Professional Learning and Collaboration

1. Professional Learning and Collaboration Burlington Edison School District April 7th, 2014

2. Part 1: Build a common understanding of the drivers and influences for our work with students • Part 2: Deepen understanding in a critical area of focus to address changes for our students • Part 3: Identify implications and next steps for our classrooms, schools and district AGENDA & OBJECTIVES

3. Part 1: (40 Minutes) Whole group review and discussion of changes coming for our students. • Part 2: (1 hour) Independent and/or collaborative learning about a critical area of focus to bring back to the whole group as an “expert” • Part 3: (1 hour) Convene as expert groups to solidify learning. Share out learning with whole group. Identify implications for our classrooms, schools and district. Discuss upcoming learning opportunities for summer and next year. AGENDA & OBJECTIVES

4. How is the future changing for our students? Part 1:

5. New Graduation Requirements

6. Career and College Ready Assessment “States must build measures of college and career readiness into their high school assessment systems to determine whether students are on track for credit-bearing postsecondary courses and careers before their senior year.” Moving from “proficient-in high-school” assessments to “ready-for-college-coursework” assessments in 2018-19 www.Achieve.org

7. Washington State Assessment Requirements High School Proficient for graduation College Ready for graduation

10. How else is the future changing for our students? Discuss and Capture Part 1:

11. How are we changing to address the changing future for our students? Part 1:

12. In order to be Career and College Ready students must have the capacity to “employ their learning, autonomously and thoughtfully, to varied complex situations.” = • Common Core State Standards • Career and College Ready Assessment Learning what it means to be Career and College Ready. We must clearly “identify the effective uses of content understanding, knowledge, and skills that we want students to be able to do when they confront new challenges both in and outside of school.” = • Long Term Transfer Goals Quotes from Jay McTighe and Grant Wiggins

13. Understanding the CCSS as a set of Career and College Ready standards that require: Rich learning opportunities for students that integrate standards from multiple core subjects, literacy, technology and 21st Century skills. Rigorous learning opportunities where students build and show mastery of content and skills by applying them in novel and complex situations. Meaningful learning opportunities that are accessible to all where students solve compelling, real-world problems, use relevant tools, and are appropriately challenged.

14. District Road Map Working from a core set of beliefs and foundational principles to support EACH and EVERY student. Focusing on students that our data tells are under-performing and least likely to be ready for the change. Focusing on parents, families, and community as critical partners. Focusing on the technology, resources, professional learning, and collaboration that our staff need in order to support students.

15. Targeted Strategies: critical areas of focus for our district over the next 14-18 months that get us moving in the right direction. Part 2:

16. Objective: Deepen understanding in a critical area of focus to address changes for our students Part 2:

17. Process: Spend one hour individually or in small teams developing an understanding of one critical area of focus using resources provided via the website. Part 2:

18. English Language Learners Sound Grading and Reporting P-3 Literacy Career and College Ready Culturally Relevant Instruction Parent and Family Engagement Choose a study topic. 2. Use website link to get started. 3. Go beyond the learning resources provided if you so desire.

19. How does this area of focus address the changing future for our students? What does it mean for me and the students in my classroom? What does it mean for our school? What does it mean for our district? Study Questions:

20. Return to this room at the designated time for the culminating discussion. Part 2:

21. Objective: Identify implications and next steps for our classrooms, schools and district Welcome Back! Part 3:

22. Process: • Assemble as a whole group. • Meet in “Expert” groups for 30 minutes to develop a common understanding of the topic and to prepare to share out to whole group. • Capture key ideas and implications for your classroom, school, and the district. Part 3:

23. How does this area of focus address the changing future for our students? What does it mean for me and the students in my classroom? What does it mean for our school? What does it mean for our district? Discussion Questions:

24. Writing Instruction to Support Career and College Readiness: District Cohort 1 Technology Integration to Support Career and College Readiness: District Cohort 1 Grading and Reporting to Support Career and College Readiness: Subject and Grade-level Teams as Ready Mathematics Pilot to Support Career and College Readiness: K-8 Cohort Secondary Regional ELL Summit: HS Cohort Opportunities to learn and engage.