Goal Groupings – Directions for Today 1. Group for interest and role balance – which group do you want to be in – or – do you think you would be most of the most service. 2. Review (whole group) the resource slides – I will review the slides from our opening presentation that are most directly related to this activity. 3. Review the essential questions for your group – review the questions in your group – make sure everyone is clear on what the meaning and intent is – this is the foundation for the “Want” column. 4. Plan for the work – perhaps fill in the want column for each question as a large group – or move directly to… – Describing for each question what the goal of the item implies – answering the “what do we want” question. – Review the district recent history about what is CURRENTLY
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Goal Groupings – Directions for Today1. Group for interest and role balance – which group do
you want to be in – or – do you think you would be most of the most service.
2. Review (whole group) the resource slides – I will review the slides from our opening presentation that are most directly related to this activity.
3. Review the essential questions for your group – review the questions in your group – make sure everyone is clear on what the meaning and intent is – this is the foundation for the “Want” column.
4. Plan for the work – perhaps fill in the want column for each question as a large group – or move directly to…– Describing for each question what the goal of the item implies –
answering the “what do we want” question.– Review the district recent history about what is CURRENTLY
being done in this area.– Fill in the gap – what is the discrepancy between what we want
Goals for Learning• Common Core State Standards• 21st century skill identification
(academic/civic & social)• Non-tested curriculum with
CCSS/21CS integration• Balance between mandated and local
values
Assessment & Data• K-3 reading performance• Student data sets for use in TEM• SBAC aligned strategies,
instructional implementation and daily analysis for improved practice
• 21st century skill and performance task assessments
• Real world digital skill and attribute assessment
Professional Support• Reading instruction• Elimination of CEU requirements• Professional Development Committee• Individual and small group coaching sessions
(preponderance of 18 hours focused on priorities) and instructional practices
• Evaluation and support training by 7/1/14• Providing professional learning opportunities • Rethinking the expectations of professional learning –
impact on TEM – alignment with TEAM
Professional Evaluation• K-3 reading instruction test (every year)• New Teacher/Administrator Evaluation Model
implementation (SBOE Guidelines)• Rate every teacher every year• Tenure and termination process changes.• Validator practices• Alignment of teaching practice with 21 CS• Beyond CT Framework of reference- strengths and
weaknesses - ensuring that TEM values what it measures and measures what it values.
Curriculum & Communication
• CCSS Integration and alignment for ELA and math
• Posting of choice options on website• 21st century skill integration• Non-tested curriculum renewal with
CCSS/21CS integration and readiness
Teaching & Instruction• CCSS instructional shifts• Text/content dependency practices• SBAC alignment and integration• 21st century skills practice• Information literacy integration• Instructional practices for a digital
learning environment• Independent and collaborative
practices and support
Resource Deployment• Unified chart of accounts• Charter school funding process (29-31)
• MBR and small district guidelines• Allocation of time and schedules to align
with priorities and needs• Alignment of resource allocations with
digital learning processes
Leadership Focus• DPI/SPI/IPI rankings• DIP/SIP planning• Evaluation, tenure and support
processes• Governance Councils (if needed)• Mission and community-wide
expectations• Coherence and systems approaches• Planning for digital transitions
Blue = Digital LearningRed = 12-116 (CSDE) Green = NEASC
STUDENTSPositive Climate
Continuous Improvement
Data
LEARNINGCommon Core
21st Century Skill
Professional Development
TEACHING
Trust
Build Capacity
Evaluation Plan
Recruit/Train/Retain
Collaboration
Vision
Spec. Ed. Program Review Teacher Evaluation Plan Performance Tracker
• Building Capacity• Continuous Improvement• Full Day Kindergarten
Goal Groupings – Back to Basics1. Goals for learning – how do our
curricular and instructional support materials align with Common Core and 21st Century Skill Priorities?
2. Instructional practices – how do our teaching practices, improvement mechanisms and evaluation systems align with our goals for learning?
3. Assessment practices – how do our assessment and measurement systems align with our goals for learning, teaching practices, and the demands of data driven instruction?
Planning ResourcesCommon Core State Standardshttp://www.corestandards.org/