ON TARGET: Annual Academic Learning Targets Who Knows What Process

1. ON TARGET:Annual Academic Learning TargetsWho Knows What Process PSP INSTITUTE JULY 31, 2013 Dena Frieda TCDSS-PSP Campus Snapshot Team Member dfrieda@gmail.com ByPresenterMedia.com

2. NORMS… • Ask questions or use “NEED TO KNOW BEFORE I LEAVE” poster. • Take care of your needs. • Turn cell phones off/on silent. • Stay engaged.

3. SESSION TARGETS developing an Annual Academic Learning Target (AALT) based on campus/grade level/subject area assessment data identifying the most current and proven learning strategies/programs for delivering instruction to address AALT determining the best practices/training that support the fulfillment of the AALT. THE SESSION WILL PROVIDE A PROCESS FOR • determining the level of mastery of faculty/staff members of up to date best practices and • .

4. THE PROCESS: ANNUAL ACADEMIC LEARNING TARGETS

5. Annual Academic Learning Target Steps WHAT ARE THE NEEDS? HOW WILL THE NEED(S) BE MET? ACTION(S) TO BE TAKEN? TIME FRAME?

6. Step 1: What are the needs? THE BIG TARGET • Based on data- State, district, campus and student. • Take 10-15 minutes brainstorming/sharing at your table: • Areas in which students struggle at your “service” districts. • What “types” of data areused to identify greatest area of need(s)? –STAAR data, attendance, dropout, etc. • What data formats are provided to teachers for them to determine overall campus, subject/grade level/department and student needs? i.e.: raw data, pie charts, etc. • BASED ON REVIEW OF DATA- • SET AN ANNUAL ACADEMIC LEARNING TARGET • -will be defined by percentage increase-measureable!

7. Step 2: Set focus areas to reach the AALT • Using STEP 1-GREATER TARGETand data sources- determine a FOCUS TARGET (s) • EXAMPLE: • In Step 1 it was determined MATH was greater learning target. • Based on review of refined data (campus, grade level, teacher and/or student) a FOCUS TARGET is determined – • Problem-solving

8. Step 3. Action(s) to be taken List the action steps to reach the AALT: MATH via teaching problem-solving ACTION PERSON(S) RESPONSIBLE RESOURCES All teachers will teach problem-solving 2. Provide training for staff on problem-solving 3.

9. Step 4. Time frame • Describe how and when to measure progress towards the AALT. • weekly quizzes • Describe how you will know when you have reached the TARGET! • Progress will be measured on district checkpoints with an increase of 5% of baseline

10. BULL’S EYE! Putting it all together.

11. Sample Annual AcademicLearning Target MATH AALT VISUAL Taken from An Exemplary Discipline Alternative Program Handbook, Frieda and Neely, edited by C. Jones and J Seidlitz, published by Cantor Press. POST IN TEACHER MEETING ROOM

12. Next step in the process WHO KNOWS WHAT?

13. PURPOSE of WHO KNOWS WHAT: To identify the most current and proven learning strategies/programs/best practices for delivering instruction and the level of mastery or faculty/staff members. Results of WHO KNOWS WHAT should support the fulfillment of the AALT-greatertarget and focused target. THE LEARNER TARGET OF WHO KNOWS WHAT IS THE TEACHER/EDUCATOR!

14. Prior to WKW Process with staff… Create WKWStudy Committee(s) for compiling “Best Practices” chart for reaching AALT • Best Practices can be strategies, programs, books… • Should concentrate on AALT achievement • ARROWS ACTIVITY … 15 minutes (+ or -) • Using the “color” of your ARROW Tip move to the wall poster that represents your color. With your Arrow groupshare additional Best Practices; then list on the poster. • Be prepared to share-out!

15. WKW -TWO OPTIONS-LARGE GROUP VS SMALL GROUP TEACHER/STAFF KNOWLEDGE BASE IS THE TARGET INDEX CARD METHOD (Large Group) Form smaller groups (depends on total group size) Each group discusses “Best Practices”-request more information, if needed On Index card -colored coded according to knowledge level of BP- -pink card = full knowledge of BP -yellow = some training -white = heard of it -blue = never heard of it Write on one side of card put name; other BP On large TALLY Chart for Best Practices-recorder of each group posts their group’s composite results. Composite data used to design/steer professional development COLORED DOT METHOD (Small faculty, dept., grade level, etc.) Group discusses “Best Practices”-request more information, if needed On large TALLY Chart using colored coded adhesive dots each participant places dot to the right of the BP and under their own name. *red dot = full knowledge of BP; uses *yellow dot = some training *green dot = heard of it; read about *blue dot = never heard of it Composite data used to design/steer professional development

16. AN EXAMPLE OF SMALL GROUP BEST PRACTICE TALLY CHARTLEGACY PARK BEST PRACTICE TALLY CHART

17. OPTIONAL PROCESSES- WILLING to SHARE HOW I LIKE TO LEARN Preferred Methods of Professional Development . Create a chart with Delivery Methods down the left hand side –teachers will be given 4 adhesive dots to vote. Can use all 4 on one method or 1 per top 4 preferences. • ON INDEX CARD HAVE TEACHER/EDUCATOR: • Provide Name • Indicate Best Practice they are willing to share by • presentation, • lead book study, • create ppt. etc.

18. REFLECTION

19. STAYING ON TARGET… School Success Continuous Improvement Sustainability