11

The ultimate goal in schoolimprovement is for thepeople attached to the

school is to drive itscontinuous improvementfor the sake of their ownchildren and students.

--Dr. Sam Redding

2

The Virginia Model:Support for School Improvement

Training for Instructional Leaders

Session 2PASS SCHOOLS

October 20-21, 2010

33

Instructional Teaming and Instructional Planning

44

PMI Activity from Session 1Thinking about Effective Teaming

and Instructional Planning

• On the PLUS side: What worked well? What was easy? What was a quick win ?

• On the MINUS side: What was difficult? What presented somewhat of a challenge?

• What is INTERESTING that we didn’t expect?

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Next Steps - Report

Give a summary of your team’s response to the Next Steps for people at your table.

Effective TeamingInstructional Planning

• Complete the appropriate form at your table to identify the priority item for your school for each of the two topics listed above.

• Post each summary under the appropriate category in our Gallery of Improving Practices.

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Leveling Objectives

1. Target – on grade level

2. Prerequisite – approximately one grade level below target

3. Enhanced – related to the target but of a higher order, possibly a higher grade level.

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Session 2 Objectives

• Begin the process of collegial coaching that supports best practices.

• Begin to develop an Instructional Team profile for examining student learning data

• Apply the Mega System unit planning process to classroom culture

• Explore monitoring and reporting student progress

• Explore classroom management techniques for Work Time

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In the Session 2 Manual, read pages 11 and 13 and complete the two questions in Think, Write, Share on page 13.

Let’s Get Started!!

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COLLEGIAL LEARNING

“The star teachers of the twenty-first century will be those who work together to infuse the best ideas into standard practice.”

James W. Stigler & James Hiebert

from The Teaching Gap

1010

Classroom Assessment Indicators

• IIB03---Instructional Team reviews unit pre-post test results.

• IIB04---Teachers individualize instruction based on pre-test results.

• IIB05---Teachers re-teach based on post-test results.

1111

IID08--- Instructional Teams use student learning data to assess strengths and weaknesses of curriculum and instructional strategies.

IID09---Student learning data is used to plan instruction.

IID10---Student learning data is used to identify students in need of support or enhancement.

IID11---Pre-post test data is used to make decisions about curriculum and instructional strategies and to “Red Flag” students in need of intervention.

Periodic Assessment Indicators

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Ongoing Assessment

• Determines learner readiness to work with essential knowledge, skills, and understandingsBefore the unit begins (pre-

assessment).During the study of the unit with each

prescribed SOL (formative).After the unit concludes (summative).

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Pre-assessmentsThese assessments are completed prior to teaching a unit.

They • Determine students’ current readiness for content and skill

development relevant to prescribed SOL and criteria for mastery.

• Inform instructional decisions and planning for the individual student.

• Are short and to the point;

• Focus on the essential knowledge, skills, and understandings, relevant to prescribed SOL in the unit.

• Are not graded.

1414

Formative Assessments

These assessments are done frequently during work time. They provide

• Ongoing and helpful feedback.

• Information to modify instruction.

These assessments are usually not graded.

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Summative AssessmentsThese assessments are given to students at the end ofthe learning. They

• Reflect the essential knowledge, skills, and understandings required by the prescribed SOL in the unit.

• Can be differentiated products relevant to the learner’s needs.

• Are graded.

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Activity: Before, During, After, and More

As participants at each table,• Review the statements on the placards that have

been placed on your table.• Determine whether they apply to the ongoing

assessment of studentsPrior to instruction.During instruction.After appropriate instruction.Associated with teachers’ involvement in school and

district decision-making (More).

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Putting it all together…

Participants remaining at their tables will

• Locate the self-check sheet with the Before, During, After, and More statements.

• Highlight on the self-check sheet the statements that are not aligned with the placement of the placards.

• Discuss and justify the reason for placement of placards that differ from the self-check sheet.

• Recognize and respect differing views of team member.

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•Responds to Individual Learner Needs

•Is Guided by Principles of Work Time including

Personalized Instruction that meets the needs of

each student

Differentiated Instruction

Ongoing Assessment

Teachers can differentiate through

Through a variety of instructional strategies

Product:Create

Brochure vs. Video

Content:P, T, E

Process:Varied

Activities

Fluid & Flexible

Grouping

Readiness(P, T, E)

According to students'

Learning Profile Data

Interest via Instructional

Modes

1919

Ongoing Assessment

SummativeAssessmentPre-assessment

FormativeAssessment

AssessmentFor

Learning

Assessment Of

Learning(Evaluation)

AssessmentOf

Prior Knowledge

2020

Learning Together to Improve Instruction

Where are the data?

Who has the data?

What are the data saying?

How can we use these data?

The Student Profile helps to clarify the purpose of achievement by looking at the whole child.

2121

Instruction- Preparation Indicators

• IIIA01---Teachers are guided by documents to align standards, curriculum, instruction and assessment.

• IIIA02---Teachers develop weekly lesson plans based on aligned units of instruction.

2222

Instruction-Preparation Indicators

• IIIA05---Teachers maintain a record of each students’ mastery of specific learning objectives.

• IIIA06---Teachers test frequently using a variety of evaluation methods and maintain a record of the results.

• IIIA07---Teachers differentiate assignments in response to individual student performance on pre-post tests and other evaluations.

2323

Classroom Assessment Indicators

• IIB03---Instructional Team reviews unit pre-post test results.

• IIB04---Teachers individualize instruction based on pre-test results.

• IIB05---Teachers re-teach based on post-test results.

2424

IID08---Instructional Teams use student learning data to assess strengths and weaknesses of curriculum and instructional strategies.

IID09---Student learning data are used to plan instruction.

IID10---Student learning data are used to identify students in need of support or enhancement.

IID11---Pre-post test data are used to make decisions about curriculum and instructional strategies and to “Red Flag” students in need of intervention.

Periodic Assessment Indicators

2525

Learning Together to Improve Instruction

Read and review pages 14 and 15 in the Session 2 Manual.

Determine how your instructional team will use this information.

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2727

2828

2929

3030

3131

Week 1: Mar 23 - 27 Week 2: Mar 30 - Apr 3 Week 3: Apr 6 - Apr 10 Week 4: Apr 20 - Apr 24

M

T

W

Th

F

Week 5: Apr 27 - May 1 Week 6: May 4 - 8

M

T

W

Th

F

Pre-Planning Strategies Assessments Instruction Monitoring

1. Available Data 1. SOL Released Tests 1. Associated Bell Ringers 1. Lesson Plans2. Individualized by Strengths

and Weaknesses 2.Teacher made or Team made 2. Direct Instruction 2. Assessments*

3. SPBQ Reports 3. SOL Format 3. Vocabulary Focused 3. Walk Throughs

4. SOL Blueprints 4. 10 - 12 questions 4. Check for mastery

2009 SOL Re-teaching, Review and Remediation Plan- Template

3232

Week 1: Mar 23 - 27 Week 2: Mar 30 - Apr 3 Week 3: Apr 6 - Apr 10 Week 4: Apr 20 - Apr 24

M Review: Literary Terms8.5c character / Act 1 Anne

Frank8.5b main idea / Act 2 Anne

Frank8.6c text structure, word choice,

purpose

T post-test 3rd nine weeks 8.5c conflict / Act 1 Anne Frank8.5a symbols and figurative language / Act 2 Anne Frank

8.6c text structure, word choice, purpose

W 8.6d informational text/ background of Anne Frank

8.5c point of view and tone / Act 1 Anne Frank

8.5a symbols and figurative language / Act 2 Anne Frank

8.6c text structure, word choice, purpose

Th 8.6d informational text/ background of Anne Frank

8.5b themes8.4 vocabulary and context clues / Act 2 Anne Frank

Quiz on text structure, word choice, purpose

F Quiz on past 2 daysTest on Act 1 and 8.5b and

8.5cTest on Act 2 and 8.4, 8.5a,

and 8.5bPractice Reading Test

Week 5: Apr 27 - May 1 Week 6: May 4 - 8

M 8.6e follow directions 8.6h drawing conclusions

T 8.6f summarize and critique 8.6i making inferences

W 8.6f summarize and critiqueQuiz on inferences and

conclusions

Th 8.6g evaluate and synthesizeFinal Review on 8.4, 8.5, and

8.6

F quiz on 8.6e, 8.6f, and 8.6g

Pre-Planning Strategies Assessments Instruction Monitoring

1. Available Data 1. SOL Released Tests 1. Associated Bell Ringers 1. Lesson Plans2. Individualized by Strengths

and Weaknesses 2.Teacher made or Team made 2. Direct Instruction 2. Assessments*

3. SPBQ Reports 3. SOL Format 3. Vocabulary Focused 3. Walk Throughs

4. SOL Blueprints 4. 10 - 12 questions 4. Check for mastery

2009 SOL Re-teaching, Review and Remediation Plan- Template - Hylton, Lea, and Granger

3333

Effective Use of Data in Instructional Decisions

Next Steps

Conduct a data checkup for your school.

What do we do now? How can it be improved? What is our next step?

Review your current strategies for collecting and using student performance data for instruction and intervention.

Review the frequency of collection and review of student performance data.

Review your use of data in developing strategies for tiered instruction and intervention.

3434

Collegial Coaching to Hone Instructional Skills

In fact, a profession is created not by certificates and censures but by the existence of a substantive body of professional knowledge, as well as a mechanism for improving it, and by the genuine desire of the profession’s members to improve their practice.”

Stigler & Hiebert, 1999

3535

Professional Development Indicators

• IF04---PD for teachers includes peer observations related to indicators of effective teaching and classroom management.

• IF05---PD for teachers includes self-assessment related to indicators of effective teaching and classroom management.

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Collegiality

Adults in school • Talk about practice.

• Observe each other.

• Work on curriculum.

• Teach each other what they know.

(Judith Warren Little, 1981)

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SOL 3.4Organizing Topic: Fluency

ExcerptsGrade Three Reading (Curriculum Framework)

3.4 The student will use strategies to read a variety of fiction and nonfiction materials.

a) Preview and use text formats. b) Set a purpose for reading.c) Apply meaning clues, language structure, and phonetic strategies.d) Use context to clarify meaning of unfamiliar words.e) Read fiction and nonfiction fluently and accurately.f) Reread and self-correct when necessary. (3.4 e & 3.4 f; excluded from test).

4141

Strategies: SOL 3.4 & Related SOLOrganizing Topic: Fluency (ESS)

• Buddy Reading:1.8, 2.7, 3.4• Choral Reading:1.8, 2.7, 3.4• Echo Reading:1.8, 2.7, 3.4• Paired Reading:1.8, 2.7, 3.4• Radio Reading:1.8, 2.7, 3.4• Readers’ Theater:1.8, 2.7, 3.4• Timed Repeated Reading:1.8, 2.7, 3.4, 4.3, 5.4

(See page 105 of Enhanced Scope and Sequence.)

42

READING Lesson Plan ExcerptReaders’ Theater (ESS)

Objective(s); 3.4 The student will use text clues to read accurately and fluently with

expression.Materials needed• Copies of a Readers’ Theater script based on a familiar story, e.g.,

fairy tale, traditional tale, myth• Chart paper• MarkerLesson procedure1. Engage students in a discussion regarding how watching a movie or

play is different from listening to a story being read.2. Introduce Readers’ Theater by saying that it is a little like listening to

a story being read and a little like watching a movie. List on chart paper key characteristics of Readers’ Theater:

The script is read.

4343

Accessing VDOE Enhanced Scope & Sequence Document

• Go to VDOE Home.• Click on Testing and Standards of Learning

(SOL) in the blue menu to the left• Click on Standards, Curriculum Framework,

Scope and Sequence, etc., in the menu to the right.

• Click on English, and see English SOL Enhanced Scope & Sequence guides (2004) in fourth column.

• Choose either the Word or PDF format of the grade level needed.

4444

Classroom Culture: The Big Picture

A well-orchestrated classroom is the result of careful planning.

Whole Class Instruction is focused, interactive and efficient.

Work Time engages all students in standards-aligned and differentiated learning activities.

4545

Instruction-Classroom Management Indicators

• IIIC01---When waiting for teacher assistance, students are occupied with curriculum related activities provided by the teacher.

• IIIC04---Students signal before speaking.• IIIC05---Teachers use a variety of instructional

modes.• IIIC06---Teachers maintain well-organized

student learning materials in the classroom.

4646

Leveling Objectives

• Target – on grade level

• Prerequisite – approximately one grade level below target

• Enhanced – related to the target but of a higher order, possibly a higher grade level.

4747

Learning Plan Grid Standard/Benchmark Code: _5.5 b & c_**These SOL have been taught separately first. Assessment Level Code: U Target Objective Code: Red Enhanced Objective Code: Yellow Prerequisite Code: Green

SOL 5.5 b & cALC: U

Independent Computer BasedStudent-Directed

GroupTeacher-Directed

GroupHomework

Enhanced: TSW read & demonstrate comprehension of fictionb. Describe character development in fiction and poetry selections.c. Describe the development of plot and explain how conflicts are resolved.

In your journal: Write why and how you might have changed the character development of the main character in the play, The Catch of the Day OR Write why you would not have changed it.

With a partner at the computer station, choose two fiction selections (one poem) and compare how the authors developed the main character and the conflict and how s/he resolved the conflict. **Character vs. Character?*Character vs. Society?*Character vs. Nature? Self?

In your 12 noon cooperative group (interests), use the Character & Plot Development Rubric to write and present a skit that portrays a character & plot similar to those in the play, The Catch of the Day.

The 12 noon cooperative group will review the rubric and expectations with the teacher before writing the skit as the student-directed activity.

Be prepared to defend or criticize how the media might develop a cartoon character or a movie plot of your choice). List specific examples/actions.

Targetb. Describe character development in fiction and poetry selections.c. Describe the development of plot and explain how conflicts are resolved.

In your journal, write two strategies that you would use in developing someone’s character. Explain whyyou would use those strategies.

At the computer station read poem # 5, and tell how or if the author resolved the conflict of the main character. (Teacher has bookmarked selections from Using PX Books to Teach Plot Conflict for students to use as references.)

In your 12 noon group, review the play, The Catch of the Day, list the five most important actions that develop the plot. Justify choices & list them in the Character & Plot Chart to discuss with teacher.

Be prepared to discuss how you or the media might develop a cartoon character or a movie plot of your choice). List specific examples/actions.

Prerequisiteb. Describe character development in fiction and poetry selections.c. Describe the development of plot and explain how conflicts are resolved.

From the assignment you completed with your partner at the computer, illustrate in sequence the actions that lead to resolution of the conflict.

At the computer station, review with a partner your choice of a story (in TITYS folder) that shows how the author develops a character, a conflict, and a resolution of the conflict. Using the Character & Plot Chart, list in sequence the important actions that lead to the resolution. From Using PX Books to Teach .)Plot.)

In your 12 noon cooperative group, compare what you wrote/discussed with your partner with what the other members of the group wrote/discussed with their partners.

The group will review with the teacher ways that an author might develop a fictional character and conflict and resolve the character’s conflict.(See Using Picture Books to Teach Plot Conflict; Conflict Map.

Be prepared to defend your illustration – why you represented the characters the way you did, why you sequenced the actions the way you did, etc. Talk about how the media might do the same type thing.

Character Plot/Action

4848

Classroom Culture: The Big Picture

A well-orchestrated classroom is the result of careful planning.

Whole Class Instruction is focused, interactive and efficient.

Work Time engages all students in standards-aligned and differentiated learning activities.

4949

Do your teachers have a common planning form for planning their whole class lessons?

Do your teachers prepare weekly lesson plans and schedules?

Do those plans and schedules differentiate between whole class instruction and work time?

Do teachers share their successful whole class lessons with other teachers?

5050

What’s the Big Idea?

1. What’s the big idea of today’s work?

2. What will I do tomorrow to implement what I learned today?

3. With what might I need help?

4. Where will I go to find it?

5151

Session 2 Objectives

• Begin the process of collegial coaching that supports best practices.

• Begin to develop an Instructional Team profile for examining student learning data

• Apply the Mega System unit planning process to classroom culture

• Explore monitoring and reporting student progress

• Explore classroom management techniques for Work Time

5252

Session Closing

• Questions and remarks• Next scheduled session, January 20-21, 2011

– Session 2, follow-up• Complete Data Check up (Slide 33)• Complete Effective Use of Data in Instructional Decisions

(Slide 52)

• Bring a sample of your work with the Learning Plan Grid

– Teacher-Directed Whole-Class and Small Group Instruction (Instructional Delivery)

– Classroom Management

5353

The Virginia Model: Support for School ImprovementTraining for Instructional Leaders

Session 2 Next Steps/Action Plan & Follow UpSchool Division_________________School ________________________

School Contact ____________________________ and Email ____________________________________

Please list the actions you plan to implement when you return to your school/division. You will be asked to share experiences at the next session.

For each action step you tried to implement, indicate successes and/or challenges associated with it.

Effective Use of Data in Instructional Decisions

54

BLOOM’S TAXONOMY (1956) VS. TAXONOMY REVISED BY ANDERSON & KRATHWOHL (2000)Adapted from the work of Richard C. Overbaugh and Lynn Schultz; Old Dominion UniversityRetrieved from http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm on September 7, 2010

Benjamin Bloom (1956): Anderson and Krathwohl (2000):

Evaluation: defend, judge, justify, predict, prioritize, prove, support…

Creating: Can the student compose/create/design/invent/rewrite …?

Synthesis: compose, construct, create, design, develop, invent, make up, produce, rewrite…

Evaluating: Can the student defend/evaluate/judge the value of…?

Analysis: compare, contrast, criticize, diagram, differentiate, distinguish, examine, outline, separate…

Analyzing: Can the student categorize/classify/group…?

Application: demonstrate, dramatize, illustrate, interpret, show, solve, use, write…

Applying: Can the student demonstrate/illustrate/show…?

Comprehension: describe, discuss, explain, generalize, identify, paraphrase…

Understanding: Can the student describe/discuss/elaborate on…?

Knowledge: define, list, match, memorize, name, recall, recite, write…

Remembering: Can the student define//list/name/recall/write…?

NOTE: In reference to the original Bloom’s Taxonomy, Anderson and Krathwohl exchange the top two levels.