Principal Professional Learning Team

1. Principal Professional Learning Team September 2012

2. Welcome The mission of the Parkway School District is to ensure all students are capable, curious and confident learners who understand and respond to the challenges of an ever-changing world.

3. Norms for Working Together • Listen to understand • Mission focused • Well-planned agenda • Active and respectful participation

4. Welcome (Keith,and Desi) • PLCs (Liz and Desi) • Teacher Evaluation Timeline (Joy) • Common Core, Next Generation Assessments (Lisa and Kevin) • Goal 3 – School Climate (Chelsea) • Lunch • Breakout Sessions by Level • Elementary • American Orff-Schulwerk Assoc. Music Conference • Adventure Club – Rockwood Partnership • Instructional Minutes – Looking Ahead • Middle School & High School • Counselor PLCs • Drug Sniffing Dogs

5. Develop and SupportStrong Professional Communitiesthat utilize data, knowledge, experiences and research to improve practice and accomplish goals Measurable Objective by 2016 • All staff members will have a positive impact on student achievement as a result of their involvement in professional learning communities and collaboration.

6. Professional Learning Communities On a note card write down your response to the following: • What worked well for you on September 5th? • What was one challenge you faced? • What will you do differently, if anything, on October 3rd? • One question you have for a colleague

7. Area Teams (Inner Outer Circle) • Bring your note card and something to write with to the circle • Letter off “A” and “B” • Make a large circle – A’s on inside and B’s on outside • Face a partner • Share responses to prompt #1 • Share responses to prompt #2 • Share responses to prompt #3 • Large Circle • Each person will share his/her question • If you can assist the person with an answer write his/her name on back of your card • Find a person who you can assist and discuss their question

8. Survey Says… • 741 Responses • Summary of Responses (Handout) • Review the Information • What is a fact from the information? • What can you infer from the information? • Implications for October 3rd? • Nathan’s Summary • Observation Protocol (January 2013) Note: Link for ALL of the data is a link on the Principal Action Team Website

9. Community File Cabinet • Parkway PLC Website • Work of the MSPLC Collaborative Teams • Role of the Coordinator • Role of the Administrator • Questions

10. Leading by Design: An Action Framework for PLC at Work Leaders • Administrator Book Study • October 24th (Introduction and Chapter 1) • November 14th • Chapter Two (Central Area Administrators) • Chapter Three (West Area Administrators) • Chapter Four (South Area Administrators) • Chapter Five (North Area Administrators) • December 12th (Chapter 6) • January 16th (Chapter 7 and Chapter 8) (New Book (PPLCI) for February – May)

11. Goal 1Common Core State Standards & Next Generation Assessments Digging Deeper September 19, 2012

12. Next Generation Assessments • We will have new, next generation assessments in 2014-15 • These will: • Assess CCSS • Have much higher rigor and text complexity • Focus on application to real-world situations

13. Next Generation Assessments • Smarter Balanced vs. Alternatives • Cost and infrastructure challenges remain with Smarter Balanced

14. Next Generation Assessments • Opportunity to Pilot Smarter Balanced Assessments: • Multiple contents/grade levels • No score or student reports available • Low-risk, low-stakes opportunity to see these assessments • Opportunity to provide feedback to state about viability of Smarter Balanced

15. Next Generation Assessments • Opportunity to Pilot Smarter Balanced Assessments: • Large-scale participation important to gage infrastructure response • Could provide clarity very quickly about whether Missouri will pursue alternative plan

16. DESE Model Units • Designed by Missouri Teachers • Open for Review • Not Mission Aligned • Do not embrace Learning Principles • Providing an anchor for Missouri Interpretation • Sample Text and Items

17. Recruiting – Short Term Action Teams • 1. Elementary Instructional Minutes • 2. Exemption from Music for Religious Reasons

18. Next Generation Assessment Claims • Based on Common Core State Standards • ELA

19. “Claims” are the broad statements of the assessment system’s learning outcomes evidence that articulates the types of data/observations that will support interpretations of competence identify the critical and relevant claims that will “identify the set of knowledge and skills that is important to measure for the task at hand”

20. Represet the ways in which students may be expected to learn and demonstrate their knowledge, often by integrating skills and concepts across strands, rather than tapping only isolated skills within one strand.

21. Relevant and sufficient evidence needs to be collected in order to support each claim.

22. ELA Claim #1 • Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

23. ELA Claim #2 Students can produce effective and well-grounded writing for a range of purposes and audiences.

24. ELA Claim #3 • Students can employ effective speaking and listening skills for a range of purposes and audiences.

25. ELA Claim #4 • Students can engage in research/ inquiry to investigate topics and to analyze, integrate, and present information.

26. Digging Deeper

27. ELA Claim #1 • Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. • What does it mean?

29. Take a Closer Look • What do you notice? • What surprises you? • What questions do you have?

30. Linking to Collaborative Teams • Unpacking Standards • Designing with Rigor • Formative Assessments • Learning Experiences

32. Goal 3 All students are Confident Learnerswho are increasingly self-directed, skilled, and persistent as learners. • All students will improve in their confidence, self-direction and persistence as learners. • All students will report that they are physically and emotionally safe in Parkway. • All students will monitor and make adjustments to achieve their personal goals, including academic, career, health, social and civic goals.

33. Student Services What’s on our radar?

34. Special Education Action Team • IEP Process • Kathy Muehlrath, Lauri Chamberlin • Accommodations • Kelli Morton, Michelle Thompson, Tracy Pellegrini • Professional Learning • Liz Morrison, Beth Nesbit • Programs and Structures • Terry Martinez, Shannon Henderson, Kim Toebe, Nikki Shrum

35. IEP Process • This work team will address various aspects of the IEP process to improve the efficiency, participation, and effectiveness and ensure student needs are addressed appropriately. This may include, but not be limited to, defining roles and responsibilities, developing communication systems to ensure all participants are knowledgeable and collaborative, improving the pacing & length of meetings, writing SMART goals that improve student functioning, developing relevant accommodations that match needs and settings, and defining what data is expected/needed at meetings.

36. Acommodations • This work team will unpack and develop common definitionsof accommodations. The team will develop a process for IEP teams to tailor accommodations for individual student needs in a variety of settings. In addition, the work team will develop strategies and structures to ensure all general and special educators know what accommodations are required/needed and have the resources and technical assistance to implement them. This may include use of Infinite Campus and various documentation procedures.

37. Professional Learning • This work team will identify the professional learning needsof all general and specials educators in Parkway related to teaching students with disabilities, participation in IEPs, instructional strategies, accommodations, and abilities awareness. • This team will propose a collaborative multi-year professional learning plan which is integrated with the PLC initiative, other Parkway professional learning structures, and the professional development plan and activities of the SSD.

38. Programs and Structures • This work team will auditthe academic and social/emotional/behavioral programs, services, and delivery modelscurrently available for students within Parkway. This team will propose recommendations for improving programs, services, structures, and optionsto meet the needs of students (ages 3-21) throughout the district, including how students can effectively access programs and resources not currently available within Parkway.

39. Social Emotional Action Team • Social Emotional Learning • Charlotte & John • Career Pathways • Jennifer • Character Education • Chelsea • School Climate • Steve & Michael

40. Social Emotional LearningEssential Questions • What do we want our students to understand? • How will we know if students understand?

41. Career PathwaysEssential Questions • To what extent can relevant career goals contribute to a student’s confidence, self-direction, skill and persistence as learners? • How can knowledge of one’s strengths, interests and talentsaid in the development of attainable career goals? • How can we ensure that our Parkway students are able to pursue a personal direction based on an understanding of their talents and interests?

42. Character EducationEssential Questions • What impact does character education have on Parkway students as we work to accomplish mission? • To what extent can a defined character education planimpact Parkway students, staff, and community? http://www.characterplus.org/ http://www.characterandcitizenship.org/index.php/programs/leadership-academy

43. School Climate Essential Questions • To what extent and how does school climate impact Parkway students, staff and community? • To what extent and how does school climate impact the ability of the Parkway School District to achieve Mission, in particular creating confident learners who are increasingly self-directed, skilled and persistent?

44. School Climate Framework

45. Feedback Carousel • Purpose: To get a variety of different kinds of feedback from a large number of people in a relatively short period of time. • Chart paper- 4 quadrants • Clarifying questions • Probing questions • Recommendations • Resources • Write on Post-its • Post in appropriate quadrant

46. Project Parkway • Climate Advisory • 4 work teams

47. Purpose of DIA • To understandthe views, values, and cultures of students of color. • To reduce/eliminate the achievement gap, to ensure all students are capable, confident and curious and well prepared for future endeavors. • To foster students’ academic, social, emotional, and behavioral success by connecting and implementing Parkway diversity and social justice initiatives.

48. DIA Focus Areas • Assessment • Jamie Moore, Sara Moulder, Dan Tripp, Robert Villigram • Professional Learning • Ann LoPiccolo, Dan Tripp • Hiring, Recruiting, Retention, Promotion (HRRP) • Joe Hawkinson, Joy Torgerson • Curriculum • Becky Langrall, Denise Pupillo

49. DIA Focus Areas • Relationship Building • Charlotte Ijei, Lisa Luna Beth Wendling • African American Student Acceleration Program (ASAP)/African American Achievement (AAA) • Kate Jones, Jenny Marquart, Lisa Thompson • Parent Involvement • Phyllis Barnes, Stacey Myton

50. HRRP and Parent Involvement • Goal 5, MO 3 • All interview teams and publications will have representation from diverse groups. Interview teams may include DIA members. • List on action team site • Parents of Color PTO • History • Handout