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4041 N. Central Ave., Ste. 1200
Phoenix, AZ 85012

602-506-3866

Design Day Micro Shifts

Access to Differentiated Teaching Resources

Laurie King

A large amount of time is spent trying to find quality differentiated learning materials.

Designers created a plan to set up a collaborative lesson sharing environment organized around instructional levels. By saving lessons in a centralized location, team members can maximize planning time by accessing proven lessons that are aligned to standards, leveled for differentiation, and reflect school goals.

Norms

Laurie King

Develop group norms to maximize lesson planning time and take back our weekends.

Designers created a structure to guide group lesson planning time. Participants will agree upon standard meeting norms to ensure the group stays on task and focused on lesson planning. Sidebar conversations will be tabled of other standing meetings.

 

Lack of Reciprocal Relationships with Administration

Laurie King

Teachers are not feeling heard and/or supported by colleagues and administration.

Designers identified a major reason they do not feel heard or supported is that they do not have strong relationships with certain colleagues or administration. Designers identified "relationship channels" they can leverage to build stronger relationships. For example, one designer asked a trusted colleague to set up a meeting that included the designer and the administrator.

Learning Roadmaps

Laurie King

Balancing the desire to provide student choice with responsibility and accountability.

Designers created a customizable roadmap where teachers and students collaboratively set behavior goals and learning targets. Roadmaps include areas where students and teachers can agree on flexibility, differentiation, and individualized learning opportunities. Also included are "guideposts" for feedback and self-evaluation.

Knowing that goal setting is only effective if consistently used, designers agreed upon the mantra:

Teach it

Post it

Refer to it!

Lack of Reciprocal Relationships with Colleagues

Laurie King

Teachers are not feeling supported by other team members.

Designers identified a frustration with redundancy in their work. When a student is identified as needing additional support, regular ed and special ed teachers must document observations. These observations are not being shared and creating extra work for the special education team.

Designers created a plan for setting up an online collaborative notetaking area where student observations will be stored. This way, all members of the child study team have access to the data reducing the time it takes to collect observations, and increasing the group's understanding of the needs of the child.