revive, give new vigor or spirit to give new freshness or brightness to renew by stimulation fill up again, replenish maintain by sending a new electric

pulse

Refresh

District Goals• Instructional alignment• Instructional use of

technology• Effective use of data• Collaboration

District Goals Instructional alignment

Instructional Alignment Ensure that WHAT we are teaching, HOW we are teaching, and WHAT and HOW we are assessing are congruent.

Instruction

Curriculum

Assessment

Ultimately, instructional alignment depends

on the expertise and conscience of each

classroom teacher to understand and deliver

instruction in a manner that includes

standards, curriculum, and assessment in

their daily lessons.

It’s harder than it looks!Step 1: build a strong standards-based course

Step 2: develop focused unit plans with clear learning goals in the form of

solid behavioral objectives—KUDs

Step 3: break down goals and objectives into the essential learning

necessary for students to achieve the goals (task analysis)

Step 4: develop classroom assessments that truly measure KUDs

Step 5: design and deliver engaging daily lessons that help students

master the defined knowledge concepts and skills.

I am the decisive element in the classroom.

It is my personal approach that creates the climate.

It is my daily mood that makes the weather.

As a teacher I possess tremendous power to make a child's life miserable or joyous.

I can be a tool of torture or an instrument of inspiration.

I can humiliate or humor, hurt or heal.

In all situations, it is my response that decides whether a crisis will be escalated

or de-escalated, and a child humanized or de-humanized.

---Haim Ginott

Effective Use of Data How do we go beyond

standardized testing data to assess, challenge, and ultimately address student achievement issues?

How do we use data to initiate meaningful dialogue about improving outcomes for ALL students?

Key Questions: Is our core instruction sufficient? For which students is the core

program sufficient or not sufficient? How do we know?

How will we monitor over time? What can we change to improve

performance?

Response to Intervention

ALL

Tier 1

Tier 2

Tier 3

SOME

FEW

Strand: Group Members: The Goal:

◦ Today we want to explore how each standard is taught throughout our network’s language arts classes. We want to seek and destroy any gaps or inconsistencies.

◦ What are our common curriculum, instructional practices, and assessments?

Vertical Teaming

You have been arranged in groups that represent each standard. Please follow the steps below:

1.Pick one person to be the scribe. This person must be comfortable typing everyone else’s responses to the questions.

2.As a group, discuss the standard. Each group member should explain what the standard looks like in his or her classroom.

3.The scribe should record the specific curriculum, instructional practices, and assessments in each grade for all, some, and few.

4.Please prepare a 5 minute blurb about what the group has learned.

5.This information will be used for good not evil. It will be posted on the wiki for the network to see.

Instructions

How are you addressing this standard in your curriculum, instructional practices, and assessments?

6th Grade (list lessons, activities, assessments, ideas)

7th Grade (list lessons, activities, assessments, ideas)

All

Some

Few

All

Some

Few

How are you addressing this standard in your curriculum, instructional practices, and assessments?

9th Grade (list lessons, activities, assessments, ideas)

10th Grade (list lessons, activities, assessments, ideas)

All

Some

Few

All

Some

Few

How are you addressing this standard in your curriculum, instructional practices, and assessments?

Articulation Strengths Articulation Concerns