PSRC focused intervention Team Process

1. PSRC focused intervention Team Process January 17, 2013 HAPPY NEW YEAR

2. Purpose of fit process • District level leadership recognizes that all schools continually strive to improve. The FIT is designed to support those efforts by providing districts and schools with a clear view of their strengths, areas of development, challenges and successes.

3. DIMENSIONS OF FIT • Instructional Excellence and Alignment • Teaching and Learning • Support for Student Achievement • Job-Embedded Professional Development • Leadership Capacity • Relationship Building

4. District Focus What do we want to accomplish? • Close the achievement gap between groups of students • Create a culture of high expectations and provide students with support they need to be successful. • Provide a rigorous curriculum that challenges and prepares students for the next academic level • Engage students with quality instructional practices that emphasize key literacy, numeracy and science instructional practices and motivate students to make the effort to meet grade-level standards • Create a shared vision of continuous improvement among school leaders and faculty • Meet local, state and federal standards

5. Stages of FIT Process • Preparation • Site Visits • Exit Conference (Feedback/Strengths/Challenges) • Follow-up Visits • Final Report

6. Preparation • Prior to visit: • Team leader will meet with team members to discuss expectations and protocol, review Code of Conduct, schedule, observation form, verification form • Team leader will meet with principal to begin the relationship building process – discuss process & needs, obtain master schedule, identify key practices, discuss benchmark data, professional development focus etc., • Meet with all staff after school to state expectations, best practice checklist, Common Core Implementation in the Classroom, observations, etc • Team assignment and schedule

7. Site visit • Day One -Team leader will identify instructional rounds protocols • Classrooms identified and assigned • Team leader will accompany team members on at least one class observation the first day. This is to ensure consistency of judgment • Instructional rounds elements to identify – lesson plans, use of technology, student engagement, vocabulary usage, essential questions, literacy integration, evidence of student work, real-world connections, I Can statements, etc • Debriefing – Team members • Debriefing with principal – Team Leader

8. Site visit • Semester visits( This process will be completed with teachers) Check for Evidence & Impact- Team members meet with teachers during planning for debriefing – instructional rounds feedback ( identify areas of strengths and improvements), discuss best practices checklist, plan next lesson, review samples of student work, discuss span of control, formative assessment data, benchmark data, and plans for remediation and intervention. • Semester visits- Observe planned lesson & Debriefing with Team Leader • Semester visits– Provide feedback and collaborate with teacher

9. Site visit • Semester Visits– Team Member follow-up visits continue (specific to the needs of assigned teachers) • Debriefing – Team leader & team members will work schedule– 2 days/month mimimumfrom February – May 10, 2013 • After May 10– Team leader will provide feedback to principal and staff