We’re Building Our Team! - jackson-consulting.com · described in sufficient detail such that...
Transcript of We’re Building Our Team! - jackson-consulting.com · described in sufficient detail such that...
Page 1 Copyright © 2011 Jackson Consulting. All rights reserved.
Jackson Consulting & [CLIENT] Confidential.
www.jackson-consulting.com :: (888) 586-4862 :: Jill Jackson :: [email protected]
We’re Building Our Team! Consultant Training Call
April 25, 2013
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Our Mission
Our mission is to grow a team that consists of highly energetic, extra-ordinarily knowledgeable, extremely articulate and resourceful, do-or-die results-driven education experts who are ready to tackle “real world” education issues and design simple, step-by-step plans for our often struggling and overwhelmed clients so that they can learn, implement, refine and see actual results in student achievement.
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Team Calls for the Next 3 Months
Common Core Class Dates Team Call Dates
March 4th – 9:00 a.m. PST March 11th - 4:00 p.m. PST
March 20th – 9:00 a.m. PST March 24th - 4:00 p.m. PST
April 4th – 9:00 a.m. PST April 9th - 4:00 p.m. PST
April 16th – 9:00 a.m. PST April 25th - 4:00 p.m. PST
May 2nd – 9:00 a.m. PST May 8th - 4:00 p.m. PST
May 17th – 9:00 a.m. PST May 23rd – 4:00 p.m. PST
June 3rd – 9:00 a.m. PST June 6th – 4:00 p.m. PST
June 14th – 9:00 a.m. PST June 20th – 4:00 p.m. PST
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Structure of Our Calls
Review the previous Common Core class content
Link the class content to consultation
Hear from expert groups on their findings
Book study and discussion
Review new information/next steps
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Our Agenda for Class #3
Welcome!
Q&A from Class #3
Analyzing the flow of the RL Standards
Understanding the Big Ideas from the RL Standards
Designing the Teaching Cycle
Digging into Weekly Lesson Design
Linking Back to Text-Dependent Responses
Your Homework (yet again!!)
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Insights from Plain Talk About Reading
1. Research
2. Practical application
3. Feedback from participants
4. Other consultants
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What Impact Does This Have On Our
Consultation Practices?
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Expert Group Assignment
Expert Group Focus Area Members
RtI/Intervention Trish, Lisa
Teacher Evaluation/Grading Kimberly
Technology Gwen
Assessment Lynda
Curriculum Carol, Lori
PARCC/SBAC Updates Chris, Teresa
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Note from Expert Group: Intervention
The kindle book, Intervention and the Common Core by Almitra Berry is a great resource to read. It goes right along with our CCSS class. She discusses digging deeper with the foundational skills and teaching students what they need to learn not what they already know.
She has readers analyze the standard into three parts: 1. what concepts students need to know 2. what skills students must develop and 3. in what context or content area must the learning take place. Just like you already stated in class 2, “the teacher is the intervention between CCSS expectations and where kids are now.” It is a nice companion piece to our class.
The book is not a walk-through of the standards but a means to apply the intent of the standards in reaching students who enter school at risk and those who have been in the system for years (“curriculum casualties”).
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The Principal’s Role
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New Stuff/Stuff Coming Up!
• May 9th Free CCSS Tele-class
• Sent out over 160 books and building a product about it
• *NEW* States for JC: Louisiana and Michigan
• Looking at developing “PD in a Box” idea – looking for potential developers around specific topics relating to teaching reading and the Common Core – let me know if you’re interested
• Consulting team submitting demonstration videos – more to come on this, but start thinking about the “must have” skills that we must be able to step-up and demonstrate expertly!
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Instructional Coaching Modules Up!
• MODULE 1: Setting up the coaching role within the school,
organizing for coaching
• MODULE 2: Cycle of coaching
• MODULE 3: Providing feedback to teachers
• MODULE 4: Taking measureable notes during observation and
coaching
• MODULE 5: Dealing with resistance during coaching
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Implementation
Implementation is defined as a specified set of activities
designed to put into practice an activity or program of
known dimensions. According to this definition,
implementation processes are purposeful and are
described in sufficient detail such that independent
observers can detect the presence and strength of the
"specific set of activities" related to implementation.
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What is a Literacy System?
#1 The Infrastructure
• An instructional system in which resources are prioritized and delivery systems organized
• A plan for small group or individualized instruction for students and teachers not fully “fed” by school-wide system
#2 The Instruction
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Instructional Audit – Handling the Base
In Place? To What Degree?
Next Steps and Recommendations
Core Program Implementation
Principal’s Role
Principal Observations and Debriefings
Instructional Facilitator/ Coaching of Teachers
Grade Level Meetings
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Instructional Audit – Handling the Base
In Place? To What Degree?
Next Steps and Recommendations
Staff PD
Assessment
Data Analysis Practices
Process for Grouping Students
Intervention for Strategic Students
Interventions for English Language Learners
Special Education Student Plan
Instructional Aides
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The Context
Context & Content
Instructional Pacing & Engagement
Structures
Classroom Management
System
The Content
Preparation & Planning
The Lesson & Outcomes
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Creating Our Implementation Statement
•What are you implementing?
•What effect do you expect the implementation to have?
•What are the markers along the way?
•What are the benefits for the staff and the students?
• How has this been communicated to the staff?
•What is the current commitment by the staff?
•What is the current implementation rate of the staff?
• How can you “re-up” the commitment to the staff?
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Why Create an Implementation Model?
Focus on what we have control over and has significant effect
Streamline instructional services around the core instruction and homeroom classroom
Ensure adherence to program architecture and design in order to fully realize intended outcomes
Focus on daily pre-teaching to prevent failure and incorrect responses during core instruction
Avoid interference from too many “inputs”
Test effectiveness of Tier I, II and III programs and instruction
Tool for accountability
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Implementation Model Components
Time
Assessments
Team Meetings
Staff Communication
Instructional Program and Materials
Professional Development
Instructional Coaching
Instructional Leadership
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Final thought…
"Becoming an expert in almost anything requires literally years of work. People will
do this only if they have some initial success, enjoy the work, and are
supported by the social climate. Expertise is not solely a cognitive affair."
Earl Hunt
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Jill Jackson [email protected] (626) 827-4469 Berangere Robertson-Tucker [email protected] (909) 917-6120