Lead Learners Update 1.28.13

Authentic Learning Defined: The value of what is being learned is obvious to the learner and does not have to be explained by the teacher. Dave Warlick

Lead Learners Update 1.28.13
1.28 Oversight (12:00 - 3:30) ESC Board Room
SIAC Meeting @ PHS Study Hall (6:00 - 8:30 PM)
1.29 Media Council PM
2.4 Curriculum Alignment/Unpack with Ridge and Heights teams
2.5 Cadre
2.7 WL Council Curriculum Day
2.11 Curriculum Alignment/Unpack with 9-12 teachers

Rubicon Workshop and Learning Summary (By Ying Ying Chen and Bill Poock)
It was a very stimulating day lead by the skillful consultant, Brock Storfa. He taught us to be thinkers, not just tool users.  He challenged us to be leaders of continuous improvement--not simply to be compliant (in implementing Common Core).   In the end, teachers and principals had a chance to discuss building-based action plans.  Principals had the last half hour to collaborate and debrief.  Here is the summary of the principal debriefing:

What should be tight?  What common messages should we send to all teachers?

The only common message from our administrative team is that all schools will use the Rubicon tool to monitor and improve the implementation of Iowa Core.  We also agree that implementation of Iowa Core is everyone’s responsibility.

What is loose?

Each school can determine how to lead, what data to collect, what goals to set, and how to incorporate it in the school improvement plan.  

Analogy for Deeper Understanding:

Brock’s Plate Analogy:  Brock used the following analogy to help us better understand the role that the actual curriculum mapping tool plays in the process to ensuring alignment with Iowa Core Curriculum:  “Curriculum management is not something MORE on the teacher’s plate; Rubicon should be the “plate.”  For example, we can add components of AIW, PBL, and performance assessments (our areas of focus) etc. to the “plate”.  Then, we help our teachers see how we can use Rubicon as leverage for doing our work in an efficient manner--in essence--work smarter, not harder.

Brainstormed Concepts and Strategies by the Principals

• Lead from the angle of continuous improvement (the cycle)--not compliance.
• Principals and teacher reps are looking for entry points that will motivate teachers.  Ideas include:  showing the standards profile (goals/standards), the search feature for alignment, or how the data can be helpful for team planning of PLC collaboration.
• In order to use the tool for continuous improvement, the first and the most important step is to ensure that teachers are entering their instructional units in the curriculum mapping system. (identify and select standards in the planning and assessment parts of the mapping tool)
• Schools shared various ideas on how to make unit entry possible (Ex: collaboration time, TQ. PL day etc.)
• It is important to ask teachers use the tool from the beginning of any unit design, not to transfer units from other templates.  They will see the benefit of it after gaining the experience of use the Rubicon data.  This also ensures that accurate data can be drawn from the system using some of the tools and processes we learned about at the training session on 1.25.13.

Reflection on Cedar Rapids Site Visit (By Ying Ying Chen)
A site visit is a form of continuous improvement.  Through listening to multiple debriefings, the team summarizes findings and makes recommendations.  Here are some of my interpretations of the site visit focus:

• Coherence - There is a tight alignment among C-Plan (CSIP), SIP (School Improvement plan), each building’s PD plan, PLP and teacher evaluation.  
• Evidence Based - It is not about what is written in the plan, but what is realized among all groups and settings.
• Implementing Iowa Core is permeated in multiple themes.  Questions include evidence of quality instruction, curriculum development, culture for learning, monitoring progress, accountability, and meeting learner needs (RTI).  Are we realizing characteristics of effective instruction?
• Stakeholder involvement and two way communication at all levels are highly valued.  SIAC, Board, various leadership teams and parents are key components in the process
• The cycle: How are data used to be responsive to student learning?
• Equality and Culture Awareness: How do we ensure success for all students?  Do we monitor program participation and results?  How do we create a safe environment for all? What was done to educate and be responsive to bully and harassment?

The seven themes for the site visit are:

1. Vision, Mission, and Goals

2. Leadership

3. Collaborative Relationships

4. Learning Environment

5. Curriculum and Instruction

6. Professional Development

7. Monitoring and Accountability

With the depth and scope of the site visit, the ESC team will begin to engage administrators in the process and use the opportunity for self-assessment and long-range planning.

Board Report on Mentor and Induction (By Ying Ying Chen)
Karen Thorpe conducts interviews and focus group discussions each year and presents data at the board meetings.  This is part of the program evaluation process that are required by the state’s accountability system.  Here are the interview results shared at the January Board meeting.  
Mentor Comments 2012
Mentee Comments 2012
More detailed data are on the New Teacher Mentor and Induction Website.

Technology Update (Craig Barnum)
I posted recently about new email filtering we put in place.  This was an eye-opening experience. Email has really changed over the last few years.  I’ve put the details on the new filter will impact staff in this Tech Hawks post.  I would encourage you to check this and to be sure you staff, particularly coaches and activity sponsors.  There are changes that will impact them.  This process was a great object lesson for me, too.  I’ve been thinking and following email usage for many years, but it was not clear to me just how different the marketplace had become.   This was a blind-spot for me.  It makes me wonder if we have other systemic blind-spots as well.

Student Services (by Cheryl Kiburz)
1.29  LETRS-Sixth Street GWAEA office from 8:30 to 4:00
1.30  LETRS-Sixth Street GWAEA office from 8:30 to 4:00
1.30  Workshop at GWAEA-Strategies to Support Executive Function Skills in Students with Planning, Organization, Emotional Control, Working Memory and Attention Needs

During the next month I will be requesting a Special Education Teacher team meeting through the building contact.  The purpose for the meetings will be to share information related to the most recent I-STAR review, review the process for ESY and discuss student data related to eligibility for services, and to plan for the transition of students from level to level, staffing needs, paraprofessional needs, etc. for the 13-14 school year.

Curriculum Matters (by Bill Poock)
Data Teams Resources:  As we continue our work with PLCs, one important function of the PLC team is that of collecting and using data to help drive the continuous improvement process at the classroom level.  An approach that is effective is that of the Data Teams process.  One of the leading proponents of the data teams process is Douglas Reeves and is also reiterated in the book we are reading in conjunction with the Oversight Team:  The Data Teams Experience--A Guide for Effective Meetings by Angela Peery (2011).  In this book, she outlines six basic steps to the data teams process that includes:

1. team collects and charts (or displays) the data
2. team analyzes the data and prioritizes student needs
3. team sets a SMART goal
4. team determines the instructional strategies they will implement in order to raise student proficiency
5. team determines results indicators
6. team monitors and evaluates progress towards goals (ongoing)

Some helpful resources you might consider for use with teachers to help them better understand how the use of data teams can improve their ability to meet the needs of diverse learners in their classrooms includes the following three links to short videos explaining the data teams process:

• Data Teams Protocol Video  (Reeves)
• Data Teams Video (Leadership & Learning Center)
• Data Teams:  The Process (Leadership & Learning Center)

Any or all of these videos are useful for teachers to see how the data teams process is a natural part of PLCs/highly collaborative teams.  Sometimes teachers need to see the data teams process in more detail to fully understand how it can be meshed together with their PLC work to truly demonstrate learning for all.

Summer Camp Information:  Kathy Waychoff and Sue Lala have emailed all district staff regarding opportunities for employment with the CCSD Summer Camp 2013.  Teachers who are interested in teaching Reading and/or Math Workout (summer camp sessions for students in need of additional support) should email Bill or Kathy to let them know that they are interested in teaching Summer Camp.  More information regarding teacher recommendations will be released at the appropriate time.  So that administrators are aware--there will be an electronic/online process for teachers to make initial recommendations for students they suggest need additional support offered by Summer Camp.  I will share that information with all staff when it is appropriate.