1. Collaborative Teams Mandy Burke HossTabrizi

2. Collaborative Teams • Teachers will meet during collaborative planning times • Teachers will create common assessments • Teachers will analyze data from common assessments • Teachers will provide intervention for students who are identified as struggling based on the common assessments

3. Things to consider during team meetings…. • Sequencing/Pacing/Curriculum Map • Data • Instructional Strategies /Intervention /Remediation • Action Items/Reflection

4. Sequencing/Pacing/Curriculum Map • Teams will work together to hit common targets throughout each quarter

5. Data • Can include various types of information from quantitative to qualitative (notes, observations, spreadsheets, etc.) • Teams should decide what format to collect data so that they can use it to drive discussions centered around teaching strategies and student achievement

6. Examples of Data Collection • Data Sorter • Excel Spreadsheets • Rubrics • Qualitative data • Participation data • Standardized Assessments

7. Instructional Strategies/ Intervention/ Remediation • Observations and data will help to lead discussions on what strategies worked best during a specific unit and help to identify those at risk.

8. Examples of Intervention • Afterschool sessions • Assigned Learning Seminar sessions • Saturday Sessions • Specific remedial programs

9. Action Items/Reflection • What’s Next? What Worked? What will we use again next year?

10. SMARTR • Strategic • Measurable • Attainable • Results Orientated • Time Bound • Rigor

11. Team Dynamics • Getting to know your team… • Everyone comes with different backgrounds both professionally and personally • Differences can arise from our various perspectives…no one way is the right way. If you are always considering the students in your decisions you can not go wrong. • Develop roles and responsibilities as a team • Knowing expectations can help to facilitate meetings.

12. Resources for CT’s • Teams will be given data specific to their content areas in August for use at the first CT meeting • Teams will be given a WTW Collaborative Teams quick reference guide to assist with planning. • Mandy and Hoss will be available to assist all teams and will meet with team leads on a monthly basis to provide support.

13. WT Woodson High School CTs = Collaborative Teams The mission of Woodson High School is to create an environment where all students achieve and maintain high levels of academic performance, value learning, appreciate diversity, and demonstrate responsible citizenship C S • Guiding Questions: • What is it we want every student to know? (Essential Knowledge) • How do we know if he/she has learned it? (Assessments) • How do we respond when a student is not learning? (Interventions) • What do we do if they already know it? (Enrichment) trategic &specific itizenship M easurable A A cademics Tier One: Resources Available to All Students ttainable R • “Tights” • Teachers will meet during collaborative planning times • Teachers will create common assessments • Teachers will analyze data from common assessments • Teachers will provide intervention for students who are identified as struggling based on the common assessments V esults- oriented irtue T ime-bound R S igorous ervice SIP ACADEMIC GOAL Tier Two: Resources Required For Identified Students Reduce the 2012 SOL achievement gap by 10% of the previous year’s gap in all subgroups. For example, if the gap was 20%, it will be reduced to 18%. Standard level teams will compare data from common assessments and implement interventions for individuals. Standard level teams will compare data from common assessments and implement interventions for subgroups. INTERVENTIONS Tier Three: Required Intensive Interventions for Identified Students • After School Support • Content Specific Honor Society tutors * Learning Seminars * Flip Flop Passes * Writing Center School Wide Core Based • Math Saturday SOL Sessions • Full day boot camp field trip social studies • After school remediation sessions CAVALIERS CAVALIERS Core Based School Wide • Developing Literacies • Double Block Alg ? • Parent Communication • Communication with parents is one of the most powerful tools you have, especially when dealing with student issues such as work completion, attitude in the classroom and work ethic. When considering different intervention options make sure you have contacted the parent about the concerns. In order to help with your communication consider the following: • Always begin with a positive student comment • State your concerns as concerns, and follow with specific examples • Phrase your concern in terms of the student’s behavior, not personal attributes • Ask for specific help from the parent • Come to an agreement on how you, the parent and the student will adequately address the issues of concern