Feeder Pattern Seating Chart

Atrisco Heritage Feeder

Del Norte Feeder

Del Norte Feeder

Albuquerque High Feeder

Highland High Feeder

Rio Grande Feeder

Rio Grande Feeder

Manzano�Feeder

Valley�Feeder

Eldorado�Feeder

Cibola�Feeder

La Cueva�Feeder

Volcano Vista�Feeder

Sandia�Feeder

West Mesa�Feeder

single FTE

Feeder Pattern Groups

Educational Resources

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We will begin at 8:30am

September PPC

PD Day

Professional Norms

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1: Be Present

Be where you are supposed to be when you are supposed to be there.

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2: Assume Positive Intentions

Be kind and believe everyone is doing their best.

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3: Limit Sidebar Conversations

Be respectful to all presenters, facilitators, and participants.

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4: Manage your Technology

Be mindful of your technology use - for learning or emergency use only

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5: Practice a Growth Mindset

Be curious, open minded, and positive.

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6: What is Learned Here, Leaves Here

Share and use what you learn.

District Professional Norms

TIPS FOR PRESENTING TO ADULT LEARNERS

I. Strategic Design & Content (Before Session)

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• Align Content: Ensure content is relevant to stakeholder needs, standards, and district priorities (e.g., APS Goals/Guardrails, Strategic Plan, 6 Promising Practices) and directly impacts student learning.

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• Clear Objectives: Define measurable learning objectives that align with activities and lead to deeper learning.

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• Data-Informed & High-Quality: Ground content in comprehensive data analysis, ensuring it's accurate, up-to-date, replicable, and vetted.

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• Intentio
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TIPS FOR PRESENTING TO ADULT LEARNERS

II. Engaging Delivery & Facilitation (During Session)

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• Welcome & Safety (First 10-15 min):

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• Warmly welcome and clearly state objectives and activities, explaining their relevance to participants' work.

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• Foster a psychologically safe and inclusive environment where diverse opinions and questions are comfortable.

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• Implement a quick check-in activity to engage participants (e.g., "check-in whip around" or "symbolic thinking" prompts).

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• Introduce and reinforce APS norms (Be Present, Assume Positive Intentions, Limit Sidebar Conversations, Manage your Technology, Practice a Growth Mindset, What is Learned Here, Leaves Here).

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TIPS FOR PRESENTING TO ADULT LEARNERS

II. Engaging Delivery & Facilitation (During Session)

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• Maximize Active Learning (Next 35-40 min):

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• Vary activities frequently, ensuring no segment exceeds 20 minutes without a shift. Avoid prolonged lecturing.

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• Use structured discussion methods like dyads (equal, uninterrupted talk time) or adapted Chalk Talk (silent written responses) to ensure equitable participation and deeper processing.

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• Encourage healthy conflict and "unfiltered debate around ideas," providing sentence stems to guide discussion towards solutions, not blame.

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• Present problems for group solutions to apply learning in real-world scenarios.

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• Invite personal stories to create empathy and emotional connection.

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TIPS FOR PRESENTING TO ADULT LEARNERS

II. Engaging Delivery & Facilitation (During Session)

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• Facilitator Role:

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• Actively listen, summarize, and check for shared understanding. Use a range of questions to promote open discussion.

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• Keep focus on topic and objectives.

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• Manage dynamics, addressing power dynamics, unproductive conflict, overly talkative members, and drawing out quieter ones.

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• Model emotional intelligence (e.g., managing own emotions, empathy, optimism). Model a growth mindset.

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TIPS FOR PRESENTING TO ADULT LEARNERS

III. Reflection, Application & Closing (Last 5-10 min)

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• Time for Reflection: Provide structured time for participants to reflect and discuss implications. Ask for "one key takeaway or insight" or "one actionable step".

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• Practice & Application: Ensure structured practice and active application of concepts in real-world scenarios.

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• Solicit Feedback: Request feedback on the session to inform improvements, aiming for >80% participation.

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• Future Support: Outline how participants can continue learning, including resources and personalized support opportunities.

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• Appreciation: Conclude by sincerely thanking participants for their engagement and contributions.

TIPS FOR PRESENTING TO ADULT LEARNERS

IIV. Overarching Best Practices:

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• Pacing & Tone: Maintain effective pacing with smooth, intentional transitions and strategic breaks that include time for reflection.

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• Physical Movement: Encourage participants to move every 60 minutes (e.g., "walk and talk").

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• Visuals: Use professional, clear, and engaging slides and visuals that are customized and aligned with objectives.

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• Facilitator Presence: Communicate clearly, engage the audience, and display optimism and confidence.

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OBJECTIVES

Collaborate within school and feeder pattern teams to address common problems of practice, build relationships, and share ideas.

Build clarity toward coherence through exploration of overlapping responsibilities across TLCs, SSS RTs, and CSICs.

Workshop within your school team on the Fall 90-Day Plan 30-day Check-in.

• Welcome
• Grade Band Presentations
• Housekeeping
• Role Guides & Overlap
• Idea Share Out
• LUNCH
• Role Specific PD
• 90 Day Plan Workshop

Agenda

Welcome Walkout Playlist

What is a Walk-Out song?

Dr. Blakey - Our Superintendent Dr. Blakey has chosen a song that represents her vision for the district. “Don’t let fear control you.”

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Educational Resources Our team chose Golden because it’s our moment to shine as the golden standard of APS PD.

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A walk-out song reflects the identity and vibe of you or your group—it sets the tone, builds energy, and shows personality

• ⏱ 3 minutes total
• In groups of 3–4 → each person picks a walk-out song 🎶
• Share your choice with your group
• Decide on 1 song (keep backups → we’re making a playlist!)
• Find the music video on YouTube
• Copy the link → paste into the Google Doc → hit Tab to make a preview chip

Walkout Playlist

People Chips Learning Guide

YouTube Chips Learning Guide

Insert Menu Video

bit.ly/ppcwalk

Housekeeping

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• Parking Lots at each table
• Sign in for today
• PDP Info:
• TLC PDP
• CSIC - Memo, Evaluation, PDP Goals
• SSS
• PPC Resource Hub
• Forms Document (Force a copy)
• Support Requests
• Site Based Sign in
• Site Based Feedback

Role Guides & Overlap

Role Guides & Overlap Session

Tamara Gaudet

Teaching & Learning _ Math

Lynette Granstrom

Teaching & Learning _ Elementary Math

Courtney Grant

Teaching & Learning _ ELA

Allie Bailey

Educational Resources

Open, Make a Copy & Organize into your Drive!

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Note Catcher & Activity Guide

• What is my ‘why’ or vision for my work in this role at my school site?

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Your Why & Shared Why

Self Reflection

• Take turns sharing your why. Be listening for commonalities or keywords that stick out to you.

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School Team Share

• Surface the words/phrases that you heard from your teammates that stand out & you share in common.

Shared Why

• Collaboratively create your school team’s Shared Why statement.

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Role Guides

Teaching & Learning Coach Role Guide

Community School Impact Coordinator Role Guide

Student Success Systems Resource Teacher Role Guide

Role Overlap Guide

TLC & SSS RT

• Data Analysis
• ABC & Skills, Habits, Mindsets
• Goal Progress
• Student Interventions
• Supporting student outcomes
• Coaching & Professional Development
• Design, deliver, and/or organize PD
• Support PLC groups
• Coaching & Inquiry Cycles

TLC & CSIC

• Collaboration
• Guest Speakers
• Community Partnerships
• Family Engagement
• District Support
• Community Connected Classroom Instruction
• Genius Hour
• Career Fair
• Curriculum Night

SSS RT & CSIC

• Needs Assessments
• Student/Family needs
• Teacher Support Needs
• Voice
• Student/Family Input
• Engagement Opportunities
• Mindset Shifts
• Whole Student Focus

Genius Hour Guidance

• Roles & Responsibilities
• Genius Hour Guidance

Community School Impact Coordinator

• Deep involvement: Actively participate in, co-facilitate, or contribute to Genius Hour lessons and activities.
• Community connections: Connect schools with local partners to link student projects to real-world issues and resources.
• Student voice: Gather student feedback to create culturally responsive, high-interest learning experiences.
• Program support: Assist with the program's logistics, organization, and coordination.
• Family communication: Help with two-way family communication and feedback.

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Teaching and Learning Coach (TLC)

• Primary role: Facilitate or co-facilitate Genius Hour lessons and activities.
• Program support: Assist with program logistics and coordination as time permits.
• Academic rigor: Ensure Genius Hour projects align with grade-level standards and maintain academic rigor.

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Student Success Systems Resource Teacher

• Primary role: Facilitate or co-facilitate Genius Hour lessons and activities.
• Program support: Help with program logistics and coordination as time and capacity allow.
• Student voice: Activate student feedback to identify program priorities and improvements.

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• What am I responsible and accountable for in my role?�

Clarity

Self Reflection

• What are my primary actions & routines (tasks)?

• What systems do I need to have in place to complete my tasks and responsibilities?

Where is the zipper merge? Where are our individual lanes?

Where do you see your roles collaborating moving forward?

Overlaps

Gaps

Clarification

Are there areas your team need to take on that are currently missing?

What additional questions do you have or areas for clarification you need?

Our Lanes

Create a product that you can bring back to your school to showcase your collaboration, roles, overlaps, etc.

Collaboration Product

What is within my CONTROL?

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What is within my INFLUENCE?

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What is OUTSIDE my CONTROL & INFLUENCE? Is there something of which I can let go?

Sphere of Influence Within My Role

From Arise: The Art of Transformational Coaching by Elena Aguilar

Revise Your Shared Why & Next Steps

• Revisit your team shared why with all the learning we’ve done in mind

Shared Why

• Make any changes, edits, and revisions as needed.

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• How will you work together differently moving forward?
• Reflect: “What am I personally going to commit to doing to move towards my why?”

Next Steps

Digital Share Out

Kelly Mitchell

Educational Resources

Problem of Practice

Role Guides & Overlap

Collaboration

Needs

Digital Share Out

bit.ly/4nsh5kU

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• ⏱ 10 minutes total
• Submit a Padlet Response
• Independently → add a comment to each section
• Select a Section- bottom menu
• Add a Topic - “genius hour”
• Add Details - provide a detailed description or question for the group
• Publish
• Repeat for all Sections

Digital Collaboration

• ⏱ 10 minutes total
• Join the Collaborative Padlet
• Read the Posts
• Add Comments or Ratings

bit.ly/4pFEIYx

11:30am - 1:00pm

Lunch

Meet back

at 1:00 for afternoon sessions.

September Promising Practices Coalition PD Day

Afternoon Sessions

• 1:00 - 2:00 pm Role Group Break out

meet in your designated room

• CSICs - Room 101 A&B
• SSS RTs - Room 103
• Elementary TLCs - Room 102 A&B
• Secondary TLCs - Room 100

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• 2:05 - 3:30 pm 90-Day Plans

meet in room 100

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MLSS Self-Assessment

Reflection, Not Perfection

Updates - Components and Indicators

Previous Components

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1. Layer 1
1. 10 indicators
2. Layer 2
• 4 indicators
3. Layer 3
• 4 indicators
4. School Supports
• 5 indicators
5. Community Schools
• 25 indicators
6. Family Engagement
• 3 indicators
7. Structured Literacy
• 5 indicators

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7 Components

56 Total Indicators

New Components

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• Core Instruction and Assessment
• Includes Structured Literacy
• 9 indicators
• Targeted and Intensive Interventions
• Layer 2 and Layer 3
• 7 indicators
• School Supports
• 6 indicators
• Whole Person Supports
• 7 indicators
• Community Schools
• 6 indicators

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5 Components

35 Total Indicators

Updates - Criteria

APS MLSS Website

bit.ly/MLSS-Self-Assessment

Scroll down for resources, included a copy of the Self-Assessment and an explanation video from the PED.

Support Designation Schools completed this by August 1, 2025.

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The deadline for all other schools was September 5, 2025.

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The MLSS Team will be checking in with schools needing to complete the Self-Assessment to offer support.

Dr. Maggie Carrillo

Structured Literacy Specialist

Melissa Arellano

Sr. Director of MLSS

Heather Dadey

SAT Liaison

Shannon Bachicha

MLSS Coach (Secondary)

Elijah Carbajal

MLSS Coach (Elementary)

Jenny Duff

MLSS Coach (Secondary)

Angela Platzbecker

MLSS Coach (Elementary)

More questions? Please contact the MLSS Team.

We are happy to support you with the Self-Assessment and all other MLSS topics.

Email: mlss@aps.edu

Introducing APS & NM ECHO Upcoming Cohort Opportunities!

AI Supports Cohort

Register in Powerschool

Register in iECHO

Behavior Intervention Classroom Supports Cohort

Register in Powerschool

Register in iECHO

Bridging Gaps Fall 2025 Workshops

Stipend paid PD opportunities!

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Learn about digital tools that support students creativity, collaboration, communication, and culturally responsive teaching practices!

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Check out the full schedule for more details!

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Feedback Form

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