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10/9/10 Endless Possibilities Meeting Our Moral Responsibility for Every Child Mike Mattos mikemattos@me.com web.mac.com/mikemattos Workshop Norms Start on time, end of time Be honest and respectful We will not use I think

  1. 10/9/10 Endless Possibilities Meeting Our Moral Responsibility for Every Child Mike Mattos mikemattos@me.com web.mac.com/mikemattos Workshop Norms • Start on time, end of time • Be honest and respectful • We will not use “I think…” or “I like…” • Focus on what we can do Our Mission To assure high levels of learning for all students! 1

  2. 10/9/10 What do we mean by high levels of learning? High School + Plus How? 1. Focus on student learning 2. Create a collaborative culture 3. Clearly define what every student needs to learn. 4. Constantly measure our effectiveness. 5. Systematically respond when students need additional time and support. Over the past decade, two proven processes have been developed to achieve this goal: 1. Professional Learning Communities 2. Response to Intervention 2

  3. 10/9/10 Pyramid Response to Intervention Professional Learning Response to Intervention Communities Pyramid Response to Intervention How? 1. Focus on student learning 2. Create a collaborative culture The Three Big Ideas of Being a PLC 1. Focus on learning 2. Collaborative culture 3. Focus on results 3

  4. 10/9/10 Big Idea 1 Focus on Learning Big Idea 1: Focus on Learning We accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning. Fundamental Assumption To have a mission of learning for all You must believe all students can learn at  high levels. You must take responsibility to ensure that  all students learn. 4

  5. 10/9/10 Restructure vs. Reculture “If you intend to introduce a change that is incompatible with the organization’s culture, you have only three choices: modify the change to be more in line with the existing culture, alter the culture to be in line with the proposed change, or prepare to fail.” ̶ David Salisbury & Daryl Conner Critical Components: We have consensus that our mission is to ensure that all students learn at high levels. We make every decision based upon what is best for student learning. 5

  6. 10/9/10 The Three Big Ideas of Being a PLC 1. Focus on learning 2. Collaborative culture 3. Focus on results Why collaborate? “We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate a collaborative culture through the development of high-performing teams!” —DuFour, DuFour, & Eaker 6

  7. 10/9/10 “Improving schools require collaborative cultures…. Without collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve.” ̶ Michael Fullan “Creating a collaborative culture is the single most important factor for successful school improvement initiatives and the first order of business for those seeking to enhance the effectiveness of their schools.” ̶ Eastwood & Lewis Critical Components: Every educator is part of a high-performing team. 7

  8. 10/9/10 Teams vs Groups What is the difference? A team is a group of people working interdependently towards common goal(s) for which they hold themselves mutually accountable. 8

  9. 10/9/10 Critical Components: Every educator is part of a high-performing team. Teamwork supports each member’s daily, individual responsibilities. How? • Disciplinary Teams How? • Disciplinary Teams • Vertical Teams --Same standards, varied rigor levels 9

  10. 10/9/10 1.9 Blend vowel-consonant sounds orally to make words or syllables. 1.8 Blend two to four phonemes into recognizable words 1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant- vowel = su/per; vowel-consonant/ consonant-vowel = sup/per ). • 7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations. • 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self- government and individual liberty. How? • Disciplinary Teams • Vertical Teams • Skill Based Teams 10

  11. 10/9/10 3.3 Analyze the influence of setting on the problem and its resolution. (6th Grade Reading) 8.1.2. Analyze the philosophy of government expressed in the Declaration of Independence. (8th Grade Social Studies) Ki: Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena. (High School Earth Science) 1.0 Analyze problems by identifying relationships, distinguishing relevant from irrel ｭ evant information, identifying missing information, sequencing and prioritizing information, and observing patterns. (7th Grade Math) • Compare • Contrast • Evaluate • Classify • Estimate • Interpret • Apply • Explain SCANS (Secretary Commission on Achieving Necessary Skills) (1991). U.S. Department of Labor Standards for Technological Literacy, Content for the Study of Technology (2000). International Technology Education Association FIT: Being Fluent with Information Technology (1999). Committee on Information Technology Literacy, National Research Council Nation of Opportunity: Building America 21st Century Workforce. (2000) 21st Century Workforce Commission, U.S. Congress. Preparing Students for the 21st Century (1996). American Association of School Administrators 11

  12. 10/9/10 How? • Disciplinary Teams • Vertical Teams • Skill Based Teams • Electronic Teams How? • Skype • Instant Messenger • Ichat • TokBox • Ivisit Our Guiding Thought: Does not have to be either/or… 12

  13. 10/9/10 Critical Components: Every educator is part of a high-performing team. Teamwork supports each member’s daily, individual responsibilities. Teams meet frequently. (weekly) Resources: • “Learning by Doing”, Pages 96-97 Critical Components: Every educator is part of a high-performing team. Teamwork supports each member’s daily, individual responsibilities. Teams meet frequently. (weekly) Every team has consensus on team norms. Norms are reviewed at each meeting. There is agreement on how norms violations will be addressed. 13

  14. 10/9/10 Norms… Critical Components: Every educator is part of a high-performing team. Teamwork supports each member’s daily, individual responsibilities. Teams meet frequently. (weekly) Every team has consensus on team norms. Norms are reviewed at each meeting. There is agreement on how norms violations will be addressed. Every team has determined SMART goal(s) focused on student learning outcomes. A team is a group of people working interdependently towards common goal(s) for which they hold themselves mutually accountable. 14

  15. 10/9/10 SMART goals Specific Measurable Attainable Results-Orientated Timebound Beware SMAT Goals 15

  16. 10/9/10 Don’t have more than two per team Don’t average opinions Homework… 16

  17. 10/9/10 Thank You! Mike Mattos mikemattos@me.com web.mac.com/mikemattos To schedule professional development, contact Solution Tree at (800) 733-6786. 17

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