Leadership Academy

May 30 / 31

1

Today’s Objective

The instructional leaders of SUSD will review,

observe, and identify components of a

standard SUSD model of the implementation

of DII based on the Blueprint for Student

Achievement.

2

Agenda

Review the Blueprint for Student Achievement

Review the components of DII

“Game Film” Analysis

Practice application of Implementation Form and Rubric

3

4

High Performing Districts Believe…

All students can learn Reversing the paradigm

Success breeds success Successful students are rewarded through

successful instruction Student Achievement Data as a result of DII

We control the conditions of success Redefining the District instructional

standard

5

An SUSD teacherELA CST

2010# Total

Students

# of Advanced Students

# of ProficientStudents

# of Basic

Students

# of Below Basic

Students

# of FarBelow Basic

Students

31 3 (1)7(6) (5)11(5)(1) (2)6(4) (1)(1)(1)(1)4

ELA CST

2011# Total

Students

# of Advanced Students

# of ProficientStudents

# of Basic

Students

# of Below Basic

Students

# of FarBelow Basic

Students

31 17 11 2 1 06

Norms Reward the “Risk-Takers”

Actively Participate – be open-minded, engage within group discussions (silently or verbally)

Practice Collegial Respect – different opinions from today are heard and respected

Demonstrate Professionalism – limited/no side conversations, actively listening, phones silent/off (no texting)

Assume positive intent by avoiding the deficit model

Parking Lot

7

Components of DII

As a table group, complete the handout List the 4 components of DII. Explain each component. Identify what the 4 circles in the middle represent. Discuss as a table group, how the circles and the

components impact the Success Rate.

5 minute activity

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Standards & Measurable Objectives

3 C’s – content, context, competence

Posted and referenced throughout the lesson

Students can restate and explain how they will demonstrate their learning

Student work is posted and reflects standards, difficulty, and complexity

Core curriculum is used appropriately

9

Lesson Structure and Sequence

Lesson is “chunked” Lesson proceeds sequentially

Activate prior knowledge Input/Model – I do Structured Practice – We do Guided Practice – You do with support Independent Practice – You do Closure

Students demonstrate their learning at the end of the lesson

10

Proactive Classroom Management

Minimal “stop-start”, smooth transitions

Frequent lesson orientation and alerts to next steps

Low profile controls

Praise-prompt-leave

Frequent physical proximity and eye contact maintained with all students.

11

Student Engagement, Correctives, and Feedback

Continuous multi-level feedback

Pre-correctives are utilized

A variety of interaction strategies are used

Leveled questions are employed

All students are continuously and intentially engaged

12

Dir

ect

Inte

ract

ive Inst

ruct

ion

Standards and Measurable Objectives

Lesson Structure and Sequence

Student Engagement, Correctives, and Feedback

Proactive Classroom Management

Adapted from ALS – DII Day 1 201113

14

Rubric & Implementation Tools for Today

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Rubric & Implementation Tools for Today

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Standards & Measurable Objectives Review the rubric for Standards & Measurable

Objectives

Use the DII Implementation Tool

Record evidence that shows what the teacher and students are doing.

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Standards & Measurable Objectives

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Gordon

Discussion Is this piece of the lesson considered a 3 or 4 on

the rubric scale?

What evidence supports the score?

Standards & Measurable Objectives

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Lesson Structure & Sequence Review the rubric for Lesson Structure and

Sequence

Use the DII Implementation Tool

Record evidence that shows what the teacher and students are doing

20

Discussion Is this piece of the lesson considered a 3 or 4 on

the rubric scale?

What evidence supports the score?

Lesson Structure & Sequence

21

Review the rubric for Student Engagement, Feedback, and Correctives.

Use the DII Implementation Tool

Record evidence that shows what the teacher and students are doing

Student Engagement, Feedback, and Correctives

22

Discussion Is this piece of the lesson considered a 3 or 4 on

the rubric scale?

What evidence supports the score?

Student Engagement, Feedback, and Correctives

23

Review the rubric for Proactive Classroom Management.

Use the DII Implementation Tool

Record evidence that shows what the teacher and students are doing

Proactive Classroom Management

24

Discussion Is this piece of the lesson considered a 3 or 4 on

the rubric scale?

What evidence supports the score?

Proactive Classroom Management

25

Your Turn

Video of DII

Implementation tool to observe lesson through the lens of DII

One component for each table

Record evidence that supports why this lesson receives a rubric score of 3 or 4.

26

Reflect/Discuss

5 minutes to discuss evidence with your table

Share out 1 or 2 pieces of evidence that represents a rubric score of 3 or 4

Standards & Measureable Objectives Lesson Structure & Sequence Student Engagement, Correctives, and Feedback Proactive Classroom Management

27

Today’s Objective Revisited

The instructional leaders of SUSD will review,

observe, and identify components of a

standard SUSD model of the implementation

of DII based on the Blueprint for Student

Achievement.

28

High Performing Districts Believe…

All students can learn

Success breeds success

We control the conditions of success

29

Closure & Next Steps..

A year in review August 1 & 2 - Principal & AP Advance

Topics: Blueprint 2012-13 DII & Implementation Systematic Monitoring Observation and Evaluation

Motivational Video

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Go Forth and Change the World

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