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Teaching &
Learning
Vision
Instructional
Strategies
Assessment
Collaboration
Employee
Engagement
Resources
The
of Excellence in the
School District of Elmbrook
Our Vision for Teaching and Learning:
The mission of schools is shifting. The goal of an Elmbrook education is to prepare our next generations to meet
the challenges and expectations presented to them by a rapidly changing society. Schools were designed to
accomplish a mission different from what they are charged to accomplish today. Our classrooms must now focus
on communication, critical thinking, collaboration and creativity and not on rote memorization, “one-size-fits-all”
curriculum and instruction, and content in isolation. To meet the needs of every student, every time, all the time,
the work in our classrooms must shift.
Personalized learning is an approach to learning and instruction that is designed around individual learner
readiness, needs, strengths and interests. Learners are active participants in setting goals, planning learning
paths, tracking progress and determining how learning will be demonstrated. At any point in time, learning
objectives, content, method and pacing are likely to vary from learner to learner. A fully personalized environment moves beyond both differentiation and individualization.
Tied intimately to our District Strategy Map components, our Vision of Excellence has academic growth, mastery
of the curriculum, and college and career readiness for all students at its core. Through a personalized approach
that recognizes unique learning differences and preferences in students, we work to meaningfully engage
learners so that we can eliminate gaps in achievement and help everyone achieve.
ELMBROOK STRATEGY MAP
Our MISSION to educate and inspire every student to think, to learn, and to succeed is guided by our
CORE VALUES: Visionary Leadership, Relationships, Collaboration, Agility, and Continuous Improvement.
VISION
A Great Place to Learn
A Great Place to Work
A Great School District
fosters authentic student engagement by connecting
students to their learning in meaningful ways to master
emphasizes the development and performance of each
content and skills, inspire growth and risk-taking, and
achieve at the highest level.
a greater outcome for all students.
strives for excellence and improves continuously in
order to strengthen the value of education for our
students and community.
staff member while working collaboratively to achieve
È
District
Goals
1. Maintain an ACT composite score of 25.0
with 100% participation for each
graduating class by 2017.
2. Achieve 95% Proficiency in MAP Reading
by the end of 3rd Grade by 2019.
People-Focused
Objectives
Academic &
Social
Emotional
Growth for
All Students
Process
Objectives
Engaging &
Inclusive
Environments
È
È
1. Increase staff engagement index to
85% by June, 2018.
2. Retain 90% of staff each year.
College &
Career
Readiness
Mastery
of the
Curriculum
Attract and
Retain Highly
Effective Staff
Personalize
Learning
Close the
Achievement
Gap
Support
Professional
Growth
1. Increase the percent of budgeted dollars
spent on instruction to 75% by 2017.
2. Raise $5 million for the Elmbrook Education
Foundation’s Legacy Funds by 2020.
Invest in
Leadership
Development
Recognize
Performance
Excellence
Foster Strong
Partnerships
to Increase
Opportunity
Attract and
Retain
Resident
Students
Develop a
CommunityBased
Approach to
Social
Emotional
Learning
Nurture
Collaboration
& Innovation
Provide
Superior
Customer
Service
Align
Resources to
District
Objectives
Advocate for
Community
Interests
Promote a
Culture of
Excellence &
Accountability
The Educators in our District Make the Difference for our Students!
We must ensure very effective teachers in each and every classroom in our district. Teachers hold the key to
student success! We strive to attract and develop the best educators in the state of Wisconsin who work to truly
help every single student succeed. This is a monumental task and therefore, our educators are . . .
➤ passionate
➤ highly-trained
➤ modelers of learning and inquiry
➤ creative
➤ risk-takers
➤ data-driven
➤ collaborative
➤ enthusiastic about our work
Our work is grounded in the following tenets:
➤ Rigorous Learning Goals - high expectations of
student mastery
➤ Clear Progressions for Learning - vertical alignment
of learning targets
➤ Customized, Responsive Instruction - teacher as
facilitator, guide and coach
➤ Learner Voice and Choice Infused - student ownership in the learning process
➤ Cultural and Life Relevance - learning scenarios that
are connected to real-world applications
➤ Assessment for/of/as Learning- assessment drives
instruction
➤ On-demand, Flexible Grouping - social interaction
at the heart of student learning
➤ Rapid-Cycle, Formative Feedback - continuous
feedback about progress that is not punitive “learning along the way to mastery without risk”
➤ Shared Commitment to Success teacher/student/parent/community partnerships
➤ Learning-Aligned Technology - instructional
technology as an accelerator tied to specific
learning outcomes
➤ Multiple Delivery Methods/Models - multiple
teaching strategies employed throughout the
instructional period
➤ Inclusive Practices - learning environments within
which all students belong, regardless of ability or
disability.
Educators
Make the
Difference!
Our Vision for the Ideal Learning Environment:
➤ Sometimes referred to as “the third teacher”, the learning environment plays a critical role in student success.
In the School District of Elmbrook, we strive to create classrooms that match our priorities and ideals.
➤ Our learning spaces encourage collaboration as we know in order to be successful in life, our students need to
know how to work productively alongside others. Desks in rows are rarely seen in our schools. Instead, our
classrooms include a variety of seating options to fit a variety of learning tasks and student learning needs and
preferences.
➤ Our learning spaces encourage creativity as we know that through creativity, trial and error, design thinking,
and experimentation, authentic learning occurs. Our learning spaces are active, noisy, productive, and busy.
➤ Our learning spaces are personalized to the needs of our students. While whole-group instruction has a place
in our instruction, it is common to see small groups of students working on different activities designed with
purpose and specific goals in mind.
➤ Our learning spaces are inclusive, as all students, regardless of learning need, deserve access to high quality
instruction by highly trained staff.
➤ Our learning spaces are technology supported to afford our students access to a variety of learning tools that
augment classroom content and help develop skills critical to school and life success.
To build a K­12 system of learners designed to meet the needs of every student, every time, all the time, the commitment to teaching, learning and professional development must shift to focus on communication, critical thinking, collaboration and creativity ​
through rigor, relevance, relationships and student agency. Definitions ­ Described in 4Cs Rubrics ● Communication ○ Grades: ​
11­12​
, ​
7­8​
, ​
3­4 ● Critical Thinking ○ Grades: ​
11­12​
, ​
7­8​
, ​
3­4 ● Collaboration ○ Grades: ​
11­12​
, ​
7­8​
, ​
3­4 ● Creativity ○ Grades: ​
11­12​
, ​
7­8​
, ​
3­4 Evaluation of effectiveness ● Clear Progressions for Learning including ○ Customized Learning Paths and vertical alignment of learning targets ○ Rigorous, Personalized Learning Goals for mastery built in close collaboration with students based upon data, growth targets, and a personalization ○ Learner Voice and Choice Infused, including student ownership in the learning process ○ Cultural and Life Relevance with scenarios that connect to real­world applications ○ Evidence collected that aligns to both the ​
Honeycomb​
and ​
Danielson ●
●
●
●
rubrics Customized, Responsive Instruction with the teacher as facilitator, guide and coach ○ On­demand, Flexible Grouping based on strong PLCs and collaboration ○ Multiple Delivery Methods/Models ­ multiple, high­yield instructional strategies are employed throughout the instructional period ○ Focused, Aligned approach to instruction, learning, assessment ○ Learning­Aligned Technology ­ instructional technology as a tool to accelerate specific learning outcomes Quality Assessment​
for learning, of learning, as learning that ensures ○ Assessment drives instruction ○ Rapid­Cycle, Formative Feedback drives next steps in teaching and learning practices ○ Evaluating a Classroom Assessment for Quality ­ The 5 Keys Collaboration​
for student success that includes ○ Teacher and student relationships ○ Family and community partnerships ○ Strong ​
PLC​
practices that include a close examination of practices through the Plan, Do, Study, Act (PDSA) process Inclusive Practices​
that include ○ Learning environments​
in which all students are authentically engaged and successful ○ Differentiated work spaces for students and adults ○ Customized, relevant, personalized professional development Quality classroom assessment produces ​
accurate information that is ​
used effectively ​
to increase student learning. Used with skill, assessment can motivate the reluctant, revive the discouraged, and thereby, increase, not simply measure, achievement. Accurate information​
comes from clearly identifying the purpose(s) for which information about student learning is being gathered, clearly defining learning targets and progressions for students, using appropriate assessment methods well, selecting a sample to accurately represent achievement of the intended learning, and avoiding circumstances that might bias results. Effective use​
includes relying on accurate assessment results to plan instruction and interventions; using descriptive feedback and self­assessment tactics to help students understand their successes and areas for further study; and tracking and communicating achievement information clearly and in a way tailored to the user’s needs. Best practices in assessment have been widely researched. The following recommendations are consistent: 1. All learning expectations should be clearly and consistently communicated to students and families, including long­term expectations (such as graduation requirements and graduation standards), short­term expectations (such as the ​
learning objecti​
ves​
for a specific lesson), and general expectations (such as the performance levels used in the school’s grading and reporting system). 2.
Student achievement should be evaluated against common ​
learning standards​
and performance expectations that are consistently applied to all students. 3. All forms of ​
assessment​
are ​
standards­based​
and ​
criterion­referenced​
, and success is defined by the achievement of expected standards, not relative measures of performance or student­to­student comparisons. 4. Formative assessments​
evaluate learning progress during the instructional process and are not graded; formative­assessment information is used to inform instructional adjustments, practices, and support. 5. Summative assessments​
evaluate learning achievement and are graded; summative­assessment scores record a student’s level of proficiency at a specific point in time. 6. Grades are used to communicate learning progress and achievement to students and families; grades are not used as forms of punishment or control. 7. Academic progress and achievement is monitored and reported separately from work habits, character traits, and behaviors such as attendance and class participation. 8. Students are given multiple opportunities to retake assessments or improve their work when they fail to meet expected standards. 9. Students can demonstrate learning progress and achievement in multiple ways through ​
differentiated​
assessments, ​
personalized­learning​
options, or alternative ​
learning pathways​
. 10. Students are given opportunities to make important decisions about their learning, which includes contributing to the design of ​
learning experiences and personalized learning pathways. Connection to other Playbook Elements PLC teams develop and deploy assessments based on defined standards/targets, reflect on their effectiveness, and use results to drive instruction. Students use assessments to set learning goals, monitor progress towards proficiency, and design learning experiences. Definitions Assessment FOR Learning (formative)​
: These strategies and assessment practices are typically made day to day in the classroom based on evidence gathered from classroom activities and assessments and are intended to support student learning ­ to help students learn more. This assessment evidence is used for the purpose of improving learning. This assessment data is typically NOT tied to any formal grade entry or used to penalize or reward students for their current level of understanding or performance. It is used to guide lesson planning, small group activities, and individual goal­setting. Because our students thrive when provided ongoing, targeted, and personalized feedback about their learning, formative assessment practices are considered a pillar in a personalized learning classroom. Assessment OF Learning (summative):​
These assessment strategies and data are used to assign grades or identify students for special services. This is evidence collected and accumulated over time that helps determine how much learning has occurred. Summative assessments provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness. It is imperative for educators to consider the preponderance of summative evidence when determining a student’s final grade. Assessment AS Learning​
: Assessment as learning occurs when students reflect on and monitor their progress to inform their future learning goals. It is regularly occurring, formal or informal (e.g. peer feedback buddies, formal self assessment), and helps students take responsibility for their own past and future learning. It builds metacognition as it involves students in understanding the standards expected of them, in setting and monitoring their own learning goals, and in developing strategies for working towards achieving them. Resources and Progress Monitoring Tools ● 5 Keys to Quality Assessment: ​
Evaluating a Classroom Assessment for Quality ­ The 5 Keys ● Danielson Framework for Teaching​
: Components 1f, 3a, 3d ● Honeycomb Alignment Continuum Bibliography: Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom Assessment for Student Learning: Doing it Right, Using it Well. Boston, MA: Pearson. Personalizing learning and customized teaching impacts the relationships and roles of both educators and students. Educators work increasingly in collaborative teams and with greater learner input to coach, diagnose, stimulate reflection, co­plan and co­design. Educators identify and assume specialized roles that tap into their individual strengths and interests and center on co­serving student needs. As a result, the role of the learner changes. Student voice and choice is an integral, collaborative part of a personalized learning system. Learners should be aware of how they learn best and co­create the path they will take to reach their goals. The Plan­Do­Study­Act process framework provides the avenue to ensure deeper collaboration for personalized experience design. (​
Adapted from Institute Toolkit) Our collaborative cycles are designed around the continuation of the following four key corollary questions, whether the focus is on student or adult learning: 1. What do we want our learners to learn? 2. How will we know when they have learned? 3. What must we do to facilitate the learning? 4. What will we do for learners who already know it? Plan­Do­Study­Act: A Systematic Process for Continuous Improvement We believe that the School District of Elmbrook will move from great to greater through strategic, ​
continuous improvement cycles​
. Through the Plan­Do­Study­Act cycles, we are working to reach our goals, improve results, and align our plans, processes, decisions, people, actions, and results. A data‐driven decision making process is essential for continuous improvement at all levels of the district. By working with collaborative teams at the district, building, and classroom levels to refine this process, we will continue to deepen our capacity as analyzers and users of data to make informed decisions that result in student growth. The goal with our systematic PDSA approach to analyzing data is that all data users in the district will yield high results with student learning, have a sound understanding of antecedents, and replicate the successes. ★ Our process begins with inquiry; data users develop meaningful questions that they hope to answer in order to better understand strengths and areas in need of additional support. ★ The next step is to conduct a treasure hunt where data is gathered and organized to help the user gain insight about teaching and learning practices. ★ Then we analyze data to prioritize needs, identifying causes for celebration and areas of concern. ★ From here, we establish Specific, Measurable, Achievable, Relevant, Timely (SMART) goals based on the challenges that were identified. ★ To accomplish our goals, we select specific strategies that will impact student achievement and growth. The degree of implementation and the evaluation of effectiveness for the strategies are measured through results indicators. ★ We monitor and evaluate results, engaging in a continuous improvement cycle. This process is designed to strengthen Tier One core instruction, increase student engagement, and provide evidence of student growth. RESOURCES & TOOLS: District and School Level ● A3 Reports ● K­12 Curriculum Renewal & UBD PLC and Classroom Level ● PL Plan ● ASW Tool ● SLO​
and ​
PPG ● PLC Rubric Honeycomb Alignment Continuum​
: ● Learning & Teaching ● Relationships & Roles We seek to engage all 1,200 employees in their work in order to attract and retain the most talented workforce in the region so that we can positively impact the lives of students. Attributes we believe contribute to positive workforce engagement include: ●
●
●
●
●
●
Belief in the organization and its mission/purpose Desire and ability to work to make things better Spirit of collaboration and sharing Respectful of, and helpful to, colleagues Ability to accept feedback from others, as well as provide feedback to peers and leadership, when appropriate Values self­improvement and seeks opportunities for growth The District has aligned several listening strategies (annual survey, employee roundtables, Superintendent chats) to solicit feedback on Deloitte & Touche’s ​
5 Drivers of Employee Engagement​
. Listed below are the Drivers, Elements, District Commitments and specific strategies to guide school leadership teams as they process employee engagement data and information. Elements Commitments Strategies Driver: Meaningful Work Autonomy Select to Fit Small, Empowered Teams Time for Slack I am encouraged to take risks and actively participate in decisions that impact work. I am satisfied with my work and it is a match to my skills and interests. I frequently collaborate with others on work that matters to me and my job responsibilities. My workload and performance expectations allow me to think, create, and reflect. ●
●
Highly developed PLC’s ­ Culture of Collaboration High Quality, Personalized Professional Development ­ early release purpose and structure meet the needs of all staff Driver: Hands­On Management Clear, Transparent Goals Coaching Investment in Management Development Modern Performance Management I have clear goals and expectations, and am able to have a voice in the goal setting process I receive timely and meaningful feedback on my performance from a variety of sources (peers, manager, etc.). My leadership skills and capacity are being purposefully developed. I am expected to meet performance requirements and am supported when I take smart risks. ●
●
●
●
Culture of Coaching ­ TLS, administrator, and/or peer coaching Systemic goal setting ­ highly developed SLO/PPG process Provide multiple opportunities for teacher leadership ­ a wide range of opportunities and membership in leadership positions exist in the building Feedback is systemic and growth oriented ­ walkthroughs, mini­observations, observations, off­cycle review, and EE review provide ongoing professional growth feedback Driver: Positive Work Environment Flexible Work Environment Humanistic Workplace Culture of Recognition Inclusive, Diverse Work Environment My work space adapts to my professional needs and when life circumstances arise, I have the flexibility to respond. I feel safe and am treated with respect at work. My work is recognized and celebrated both publicly and privately. I feel safe sharing ideas and opinions that may be different than others. ●
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Celebrate small/large successes of students and staff Promote peer recognition Establish formal recognition events like an academic night, fine arts celebration Driver: Growth Opportunity Training & Support on the Job Facilitated Talent Mobility Self­Directed Talent Development High Impact Learning Culture I have opportunities to pursue training and learning that prepares me to meet expectations. My supervisor discusses career growth and leadership I can pursue learning that will help me meet my career goals. I strive to continuously improve my skills and abilities and am encouraged to share my knowledge and skills with others. ●
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Highly developed PLC’s Culture of Coaching ­ TLS, administrator, and/or peer coaching High Quality, Personalized Professional Development ­ early release purpose and structure meet the needs of all staff Feedback is systemic and growth oriented and provides ongoing professional growth feedback Driver: Trust in Leadership Mission & Purpose Continuous Investment in People Transparency & Honesty Inspiration My work meaningfully connects to the mission of the District. The District invests in its employees by providing a secure environment and the resources I need to do my job. Leadership operates transparently and honestly. The future of Elmbrook Schools inspires me to do my best work. ●
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Strong Communication ­ consistent, engaging, strong participation Listening strategies such as focus groups or roundtables Visibility strategies such as walkthroughs or PLC participation High Quality, Personalized Professional Development ­ early release purpose and structure meet the needs of all staff Provide multiple opportunities for teacher leadership ­ a wide range of opportunities and membership in leadership positions exist in the building Systemic goal setting ­ highly developed SLO/PPG process Resource Overview A Cascading Vision of This is the guiding document for how we can help each individual student Excellence: What Does an ACT progress toward our collective goal of excellence for all students, evidenced Score of 25 Look Like Over by the target of an average ACT composite score of 25. Time? Danielson Framework for Teaching This rubric serves as the foundation for the Wisconsin Educator Effectiveness Framework and provides a clear picture of highly effective planning and preparation, classroom management, instruction, and professionalism. Honeycomb Model for Personalizing Learning The Institute has developed a change strategy to guide schools and districts as they implement personalized learning. Based on the honeycomb model, this strategy starts with three ​
foundational components​
of a personalized learning ecosystem and then builds out to focus on change in three areas and in three phases: ​
learning and teaching​
; ​
relationships and roles​
; and ​
structures and policies​
. 4Cs Rubrics Communication Grades: ​
11­12​
, ​
7­8​
, ​
3­4 Critical Thinking Grades: ​
11­12​
, ​
7­8​
, ​
3­4 Collaboration Grades: ​
11­12​
, ​
7­8​
, ​
3­4 Creativity Grades: ​
11­12​
, ​
7­8​
, ​
3­4 These rubrics help broaden our definition of student success and move our teaching and learning through content mastery to skill development. Paired with grade­level/course­specific UBDs, these rubrics serve as powerful tools to guide instruction and assessment. ADKAR Coaching Questions The ADKAR model allows leaders and change management teams to focus their activities on what will drive individual change and therefore achieve organizational results. ADKAR provides clear goals and outcomes for change management activities. It also provides a simple, easy­to­use framework for everyone in the organization to think about change. Leading and Managing Complex Change Matrix When the components of vision, consensus, skills, incentives, resources and action plan are collectively inherent in the system, then change will likely take place. However, if any one of the components was missing, then the “Change Process” may be inhibited or may not take root.