Do Now

1. Do Now • Make a name tag for yourself • Make a tent card for your school • Fill out a note card to hand in with: • Your name • Your school • Your role/title • Your email address • Your phone number (cell preferred) • Your food preferences/dietary restrictions

2. Implementation TA: Session 1 New York

3. The Path Forward Networking and School Visits Leadership Sessions • Supporting andSustaining Effective Implementation Progress Monitoring Coaching

4. Implementing Your New School Day Your School’s Instructional Leadership Team …will lead and manage the implementation of your vision for Your New School Day that will include… Strengthening Core Instruction Differentiated Support …to implement these well, your school will need… Teacher Collaboration & PD Frequent Data Cycles

5. Overview of Implementation Sessions Implementation TA sessions will run from June 2013 to April 2014 Sessions 1 & 2 Session 3 Session 4 Session 5 Gearing Up for Year 1 of ELT First Check in and Sharing Practices Mid-Year Check in and Sharing Practices Planning for Year 2 of ELT Strengthening Core Instruction, Differentiated Support, Data Cycles, and Partners June 2013 October 2013 February 2014 April 2014

6. Objectives to Accomplish by Tomorrow Afternoon Decisions, Next Steps, and Calendaring for: • developing/refining your InstructionalLeadership Team; • strengthening Core Instruction; • organizing and structuring Teacher Collaboration and Professional Development; • organizing your Differentiated Supports OR scheduling and defining your Data Cycles.

7. The Process for Today and Tomorrow: Team Work Time A little bit of teaching Planning Doing Calendaring Followed by… Sharing some resources and tools Your team learning from the resources… Differentiated team work time

8. Creating Action Steps for Implementation Use these templates to help you plan and schedule out next steps over the next two days 1 Action Steps Notetaker on pgs. 1-6 and Implementation Work Plan • Articulate the following: • What needs to be done • What meeting(s) will be used to get it done • Who is responsible for getting it done 2 Schedule for Staff Meetings and Teacher Development on pg. 9-10 or online • Determine when articulated tasks will take place, and schedule out the following: • ILT meetings • Data meetings • School-wide PD

9. Keeping Track of It All Choose Roles Scribe = Blue Focuser = Red Timekeeper = Yellow Throughout the day, your scribe will have time to take notes for your team. Update Work Plan = Green

10. Day 1 Agenda 8:30 – 9:00 Welcome 9:00 – 10:30 Your School’s Instructional Leadership Team 10:30 – 10:40 Break 10:40 – 12:00 Strengthening Core Instruction 12:00 – 12:30 Lunch 12:30 – 1:30 Partnerships and Planning Continue Work Time for ILT or Strengthening Core Instruction 1:30 – 2:45 Wrap Up: This time is sacred and mandatory 2:45 – 3:00 Principal’s Meeting 3:15 – 4:15

11. 9:00 – 10:30 Your School’s Instructional Leadership Team ELT and ILT Components of Strong ILTs Work Time TheTIMECollaborative

12. ELT and Your School’s Instructional Leadership Team Effective Implementation of Your New School Day will be Led and Managed by Your ILT Community Partners Structures Tools Food Service Funding Meetings Instruction Your ILT Communication Processes Facilities

13. Components of an Effective ILT Effective ILTs have clearly defined… Mindset/Culture Membership Norms and expectations for meetings and approach Representative of school community, including varied perspectives Structures/Processes Responsibilities Scheduled meetings, clear protocolsand structures Manage and Lead School-wide initiatives, Communicate progress *Adapted from Focus on Results

14. ILT: Next Steps Yes What is an ILT? Do we have a formal ILT? Go to pg. 17-18 to identify steps to improve your ILT No Do we have the right people on our ILT? Are members clear about their role? Go to pg. 13-16 to begin creating your ILT What structures/norms can improve meetings? Who should be on our ILT? Are members clear about their role? How do we get our ILT focused on student achievement? How often/when will our ILT meet? How will our ILT monitor and communicate our progress? What processes and norms will we set? Create Our Action Steps

15. Plan Out Your Work Time: ILT Use the checklist on page 17 to ensure that your ILT is effective. Where you answer “no”, develop an action plan to improve. Your scribe can use the Action Steps Notetaker for Effective Instructional Leadership Teams on page 2. At the end of this work time be prepared to share your action plan.

16. 10:40 – 12:00 Strengthening Core Instruction Framework for Living Your Focus Living the Focus at Dever-McCormack K - 8 Work Time TheTIMECollaborative

17. More Time Alone Does Not Guarantee Results Four Year Change in Proficiency: (2008 – 2011) Top Performing and Bottom Performing MiddleSchools with Four Years of ELT Schools A & B: Higher Performing Schools Schools C & D: Lower Performing Schools

18. Reconnecting: School-wide Priorities All elements of your plan should connect to Element #1: Focused School-wide Priorities 1 Focused School-wide Priorities 2 2 Rigorous Academics Rigorous Academics 3 3 Differentiated Supports Differentiated Supports Priorities are narrowly focused (no more than 3 total) and impact the entire school 4 4 Frequent Data Cycles Frequent Data Cycles 5 5 Targeted Teacher Development Targeted Teacher Development Your SCHOOL-WIDE INSTRUCTIONAL PRIORITY should inform your 1-2 other priorities. 6 6 Engaging Enrichment Engaging Enrichment 7 7 Enhanced School Culture Enhanced School Culture

19. Reconnecting to Instructional Priority Instructional Priority… Cuts across all content areas Impacts every student AND every adult Becomes a central topic for collaboration/PD Comes to life through a set of common instructional practices Provides a foundation for long-term academic success Drives your use of time

20. What is An Instructional Priority • It’s MORE THAN finding what your students DON’T KNOW and CAN’T DO • It’s about narrowing the list of DON’T KNOWs to the one or two most critical skill sets preventing your students from performing well on the NYS Assessments • Then deciding collectively to ATTACK IT.

21. Things to Think About… This assessment is determining what students should know • Look at your NYS Assessment data to determine your priority. • Look for the skills that scream out for school-wide attention • Look for chronic skill deficiencies at the end grade This problem appears to be occurring year after year

22. Things… cont • Write your priority statement so that all understand exactly what improvement area [skill set] is being focused on such as: All of our students will be able to… • Publish your statement[s] for staff, parents and students KEEP IT SIMPLE

23. Instructional Priority Becomes Focus Instructional Priority is now… Instructional Focus Instructional Focus Exemplar: All Arlington Middle School students will increase their ability to read and comprehend grade-level text. Students will demonstrate this ability through the production of clear and coherent written responses across as content areas, as measured by current and prior MCAS open response items, four ANet interim assessments administered quarterly  throughout the year, at least two school- and core-based common open response assessments, and weekly recorded teacher observations.

24. Our Present Instructional Priority Statements

25. Core Instruction and Instructional Focus Common Instructional Strategies Core Instruction Strengthened by… InstructionalFocus Coming to Life through…

26. Steps to Strengthening Core Instruction Monitor the Work (Session 3) • Assess impact through data • Monitor implementation Strengthen Practice School-Wide (Session 3) • Identify experts to support PD • Share practices, develop lessons and improve practice Assess Team Needs & Strengths (Session 3) • Teams and teachers assess their level of expertise and comfort level with the strategy Create Common Understanding (Session 1) • What does it look like for teachers? • What does the strategy look like in different grade levels? • What does it look like for students? Choose Common Instructional Strategies (Session 1) • 2 -3 Common Instructional Strategies • Pick one to begin working on • Linked to Instructional Focus

27. Instructional Strategies vs. Instructional Structures Instructional Strategies include clearly defined teacher and student actions Inst. STRATEGIES Inst. STRUCTURES Accountable Talk The Workshop Model T- Charts Partner Teaching Modeled Writing Push in/Pull out Supports Partner Read Aloud I Do, We Do, You Do Lesson Structure Think Pair Share Open Response Writing Guided Reading Direct Instruction

28. Focus Coming to Life at Dever McCormack Choose Common Instructional Strategies Dever-McCormack K-8 (MA) Grades: K - 8 # of Students: 1,266 % Low Income: 83 Instructional Focus All students will accelerate their achievement in the four domains of language acquisition (listening, speaking, reading, and writing). Success will be measured by MCAS, interim assessments, and state assessments for ELL students. Instructional Strategy: Accountable Talk • Teachers and students will talk about academically important content that supports development of student reasoning and improves their ability to communicate their thinking. There is accountability to the classroom community, to rigorous reasoning, and to correct knowledge.

29. Focus in Dever-McCormack’s Classrooms Create Common Understanding Teacher Actions Student Actions Ask planned questions to help students learn and push thinking Demonstrate active listening when partner is speaking Listen into conversations during “talk time” Explain their thinking with content-specific vocabulary Model effective talk strategies consistently Paraphrase their and partner’s thinking in share out Pace talk experience to keep momentum and focus Raise questions to class based on their discussions

30. Jacob Hiatt Magnet School Common Instructional Strategies

31. Living Your Focus: Next Steps Explore Additional Resources on Dever McCormack on pg. 20-22 Yes Do we have common instructional strategies? Go to pg. 26 to determine how your team will create understanding No How does this strategy align to your instructional focus? Go to pg. 23 to determine how your team will choose strategies What does this strategy look like for students AND teachers? What potential strategies will align to our focus? What does this look like in different grades/content areas? How will our school explore and choose our strategies? How can we strengthen this practice across the school? When will we explore and choose our strategies? Create Our Action Steps

32. Plan Out Your Work Time: Strengthening Core Instruction Take 10 minutes to discuss “Living Your Focus” questions Review the resources that are appropriate for your team Determine your next steps

33. 12:30 – 1:30 Partnerships and Planning Topics Addressed • Synergy and Collective Impact for Students • Maximizing Resources • State Expectations & Tenet #6 • Assessing Your Partnerships TheTIMECollaborative

34. 1:30 – 2:45 Work Time Implementation Work Plan OR Your School’s Instructional Leadership Team OR Strengthening Core Instruction TheTIMECollaborative

35. Building our Network: Sharing our Work • Where are you on: • Strengthening Your Instructional Leadership Team? • Identifying Common Instructional Strategies? Pick one of these areas to focus on for this work time. Use your work plan to update any action items. • At the end of the day, be ready to share: • What decisions your team made. • What action steps are you committing to related to this area? When will you accomplish them by? At 2:30, pause to record your decisions on the chart paper provided.

36. What Stood Out For You? • Share an “aha!” moment that happened for you today • Share a “shout-out”to recognize one of your team members or another school team

37. Looking Forward to Tomorrow Your School’s Instructional Leadership Team …will lead and manage the implementation of your vision for Your New School Day that will include… Strengthening Core Instruction Differentiated Support …to implement these well, your school will need… Teacher Collaboration & PD Frequent Data Cycles

38. Thank You and Evaluations! Please fill out and return your evaluations THANK YOU!!