Debriefing+3-8-12


 * Three Big Ideas:**


 * Backwards Design Model-Unit Structure**
 * Time and support to develop
 * Tech person to review the lesson plan
 * Common Formative Assessment: Task analysis/lessons


 * Using peer observations to guide PLC's**
 * Focus walks. Take that one piece back to PLC and reflect on that one topic.


 * Media Specialist to work with teachers to plan lessons**
 * Media specialist were involved in finding resources and putting them together to cut search time-Worthy of commitment


 * More emphasis on reflection of data**

1. Curriculum: Common Core document that both districts were creating. Extended Text: Had list of resources. Here is what you can use during lessons/projects (collection of material)
 * All Great Ideas**
 * What does Jonesboro want to do: Start creating that collection of materials. Start looking at lessons instead of curriculum.

2. Learning tours- Looking for student engagement. Took it back to PLC to discuss data that was collected. *Focuses in on Subject. Tied it into the new Teacher veal tool. THey would mark what they saw and give evidence and give proof that they saw it. Said it was important because teachers have to think about providing proof.
 * Take teachers/facilitators/principals to schools to see the focus walk/learning tours.
 * Worthy of commitment: Peer observations, RTI

3. Reflecting on data: Not just present the data. One place to pull their data. An electronic data wall. Essential if we didn't have TLI.

4. TAT-teacher assistance team. RTI was more inclusive and met on a regular basis.

5. Plan for math fluency. Kids that are not fluent are not using their working brain space.

6. Backward Design Model
 * Formative Assessment

6. Departmentalized intervention. RTI took 30 min. at the beg. of the day where the HQT takes the tier 3 students out and works with them at that time. Classromm teacher works with Tier 2 and then the others are doing independent work. Tutors go into classroom help as teachers are giving core instruction. Very systematic approach.