revive, give new vigor or spirit to give new freshness or brightness to renew by stimulation

1. 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

2. District Goals • Instructional alignment • Instructional use of technology • Effective use of data • Collaboration

3. District Goals • Instructional alignment

4. Instructional Alignment Ensure that WHAT we are teaching, HOWwe are teaching, and WHAT and HOW we are assessingare congruent.

5. 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.

6. 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.

7. 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. ---HaimGinott

8. EffectiveUse 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?

9. 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?

10. Response to Intervention Tier 3 FEW Tier 2 SOME Tier 1 ALL

11. Vertical Teaming • 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?

12. Instructions 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.

13. How are you addressing this standard in your curriculum, instructional practices, and assessments? • All • Some • Few • All • Some • Few 6th Grade (list lessons, activities, assessments, ideas) 7thGrade (list lessons, activities, assessments, ideas)

14. How are you addressing this standard in your curriculum, instructional practices, and assessments? • All • Some • Few • All • Some • Few 9th Grade (list lessons, activities, assessments, ideas) 10thGrade (list lessons, activities, assessments, ideas)

15. How are you addressing this standard in your curriculum, instructional practices, and assessments? Articulation Strengths Articulation Concerns