The Change Agent FCL Scenario 3 Team A Background Following - - PowerPoint PPT Presentation

The Change Agent

FCL Scenario 3 Team A

Background

• Following retirement of a popular principal, a new high school

principal begins work as a “change agent”, enacting new teaching and learning strategies, new PD requirements, and new models for teaching.

• The Campus Leadership team is positive and aligned to the principal

and ED’s goals. There is good communication between leadership team and administration.

• The Principal takes a non-consultive approach to teaching, PD, and

use of exemplars. Changes are implemented through staff

• development. All teachers are expected to participate fully in reforms.
• Some resistance to change among more established staff members

begins to develop.

• Strong animosity between leadership team and other staff develops.

“Curve Ball”

• ED has informed principal

that he/she will need to establish a PBL program.

• Full implementation plan

within three months.

• Evaluate program

effectiveness within three months.

Primary Goals of this Analysis

• 1. Identify the problems or issues.
• 2. Determine principal’s next steps.
• 3. Determine the principal's options for dealing with this

dilemma.

• 4. Accommodate “curve ball” scenario in the context of positive

change.

Summary of Issues and Concerns

Objective Concerns

• Falling STAAR scores in

reading and math.

• Overall stagnant STAAR scores

from 2013-2014.

• STAAR scores are near state

average, but college readiness is much higher than state

• average. Could there be some

inequality of student outcomes?

Subjective Concerns

• Complacency – “smug

mediocrity”

• Parents and wider community

kept at arm’s length

• Factions developed amongst

staff: anti-change and pro- change

• Negative atmosphere
• Lack of collaborative culture and

shared vision

• Uncooperative teachers
• Need for more effective

leadership

Organization of Team 3A’s Plan

All actions are referenced to the district-wide campus improvement plan (see blue tab at the bottom of each slide). I.Student Data Background II.School Culture and Climate Plan III.Service Learning Projects IV.Curriculum, Technology, and Budget V.Discipline and Classroom Management

Dallas ISD Campus Needs Assessment

• A. Demographics
• ACTIONS: Address the needs of migrant and at-risk students.
• B. Student Achievement
• ACTIONS: Identify and develop proven, practical intervention practices and

strategies

• MATHEMATICS: Ensure teachers are skilled in the use of evidence-based instructional

practices.

• SCIENCE: Ensure teachers are skilled at utilizing various resources, time, and

strategies.

• C. Student Culture and Climate
• D. Staff Quality, Recruitment, and Retention
• ACTIONS: Develop “master teachers” through targeted professional
• development. Improve retention by developing instructional, coaching, and

mentor supports.

Dallas ISD Campus Needs Assessment cont.

• E. Curriculum, Instruction, and Assessment
• ACTIONS: Incorporate differentiated instruction, hands-on manipulatives,

and additional supplemental resources that tie district curriculum to address student needs.

• F. Family and Community Involvement
• ACTIONS: Help all families establish home environments to support children

as students.

• G. School Context and Organization
• ACTIONS: Increase and improve parent interactions with the school.

Increase differentiated instruction.

• H. Technology
• ACTIONS: Increase computer-assisted instruction so that students develop

21st Century Skills.

• I. School Data Background

School Data Background

Economically Disadvantaged

61.3%

English Language Learners

15.2%

Special Education

8.5%

Needs Assessment Alignment:

• A. Demographics
• B. Student Achievement

STAAR 2013-2014

• Data shows growth in some areas; decline in others.
• Overall, STAAR scores are stable.

Needs Assessment Alignment:

• A. Demographics
• B. Student Achievement

2014 STAAR Scores Compared

• Campus scores

are generally stronger than the district.

• Overall, campus

scores are comparable to the state avg.

Needs Assessment Alignment:

• A. Demographics
• B. Student Achievement

College Readiness Compared

• College readiness is

clearly an area of strength for this campus.

• STAAR scores are

average, but college readiness is much higher than average.

Needs Assessment Alignment:

• A. Demographics
• B. Student Achievement

School Data Background

Student Achievement Met Standard Closing Performance Gaps Met Standard Postsecondary Readiness Met Standard 2014 Accountability Overall Met Standard Distinction Designations Mathematics Science Social Studies Top 25% Closing Performance Gaps Needs Assessment Alignment:

• A. Demographics
• B. Student Achievement

• II. School Culture and

Climate Plan

Building School Climate

Elisabet Luna

Needs Assessment Alignment:

• C. Student Culture and Climate
• F. Family and Community Involvement

What is School Climate ?

School climate is the perception one has of the school’s environment. It includes:

• safety
• high expectations of all
• relationships between teachers, parents/community

and students

Needs Assessment Alignment:

• C. Student Culture and Climate
• F. Family and Community Involvement

Principals are a powerful presence because they…

❑ Impact both teachers and students ❑ Build relationships- teachers are satisfied with their jobs- students are happy

Needs Assessment Alignment:

• C. Student Culture and Climate
• F. Family and Community Involvement

Teachers/Relationships

Collaboration is key: ❑ Empowerment ensures that teachers feel like they are part of a team ❑ Common planning times allow teachers to study data and assist students academically ❑ Reduction in teacher isolation

Needs Assessment Alignment:

• C. Student Culture and Climate
• F. Family and Community Involvement

School Climate and Your Students

❑ Students feel valued when their teachers believe they matter ❑ Students achieve more when their teachers are allowed to teach ❑ Student success is important to closing the achievement gap

Needs Assessment Alignment:

• C. Student Culture and Climate
• F. Family and Community Involvement

❑ When students come to school, they need to feel safe, understood, and to know that they have adults that care ❑ Students will work if they know that they are valued

School Climate and Your Students

Needs Assessment Alignment:

• C. Student Culture and Climate
• F. Family and Community Involvement

Welcome to your school!

❑ Parent needs assessment- but most importantly LISTEN ❑ Don’t just ask parents to get involved in the school, but rather ENGAGE them ❑ Call parents with POSITIVE messages, not just negative feedback

Needs Assessment Alignment:

• C. Student Culture and Climate
• F. Family and Community Involvement

When change must happen in a school… ❑ Keep in mind… Change is difficult, so be sure to include your teachers in the plan ❑ You want to build trust not just with the administrative team, but with your teachers and students ❑COMMUNICATE COMMUNICATE COMMUNICATE

Needs Assessment Alignment:

• C. Student Culture and Climate
• F. Family and Community Involvement

Bottom line …

Building and maintaining a positive culture and climate ENSURES student success. After all, that is the ultimate goal!

Needs Assessment Alignment:

• C. Student Culture and Climate
• F. Family and Community Involvement

Bottom line …

Building and maintaining a positive culture and climate ENSURES student success. After all, that is the ultimate goal!

Needs Assessment Alignment:

• C. Student Culture and Climate
• F. Family and Community Involvement

• III. Service Learning Projects

2-27

Scenario Goals

• Primary Goal- Utilize SLP to boast morale in our Classrooms, School

and Community.

• Integrate SLP not only into the curriculum.. but into the overall

*campus improvement plan.

• Measure and evaluate the levels of effectiveness the SLPs have on:
• 1) The School’s Culture and Climate.
• 2) Family and Community Involvement

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-28

Our Objectives

• We will align and assign our campus needs to a selected Internal

Advisory Board.(Sudden Impact Players)

• We will utilize SLPs/ to ignite and refine our external relationships

with industry partners and community leaders resulting in a stronger more unified service culture.

• Create a Circle of Support (Internal and External Board) who will

guide and integrate our goals into the campus improvement plan.

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-29

The End Product

School Culture and Climate Relevant Understan dable Measurea ble Believable Attainable Family & School Culture and Climate Relevant Understan dable Measurea ble Believable Attainable

2-30

PBL-SLP Similarities

• Challenge students to explore

real-world issues.

• Involve research and strategic

planning

• Engage students with community

partners and experts.

• Incorporate reflection throughout

the process.

• Put the responsibility of

proposing solutions in the hands of the students.

• Culminate with a public

demonstration. Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-31

PBL-SLP Similarities

• Give guided practice in 21st

Century skills of collaboration, critical thinking, problem solving, and communication.

• Are student/community

directed.

• Students have more control
• ver what they learn and

the processes involved.

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-32

Implementation Of SLPs

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-33

The LEADERS Model - 7 Step Process

2-34

Step #1 -Look and Listen

Guided Leadership Principle

• Look Internally First
• Guided by Campus Needs Assessment

(Campus Improvement Plan)

• Research-Be Data Driven
• Listen and Empower those around

you-Be People Minded Action Step Time Line

• April 1st-15th-

Conduct Internal Cultural Network Analysis "Names and Needs"

• April 16th-30th-

Formulate Internal Advisory Board- Align and Assign *(See characteristics)

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-35

Tip-Identify and Empower Influencers

• Identifying Influencers
• Build Internal and External

relationships

• Conduct Cultural Network

Analysis

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-36

SIP-Sudden Impact Player

• An individual or group who possess a certain skill,

power, charisma or personal/professional attribute so significant that their participation will shift the outcome of an event or circumstance in a favorable manner.

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-37

Characteristics of a Sudden Impact Player

Knowledge of the

• rganization and

the school’s culture and climate Interpersonal communication skills Ability to Build Establish and Maintain Relationships w Partners Initiative and integrity Commitment and Motivation to improve the campus Commitment to Training and continuous improvement Volunteer spirit and team orientation Sound ethical attitude and time management skills Problem-solving ability and entrepreneur spirit

2-38

Step #2-Enviromental Scan

Guided Leadership Principle

• Collaborate with external leaders to

identify the greatest common community needs

• Build, Establish and Maintain

Transitory Relationships

• TIP Be *Benefit Driven Instead of

Featured Focused Action Step Timeline

• May 1st-15th-
• Scan Community for Potential

Partnerships and Resources

• May 15th-30th-
• Formulate External Advisory Board

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-39

Building Transitory Relationships using RUMBA Goals

• Realistic, Relevant, and Rewarding
• Understandable
• Measureable
• Behavioral
• Attainable

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-40

Step #3- Agree to take action

Guided Leadership Principle

• Collaborate to clearly outline and

describe who does what...

• Outline benefits and specific action for

all parties

• Predict Measurable Outcomes
• Utilize economy of scale

Action Step Timeline

• June 1st-15th-
• Internal & External Board( Create Circle
• f Support)
• Compose and Sign MOUs
• June 16th-30th-
• Extensive 2 weeks Training and

Development

• Professional Development

2-41

Circle of Support

• Synergy amongst Internal and

External Advisory Board

• New momentum and enthusiasm
• Higher Stakeholder Commitment
• Cohesiveness amongst students,

parents, teachers and community.

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-42

Step # 4- Develop a Promotional Plan (IPR)

Guided Leadership Principle

• Promotional Effort
• 1. Inform
• 2. Persuade
• 3. Remind
• Tips-Create “Catch Phrase” Theme to

develop Common Language

• Tips Know-Push vs Pull Strategy

Month 1 Action Step Timeline

• August-1st-15th
• Engagement (Promotion Campaign)-

Host Pre-Conference, Community Forum, Lunch n Learns, Meet the Mentors etc.

• Engagement-PD for Staff
• August- 15th-30th- Explanation-

Summer Fish Camp for 9th graders (Introduce Circle of Support)

2-43

Step # 5- Execute (5E’s)

Guided Leadership Principle

• Empower Students to set SLP goals w

Circle of Support (Use RUMBA)

• TIPS-Stay in Constant Contact

Month 2 Action Step Timeline

• September 1st- 15th-
• Utilize Common*5 E Model
• But Incorporate External Expansion &

Enrichment Exercises to Support SLPs (Goal- Constant Contact)

• September 16th-30th- Elaboration-

Guest Speakers, Mentors, Industry Partners, Circle of Support

2-44

Perception toward new development

Anxiety Ritualistic Compliance

2-45

Step # 5- Execute (5 E's)

Guided Leadership Principle

• Continue to lead, guide, monitor,

provide feedback

• TIPS-Showcase processes not just

results Month 3 Action Step Timeline

• October1st-15th-
• Promote CTSO- increase

membership

• October 15th-30th-

Exploration- Field Trips, Job shadowing, Internships, Apprenticeships.

• Private Campus

Demonstration/Performanc e with Circle of Support

2-46

Evaluation Perception

Negative- Single Attempt Collaborative Developing Process

2-47

Support Extracurricular Activities

CTSO- Career Student Organizations Activities

• Extracurricular Clubs and Organizations
• SLP projects submitted at contests
• Students compete at various levels

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-48

Step # 5- Execute (5 E's)

Guided Leadership Principle

• Evaluate Internally
• Use Various Evaluation Types

Self, Peer, Teacher, Community/Industry Professionals,* Administrators,

• Continue to Promote Externally

Action Step Timeline

• November 1st-15th-

Public “Campus Wide” Demonstration/Performance

• November 15th-30th-
• Public “Community Wide”

Demonstration/Performance

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-49

Internal (Content Based) focus groups Employee

• pinion surveys

External (Skill Based) focus groups Principal Cultural Network Analysis Climate/Culture satisfaction survey Stakeholder comment cards Evaluation-Self, Peer, Student, Teacher, Industry Partner Employee exit interviews Administrative Walk Thrus On-site/ Off Site stakeholder Observations Campus Improvement Plan

Tools for Evaluations

2-50

Step #6-Review Outcomes

Guided Leadership Principle

• Measure Level of Impact on 1) School

Cultural and Climate 2) Family and Community Involvement Answer Essential Questions If we are successful…. Action Step Timeline

• December 1st-15th
• Host Post Conference Celebration-

Community & ISD

• Showcase student E- Portfolios

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-51

Step #7-Showcase Results

Guided Leadership Principle Action Step Timeline

• December 15th-30th
• Host Post Celebration Conference (ISD/

Corporations)

• invite new potential business partners
• seek potential donors and sponsors

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-52

Examples of SLP

Campus Wide

• Anti Bullying
• Anti- Truancy
• Professional Development
• Teen Suicide
• Peer Mediation

Community Wide

• *See handout for suggestions

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-53

SLP Categorized

By Campus Need Assessment

• Customized SLPs targeted at Campus

Improvement Plans (i.e. Family and Community Involvement, School Culture and Climate) By Major

• See Handout for Suggestions

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-54

Remember RUMBA

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-55

Final Tip- Align and Assign

• It takes a Village-You will need

the assistance of others.

• Our efforts are harmoniously

intertwined to have the greatest impact on our class, school, and

• community. Signed~ Circle of

Support

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-56

Implementation House Bill 5 Endorsements – Statutory Requirements

• Each school district must make available to high school students courses that allow a

student to complete the curriculum requirements for at least one endorsement.

• A school district defines advanced courses and determines a coherent sequence of

courses for an endorsement area, provided that prerequisites are followed.

• A course completed as part of the set of four courses needed to satisfy an

endorsement requirement may also satisfy a requirement under the foundation high school program, including an elective requirement.

Needs Assessment Alignment:

• E. Curriculum, Instruction, and

Assessment

• F. Family and Community Involvement
• G. School Context and Organization

2-57

2017-2018 High School Endorsement Areas

Marketing • Architecture & Construction • Information Technology • Arts, Audio/Video Technology, & Communications • Manufacturing • Business Management & Administration • Hospitality &Tourism • Transportation, Distribution, & Logistics • Finance • advanced broadcast journalism • public speaking • advanced journalism: newspaper • debate • advanced journalism: yearbook Business & Industry Fundamentals of Computer Science • Discrete Mathematics for Computer Science

• Computer Science I • Digital Forensics •

Computer Science II • Game Programming and Design • Computer Science III • Mobile Application Development • AP Computer Science • Robotics Programming and Design

• IB Computer Science, Standard Level •

Independent Studies of Technology Applications

Career Technology Student Organizations

• IV. Curriculum, Technology,

and Budget

Business and Industry

Internal Partnerships



Business Leaders of America (BLA)



Student Council



Campus Teachers



PTA



Community Liaison



Dallas ISD HCM



Dallas ISD IT Department

External Partnerships



Chamber of Commerce



City of Dallas



Cox School of Business (SMU)



Family Gateway



Junior Achievement of Dallas (JA)



Mayors Internship



Slingshot



BBVA Compass, Chase, Wells Fargo

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

B & I Academic (PBL) Plan –Year 1

Principles of Business, Marketing and Finance and Touch System Data Entry

Grade 9 (0.5 credits/semester)

PBLs School and Community Partnerships

A Penny a Day (Investments) Student Council, PTA, BBVA Compass, Chase, Wells Fargo Advertising with Google Hang-outs and Google Community Business Professionals of America (BPA), PTA, Community Liaison Lunch and Learn for EOCs and ACPs Business Professionals of America (BPA) AP and Pre-AP students and teachers Go Fund Me and the Homeless (on-going) Community Liaison, Family Gateway, Wells Fargo, Chase, BBVA Compass Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

B & I Academic (PBL) Plan –Year 2

Business Information Management I (Grade 10) (1.0 credits)

PBLs

School and Community Partnerships

Budgeting for Families (on-going) Business Leaders of America (BLA), Community Liaison, Parents, Banks, JA Designing a Business Project/Plan I (on- going) Chamber of Commerce, BBVA Compass, Chase, Wells Fargo, Junior Achievement, SMU SOPs for Record Keeping Student interviews with various DFW businesses Business problems (budgeting, payroll, income taxes, profits/losses, etc.) Junior Achievement of Dallas (JA), SMU Client Database Solutions Dallas ISD IT Department; HCM Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

B & I Academic (PBL) Plan –Year 3

Business Law and Human Resource Management

(Grade 11) (0.5 credits/semester)

PBLs

School and Community Partnerships

Assessing EPA Restrictions on Industry City of Dallas Water Waste Treatment Creating an FMLA plan Dallas ISD HCM Affects of ACA on industry Dallas ISD HCM, SMU Building a company of “happy” employees…a case study on the Google Various sources Designing Contracts (various topics) Dallas ISD HCM, Dallas ISD Legal Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

B & I Academic (PBL) Plan –Year 4

Practicum in Business Management–

(Grade 12) (2 credits)

PBLs

School and Community Partnerships

Externships BBVA Compass, Chase, Wells Fargo, etc. Mayors Internships Creating business plans II Chamber of Commerce BBVA Compass, Chase, Wells Fargo, SMU Creating the e-portfolio Slingshot (Dallas Marketing Firm) Dallas ISD IT Department Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

STEM

Internal Partnerships



SKILLS USA



Student Council



Campus Teachers



PTA



Community Liaison



Dallas ISD IT Department 

Dallas ISD Environmental Center

External Partnerships



City of Dallas , EPA Region 6



GM of Arlington



Mayors Internship



OSHA reference



Prime Controls; Gupta and Associates



Texas Instruments (TI)



UT Dallas, UT Southwestern (HPREP Health Program)



Texas Society of Professional Engineers (TSPE)

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

STEM Academic (PBL) Plan –Year 1

Concepts of Engineering Technology

Grade 9 (1.0 credits)

PBLs School and Community Partnerships

Problems and Research Conclusions Texas Society of Professional Engineers (TSPE) Create a school-wide safety plan for science classrooms OSHA reference; Dallas ISD Environmental Center, EPA Region 6 Ethics Surrounding Technology Progression Texas Instruments (TI), City of Dallas Teamwork and Accountability – problem solving techniques and solutions Various case studies Career planning Interviews with various partners Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

STEM Academic (PBL) Plan –Year 2

Biotechnology or Principles of Technology (Grade 10) (1.0 credits)

PBLs

School and Community Partnerships

Ethics Surrounding Technology Progression Texas Instruments (TI), City of Dallas Creating SOPs (research based) Texas Society of Professional Engineers (TSPE) Create a plan - Safety in the Workplace Research of OSHA standards Electronics and Automation GM of Arlington Biotechnology UT Southwestern Team Project Various sources Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

STEM Academic (PBL) Plan –Year 3

Engineering Design and Presentation or Electronics

(Grade 11) (1.0 credits)

PBLs

School and Community Partnerships

Creating a Career Plan City of Dallas Water Waste Treatment Project Management Prime Controls, Gupta and Associates, City

• f Dallas

Design Sketch (CAD) Texas Instruments, UT Arlington The Constraints of the Design Process Prime Controls, Gupta and Associates, City

• f Dallas, UT Dallas

Wiring a home/business Prime Controls, Gupta and Associates, City

• f Dallas

Electrical Design Process Prime Controls Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

STEM Academic (PBL) Plan –Year 4

Advanced Engineering and Design Presentation Or Practicum (Grade 12) (2 credits)

PBLs

School and Community Partnerships

Externships Dallas ISD IT Department Creating the e-portfolio Google Gupta and Associates Mayors Internships Teamwork and Accountability Prime Controls The Design Process Texas Instruments How to Manage the Quality of the Project GM of Arlington Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

PBL Across the Curriculum



Curriculum Matrices



Administrators



PBL Coordinator



Campus Instructional Coaches



Teachers 

Integration of the TEKS



Math



Science



English



Social Studies

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

PBL Curriculum Matrix Year - 1

Measuring Success of Implementation

 Rubrics for:



Students



Peer Assessments



Teachers (grading)



Administrators (walk-throughs/spots)



Business Partnership Assessment

 6-week PBLs and  Final Projects (e-portfolios)



Texas Performance Standards



http://www.texaspsp.org/

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Measuring Success of PBL Implementation

SURVEYS

How often?



Every 6-weeks Who?



Students

 after each PBL



Teachers (internal)

 6-after each PBLs



Parents



Partners (external)

COMMUNICATION



Remind



Call system



Website



Google Forms, Hangouts (on Air), Community



Facebook and Twitter

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Dallas ISD Approved Technology Plan Considerations of the district’s long range strategic plan, curricular goals and other planning documents.



5 students for every computer



More web-based applications



Technology literacy tool for teachers and students



Integration of technology into the classroom



Expand use of online tutorials, distance learning and professional development

PBL Technology and Funding Budget

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

PBL Budget

• V. Discipline and Classroom

Management

Effective Classroom Management

Jeremy Guy Gamble Scenario 3 High School

77

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

What is Effective Classroom Management?

In The First Days of School, Harry Wong states, “Classroom management is the practices and procedures that allow teachers to teach and students to learn.”

78

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Classroom Management Teacher’s Role Instructional Strategies Discipline Procedures & Routines

79

The Ideal Teacher:

• Enjoys students.
• Uses different teaching

techniques.

• Has a great sense of humor.
• Acts like an adult and not a

child (or high school student).

• Keeps promises.
• Is organized.
• Knows the subject matter.
• Admits when he or she is

wrong.

• Uses a pleasant voice.
• Is enthusiastic about the

subject.

• Is willing to listen to both

sides of an issue.

• Has a reputation for giving

challenging work.

• Isn’t a pushover. Keeps

misbehaving students in line.

• Keeps everyone busy.
• Does not have favorites.
• Is polite to everyone all of

the time.

• Is friendly and fair.

According to Julia G. Thompson, author of Discipline Survival Kit for the Secondary Teacher 80

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

The Teacher-Student Relationship

1. You should show that you care about your students. Attend sporting events, ask about their hobbies, make a connection. 2. You should have a thorough knowledge of your subject

• matter. Being prepared builds trust.

3. You should take command of the class. If you are not the classroom leader, the students will gladly assume the position. 4. You should act in a mature manner all of the time. Don’t be sarcastic. Don’t tell lies. Don’t lose your temper. 5. You should maintain a certain emotional distance between yourself and your students. Students have peers. They need you to teach.

From First-Year Teacher’s Survival Kit, by Julia G. Thompson 81

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Dressing Appropriately

• According to Harry

Wong, “We are walking, talking advertisements for who we are.”

• Educators should

dress for respect, credibility, acceptance, and authority.

82

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Effective Instruction

• A structured and instructionally

sound classroom will eliminate a majority of misbehaviors.

• Two important key factors are:

Room Arrangement ( Especially Assigned Seating) Time Management (Never a Dull Moment)

83

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Movement is the key

• Be able to have quick access to any student at any time.
• Be comfortable moving around your room during

instructional periods.

• Being in close proximity to a student is an effective

deterrent.

84

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Effective Time Management Curbs Discipline Problems

• The more engaged a student is

the better he behaves.

• Students tend to be more

distracted during these 3 phases

• f instruction:

» The beginning of class » Transitions » The end of class

85

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Ideas for the Beginning of Class

• It is ESSENTIAL that the

students have an activity to complete as soon as the bell rings.

• Take roll while the students are

working on the assignment.

• Have your students:

– Create a test question. – Illustrate important information. – Scan the day’s reading assignment. – Take a mini-quiz. – Draw a cartoon. – Summarize the previous day’s topic.

According to Julia G. Thompson, author of Discipline Survival Kit for the Secondary Teacher 86

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Managing Transitions

• Julia G. Thompson suggests the following techniques:

Time students between transitions. Provide students with a checklist of the day’s activities. Give students activities to “sponge” any dead time.

• List ten words associated with the

lesson today (Add to your word wall).

• Defend your position on…
• Make flashcards for this unit.
• Circle the key words from yesterday’s

notes.

87

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Ending Class Without Chaos

• The end of class

should be as structured as the beginning.

• Closing exercises will

provide a constructive review of the day’s lesson.

• Be sure that you

dismiss the students and not the bell.

• Some more ideas to try

from Julia G. Thompson:

– Student oral review of what was learned – Predict the next lesson – Review homework directions – Rapid-fire drills – Show a relevant cartoon – Play a game for bonus points

88

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

An Effective Discipline Plan

• The 3 most important

student behaviors to teach are:

– Discipline – Procedures – Routines “If you do not have a plan, you are planning to fail.”

From The First Days of School, by Harry Wong 89

Class Rules Abide by the Rule Positive Consequences: REWARDS Break the Rule Negative Consequences: PENALTIES

Your Discipline Plan

90

The Rules About Rules

• Wong writes, “The function of a rule is to

prevent or encourage behavior by clearly stating student expectations.”

General Rules:

Respect others. Be polite and helpful.

Specific Rules:

Be in class on time. Keep your hands, feet, and objects to yourself.

91

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Creating Your Class Rules

• Only have 3 to 5 rules
• State rules positively.
• Make the rules easy for you and your students to remember.
• Be able to enforce the rules consistently.
• Remember:

– Rules deal with behavior, not procedures.

92

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Rewards

• Harry Wong emphasizes, “The best reward

is the satisfaction of a job well done.”

• Some examples include:

» Praise » A note home (Good News Cards) » Student of the day, week, or month » Tangible rewards » Work posted » Certificates of Honor » Coupons

93

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Penalties

• Time out
• Assignment to write ways

to correct problem

• Being last to leave
• Loss of reward
• Exclusion from class

participation

• Referral

94

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Enlist Parent Support

• Be sure to send a copy of your Discipline / Policies and Procedures

Plan home to parents the first days of school.

• Make positive parent contact before you need their assistance with a

problem.

• Contact parents as soon as you see a change in their child’s behavior

patterns.

• Parents can be one of your biggest allies in managing the student’s

behavior.

95

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Procedures and Routines

• Harry Wong writes in The First Days of School,

“The number one problem in the classroom is not discipline; it is the lack of procedures and routines.”

• Wong also states, “A procedure is simply a method
• r process for how things are to be done in a

classroom.”

• Procedures answer the question, “What do I do

when…?”

96

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Classroom Procedures That Must Become Routine:

1. Beginning of a period. Do students know what to do? 2. Quieting a class. Do students know how you will quiet them down? 3. Students seeking help. Do students know how to get your attention? 4. Movement of students and papers. Do students know how to move about the room and pass papers in? 5. End of period. Do students know who or what will dismiss them at the end of the period?

From The First Days of School, by Harry Wong 97

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Procedures to Consider

• Entering the classroom
• Getting to work

immediately

• End of class dismissal
• Participating in class

discussions

• Changing groups
• Turning in papers
• When you finish early
• Asking a question
• Responding to fire,

severe weather, and tornado drills

• Leaving the classroom
• When visitors arrive
• Keeping a notebook
• Interruptions
• Getting classroom

materials

From The First Days of School, by Harry Wong 98

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

You Must Teach Procedures! EXPLAIN REHEARSE REINFORCE

99

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

4 Actions That Helped Me and Will Help You Too!

• Maintain a professional relationship with students and

fellow colleagues.

• Be fair and consistent with students regardless of who they

are.

• Use class time wisely to avoid misbehaviors.
• Take an interest in students’ extracurricular activities.

100

Needs Assessment Alignment:

• B. Student Achievement
• E. Curriculum, Instruction, and

Assessment

• H. Technology

Sample Plan

Effective Classroom Management Plan

Essential Features

Teacher Grade/ Subject School

CLASS RULES AND EXPECTATIONS

Guidelines for Success are prominently posted, taught and referred to when discussing classroom

• behavior. Guidelines are overall guiding principles for student attitudes and behavior. If school-

wide expectations or Guidelines for Success are in place, they are used in the classroom, as well. Students can identify guidelines when asked and can describe the meaning of the guidelines: Be Safe Be Respectful Be Responsible 3-5 Classroom rules, positively stated and posted prominently and linked to your Guidelines for

• Success. Rules are observable and refer to specific behaviors. Rules are observable behaviors

teacher expects all students to exhibit (or not exhibit) in the classroom: BE SAFE

• Rule: Keep hand, feet, and objects to self at all times

BE RESPECTFUL

• Rule: Follow directions the firs time asked
• Rule: Put ups only, no put downs

BE RESPONSIBLE

• Rule: arrive on time with all your materials

Plan is in place to teach, and re-teach classroom rules throughout the school year, including after breaks in the school calendar. Rules are quoted when students need to be redirected: September

• Day 1: Distribute CD covering classroom rules and expectations and procedures for students to

view with parents. Send written copy of rules and expectations home to be reviewed by family, signed by caregiver, and returned by end of week (for student credit)

• Week 1: Assess students on knowledge of classroom rules and expectations, interviews or quiz.

Throughout Year Re-teach rules as necessary, monitor and provide feedback consistently. Use redirection as an

• pportunity to re-teach rule.

101

Hierarchy of consequences for rule violations are identified and directly taught to students. Rule violations and other misbehaviors are corrected calmly, consistently, briefly, and immediately. Consequences will be given at the lowest level considered necessary to change the student’s behavior: BE SAFE

• Rule: Keep hand, feet, and objects to self at all times

Possible consequences: restitution, time-owed, conference, loss of privilege, loss of points, office discipline referral. BE RESPECTFUL

• Rule: Follow directions the firs time asked

Possible consequences: restitution, time-owed, conference, loss of privilege, loss of points

• Rule: Put ups only, no put downs

Possible consequences: restitution, time-owed, conference, loss of privilege, loss of points BE RESPONSIBLE

• Rule: arrive on time with all your materials

Possible consequences: time owed, restitution, use of “lender materials”, conference, loss of points. Responses to Early Stage Misbehaviors (behaviors that are not necessarily “rule violations” are new or occur infrequently):

• Proximity
• Gentle verbal reprimands
• Discussion
• Humor (never sarcasm)
• Restitution
• Non-verbal reminder
• Behavior point deduction (where appropriate)

Responses to Chronic Misbehaviors: Awareness type (student isn’t aware s/he is doing behavior or isn’t aware it is a problem)

• Teach expectation
• Inform student that he/she is not meeting expectation
• Monitor student misbehavior (collect data) for discussion with student/parent
• Provide positive feedback when student exhibits appropriate behavior
• Consider positive incentive where appropriate

Ability type (student needs to learn an alternative positive behavior)

• Re-teach expectation (provide lessons where appropriate)
• Make accommodations (where appropriate) to increase students chance of success
• Provide positive feedback when student exhibits appropriate behavior
• Consider positive incentive where appropriate

Attention seeking type (student is rewarded by attention from adult or peers)

• Determine whether or not behavior is truly attention seeking (rule out ability or awareness type behaviors)
• Decide whether “ignoring” is appropriate. If appropriate, develop a plan to ignore and present plan to both student and

family

• Explicitly provide positive feedback when student exhibits appropriate behavior
• Monitor target behavior to determine progress
• Consider positive incentive where appropriate

Purposeful/Habitual type

• Determine whether or not behavior is truly purposeful/habitual (rule out ability) or awareness type behaviors)
• Remove any positive/satisfying aspects of demonstrating misbehavior for the student
• Explicitly provide positive feedback when student exhibits appropriate behavior
• Use appropriate corrective consequences to help student identify the cost for the misbehavior

102

ORGANIZATION Attention signal is identified: Signal is audible, visual and portable Attention signals (pick only one and use it consistently – ideally attention signal is used school-wide Sample 1

• Audible: “May I have your

attention please”

• Visual: I will use my right

arm with fingers fanned out

• n hand, and move with an

arching motion counter clockwise to raise my arm

• ver my head
• Portable: I can use this

signal in any location where I require my students’ attention Sample 2

• Audible: “Give me five

please… for review this means: your eyes are on me, your hands are free, you are quiet, still, and listening”

• Visual: I will use my right

arm with fingers fanned out

• n hand, and move with an

arching motion counter clockwise to raise my arm

• ver my head
• Portable: I can use this

signal in any location where I require my students’ attention Sample 3

• Audible: I will use a series
• f claps to get my students’
• attention. I will clap the

series twice. Once to get their attention, and the second time with the expectation that my students will repeat/respond to the claps series

• Visual: I will physically

model the clap series the first time. Students will then repeat/respond to the clap series with me the second time

• Portable: I can use this

signal in any location where I require my students’ attention Desks/ room arranged so that all students are easily accessible by the teacher and necessary materials and supplies are accessible to students in an orderly fashion:

103

Policy and procedure for tardies /absences: Teacher Instruction Procedures for Students Tardies Provide students with definition of tardiness for my classroom “Students are to be inside the classroom (not at the door) when the bell rings” Tardies will be documented and dealt with according to established classroom and school-wide based consequences (i.e., time owed, etc.)

• Complete a tardy sheet (found on clipboard near the

door) with the following information: Name, the time entering class, reason for tardy

• Attach excused tardy documentation to tardy sheet
• Upon completion, student goes directly to student’s

desk and joins lesson in progress Absences Provide students with definition for absences for my classroom (excused vs. unexcused) Upon return to school:

• Locate “Absence Clipboard” (near door) and place

excused/unexcused slip on clipboard

• Join lesson in progress

During independent work period 1. Locate and transfer daily work assignments (found

• n monthly assignment calendar) to your student
• planner. Write down due date for assignment

2. Go to “assignments box” and get any worksheets/directions needed to complete missed assignments Policy and procedure is in place for turning in assignments: Policy: Students will be provided point values for assignments, with point deductions for late work (where appropriate Procedures for “turn in box” for assignments: Students will be shown where the “turn in box” is located and receive instructions for turning in

• assignments. These include the following:
• All assignments are turned in by due date (unless absent)
• All assignments must have: student name, date, subject, period (if appropriate) located in upper right

hand corner of assignment

• Assignments without above information will be put in a “no name” file for two weeks before being

recycled.

104

Grading policies and procedures are established and communicated: Policy: Students will be provided a syllabus at the beginning of the year outlining overall grading policies (by subject where appropriate). Included in the syllabus will be percentage breakdown for assignments such as: 1. Daily assignments:50% 2. Quizzes: 10% 3. Tests/Projects: 25% 4. Effort (group work, participation, etc.): 10% 5. Homework: 5% Procedures:

• All due dates for assignments will be posted on daily assignment schedule (as well as monthly

assignment calendar). Assignments turned in after due date will result in a deduction of points

• Assignments will be assessed using appropriate rubrics. These will be given to students when

assignments are assigned Daily schedule is prominently posted: Daily schedule will be visually posted at the front of the classroom and will include the following information:

• Time segments: (Period 1, 2, 3, etc.)
• Breaks
• Lunch
• Recess (where appropriate)
• Closing time

Specialized schedules will be visually posted for alternative schedules when appropriate. These might include:

• Assembly/dance schedule
• A/B schedule formats
• Early/late release

Daily and monthly assignments are posted: Daily assignments will be visually posed at the front of the classroom as well as transferred to a monthly assignment calendar for reference. Assignment information will include the following:

• Day’s date
• Subject
• Assignment
• Standard assignment addresses
• Format for assignment (small group, independent work, direct instruction)
• Due date

Monthly assignments are posted: Daily assignments will regularly be transferred to a monthly assignment calendar (located near the “Assignment Box”) for student reference.

105

CLASSROOM PROCEDURES

Expectations are presented in a written format and are communicated to students before each activity. For each common routine and transition, expectations are established that address teacher’s expectation for: Conversation- Under what circumstances, if at all, can students talk to each other during the activity? Help- How do students get their questions answered during the activity? How do they get the teacher’s attention? Activity- What is the activity? What is its intended objective/ end product? Movement- Under what circumstance, if at all, can students move about during the activity? e.g., Can they sharpen a pencil? Participation- What does appropriate student work behavior during demonstrate their full participation? Specific Routines and Transitions The following are a list of common routines and transitions occurring in my classroom:

• 1. Start of day
• 2. End of day
• 3. Direct Instruction
• 4. Silent reading
• 5. Independent Work
• 6. Small Group work
• 7. Push ins/pull outs
• 8. Library time
• 9. Lunch
• 10. Recess
• 11. Instructional time (directed by teacher)
• 12. Turning in assignments
• 13. Bathroom
• 14. Water breaks
• 15. Gathering/Returning materials
• 16. Transitions:
• Subject to subject
• Direct instruction to independent work

106

A plan is in place to teach the expected procedures for all specific transitions and routines at the beginning and throughout the year: Common Routines, Activities and Transitions:

• Students will be introduce to expectations for routines, activities, and transitions as they occur

throughout the daily schedule

• Visual supports for all routines, activities, and transitions will be used to support student learning
• f expectations with the use of a CHAMPs bulletin board
• Teacher will use modeling, practice, monitoring, and positive feedback to provide students with
• pportunities to meet expectations during the first four weeks.
• Re teaching will occur before and after Winter and Spring Break, as well as when necessary to

redirect and refocus students

• Teacher will use student helpers (“CHAMPs CHAMPIONS”) to help with visual supports needed for

various routines, activities, and transitions. Student helpers will be rotated on regular schedule so that all students have a turn September:  Day 1: Distribute CD covering classroom expectations and procedures for students to view with

• parents. Send written copy of expectations home to be reviewed by family, signed by caregiver,

and returned by end of week (for student credit)  Week 1: Teach expectations for each activity and transition as outlined in daily schedule. Students will practice meeting expectations for the following components of each activity:

• Conversation – students will practice appropriate voice level for activity(ies)
• Help – students will use appropriate strategy for accessing help
• Activity – students will be verbally and visually informed about the purpose for each activity
• Movement – students will practice appropriate movement for each activity
• Participation – students will be shown both examples and non examples of displaying

appropriate behaviors during each activity  Weeks 2-4: Students will be given opportunities to practice appropriate behaviors for each

• activity. Student helpers will be assigned to help with changing visual displays for different

activities. October:  Student helpers will be used to review expectations for different activities throughout the day  Monitor student levels of meeting expectations and re-teach as needed November:  Continue use of student helpers  Review and re-teach classroom expectations, as well as school wide expectations (as needed) prior to Thanksgiving break December:  Continue use of student helpers  Review and re-teach expectations (as needed) prior to Winter break

107

January  :Continue use of student helpers  Review and re-teach expectations (as needed) returning from Winter break February:  Continue use of student helpers  Review and re-teach expectations (as needed  Consider class wide motivation system to support expectations during February and March March/April:  Continue use of student helpers  Review and re-teach expectations (as needed) prior to Spring Break  Begin to phase out class wide motivation system (adjust as needed) May/June  Continue use of student helpers  Review and re-teach expectations (as needed) prior to close of school

108

ENCOURAGING ALL STUDENTS Ratio of Interactions: Teacher exhibits of at least four positive for every one negative interaction Plans for class-wide motivation systems are in place: Class-wide Motivation System

• 1. Class wide behavioral goals set for whole group, with

intermittent celebrations for meeting goals planned.

• 2. Use of “100 Squares” as an intermittent reward system. On

some occasions when entire class is working well, , student will draw a token, identify the number written on the token and thin fill in the square on the chart with that number. When class gets ten squares in a row, entire class gets group reward identified.

• 3. Behavior lottery ticket for Friday drawing for targeted

“behavior of the week”

109

A plan is in place to teach behavioral expectations to new students: When a new student arrives, he will receive a copy of class

• expectations. Each time a new student arrives, it is an opportunity

to re-teach expectations to all students in the class. In addition, the classroom has an appointed “new student ambassador” that will introduce the student to some of the common routines.

110

Questions?

• Please take our survey at http://tiny.cc/hl3pky
• These slides are available for download at:

https://futureschoolleaders.wordpress.com/

• Contact info:
• Harriet Course; hcourse@dallasisd.org; 601-918-6147
• Jeremy Gamble; mgamble@dallasisd.org; 214-502-2126
• Kevin Miles; kevmiles@dallasisd.org; 972-877-4418
• Elisabet Luna; eluna@dallasisd.org; 214-926-5679
• Joshua Baggett; jbaggett@dallasisd.org; 214-738-2182

Thank You!