Three Critical Commitments for Effective District/School Reform

1. Providing specific feedback on learning goals at the classroom, school and district levels. Ensuring effective teaching in every classroom. Building background knowledge for all students. Three Critical Commitments for Effective District/School Reform

2. PHASE I PHASE II Establish a district-wide or school-wide list of critical terms and an accompanying model of vocabulary instruction. Implement the vocabulary program district-wide or school-wide. Gradual transformation Building background knowledge for all students.

5. Providing specific feedback on learning goals at the classroom, school and district levels. PHASE II PHASE III PHASE II Track specific learning goals using a formatively-based system to identify students in need and provide additional help for those students. Design learning goals that can be tracked using a formatively-based system for all subject areas and design a complementary grading and reporting system. Implement the record keeping and reporting system in a staged fashion. Gradual transformation

6. Ensuring effective teaching in every classroom. PHASE I PHASE II PHASE III PHASE IV Establish a systematic way for teachers to observe master teachers and each other using the model of instruction. Monitor the effectiveness of individual teacher’s instructional styles as a form of teacher feedback. Develop a systematic way for teachers to interact about instruction using the model. Develop a language of instruction or model of instruction. Gradual transformation

7. Topics typically span several grade levels and/or courses. The topics at the high school level may be different from those K-8. • Topics are derived from the state standards. • Topics are defined by “Learning Goals” which create a scope and sequence for identifying what should be taught from one grade level or course to another. • The complexity of the content increases as you move up to the higher levels of the scope and sequence, • Topics provide a framework for reporting out students’ progress using formative assessments. They represent the content that will be measured and reported out on. Measurement Topics

8. To complete a written document that articulates what students will be learning and what teachers will be teaching that is based on the state standards. • To ensure that there is a logical scope and sequence to the curriculum (eliminate overlap, gaps, holes, lack of clarity). • To organize the curriculum to support a stronger feedback mechanism that utilizes formative assessment. • To move towards having a guaranteed and viable curriculum. WHY ARE WE DOING THIS ? l

9. How did we do this? • Decide who will lead this work. • Form a K-12 committee for each subject area. • Have this committee create a draft document for each subject area. • Distribute the draft document to teachers. • Have teachers use the document throughout the school year. • Revise the document as necessary.

10. Technical Assistance Reviews

11. Schedule for TA reviews • Week of September 13 • Two teams A and Z • Country Club/ Heights interviews-observations • September 21 discussion on both 1-3 PM • Information sent to school Leadership team • Exit Elementary Monday Sept 27 3:00 PM • Exit Secondary Tuesday Sept 27 3:30 PM

12. Technical Review Packet • EPSS on webTAV survey on webSchedule of classes*Schedule of school visitsClassroom observation formInterview questionsExit template

13. Teacher Interviews • 5 question interview • Principals answer the interview in writing • No scheduled times or teachers

14. Classroom observation • Instructional Strategies YES NO Evidence: • Six Step Vocabulary- Direct instruction • 1. The teacher provides an explanation of new terms • 2. The student gives description • 3. The student illustrates • Six Step Vocabulary- Making Connections • 4. The student is involved in activities • 5. The student discusses with other students • 6. The student participates in games • YES NO • Use of technology • Teacher led whole group instruction • Teacher led small group instruction • Teacher monitoring/maintaining order • Teacher facilitating student discussion • Marzano's High Yield Strategies YES NO • Cooperative Learning Strategies used • Identify similarities and differences • Summarizing and note taking • Non-linguistic representations used • Use of advanced graphic organizers • Setting Objectives & Providing Feedback • Generating & Testing Hypothesis • Measurement Topics communicated to students • Students reading • Students taking tests • Student performance/presentation • Students engaged in higher order thinking activity

15. High Schools That Work http://www.sreb.org/ • High expectations • Program of study • Academic studies • Career/technical studies • Work-based learning

16. HSTW continued • Teachers working together • Students actively engaged • Guidance • Extra help • Culture of continuous improvement

17. Instruction • Dignity • Respect • Discipline • It’s about people, not a program • Tone • Manner • Be out with kids

18. Never • Yell • Scream • Use sarcasm

19. 10 days out of 10 • What do the best teachers do at school assemblies? • Who will be considered the best teachers?

20. Which set of adjectives describe you as a teacher?