Washington Grade School District 52

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Washington Grade School District 52

• 2009-2010
• Teacher Inservice
• August 17, 2009

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Thanks

• Board of Education for breakfast
• BOE Members
• Summer Work Crew
• Cafeteria Staff
• Office Personnel

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New Staff WGSD 52

• Teachers
• Sarah Olivito K
• Jillian Gronewold 2nd
• Sarah Gilmore 4th
• Susan McIntyre - Art

• Aides
• Joshua Clark LGS
• Jennifer Wright LGS
• Amy Blankenship -WMS

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New Positions WGSD 52

• Cindy Thompson 2nd Grade
• Susan Moloney 3rd Grade
• Kelli Ballard Intervention Specialist

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2008-09 Service Awards

• Lori Schrader 5 year
• Lori Maddock 5 year
• Andrea Ennis 5 year
• Jan Logue 15 year

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What's My Line?
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WGSD 52 Vision

• Staff members will collaboratively create
  systematic procedures that ensure high levels of
  learning for all students.

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WGSD 52 VisionSimply Stated

• Working Together / Achieving Excellence
• Working Together - Staff members will
  collaboratively create systematic procedures
• Achieving Excellence - that ensure high levels of
  learning for all students.

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Sabotage to Excellence

• Employment History
• Last job cleaned and supervised employees
• CFO for a wholesaler of womens slacks. We also
  sold mens bottoms.
• Skills
• Fluent in English and Spinach
• Excellent memory strong math aptitude excellent
  memory
• Able to whistle while pretending to drink water
  at the same time.

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District Direction
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Developing Ownership

• Information
• Involvement
• Influence

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Staff Action

• Learn (information)
• Book Studies
• Visit classrooms and other schools
• Etc.
• Try it out (involvement)
• Experiment with different techniques
• Provide feedback (influence)
• Work together in teams to determine success

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2008-09 Inservice

• Aligning WGSD Inservice Meetings
• 8-17 Direction / PLC
• 8-19 RtI
• 10-2 Big Idea / Common Assessment
• 11-9 Balanced Literacy
• Big Idea / Common Assessment
• 1-29 RtI
• 2-12 - Big Idea / Common Assessment
• 2-26 Guided Reading
• 3-19 RtI / Conferences
• 5-26 - Closing

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Professional Learning Communities
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A Powerful Guiding Principle

• Jim Collins, Good to Great.
• Great organizations simplify a complex world into
  a single organizing idea or guiding principle.
  This guiding principle makes the complex simple,
  helps focus the attention and energy of the
  organization of the essentials, and becomes the
  frame of reference for all decisions.

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The Powerful Guiding Principle of a PLC

• Ensure high levels of learning for all students
• Fundamental Purpose

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PLC Foundational Ideas

• Fundamental Purpose
• Ensure high levels of learning for all students
• Collaborative Culture
• Teachers forgo past practice of working in
  isolation to work together toward the fundamental
  purpose
• Results
• Systematically monitor student learning and
  respond immediately to student difficulty

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Learning By Doing

• Rick DuFour, 2006
• Practical applications of PLC
• Continuum Charts
• Where are we now? Worksheets
• Questions to Guide Your Work
• SMART Goal Worksheets

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Action - Corollary Questions

• What is it we expect students to learn?
• How will we know when they have learned it?
• How will we respond when they dont learn?
• How will we respond when they already know it?

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Corollary Question 3

• How will we respond when they dont learn?
• Create systems to ensure students receive
  additional time and support if they are not
  learning.
• Response to Intervention - RtI

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Corollary Question 1

• What is it we expect students to learn?
• Clarify what each student is expected to learn.
• Clarify 8-10 Big Ideas per semester by course /
  content
• Essential Learning

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Guaranteed and Viable Curriculum

• Robert Marzano concluded in his summary of 35
  years of research that the single most powerful
  impact a school can have on student achievement
  is providing students with a guaranteed and
  viable curriculum that
• Gives students access to the same essential
  learning regardless of who is teaching the class.
• Can be taught in the time allotted.
• (Marzano, R., What Works in Schools, 2003)

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Corollary Question 2

• How will we know when they have learned it?
• And we must continually assess our effectiveness
  in achieving our purpose on the basis of results
  tangible evidence that our students are
  acquiring the knowledge, skills, and dispositions
  essential to their future success.
• Develop Common Assessments

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Collaboration

• Members of a professional learning community
  recognize they cannot accomplish their
  fundamental purpose of high levels of learning
  for all students unless they work together
  collaboratively. The collaborative team is the
  fundamental building block of a PLC.

Rick DuFour (Learning By Doing, 2006)
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Collaboration

• A systematic process in which we work together,
  interdependently to analyze and impact
  professional practice in order to improve our
  individual and collective results.
• Co-Laboring

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Why Collaborative Culture?

• Efficiency by sharing the load teachers save
  time
• Fairness promotes common goals, similar pacing,
  and consistent standards for assessing student
  proficiency
• Effective Monitoring provides timely evidence
  of whether the guaranteed and viable curriculum
  is being taught and learned

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Why Collaborative Culture?

• Informs Individual Teacher Practice provides
  teaches with a basis of comparison regarding the
  achievement of their students so they can see
  strengths and weaknesses of their teaching
• Team Capacity collaborative teacher teams are
  able to identify and address problem areas in
  their program
• Collective Response helps teams and the school
  create timely, systematic interventions for
  students

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Time to Collaborate

• It is imperative that teachers be provided with
  time to meet during their contractual day.
• DuFour, Learning by Doing, p. 95
• LGS Plan
• WMS Plan

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Stretching the Culture
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Key Questions

• What is it we expect students to learn?
• Big Ideas
• How will we know when they have learned it?
• Common Assessments
• How will we respond when they dont learn?
• Pyramid of Interventions
• How will we respond when they already know it?

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Timeline

• PLC Teams to share one Big Idea / Common
  Assessment / Results
• October 2
• November 9
• February 12

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Focused Monitoring

• Washington GSD 52
• August 2009

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Focused Monitoring

• ISBE Review of SpEd practices and results
• 2 year process
• Planning
• Implementation
• Results
• Evaluation
• Gap Measurement
• Regular Ed / Special Ed
• 10 Point Increase Minimum in ISAT Results

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Focused Monitoring
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Focused Monitoring
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Focused Monitoring
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Focused Monitoring
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Focused Monitoring
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Focused Monitoring
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Working Together / Achieving Excellence