San Diego, California • September 19–21soltreemrls3.s3-website-us-west-2.amazonaws.com/solution-tree.co… · Agenda San Diego, California • September 19–21 Wednesday, September

Agenda San Diego, California • September 19–21

Wednesday, September 19

6:30–8:00 a.m. RegistrationContinental breakfast Ballroom 20ABC Foyer

8:00–9:45 a.m.Keynote—Rebecca DuFourThe Power of Professional Learning Communities at Work: Bringing the Big Ideas to Life

Ballroom 20ABC

9:45–10:15 a.m. Break

10:15–11:45 a.m. Breakouts Titles & locations: pp. 3–5 Session descriptions: pp. 9–19

11:45 a.m.–1:15 p.m. Lunch (on your own)

1:15–2:45 p.m. Breakouts Titles & locations: pp. 3–5 Session descriptions: pp. 9–19

2:45–3:00 p.m. Break

3:00–4:00 p.m.Panel discussionA Q&A time with presenters. Receive practical answers to your most pressing questions.

Ballroom 20ABC

Thursday, September 20

7:00–8:00 a.m. RegistrationContinental breakfast Ballroom 20ABC Foyer

8:00–9:30 a.m. Keynote—Richard DuFourImplementing the PLC Process: Will You Soar or Settle? Ballroom 20ABC

9:30–10:00 a.m. Break


11:30 a.m.–1:00 p.m. Lunch (on your own)

1:00–2:30 p.m. Breakouts Titles & locations: pp. 3–5 Session descriptions: pp. 9–19

2:30–2:45 p.m. Break

2:45–4:00 p.m.Team timeA collaboration time for your team. Presenters are available for help in team discussions.

Ballroom 20ABC

Friday, September 217:00–8:00 a.m. Continental breakfast Ballroom 20ABC Foyer


9:30–9:45 a.m. Break

9:45–11:45 a.m.Keynote—Mike MattosEndless Possibilities: Creating the Conditions for All Learners to Succeed

Ballroom 20ABC

Agenda is subject to change without prior notice.

Agenda

1

PLC at WorktM

Coaching AcademyYou’ve started the journey.You’ve enthusiastically embarked on the PLC journey, but now some roadblocks are beginning to crop up. How do you navigate around them? How do you remove them? And how do you keep your team together along the way?

Where do you go next?

Solution Tree 888.763.9045 solution-tree.com

the PLC at WorktM Coaching academy may be the playbook you’ve been waiting for.Carefully designed by the architects of the PLC at WorkTM process—Richard DuFour, Robert Eaker, and Rebecca DuFour —this academy:

• Typically occurs over 9–12 months

• Will develop your school or district’s capacity for implementing and sustaining the PLC process

• Is facilitated by one or more PLC Master Coaches who are not only trained in the work of PLCs, but also have done that work in an educational setting that showed at least 3 years of continued academic student improvement

• Includes 6 days of on-site training (3 sessions, 2 days each) and a robust selection of resources for each participant and school team

• Offers strategies and activities that can be replicated in any setting

• Extends beyond session days with phone and email support

Enroll in the PLC at WorkTM Coaching Academy and a PLC Master Coach will show you everything you need to know about implementing and maintaining a PLC.

Call today!

richard DuFour, rebecca DuFour, and robert Eaker

2012_COACHAcad_BNDR_AD.indd 1 4/16/12 4:16 PM

Breakouts at a G

lance

Breakouts at a Glance

Presenter and TitleWednesday, September 19 Thursday, September 20 Friday,

September 21

10:15–11:45 a.m. 1:15–2:45 p.m. 10:00–11:30 a.m. 1:00–2:30 p.m. 8:00–9:30 a.m.

Kim BaileyWho Owns the Learning? Engaging Students in the Assessment Process

Meeting Room 25B

Meeting Room 25C

From Lesson Planning to Learning Planning Ballroom 20C

Meeting Room 25C

Getting Started With Common Formative Assessment

Meeting Room 25C

Tim BrownRaising Questions and Finding Answers in Our Grading Practices

Meeting Room 22

Small Schools and Singletons: Structuring Meaningful Professional Learning Teams for Every Teacher

Meeting Room 25B

Meeting Room 23C

Creating a Climate of High Expectations: It’s a Collaborative Thing

Meeting Room 26B

Barb CiriglianoA Focus on the Three Big Ideas of a PLC at the Early Elementary Level

Meeting Room 25A

Meeting Room 25B

Yes, You Can: Appropriately Assess and Intervene at the Early Elementary Level

Meeting Room 25C

Meeting Room 25B

The Role of Special Education in a Professional Learning Community

Meeting Room 25B

Rebecca & Richard DuFourBuilding the Collaborative Culture of a Professional Learning Community at Work (Part 1)

Ballroom 20AB

Building the Collaborative Culture of a Professional Learning Community at Work (Part 2)

Ballroom 20AB

Rebecca DuFour

Raising the Bar and Closing the Gap: Whatever It Takes in Elementary Schools

Meeting Room

24ABCLights, Camera, Action! Setting the Stage for PLC Success in Elementary Schools

Meeting Room 22

One Is the Loneliest Number: Developing Leadership Capacity in Your School

Meeting Room 22

3



September 21

10:15–11:45 a.m. 1:15–2:45 p.m. 10:00–11:30 a.m. 1:00–2:30 p.m. 8:00–9:30 a.m.

Richard DuFourRaising the Bar and Closing the Gap: Whatever It Takes in Secondary Schools

Ballroom 20AB

Getting Started: Building Consensus and Responding to Resisters

Ballroom 20AB

How to Ensure That This Too Won’t Pass: Sustaining the PLC Journey

Meeting Room

24ABC

Marc Johnson

All Kids Can If We Do! Meeting Room 23C

Leading the Learning: Whose Job Is It? Meeting Room 26A

Meeting Room 25A

Organizational Culture: The Grease on the Skids or the Bump in the Road

Meeting Room 22

Timothy D. KanoldThe Five Disciplines of the PLC Leader: Living in the Flow of Your PLC Leadership Life

Meeting Room 26B

The Five Disciplines of the PLC Leader: Turning Your PLC Vision Into Action

Meeting Room 26B

Common Core Mathematics in a PLC: The Fundamental Teaching and Content Paradigms for K–12 Implementation Success

Meeting Room 26B

Common Core Mathematics in a PLC: The Fundamental Assessment and Intervention Paradigms for K–12 Implementation Success

Ballroom 20C

Mike Mattos

Learning CPR: Creating Powerful Responses When Students Don’t Learn

Meeting Room

24ABC

Ballroom 20C

Simplifying Response to InterventionMeeting Room

24ABC

Meeting Room

24ABCWe Know What to Do, but When Do We Do It? Making Time for Interventions

Ballroom 20AB

4



September 21

10:15–11:45 a.m. 1:15–2:45 p.m. 10:00–11:30 a.m. 1:00–2:30 p.m. 8:00–9:30 a.m.

Rich Smith

A Pragmatic Approach to Effective PLCs Meeting Room 26A

Meeting Room 26A

A District Approach to PLC Implementation Meeting Room 23C

Understanding and Addressing Secondary School Culture for Effective PLCs

Meeting Room 25A

Meeting Room 26AB

Kenneth C. WilliamsFailure to Launch: Avoiding the Common Pitfalls of Collaborative Teams

Ballroom 20C

12 Angry Men: The Impact of One, the Power of Team

Meeting Room 22

Meeting Room 26A

At Risk or Underserved? Focusing on What Really Matters in Student Learning

Meeting Room 25A

Ballroom 20C

Agenda is subject to change without prior notice.

5

WebinarsVideosStudy GuidesResearchBlog Posts

Follow on Twitter: @solutiontree

Like on Facebook: fb.com/solutiontree

Subscribe on YouTube: youtube.com/solutiontree

Free

solution-tree.com 800.733.6786

2012_SOCMEDIA_BDNR_AD_12272.indd 1 4/16/12 11:12 AM

San Diego Convention Center

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Hands-on team training

Close to HomeWorkshops

Fall 2012 Assessments for State and Common Core Standards September 24–25 Dallas, TX October 16–17 Minneapolis, MN November 26–27 San Diego, CA

Building Common Assessments September 24–25 St. Louis, MO September 26–27 Dallas, TX October 2–3 San José, CA October 3–4 Salem, OR October 9–10 Jacksonville, FL October 18–19 Minneapolis, MN November 15–16 Boston, MA November 15–16 Chicago, IL December 4–5 Seattle, WA

Common Core Mathematics in a PLC September 24–25 Baltimore, MD November 15–16 San José, CA

Data Teams December 4–5 Cerritos, CA

A Solution Tree workshop will help you • Facilitate and contribute to a culture

of collaborative learning.

• Confidently lead difficult conversations and manage conflict with students and staff.

• Develop a common vocabulary for learning to take home to your school’s stakeholders.

• Put to use practical strategies for sustained student success.

• Engage students in their own learning process.

• Find genuine support from dedicated, like-minded professional development experts.

Elementary Reading Intervention Strategies October 1–2 Salem, OR November 29–30 San Diego, CA

Motivating Students November 13–14 Boston, MA November 27–28 Las Vegas, NV

Pyramid of Behavior Interventions November 29–30 Las Vegas, NV

Pyramid Response to Intervention September 26–27 St. Louis, MO October 11–12 Jacksonville, FL

Response to Intervention in Math October 11–12 San Antonio, TX November 27–28 San Diego, CA

Simplifying Response to Intervention September 24–25 Baltimore, MD October 18–19 Denver, CO December 6–7 Seattle, WA December 6–7 Cerritos, CA

Teaching the iGeneration October 9–10 San Antonio, TX October 16–17 Denver, CO

Teaching Reading and Comprehension to K–5 ELs November 13–14 San José, CA November 28–29 San Diego, CA

Transition to Common Core Standards With Total Instructional Alignment October 4–5 San José, CA

Working With Difficult and Resistant Staff September 26–27 Baltimore, MD November 13–14 Chicago, IL

NEW!

NEW!

NEW!

NEW!

Register today!solution-tree.com 800.733.6786

2012_Workshops_BNDR_AD.indd 1 5/10/12 2:06 PM

Kim Bailey Who Owns the Learning? Engaging Students in the Assessment Process

Study after study reveals that learning improves when students are empowered and engaged in the assessment process. Kim Bailey examines best practices to help students own their learning. She jumpstarts the conversation and guides participants toward incorporating these strategies within their teams and schools.

Participants in this session:• Examineresearchrelatedtostudent-involvedassessment.• Reviewbestpracticesthatempowerstudentswithassessmentinformationandimprove

their learning.• Pondertheirteams’currentpracticesandidentifyactionstoincreasestudentinvolvement

in the assessment process.

From Lesson Planning to Learning PlanningHow do we create a guaranteed and viable curriculum for all students? How do we align targets for student learning with assessment, instruction, and intervention? Kim Bailey integrates PLC concepts with backward planning, common formative assessment, and quality instruction to give teams a framework that results in high levels of student learning.

Session attendees focus on:• Howtoestablishcollectiveclarityaroundlearningtargets• Abackwardunitplanningtemplatetoidentifyessentiallearningtargets• Strategiesforembeddingcommonformativeassessmentwithintheinstructionalsequence

Getting Started With Common Formative AssessmentPLC teams that use common formative assessment have a meaningful tool that provides timely information about how well students learned during instruction and compels teams to take quick action to fill in gaps and/or correct any misconceptions. This session will help empower teams to experience that “tipping point” by walking through the process for developing common formative assessments and providing guidelines, tools, and protocols that lead teams through this powerful continuous improvement process.

In this session, participants:• Examinetheattributesandbenefitsofcommonformativeassessments.• Walkthroughastructuredprocessfordevelopingcommonassessments.• Reviewgroupprotocolsforanalyzingandactingoncommonassessmentresults.

Session Descriptions

SessionD

escriptions

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Tim Brown Raising Questions and Finding Answers in Our Grading Practices

As schools focus more on learning than teaching, they must also examine current grading practices, policies, and management systems to support these efforts. As we examine grading issues in our schools, staff members must establish collective commitments on a topic often viewed as too hot to handle.

Participants learn about useful tools and strategies to examine grading practices in their schools or districts. Tim Brown asserts that schools must address the controversial topic of grading to make grading practices more meaningful.

In this session, participants: • Examinecurrentgradingpracticesastheyrelatetoassessmentandlearningoutcomes.• Discussgradingguidelinesthataligntotheirschools’purposes.• Obtainstrategiesforbringingthesediscussionstolightintheirschools.

Small Schools and Singletons: Structuring Meaningful Professional Learning Teams for Every TeacherThe PLC concept resonates with most educators, but making collaborative learning work in small schools or for singleton teachers can be a challenge. To this end, participants explore five models for creating meaningful professional learning teams in such settings: 1) changing schedules to allow teachers to teach the same subjects, 2) vertical teaming, 3) cross-curricular teaming, 4) support roles, and 5) using electronic tools to pair teachers with peers working in the same subject area.

Participants in this session:• Discusscommonstructuralbarriersthatpreventsingletonsfromjoiningcollaborative

teams.• DevelopthebeginningsofanactionplantoincorporatesingletonsintothePLCprocess.

Creating a Climate of High Expectations: It’s a Collaborative ThingLee G. Bolman and Terrence Deal write in their book Leading With Soul: An Uncommon Journey of Spirit, “Organizations without a rich symbolic life become empty and sterile. The magic of special occasions is vital in building significance into collective life.”

Tim Brown offers practical strategies to create and communicate a mission, vision, and collective commitments to motivate staff. Using these strategies, educators can teach with high expectations and close learning gaps that exist for some students while helping leadership teams develop a school culture that communicates high expectations for students and themselves.

Participants in this session:• Considertheimportanceofcommunicatingthemissionandvisionoftheschooltoall

stakeholders.• Learnstrategiestohaveengagingstaffdevelopmentthatcreatesinterest,enthusiasm,and

a desire in others to take the next steps in continuous improvement.• Shareanddiscussspecificplansofaction.


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Barb Cirigliano A Focus on the Three Big Ideas of a PLC at the Early Elementary Level

By properly applying the three big ideas of a PLC, elementary educators strengthen their school structures and ensure that all students learn. Barb Cirigliano links these core principles—developing a focus on learning, building a collaborative culture, and maintaining a results orientation—to the elementary setting. She shows how school stakeholders can forge solid connections and uniformly advance their work.

Participants in this session:• Learnmethodstogetstakeholderstoembracestudentlearningasaschool’sfundamental

purpose.• ExplorethecomponentsofthecollaborativeculturenecessaryinaPLC.• Seehowaprofessionallearningcommunityfocusesonresultstoguideinstruction.

Yes, You Can: Appropriately Assess and Intervene at the Early Elementary LevelBarb Cirigliano illustrates how Willow Grove Kindergarten and Early Childhood Center in Buffalo Grove, Illinois, uses assessment data to drive instruction and implements interventions in a kindergarten setting. Educators at Willow Grove successfully use common formative assessment data to plan student learning and design an effective system of interventions.

This session calls on participants to:• Examineactualassessmentdatausedtodetermineinstruction.• Exploresystemsofinterventionsattheearlyelementarylevel.• Understandhowitrequiresateamefforttosupportstudents.

The Role of Special Education in a Professional Learning CommunityThe core beliefs of a PLC are essential to special education. It is necessary for staff to understand the importance of the “four critical questions” and how they relate to special education, especially what we want our students to know and be able to do. The success of special education students depends on clearly responding to these questions.

Participants in this session:• ExaminethecorebeliefsthatdrivePLCworkastheyrelatetospecialeducation.• Considerthe“fourcriticalquestions”inaPLCinrespecttostudentswithspeciallearning

needs.• Focusontheroleofspecialeducationinacollaborativeculture.


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Rebecca & Richard DuFour Building the Collaborative Culture of a Professional Learning Community at Work

(Parts 1 & 2) Powerful collaborative teams are the fundamental building block of a professional learning community and a critical component in building a collaborative culture.

Learn how educators transform their congenial groups into high-performing collaborative teams, and get a sense of the specific work undertaken by those teams. Discover ways to provide time and support for collaborative teams during the school day. More importantly, identify structures and strategies to help teams stay focused on doing the work that has a positive impact on student achievement.

This two-part continuing session is designed for educators at all levels and is highly recommended for all participants who are new to PLC concepts.

Rebecca DuFour

The Power of Professional Learning Communities at Work: Bringing the Big Ideas to LifeThe professional learning community concept is supported by research and endorsed by educational organizations at all levels as our best hope for sustained, substantive improvement. But what are the big ideas that drive the professional learning community concept, and what do they look like in the real world of education?

Rebecca DuFour offers practical strategies for bringing the big ideas to life. Participants engage in the actual work of collaborative teams in a PLC and travel on virtual field trips to schools and districts that use these ideas to profoundly impact student and adult learning.

Raising the Bar and Closing the Gap: Whatever It Takes in Elementary SchoolsSchools that function as PLCs must ultimately do two things: 1) build a collaborative culture to promote continuous adult learning, and 2) create structures and systems that provide students with additional time and support for learning.

Participants in this session examine strategies to collectively: • Respondtothelearningneedsofeachstudentinatimely,directive,andsystematicway.• Createandsustainstrongparentpartnershipstoenhancestudentlearning.• Makecelebrationsapartoftheschoolculture.

After examining different models of systematic intervention and enrichment, participants receive criteria to assess their own school’s response and an action-planning template for next steps in raising the bar and closing the gap.

This session is recommended for elementary school educators.


= Keynote12

Rebecca DuFour Lights, Camera, Action! Setting the Stage for PLC Success in Elementary Schools

Elementary school educators beginning the PLC journey face the immediate challenge of how to provide the time and structure essential to the PLC process. This interactive workshop is designed to help elementary educators address that challenge.

Becky DuFour provides effective templates and proven strategies for reallocating existing resources to support learning for all. Participants are invited to bring their creative ideas to this session.

This session is recommended for elementary-level educators who have an interest in and/or a responsibility for creating schoolwide and team schedules.

One Is the Loneliest Number: Developing Leadership Capacity in Your SchoolBoth educational researchers and organizational theorists have concluded that widespread leadership is essential to the success of a learning organization. To initiate and sustain the PLC process in your school or district, lots of leaders are necessary.

In this highly interactive session, participants examine a case study, identify specific strategies to develop and support leaders, and create the structures for widely dispersed leadership that is characteristic of PLCs.

Richard DuFour

Implementing the PLC Process: Will You Soar or Settle?The journey to becoming a professional learning community is fraught with dangerous detours and seductive shortcuts at every turn. Inevitably, these detours and shortcuts can circumvent actually doing what PLCs are meant to do. Recent studies have found that partial implementation of the PLC process produces no gains in student achievement while deep implementation results in dramatic gains. In this session, Richard DuFour alerts educators to inevitable challenges in implementing a PLC and provides research, rationale, strategies, and tools for overcoming these challenges.

Raising the Bar and Closing the Gap: Whatever It Takes in Secondary SchoolsThe mission statement of most schools asserts all students can and should learn. The nagging question that confronts those schools, however, is “What happens when they don’t learn?”

This session uses the powerful video Through New Eyes: Examining the Culture of Your School to help you see school from a new perspective—the perspective of a student. Participants then contrast the traditional school response when students experience initial difficulty in their learning with the systematic response of a professional learning community.

This session calls on participants to:• Assessthecurrentmannerinwhichtheirschoolsrespondwhenstudentsdonotlearn.• Examinedifferentschedulesandmodelsthatprovidestudentswhoarenotlearningwitha

timely, directive, and systematic response that ensures they receive the additional time and support essential to their learning.

This session is recommended for middle and high school educators.


= Keynote13

Richard DuFour Getting Started: Building Consensus and Responding to Resisters

The most significant barrier to building a school culture focused on continuous improvement is the tradition of privatization of practice, isolation, and individual autonomy that has characterized teaching. How can a faculty build consensus for significant change? What are the most effective ways of addressing the concerns of those who resist even when the staff has decided to move forward?

As a result of this session, participants can:• Defineconsensus.• Applythemosteffectivestrategiesforbuildingconsensus.• Utilizesevenresearch-basedstrategiesforaddressingresistance.

How to Ensure That This Too Won’t Pass: Sustaining the PLC Journey Most education leaders have ample experience launching school-improvement initiatives but few have experience in sustaining those initiatives until actual improvement occurs. A central challenge for any school engaged in the PLC process—whether its journey is just beginning or it has been on the journey for several years—is sustaining the focus, collective effort, and commitment necessary to drive the process deep into the culture.

In this session, participants explore current research on how to sustain an improvement effort then translate that research into specific, practical strategies they can implement in their own schools or districts.

Marc Johnson All Kids Can If We Do!

Every child reaching his or her potential is the moral imperative to which recent reform efforts have called on public education to respond. As resources continue to be reduced and the needs of our students become increasingly diverse, how do districts develop systemwide responses to these demands? Drawing on the experience of the Sanger Unified School District, a high poverty, high minority, high ELL district in Central California, this session reviews how systemwide PLC development has resulted in robust structures of support for student learning needs and sustained gains in student achievement in all of the district’s schools.

This breakout is targeted toward district office staff, site administrators, and teacher leaders.

Leading the Learning: Whose Job Is It?In the last ten years, the role of leadership in education has dramatically changed. Gone are the days when managing well was seen as effective leadership. Today’s educational leaders must not only be effective managers but must also be able to “lead the learning.”

Participants in this session:• Focusontheleadershipandcharacteristicsnecessaryforeffectivesystemwidechange.• Examinetheattributesnecessarytoleadthelearningintheirschoolsandworkon

developing the capacity to do so. • Learnhow“PrincipalSummits”servesasacapacity-buildingactivityinSangerUnified.• DiscusstherolesofleadershipatalllevelsinadistrictwidePLC.


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Marc Johnson Organizational Culture: The Grease on the Skids or the Bump in the Road

Who we are as an organization is a reflection of our culture—the factor that either carries efforts forward or blocks progress. The development of a PLC requires investment in a culture of collaboration. Guiding that cultural development requires deliberate action by leaders at all levels of the organization. This session reviews elements that impact organizational culture and the role of leadership in guiding cultural change.

Marc Johnson helps attendees:• Developanunderstandingofthecomponentsthatinfluencingorganizationalculture.• Gaininsightabouttheplayersontheteamandhowpersonalitytypesimpactculture.• Realizethatwearewhatwecelebrateandhowourcelebrationshelpshapeourculture.

Timothy D. Kanold The Five Disciplines of the PLC Leader: Living in the Flow of Your PLC Leadership Life

This session provides insight into how to live, lead, and train for a dynamic and fully engaged work life. Using cutting edge resources such as recent energy management research and Daniel Goleman’s Social Intelligence work, participants take a close look at how to manage their life energies, fully engage their collaborative teams, and guide those within their sphere of influence. They then can use the PLC leadership discipline of reflection and balance to lead others and themselves into optimal work experiences.

Participants learn how to use an in the flow analysis tool to create and design differentiated expectations for all collaborative teams. This leadership discipline helps attendees to reach a state of mind in which, Dr. Kanold says, “Your focus is energized, your involvement is deep, and your engagement is total.”

The Five Disciplines of the PLC Leader: Turning Your PLC Vision Into Action

PLC at Work™ schools are a great idea, but they are not soft; successful leaders set tight expectations for the right set of adult behaviors—with consequences. Timothy D. Kanold offers leadership training insights and practices that can inspire leaders, teachers, and teams to fully implement the vision of a program, school, or district. He shows how leaders can turn vision into action by motivating individuals and collaborative teams, by applying the discipline of accountability and reward of celebration, and by focusing the effort and energy of the school’s programs.


15

Timothy D. Kanold Common Core Mathematics in a PLC:

The Fundamental Teaching and Content Paradigms for K–12 Implementation Success Timothy D. Kanold provides insight into the dynamics that led to the Common Core in mathematics. He identifies fundamental curriculum and instructional paradigms that schools and districts must address to improve mathematics programs. Based on the book series Common Core Mathematics in a PLC at Work™, this session explores how collaborative teams and district personnel should proceed to maximize proficiency.

Participant outcomes are to: • Understandhowthecurriculum(content)andinstructionalexpectationsforthe

Common Core in mathematics K–12 (Standards for Mathematical Practice) impact school districts.

• ExplorethelatestinformationandtimelineforCommonCoremathematicsreadiness.• Learnthemathematicscontentandinstructionalprofessionaldevelopmentthathavethe

greatest impact on student achievement.• Interpretreferences,resources,anddigitalinformationtosupportthetransitiontothe

Common Core.

Common Core Mathematics in a PLC: The Fundamental Assessment and Intervention Paradigms for K–12 Implementation SuccessThis session provides insight into the most recent developments from the Common Core assessment consortia in mathematics—both the Partnership for Assessment of Readiness for College and Careers (PARC) and the Smarter Balanced Assessment Consortium. Attendees examine two second-order assessment and intervention paradigms necessary to meet expectations for improving mathematics program assessments at school and district levels.

Based on the book series Common Core Mathematics in a PLC at Work™, series editor and author Timothy D. Kanold explores how collaborative teams and district personnel can erase assessment-based inequities and create a high-quality formative assessment process that prepares all students for the assessment expectations of the Common Core in mathematics K–12.

This session helps participants:• Develophigh-qualityassessmentandinterventionprocessesindistrictsandschools

toward meeting Common Core for mathematics. • UnderstandthelatestinformationandtimelineforimplementingtheCommonCore

mathematics. • Exploreformativeassessmentprofessionaldevelopment(thePLCteaching–assessing–

learning cycle) that has the greatest impact on student achievement.• Discoverreferences,resources,anddigitalinformationtosupporttheCommonCore

transition.


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Mike Mattos

Endless Possibilities: Creating the Conditions for All Learners to SucceedNever in our nation’s history have the demands on our educational system been greater or the consequences of failure as severe. Today, a child who graduates from school with a mastery of essential skills and knowledge is prepared to compete in the global marketplace with numerous paths of opportunity available to lead a happy and successful life. Yet, for students who fail, the reality is that there are practically no paths of opportunity.

This keynote illustrates a compelling vision for what can be achieved when a school takes collective responsibility for the success of every child and responds collectively when students don’t learn. Award-winning principal and author Mike Mattos shares guiding concepts and practical strategies for providing to students what they all deserve: endless possibilities.

Learning CPR: Creating Powerful Responses When Students Don’t Learn The most significant difference between a traditional school and a professional learning community is how a school responds when students don’t learn. As Rick DuFour says, “Don’t tell me you believe that all kids can learn; tell me what you are doing about the kids who aren’t learning.” To this end, most schools have been using the same worn-out interventions for years—interventions that simply don’t work and, in many cases, are actually detrimental to student learning.

In this session, participants examine the essential characteristics of effective interventions, and ways to use these to evaluate and improve our current intervention programs.

Simplifying Response to Intervention Compelling evidence shows that response to intervention can successfully engage a school’s staff in a collective process to provide every child with the additional time and support needed to learn at high levels. Yet, at most schools, this potential lies dormant, buried under layers of state regulations, district protocols, and traditional school practices that are misaligned and counter-productive to the essential elements of RTI.

This session provides guiding practices and practical ideas to create a systematic RTI program to guarantee that all children, regardless of what teacher(s) they have, will receive the support they need to succeed.

We Know What to Do, but When Do We Do It? Making Time for InterventionsThe greatest obstacle most secondary schools face when implementing RTI is not what to do when students need additional time and support but how to create time during the school day to provide that needed help. The traditional secondary master schedule is often counter-productive to this end.

This breakout explores ways to create intervention time for teachers during the day, when students are required to be at school. Participants in this session learn:

• Howtocreatetimetoregroup,reteach,andenrichstudentsduringtheschoolday• Optionsfordesigningamasterschedulethatprovidesinterventionandelectiveoptions

for at-risk students• Waystouseflexibletimetoalsomeettheneedsofstudentswhoarealreadyproficient


= Keynote17

Rich Smith A Pragmatic Approach to Effective PLCs

Rich Smith offers a step-by-step approach to implementing effective PLCs. He gives participants a systematic model of implementation that includes the steps that all PLCs must put into place to ensure learning for all.

Learning outcomes include:• UnderstandingthevitalworkandcomponentswithinaPLC• ExploringtherelationshipbetweenthefourkeyPLCquestionsandtheactionsofaPLC• DiscoveringpragmaticactionsandactivitiesthatmakePLCsmeaningfulandeffective

A District Approach to PLC ImplementationThis session offers a systemic approach to implementing PLCs districtwide. Rich Smith outlines a pragmatic, straightforward path that covers each step on the journey to becoming a PLC, to ensure learning for all students.

As a result of this session, participants learn:• TasksnecessaryforPLCimplementation• Howtoidentifyobstaclestoimplementationanddevelopstrategiestoaddressissues• ActionsandactivitiesthatmakePLCimplementationmeaningfulandeffective

Understanding and Addressing Secondary School Culture for Effective PLCsThis presentation provides a pragmatic view of cultural elements that impact the implementation and sustainability of PLCs at the secondary level. Rich Smith covers topics related to staff buy-in, support, trust, and identity, and suggests ways to address areas of concern and need. He emphasizes a developmental view to help staff members participate in and understand the PLC process.

Kenneth C. Williams Failure to Launch: Avoiding the Common Pitfalls of Collaborative Teams

The collaborative team is the engine that drives a PLC. There are a series of steps necessary to make that engine run. Having worked with hundreds of teams, Kenneth C. Williams has identified the most common pitfalls that sabotage the progress of teacher teams. Participants in this session explore these areas and leave with tips, tools, and templates proven to improve team effectiveness and student learning.


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Kenneth C. Williams 12 Angry Men: The Impact of One, the Power of Team

Kenneth C. Williams uses the classic film 12 Angry Men as a lens to discuss the five qualities that support effective teams:

1. Open inquiry2. Accepting responsibility for decision making3. Participation of team members4. Thevalueofproductiveconflictindiscoveringideasandrevealingnewinformation5. The essential role of diversity in decision making

The film explores techniques for building consensus among a group of men whose diverse personalities create intense conflict. Ken shows how teams face and overcome challenges to collaborate and achieve results. Participants gain ideas to substantially improve team effectiveness.

At Risk or Underserved? Focusing on What Really Matters in Student LearningThe questions we ask about educating our youth impact our results. During this session, participants learn to shift traditional thinking and change paradigms by collaboratively using expertise and resources to maximize student achievement. Kenneth C. Williams helps attendees maximize PLC principles to ensure success for every student.


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San Diego, California • September 19–21soltreemrls3.s3-website-us-west-2.amazonaws.com/solution-tree.co… · Agenda San Diego, California • September 19–21 Wednesday, September

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