’s Your Goal?
• At your table, briefly
discuss your goals as
you reflect on the focus
of our learning for the
next two days.
Each Student Real-World-Ready

9. The Continuous Improvement Cycle…
…is the heart of being a results oriented learning
organization. The cycle is an ongoing process focused on
determining specific measurable outcomes aligned to the
District Strategic Goals. On an established cycle (usually an
annual cycle), outcomes are established based upon a needs
assessment, evaluation procedures and action plans are
determined, plans are implemented, and the work is
assessed/measured. The cycle is continuous and revolutions
around the cycle often overlap.
M. Schmoker
Each Student Real-World-Ready

10. The School Improvement Plan Framework
Current Reality (Needs Assessment)
Student Achievement Goals
Core System of Culture and Community
Instruction Interventions Climate Engagement
Action Plan Action Plan Action Plan Action Plan
Systems of Culture and Community
Core Instruction
Interventions Climate Engagement
PD Plan
PD Plan PD Plan PD Plan

11. Four Focus Questions for
Work of Collaborative Teams
• What do we want our students to
Q1 know, understand, and be able to do?
• How will we know they have learned it?
Q2
• How will we respond when they don’t learn it?
Q3
• How will we respond when they already know it?
Q4

12. Work of TLT
Where We Have Been Where We Are Going
• Developing curriculum for K- • Continue K-12 math, 7-12
12 math, 7-12 science, 7-12 science, 7-12 ELA, and 7-12
ELA, and 7-12 social studies social studies
• Defining expectations for K-6 • Refocus Pre-K-12 literacy
reading and math • Structure district
interventionists (system of collaborative teams to focus
interventions) on core instruction
• Focusing district PD on ELO • Continue developing system
development/identification of interventions and
• Exploring common assessment enrichments (K-12, Tiers 1,
development 2, and 3, G/T, TAT)
Each Student Real-World-Ready

13. Alignment of Effort
District
Mission
District Mission and Vision
and
Vision
District and
District and Building
Building
Leadership
Leadership
Collaborative Collaborative
Teams Teams
Classroom Classroom
Each Student Real-World-Ready

14. Core Instruction Defined…
• 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 and/or development of classroom-based
interventions and enrichments
– The identification of research-based instructional strategies to
deliver instruction
Each Student Real-World-Ready

15. Core Instruction Connected
ELOs and
Learning START HERE!
Targets
Instructional Units of
Strategies Instruction
ENGAGE IN
CONTINUAL
REFINEMENT
Instructional Continuum of
Interventions Assessments
Each Student Real-World-Ready

16. Core Instruction: Essential Questions
• How can the expectations for core instruction
clarify our understanding and guide our work
in relation to…
– District curriculum development?
– District professional development?
– District collaborative teams?
– Building PD?
– Collaborative teams?
Each Student Real-World-Ready

17. From Standards to Learning Targets
• Use state or national standards to identify essential
learning outcomes that have been prioritized and
Standards grouped into units of instruction
• Identify what the most essential learning outcomes are
that students must learn—at that grade level or in that
ELOs course
• Name what you want students to learn—what they need
to KNOW, UNDERSTAND, and DO (KUDOs) for each of the
Learning
Targets ELOs
Each Student Real-World-Ready

18. Essential Learning Outcomes Are…
• The indicators, by grade level, course, or content area, that
all students will have access to regardless of their building or
classroom assignment
• The top priorities in a grade level, course, or content area that
students need to know, understand, and do
• The concepts that provide focus to the curriculum—defining
a guaranteed, viable curriculum
• The framework that guides collaborative instructional
planning both horizontally and vertically
Each Student Real-World-Ready

19. Learning Targets Are…
• The specific knowledge, understanding, and/or skills
and academic vocabulary and academic skills based
on the ELOs
• The statements that provide clear direction for
planning assessments and instruction (daily lessons)
• The skills and knowledge required to demonstrate
deeper understanding—gets to ELOs
• The opportunity to communicate the cognitive
demand (depth and use of knowledge)
• The basis for developing “I Can” statements
Each Student Real-World-Ready

20. ELO vs. Learning Target
ELO for Math Learning Target
• Students can add, subtract, • I can add and subtract
multiply, and divide rational fractions.
numbers—fractions,
decimals, and integers— • Note: the learning target
including both positive and was written as an “I Can”
negative numbers statement—using student-
friendly language.
Each Student Real-World-Ready

21. Turn and Talk
• At your table, discuss the difference and the
need for both ELOs and learning targets.
• When prompted, discuss the following two
questions:
– How can we use PD time to clarify ELOs and
identify learning targets?
– How can we reinforce the use of ELOs and
learning targets during CT time?
Each Student Real-World-Ready

22. BREAK!
Be Back in 5 Minutes!
Each Student Real-World-Ready

23. On Using Standards to Guide Practice…
“I always approach the standards with my students in
mind. I try to come up with a lesson that I think will be
interesting for students. Then I’ll sit down and say,
which standards am I covering, which should I be
covering that I’m not covering? I see part of my job as
trying to get the kids that aren’t interested to be
interested. The whole point is to help the kids, that’s
the whole reason I do it. You have to continue to try
new things, to be comfortable with what you’re doing,
and to try to reach as many kids as possible. That’s the
sole purpose of what I do. I’ll do it any way I can.”
—Steve Bodnar, High School English Teacher

24. A Learning Progression…
• Is the step-by-step building blocks students are
presumed to need in order to successfully attain
a more specific academic, curricular skill.
• Serves as the “backdrop against which teacher
and students can determine when to collect
evidence about student learning.”
• Helps with the development of an assessment
map—communicating the need for ongoing,
formative assessments.
Each Student Real-World-Ready

25. Clarifying the Learning Progression
Embed
understanding
of literary
Explain how the devices in a
use of the selected poem
literary devices to analytically
clarifies the synthesize the
meaning of the poem’s theme
Define literary
poem—to and document
devices and
identify the the theme’s
identify their
theme from a relevance to
use in selected
selected poem. our world.
poems.
Each Student Real-World-Ready

26. Clarifying the Learning Progression
• Study the verbs in the ELOs and learning targets
to articulate a learning progression for students.
– Where do you want students to be (Think with the
end in mind)?
– Where do they need to start?
– What supports will they need along the way?
• Use the learning progression to communicate the
scale or range (increasing rigor or depth of
knowledge) of expectations for students.
Each Student Real-World-Ready

27. Teaching Up for Excellence
• Refer to the article, “Teach Up for Excellence”
as a critical reference for determining how we
communicate learning targets and how we
approach developing assessment options.
• Use the variety of Bloom’s taxonomy
resources to support the development of
learning targets and a learning progression.
Each Student Real-World-Ready

28. Developing “I Can” Statements
• “I Can” statements can help teachers clarify
their expectations for students by writing
learning targets in student-friendly language.
• “I Can” statements help students understand
what is expected of them.
• See the sample on DNA as an option for
translating teacher expectations into student-
friendly expectations.
Each Student Real-World-Ready

29. SUPU
• Stand UP and Pair UP
with someone from a
different site to discuss
what a learning
progression is.
Each Student Real-World-Ready

30. PUPU
• Pairs UP and PAIR
UP…your partner and you
will join another pair.
• Each person gets one
minute to summarize their
understanding of a
learning progression.
• After the four minutes
have passed, discuss the
HOW and WHY of a
learning progression.
Each Student Real-World-Ready

31. Table Talk
• Back at your tables…
– Discuss how you can use PD time
to support the development
and/or refinement of a learning
progression.
– Discuss how you can structure
CT time to include collaborative
processing of a learning
progression.
Each Student Real-World-Ready

32. What are the implications…
• Given our efforts to identify and/or develop…
• ELOs
• Learning Targets
• Learning Progressions
• “I Can” Statements
– …what PD do you want/need for your BLT?
– …what PD do you want/need for your building?
• Generate a list of PD needs for your
building/program.
Each Student Real-World-Ready

33. For Tomorrow…
(No, we are not finished for the day!)
• Read the article, “Teach Up for Excellence.”
• Read the introductory page, any 2 of the 7
principles, and the last part of the article.
• Be prepared to discuss at least 2 of the 7
principles.
• Think implications for performance-based
norms and/or use of CT and PD time.
Each Student Real-World-Ready

34. BREAK!
Be Back in 5 Minutes!
Each Student Real-World-Ready

35. Designing Powerful Professional Development for Teachers
by Dennis Sparks
(from Learning Forward…formerly NSDC)
“What teachers know and do influences students’
academic success. The need for ongoing professional
learning that deepens teachers’ understanding of
their content area and expands their instructional
repertoire is essential to improving student learning.
When the content of staff development focuses
specifically on what data about student performance
indicate are the areas of greatest need for students,
the return on the investment in professional learning
is likely to be higher.”

36. Assessment Plan for Units of Instruction
Common Common
Formative Formative Common
Common Assessment Assessment Summative
Pre-Assessment (Benchmark) (Benchmark) (End of Unit)
“Informative” Formative Assessments (i.e., check for understanding, inform instructional planning)
to determine when students are ready for common formative assessment
Each Student Real-World-Ready

37. Developing Common Assessments
• Develop your common assessments for a unit of
instruction in the following sequence:
1. Summative (end-of-unit)
• Begin with the end in mind.
2. Pre-Assessment
• Use data to proactively plan
remediation, differentiation, enrichment, and intervention
(Tier 2)
3. Common Formative (benchmark) Assessments
• The number of common formative assessments varies for
each unit
• Assess no more than 3 learning targets for each common
formative assessment
Each Student Real-World-Ready

38. Developing an Assessment Plan (Map)
• An assessment plan (map) helps determine:
– The appropriate number of assessment questions you
want to ask your students.
– The number of knowledge, application, analysis, and
evaluation questions you will create.
– If you have too many questions for your students to
respond to and for you to assess.
– The instructional context of your students.
Each Student Real-World-Ready

39. Assessment Plan (Map) Template
Learning Target Knowledge Application Analysis Evaluation
Document the number of questions students
Record the learning would need to answer in order to demonstrate
targets separately so their learning—for you to check for
that you can understanding.
determine what
needs to be assessed
Each Student Real-World-Ready

40. Assessment Plan for Units of Instruction
Common Common
Formative Formative Common
Common Assessment Assessment Summative
Pre-Assessment (Benchmark) (Benchmark) (End of Unit)
“Informative” Formative Assessments (i.e., check for understanding, inform instructional planning)
to determine when students are ready for common formative assessment
Pre-assessments facilitate pro-active PRTI planning. Data from pre-assessments can be used to
develop remediation, differentiation, and/or enrichment strategies.
Each Student Real-World-Ready

41. Find Someone Who…
• Join another colleague
with whom you have
not visited with yet
today and process your
understanding of
developing common
assessments.
• When prompted, return
to your table.
Each Student Real-World-Ready

42. Common Assessment: At Your Table…
• Discuss the implications of our process for
developing common assessments with regard
to the following:
– BLT PD
– Building/CT PD
– Use of PD time
– Use of CT time
Each Student Real-World-Ready

43. Developing Instructional Interventions
“Intervention models are based on the
assumption that a school’s core program will
almost exclusively meet the educational
needs of at least 75% of its students. A
school that has significantly less than 75% of
its students at or above grade-level
proficiency has a core program problem, not
an intervention problem.”
—Buffum, Mattos, and Weber

44. Role of Collaborative Teams

45. System of Interventions:
Where we’re heading…
• Continue clarifying expectations for K-6 math and reading
interventionists
• Develop data protocols in iCue for documenting support
for students receiving interventions
• Develop Tier 1 and Tier 2 instructional interventions
aligned with units of instruction
• Refine data collection and analysis protocols through the
ADSIS interventionists (collaborative action research)
• Clarify expectations and develop protocols for 7-12
interventionists
• Conduct self-study of district G/T program and services
• Align protocols and processes for teacher/student
assistance teams across our district
Each Student Real-World-Ready

46. Create a Proactive PRTI Plan:
Remediation, Intervention, Enrichment
• Approach each ELO and respective learning
targets with different mindsets by anticipating…
– What strategies and supports could remediation
– What differentiation strategies may be needed to
support Tier 1
– What enrichments might be available for students
who demonstrate an understanding or mastery of the
concepts
– What Tier 2 interventions strategies may be needed
Each Student Real-World-Ready

47. Proactive PRTI Planning Form
Plan for Plan for Plan for
Remediation Intervention Enrichment
• Based on the • After initial • After initial
prior skills instruction and instruction and
needed, how differentiation, intervention,
will we what is our what is our
determine team’s plan to team’s plan to
which students provide provide
need additional time additional time
remediation and support to and support to
before we those students those who
begin initial who have not have learned?
instruction? learned?
Each Student Real-World-Ready

48. Remediation,
Remediation
Strategies differentiation, and
enrichment strategies
all support Tier 1
ELOs and
Enrichment
Strategies Learning Differentiation
Strategies
Targets
Tier 2
Interventions
Each Student Real-World-Ready

49. Putting It Together…
A variety of assessments
(both informative and
common) also increase
in rigor and complexity.
A number of strategies
to
Learning targets increase
remediate, differentiate,
in rigor and complexity
enrich, and intervene
as reflected on the
(Tier 2) support and/or
learning progression.
scale instruction for
students.
Improved
Results for
Students
Each Student Real-World-Ready

50. Proactive PRTI: Table Talk…
• Given what you are learning about Tier 1 and Tier 2
instructional interventions…
– What PD will be needed for your BLT?
– What PD will be needed for your colleagues?
• In what ways does the proactive PRTI approach impact
the use of…
– Building PD time
– CT time
• When you think about the collaborative process for
creating instructional interventions, how will you
structure time for the general education, SPED resource
teacher, interventionists, enrichment specialists, and ESL
teachers to collaborate on the development of a
proactive PRTI plan for units of instruction?
Each Student Real-World-Ready

51. LUNCH!
Please be back
and ready to
continue our
learning in
60 minutes!
Each Student Real-World-Ready

52. The School Improvement Plan Framework
Current Reality (Needs Assessment)
Student Achievement Goals
Core System of Culture and Community
Instruction Interventions Climate Engagement
Action Plan Action Plan Action Plan Action Plan
Systems of Culture and Community
Core Instruction
Interventions Climate Engagement
PD Plan
PD Plan PD Plan PD Plan

53. Essential Questions for Action & PD Planning
• How does the direction from TLT about core instruction and
system of interventions impact your planning?
• What do the data from your self-assessment on collaboration,
learning, and results tell you?
• How will collaborative teams use time to deepen their work
with core instruction?
• How will teams of general education teachers, SPED resource
teachers, ESL teachers, interventionists, and enrichment
specialists collaborate to develop instructional interventions?
• How will PD time be allocated throughout the year to support
core instruction and system of interventions?
Each Student Real-World-Ready

54. SIP Timelines
Date(s) Task
June 18-19 1. Draft of Action and PD Plans for Core
Instruction, System of Intervention
2. Create Outline for Current Reality
September 13 Current Reality
Student Achievement Goals
Pro-Pay Building Goal
October or November Board Report
(School Board Study Session)
September 20 DLT Meetings-Progress Monitoring and Sharing
December 6
February 21
April 25
Each Student Real-World-Ready

55. Action Plan:
Components and Implementation
Required Focus Areas: Required Elements:
1. Core Instruction 1. Actions/Strategies
2. System of Interventions 2. Evidence of 2012-2013
Focus for
3. Climate and Culture Implementation
4. Community 3. Evidence of Impact
Engagement 4. Resources Required
5. Persons Responsible
6. Tools and Timelines for
Progress Monitoring

56. Analyzing Results:
Self-Assessment on 3 Big Ideas of Collaborative Team Work
• Using the compiled survey results,
determine the following in relation to our
focus on core instruction and system of
interventions:
– Which items would provide the
greatest impact…think both short
term (quick wins) and long term
solutions?
– Which items reflect the greatest need
for your building?
– Which items would encounter the
least resistance and/or challenge?
• Document your thinking in your Google
planning doc.

57. Action Plan: Essential Questions
• Given what you have learned about core instruction and
system of interventions and the analysis of your survey, use
the following highlighted questions to create a draft action
plan:
– What actions or strategies are needed?
– What resources will you use?
– Who will be responsible?
– What will you document as evidence of impact? Of
implementation?
– What are your timelines and processes for monitoring?
• The shaded questions will be part of subsequent learning and
planning process.

58. Action Plan: Feedback and Sharing
• Form mixed groups
from your cluster
and share part of
your initial action
planning.
• Be prepared to
share what you
discovered.
Each Student Real-World-Ready

59. BREAK!
Be Back in 5 Minutes!
Each Student Real-World-Ready

60. Begin With the Needs of Students
“Planning for high-
quality professional
development begins
with the goals of
promoting student
learning and improving
student achievement.”
—D. Reeves

61. Refocus Professional Development
“For a time—perhaps a few years—schools and
districts should devote the lion’s share of their
professional development time and resources to
courses and workshops with dull titles like
‘Curriculum 101,’ ‘Effective Teaching 101,’
‘Literacy 101,’ and ‘PLCs 101.’ In offerings like
these, educators would become thoroughly
acquainted with the evidence that demonstrates
that these structures and practices would have
more effect than all other initiatives combined.”
• M. Schmoker
Each Student Real-World-Ready

62. Refocus Professional Development
• What do you think the quote means given
what we have been learning and what your
team has been documenting?
• Join two colleagues from different clusters and
share your perspectives about the quote and
the implication for moving our district
forward.
Each Student Real-World-Ready

63. PD Action Plans
• Access your initial action plans for core
instruction and system of interventions.
• Create an action plan that details PD to support
your site’s work in core instruction and system
of interventions.
– 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 resources required to support your PD
– The person(s) responsible
• Document your work on team’s Google doc.

64. Action Plan: Feedback and Sharing
• Rejoin the mixed
groups from your
cluster and share
part of your initial
PD planning.
• Be prepared to
share what you are
planning.
Each Student Real-World-Ready

65. What Have We Been Learning About?
• If you were to share
talking points with
colleagues from your
school or program,
what would you share?
• Generate a list of key
talking points with
another table.
• Record on chart paper
for sharing.
Each Student Real-World-Ready

66. What Do You Need To Have Happen…
• What do you want
and/or need to have
happen tomorrow?
• Generate your
needs/wants on
post-its and place of
parking lot before
you leave.
Each Student Real-World-Ready

67. Developing Protocols for Collaborative Teams
Developing Protocols for Sharing SIPs
Drafting a Current Reality
Each Student Real-World-Ready