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PD Session: What To Bring:: Monday, January 25th

This document provides an overview of the professional development (PD) sessions for teachers from January 25th-29th. It includes: - Details about each daily PD session topic (e.g. data focus on instructional strategies using student work samples, reviewing behavior strategies, curriculum collaboration) - What teachers should bring each day (e.g. student samples, notebooks, lesson materials) - Logistical details for different teacher groups each day (e.g. meeting locations, facilitators) - Suggested topics for teachers to consider when planning lessons like incorporating AVID strategies, STEM, writing, rigor, and literacy.

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120 views5 pages

PD Session: What To Bring:: Monday, January 25th

This document provides an overview of the professional development (PD) sessions for teachers from January 25th-29th. It includes: - Details about each daily PD session topic (e.g. data focus on instructional strategies using student work samples, reviewing behavior strategies, curriculum collaboration) - What teachers should bring each day (e.g. student samples, notebooks, lesson materials) - Logistical details for different teacher groups each day (e.g. meeting locations, facilitators) - Suggested topics for teachers to consider when planning lessons like incorporating AVID strategies, STEM, writing, rigor, and literacy.

Uploaded by

api-306325106
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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th

nd

Heres a sneak peek of PD this week January 25 -29 :

PD Session:
Monday, January
25th: Data Focus:
Instructional
Strategies
Student Work
Samples (Teacher
Leaders)

What to Bring:
Bring one sample (student sample or lesson plan) from each
area (WICOR) to share using the Collaborative Assessment
Conference (see attached). Samples will be left for the
Instructional Support Team. Please make copies of your
samples if you would like to keep them. PLEASE MAKE
SURE YOUR SAMPLES ARE LABELED WITH YOUR
NAME AND WHAT CATEGORY/CATEGORIES EACH
SAMPLE COVERS!
If you have samples to share that are electronic, please
save them on the T:/Drive in the folder titled WICOR
DOCUMENTATION.
Heres the link to that folder: T:\WICOR
DOCUMENTATION
Teacher Leaders will be leading discussions over the work.
Please bring:

WICOR Samples one from each area (make


copies of samples if you want to keep the samples
labeled with teacher name and
category/categories the sample covers
PD Notebooks
Pen/Pencil& Paper
Tuesday, January
Teachers will review STOIC and how we can improve
26th:
behavior in our building.
PD: Behavior
Please bring:
Team: MTSS
PD Notebooks
STOIC
Pen/Pencil & Paper
Facilitators

1st Hour

Exploratory Team (Williams)

2nd Hour
3rd Hour
4th Hour

7th Grade (Pittman)


8th Grade (Cerullo& Angell)
6th Grade (E. Nevarez,
Pavlovich, Bolster-Epps, &
Cathey)

Team Leader
Meeting 2:304:00 PM

Wednesday,
January 27th:
PD: Behavior
Team: MTSS
STOIC
Facilitators 1st Hour
2nd Hour
3rd Hour
4th Hour

Teachers will review STOIC and how we can improve behavior


in our building.
Please bring:
Computer
iPad
PD Notebooks
Pen/Pencil & Paper
Exploratory Team (Williams)
7th Grade (Pittman)
8th Grade (Cerullo& Angell)
6th Grade (E. Nevarez,
Pavlovich, Bolster-Epps, &
Cathey)

Wednesday
Whimsies BolsterEpps

POST GRADES!!!!

Progress Reports Go
Home TODAY!

Thursday, January
28th:
Curricular
Collaboration:
Planning Lessons
(Coke, Hart,
Malicoat, Milne, &
Soza)

ELA and Tier 2 & Tier 3 Literacy Teachers will attend


Writing Matters Training.
Please meet in the following locations:

7 Grade

8 Grade

TOT Nichols &


Malicoat
Nichols Room

TOT Miller & Malicoat


Millers Room

th

Grayson
Pittman
BINDER CHECKS IN Souriya

th

Angell
Thompson
Watkins

SCIENCE CLASSES!

TOT Cathey &

EVERYONE ELSEYoull be in the PD Room!


Co-creating lessons using negotiated contract
requirements. You can use the Lesson Design Planning
Template (attached), but you are not required to do so.
Please bring:

Quad Sorts/Literacy Partners


Standards/Targets
PD Notebook
Computer
Instructional Unit Guide(s)/Sequence(s),
Teachers Edition(s)
Anything else you need to purposefully plan

Some things to think about while planning this week:

How would you plan for literacy instruction in the core using the knowledge you

How would you plan to incorporate writing into your content area (Writing to

have your students' literacy needs (Vocabulary, Comprehension, Fluency, and


Writing)?
How will you plan for T2 and T3 Literacy (REWARDS, REWARDS Plus,
Corrective Reading and Language!)?
Learn, Teaching Writing Matters, ETC...)?

What is the essential vocabulary? Create an explicit vocabulary routine.

What AVID WICOR strategies might you incorporate w/ your content?

How might you implement STEM practices and career connections in your

How might you use Costas Levels of Thinking and Questioning to increase rigor

What learning artifacts/anchor charts could you co-create w/ students to help

How might technology enhance your instruction?

ESOL Strategies?

Are you lessons rigorous? True instructional rigor is creating an environment in

Purposefully plan for Active Participation Strategies/Total Participation


Techniques to engage students in their learning.
What are your content and literacy objectives? Share w/ someone and get
feedback! How will you make your content objectives/learning goals explicit to
students?
content area?
and thinking in your classroom?
anchor their learning?
How might increase student talking to enhance learning?
How will you incorporate the reading and writing of expository text (structured
and purposeful reading, structured responses, literacy partners, sentence
frames, paragraph frames, etc)?
How might you plan for a variety of instructional modes: teacher-directed
whole class, teacher-directed small group, student-directed small group,
individual (independent) work, computer or technology-based learning,
homework?

which each student is expected to learn at high levels, each student is


supported so he or she can learn at high levels, and each student demonstrates
learning at high levels (Blackburn, 2012).
*An environment that supports rigor focuses on risk-taking, since working at higher
levels requires that students take a risk. How do we do this? By reinforcing progress,
effort, and grit, or persistence.
*Next, having high expectations means increasing wait time, using positive
encouragement to coach students to continue with their work rather than shutting
down, and insisting that students provide high quality responses to higher-order
questions.
*Support must balance these high expectations, since learning to learn at higher levels
requires assistance while moving there. This can include modeling, use of graphic
organizers, or chunking information.
*Finally, students must demonstrate learning at high levels. This includes providing work
that is quality, rather than just completed at a minimum level. Teachers should provide
rubrics and other tools to help students understand what good looks like.

Friday, January
29th: MTSS
Connections: Team
Directed

Are you keeping in mind Performance Level Descriptions (PLD) when planning
your lessons? What PLDs in ELA can SS and Science support?

Team Leaders will send out an agenda. Soza will have D & F
lists for Teams to review and create action plans.

(Team Leaders)

COLLEGE WEAR
FRIDAY!!!!
Dont forget to
wear your college
gear!
BE AMAZING!!!!!

Stacy Malicoat
Jardine STEM and Career Explorations Academy
MTSS Facilitator/AVID Site Coordinator
(316) 993-1998
"The more that you read, the more things you will know.
The more you learn, the more places you'll go."
~ Dr. Seuss

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