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COLLABORATIVE WORK GETTING STARTED GUIDE Missouri Collaborative Work Learning Package for Educators Team discussion guide The contents of this document were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

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COLLABORATIVE WORK GETTING STARTED GUIDE

Missouri Collaborative Work Learning Package for Educators

Team discussion

guide

The contents of this document were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

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Acknowledgements

This discussion guide emerged from the work across multiple teams. Teams of highly qualified and dedicated professional development providers across Missouri worked collaboratively to develop this series of content-focused professional development materials. The content development team members are thanked immensely for their hard work.

This discussion guide was developed through efforts funded by the Missouri State Personnel Development Grant (SPDG). The SPDG Management Team is also thanked for their ongoing guidance and support for this work.

Beth Bashore, Supervisor, DESE Office of Special EducationStephen Barr, Assistant Commissioner, DESE Office of Special EducationMary Ann Burns, DESE, Director, School Improvement Initiatives Mary Corey, Director of Special Ed. Data, DESE Office of Data System ManagementBen Franklin, Technology Purveyor, UMKC Institute for Human DevelopmentAmy Gaumer-Erickson, Assistant Research Professor, KU Department of Special Education Ginger Henry, Director, DESE Office of Special EducationRonda Jenson, Director of Research, UMKC Institute for Human Development Pattie Noonan, Associate Research Professor, KU Department of Special EducationMeg Sneed, Research Associate, UMKC Institute for Human DevelopmentThea Scott, DESE, Director, Three-Tiered Model of InterventionPam Williams, Coordinator Special Services, DESE Office of Special Education

For questions, contact:Ronda Jenson- [email protected] Pam Williams- [email protected] Henry- [email protected]

Prepared by: University of Missouri-Kansas City, Institute for Human Development215 W. Pershing Road Kansas City, MO 64108http://www.ihd.umkc.edu

Suggested Citation: Missouri Department of Elementary & Secondary Education, Office of Special Education. (2013). Missouri Collaborative Work Getting Started Guide. Kansas City, Missouri: University of Missouri-Kansas City, Institute for Human Development.

Missouri SPDG/Collaborative Work Getting Started GuideVersion 1.05 (July 31, 2013) Page i

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Getting Started Guide

Table of ContentsAcknowledgements...................................................................................................................................... i

Introduction.................................................................................................................................................1

Purpose...................................................................................................................................................1

Recommended Process...........................................................................................................................1

Collaborative Data Teams............................................................................................................................3

Effective Teaching/Learning Practices.........................................................................................................4

Effective Teaching/Learning Practices: Specific Practices...........................................................................5

Reciprocal Teaching.................................................................................................................................5

Feedback.................................................................................................................................................5

Spaced vs Massed Practice......................................................................................................................5

Assessment Capable Learners.................................................................................................................6

Common Formative Assessment.................................................................................................................7

Data-Based Decision Making.......................................................................................................................8

Summary Plan for Getting Started...............................................................................................................9

Scope of Learning Packages (July 2013).....................................................................................................11

Missouri SPDG/Collaborative Work Getting Started GuideVersion 1.05 (July 31, 2013)

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Getting Started Guide

Introduction

PurposeThe Getting Started Guide provides a discussion structure for determining where to begin and how to proceed through the learning packages.

Recommended Process Team Approach: A team discussion is recommended. Team members should include the professional development provider as well as a building team consisting of the principal as well as educators. District leadership representatives are also encouraged to participate in the discussion.

Follow-up to Collaborative Work Introduction & Overview Presentation: Teams will be able to more quickly move through the Getting Started discussion if they are familiar with the focus, terminology, and expectations of Missouri Collaborative Work.

Data-driven conversation: Ideally, data and/or other artifacts are used to support the Getting Started conversation. However, if schools are beginning the work, then data or artifacts may not be readily available. If data or artifacts are not available, then do not assume implementation is occurring.

Use time wisely. Presenting the Collaborative Work Introduction and Overview plus working through the Getting Started Guide should take approximately 1 hour, not including the time needed for gathering required and recommended data and artifacts.

Be sequential. The sections of this guide are in a purposeful sequence to help teams determine their professional development needs. At the end of the guide is a summary worksheet for noting professional development next steps.

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Getting Started Guide

Collaborative Data TeamsData & Artifacts

Recent meeting agendas and minutes (Required) Building-level Team Functioning Scale results (Helpful, but not required)

Are recent meeting agendas and minutes available for review? If Yes… continue through the items below about Collaborative Data Teams. If No… proceed to the next section to continue the discussion. The team should take note that since agenda and minutes are not available, the learning package on Collaborative Data Teams may be an important first step.

Check Yes or No

YesNo/ Not available

1. Building schedule supports collaborative data team meetings at least twice per month. ☐ ☐2. Agendas have a consistent format, including suggested time limits. ☐ ☐3. Meeting minutes distributed to members and other stakeholders in a timely and consistent

manner.☐ ☐

4. Team roles are assigned. ☐ ☐5. Team norms are developed. ☐ ☐6. Action items and responsibilities are outlined. ☐ ☐7. There is evidence that the team shares responsibilities and duties for following through with

action items.☐ ☐

8. Student-level data is discussed at each meeting. ☐ ☐9. Team shares and discusses instructional practices affecting student learning. ☐ ☐10. Results of the Team Functioning Scale for your building rate implementation on at least 12 of

the 17 items as a score of 3 or greater. ☐ ☐

Collaborative Data Teams Total (number of Yes)

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Getting Started with Collaborative Data Teams

If total of Yes column is…8-10: Review the Collaborative Data Team Practice Profile to verify level of implementation then proceed to next focus of need. No training needed at this time.

5-7: Review the Collaborative Data Team Practice Profile and determine specific gaps to be addressed through professional development. Work with your professional development provider to focus in on these gaps in an efficient manner and then proceed to next focus of need. Your training needs may be filled with the mini-packages included in the Collaborative Data Team strand.

0-4: Your team would benefit from Collaborative Data Team training. Begin with the Collaborative Data Teams Overview.

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Getting Started Guide

Effective Teaching/Learning Practices

Effective Teaching/Learning Practices at the classroom level are evidence-based effective methods that are not content related, which have the capacity to produce sustained, positive results for every student, when implemented with fidelity and monitored/informed through data.

Data & Artifacts Fidelity of instruction measures (Required) Survey or other measure of application of instructional practices in the building (Not required,

but helpful)

Check Yes or No

YesNo/Not

available1. Educators in your building are familiar with using effect size as a tool for determining

the effectiveness of an instructional practice. ☐ ☐

2. Educators in your building are getting positive student results by applying reciprocal teaching.

☐ ☐

3. Educators in your building are getting positive student results by providing frequent and quality feedback to students about their learning.

☐ ☐

4. Educators in your building are getting positive student results by teaching students to become assessment capable learners.

☐ ☐

5. Educators in your building are getting positive results through purposeful spacing of instruction and repeated practice when teaching factual information such as math or vocabulary.

☐ ☐

Teaching/Learning Practices Total (number of Yes)

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Getting Started with Effective Teaching/Learning Practices

Because measuring implementation of teaching/learning practices is distinctly tied to specific practices, there is no overall recommended level of implementation to inform next steps. Rather, reflect on whether or not there are educators in your building applying the teaching/learning practices included in the Collaborative Work Learning Packages. Work with your professional development provider to focus in on gaps in an efficient manner and then select the order of specific teaching/learning practices. Consider the list of practices on the following pages.

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Getting Started Guide

Effective Teaching/Learning Practices: Specific Practices

Select the order of specific teaching/learning practices to focus your professional development. Consider the following descriptions to guide your selection.

Reciprocal TeachingExcerpt from the Reciprocal Teaching learning package presentation: “Reciprocal teaching (RT) is an instructional procedure developed by Palincsar and Brown (1984) to improve students’ text comprehension skills through scaffolded instruction of four comprehension-fostering and comprehension-monitoring strategies (Palincsar & Brown, 1984; Palincsar, David, & Brown, 1989; Rosenshine & Meister, 1994), that is, (a) generating one’s own questions, (b) summarizing parts of the text, (c) clarifying word meanings and confusing text passages, and (d) predicting what might come next in the text. These four strategies are involved in RT in ongoing dialogues between a dialogue leader and the remaining students of the learning group.”

Spörer, N., Brunstein, J. C., & Kieschke, U. L. F. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), 272-286.

FeedbackExcerpt from the Feedback learning package presentation: Feedback is information provided by an agent (e.g., teacher, peer, book, parent, self/experience) regarding aspects of one’s performance or understanding.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.

Spaced vs Massed PracticeExcerpt from the Spaced versus Massed Practice learning package presentation: “Repetition of information improves learning and memory. No surprise there. However, how information is repeated determines the amount of improvement. If information is repeated back to back (massed or blocked presentation), it is often learned quickly but not very securely (i.e. the knowledge fades fast). If information is repeated in a distributed fashion or spaced over time, it is learned more slowly but is retained for much longer.”

Roediger III, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248.

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Getting Started Guide

Assessment Capable LearnersExcerpt from the Assessment Capable Learners learning package presentation: “In traditional formative assessment contexts, teachers conduct the assessments, keep records, and track student progress. But in assessment for learning classrooms, we understand that when students self-assess regularly and track and share their progress, their confidence in themselves as learners and their motivation to do well grows along with their rising achievement.”

Stiggins, R., & Chappuis, J. (2008). Enhancing student learning. Direct Administration, 44(1), 42-44.

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Getting Started Guide

Common Formative Assessment

Data & Artifacts Developed common formative assessments (Required) Student results of administered common formative assessments (Required)

Are common formative assessments developed and administered?

If Yes… continue through the items below about Common Formative Assessment. If No… proceed to the next section to continue the discussion. The team should take note that since common formative assessments are not available, the learning package on Common Formative Assessments may be beneficial.

Check Yes or No

YesNo/ Not available

1. Learning targets are established. ☐ ☐2. Common formative assessment is linked to selected learning standards. ☐ ☐3. Assessment items are appropriate for type of learning to be assessed. ☐ ☐4. Achievement levels are defined. ☐ ☐5. Students receive feedback based on learning goal and assessment results. ☐ ☐

Common Formative Assessment Total (number of Yes)

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Getting Started with Common Formative Assessment

If total of Yes column is…4-5: Review the Common Formative Assessment Practice Profile to verify level of implementation then proceed to next focus of need.

2-3: Review the Common Formative Assessment Practice Profile and determine specific gaps to be addressed through professional development. Work with your professional development provider to focus in on these gaps in an efficient manner and then proceed to next focus of need.

0-1: Common Formative Assessment professional development is needed.

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Getting Started Guide

Data-Based Decision Making

Data & Artifacts Collaborative data teams meeting minutes (Required) Developed common formative assessments (Required) Student results of administered common formative assessments (Required)

Check Yes or No

YesNo/ Not available

1. Greater than 80% of teachers administer CFA, score and submit results for charting. ☐ ☐2. Charted data is shared school-wide. ☐ ☐3. Teams list strengths and obstacles, as well as develop inferences and prioritized

needs lists for each proficiency group.☐ ☐

4. SMART goals contain all key components. ☐ ☐5. Selected teaching/learning practice(s) and/or strategies target prioritized needs and

are research based.☐ ☐

6. Teacher implementation data (cause data) is collected and reviewed within the context of student outcomes (effects).

☐ ☐

7. Teams conduct ongoing monitoring activities of 1) the DBDM process steps and 2) student outcomes.

☐ ☐

Data-based decision making Total (number of Yes)

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Getting Started with Data-Based Decision Making

If total of Yes column is…6-7: Review the Data-Based Decision Making Practice Profile to verify level of implementation then proceed to next focus of need.

4-5: Review the Data Based Decision Making Practice Profile and determine specific gaps to be addressed through professional development. Work with your professional development provider to focus in on these gaps in an efficient manner and then proceed to next focus of need.

0-3: Data Based Decision Making professional development is needed.

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Getting Started Guide

Summary Plan for Getting StartedUse this worksheet to compile your discussion notes and map your process for engaging in the professional development. When selecting a teaching/learning practice, make a commitment to all building staff learning to implement with fidelity. Additional practices may be addressed as fidelity of implementation is achieved.

Professional Development Focus

Getting Started Results(# of ‘Yes’

items)

Which professional development is needed and

will be addressed?

Who will receive the professional

development?

When will professional development occur?

Collaborative Data Teams

Common Formative Assessment

Data-Based Decision Making

Effective Teaching/Learning Practices Overview

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Getting Started Guide

Professional Development Focus

Getting Started Results(# of ‘Yes’

items)

Which professional development is needed and

will be addressed?

Who will receive the professional

development?

When will professional development occur?

Reciprocal Teaching

Feedback

Spaced Vs. Massed Practice

Assessment Capable Learners

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