MA Model System Training Module 5: Gathering Evidence ... Web viewMaterial is interesting and expectations clear—the worst anyone is behaving is pretty ... The protective outer wall

Oregon Framework for Teacher and Administrator Evaluation and Support Systems

Participant Handouts for Training Multiple Measures: Gathering Evidence

April 2013

Morning

Gathering Evidence Handout 1: STUDENT GROWTH & PROFESSIONAL GOAL SETTING TEACHER TEMPLATE

Teacher T. Wilson, sixth-grade science teacher

School George Washington MS

Administrator P. Randolph, Principal

Goa

l-Set

ting

Con

fere

nce

Content

The goal is being written around which grade/subject/level?

Use the sixth grade Oregon Science standards, district-adopted Science Curriculum Framework & CCSS for Literacy in Science

Context

What are the characteristics or special learning circumstances of my class(es)?

Mr. Wilson’s sixth grade science class has 30 students, 5 are intermediate ELL students and 5 are advanced ELL students. He also has 3 students on IEPs.

Baseline Data

What are the learning needs of my students?

Attach supporting data.

Based on Pre- CFA (Common Formative Assessment) data:

5 intermediate ELL scored average score of .75 3 on IEPs scored average score of .75 5 advanced ELL students scored average score of 1.2 10 Low performers scored average score of 2 7 mid performers average score of 2.7

Student Growth Goal Statement

Does my goal meet the SMART criteria?

Based on Pre- CFA data that scored the Integration of Knowledge and Ideas Literacy in Science standard with a four point descriptive rubric all students will improve one level on their targeted areas on a Post-CFA assessing similar tasks.

5 intermediate ELL scored average score of .75: Integrates information with words that are supported by a visual representation.

5 advanced ELL students scored average score of 1.2: Distinguish the difference between facts and judgments within published scientific studies.

3 on IEPs scored average score of .75: Integrates information with words that are supported by a visual representation.

10 Low performers scored average score of 2: Distinguish the

Participant Handouts for Training April 2013Gathering Evidence Page 2

difference between facts and judgments within published scientific studies.

7 mid performers average score of 2.7: Compare and contrast the information gained from experiments and from reading a text on the same topic.

Strategies for Improvement

How will I help students attain this goal?

Provide specific actions that will lead to goal attainment.

1. Identify student knowledge level at the beginning of each unit using a formative assessment.

Frequency: Prior to each unit

Process benchmark: Development/refinement of formative assessments for each unit

Outcome benchmark: Analysis of student knowledge level related to content standard(s) using formative assessment results prior to each unit

Evidence:_______________________

2. Use formative assessment results to plan and adjust instruction for each unit.

Frequency: After each formative unit assessment Process benchmark: Analysis of student data after each

formative assessment, with notes as to how instruction will be adjusted during the next unit

Process benchmark: feedback notes from ELL specialist Outcome benchmark: Lesson plans that target core

content standards for each unit and reflect attention to identified student needs based on formative assessments

Evidence:_______________________

3. Disaggregate unit assessment data for Intermediate and Advanced ELL students and identify proportion that mastered content standards within each unit.

Frequency: After each unit assessment Process benchmark: Tracking form of student mastery of

core content standards within each unit Outcome benchmark: Completed/updated tracking form

of unit assessment results


Evidence:______________________

Professional Growth Goal:

What do I want to change about my instruction that will effectively impact student learning?

What is my personal learning necessary to make that change?

What are my measures of success?

Science Team Goal: In order to build mastery of science content by ELLs, we will work to consistently identify and teach symbols, key terms, and other domain-specific words and phrases, using specific pedagogical techniques and additional resources to ensure comprehension.

1. Research evidence-based instructional strategies that target vocabulary development and academic language with ELL students. Identify a minimum of two instructional strategies for use in my classroom.

By October 1, read Teaching Basic & Advanced Vocabulary by Marzano and share insights with science team

By October 1, meet with ELL specialist to discuss evidence-based instructional strategies for teaching academic language and vocabulary to ELL students

By October 15, identify two instructional strategies to use in my classroom

Evidence:___________________________________

2. Pilot two instructional strategies related to teaching symbols, key terms, and other domain-specific works and phrases effectively with ELL students. Use exit slips at least weekly to measure student mastery of new vocabulary and/or scientific language.

Frequency: Weekly meetings Process benchmark: Include weekly vocabulary in

Monday lesson plans as well as instructional strategy that will be used to teach it

Process benchmark: Weekly analysis of exit slips to assess student mastery of new vocabulary and/or scientific language and determine effectiveness of instructional strategy. Make adjustments if needed.

Outcome benchmark: Implemented lesson plans that incorporate identified instructional strategies

Outcome benchmark: Improved mastery of scientific vocabulary and discourse by Intermediate and Advanced ELL students with possible cause/effect relationship to specific instructional strategy

Outcome benchmark: “bank” of effective resources/instructional strategies to inform future ELL science instruction


Evidence:___________________________________

Resources and Support:

What resources and support do I need to meet my Professional Growth Goal?

1. Use Oregon Science standards, district-adopted Science Curriculum Framework & CCSS for Literacy in Science

2. Formative assessment results; Unit assessment results

3. Collaboration with ELL specialist

4. Weekly science team meetings

Teacher Signature: Date: Administrator Signature: Date:

Mid

-Yea

r Rev

iew

Collaborative Mid-Year Goal Review

What progress has been made? Include a reflection on goals Attach supporting data

Strategy Modification

What adjustments need to be made to my strategies?


Sum

mat

ive

Con

fere

nce

End-of-Year Data

What does the end of the year data show?

Attach data

Reflection on Results

Overall, what worked, or what should be refined?

Professional Growth Plan Implications

How can I use these results to support my professional growth?



Gathering Evidence Handout 2: Observation Evidence Collection Form Educator—Name/Title:

Evaluator—Name/Title:

School(s):

Educator Plan: Self-Directed Growth Plan Directed Growth Plan Developing Educator Plan Improvement Plan*

Plan Duration: Two-Year One-Year Less than a year _____

Observation Number: Observation Date: Observation Time/Duration:

Observation Location (e.g., classroom, grade-level meeting, etc.): Intended Observation Focus: higher-order thinking (school focus on rigor)Observation EvidenceWhat did the educator and students say and do?

Aligned Indicator

Vocabulary-rich lesson (autotrophs, heterotrophs, producers, consumers, decomposers, predator, prey)—aligned to standards (on board).

Your facilitation is very well balanced in terms of your guidance versus student driven.

Application, analysis, synthesis, evaluation = yes!—yay!“What evidence do you have?” Yes—this is what we were talking about in terms of getting them deep!

Use of Spanish to support ELLs in the class—used to translate vocabulary (producers and consumers), clarify directions and make connections to cognates (“primary is like primero”).

Harris , Valerie , Gerry! Big improvement! These guys are way ahead of last year, huh?

Choral responses are used to get quick feedback from the class (1:33, 1:34; 1:38).Student disagreement in choral response (showing a lack of understanding around 1:38)—Teacher reviewed the concept of heterotrophs versus autotrophs.

Material is interesting and expectations clear—the worst anyone is behaving is pretty compliant.

Danielson1a.

3c.

3b.

3a., 3c.

3d.

MarshallA.f. & A.h.

C.f., C.g. & C.h.C.f.

C.e. & C.h.

D.b., D.c., & D.f.

Feedback to the EducatorDo you script your questions?It might be interesting to show them the article from today’s paper about cougars returning to the local area.Targeted use of Spanish for your ELLs seemed to keep them on pace with the lesson. Nice job. How will you assess their overall understanding at the conclusion?Good use of class choral responses to check student understanding.Students were asked to do higher-order thinking in today’s activity—how will you assess student understanding at the end of the unit? How are planning to bring this focus on analysis and higher-order thinking into subsequent lessons?


P. Randolph, principal

George Washington Middle School

9/29/11 1:30–1:40

Classroom

T. Wilson, sixth-grade science teacher

1

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Gathering Evidence Handout 3: Set A, Artifact 1 Cover Page Educator—Name/Title:


School(s):



Artifact Title/Name:

Submission Date:

Artifact EvidenceWhat aspects of educator performance does this artifact illustrate?

Aligned Indicator

Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).

The Framework for Teaching(Danielson)

I. Planning and Preparation II. Classroom Environment III. Instruction IV. Professional Responsibilities

1a. Knowledge of Content and Pedagogy

1b. Demonstrating Knowledge of Students

1c. Setting Instructional Outcomes

1d.Demonstrating Knowledge of Resources

1e.Designing Coherent Instruction

1f.Designing Student Assessments

2a. Creating an Environment of Respect and Rapport

2b. Establish a Culture for Learning

2c. Managing Classroom Procedures

2d. Managing Student Behavior

2e. Organizing Physical Space

3a. Communicating with Students

3b. Questioning and Discussion Techniques

3c. Engaging Students in Learning

3d. Using Assessment in Instruction

3e. Demonstrating Flexibility and Responsiveness

4a. Reflecting on Teaching

4b. Maintaining Accurate Records

4c. Communicating with Families

4d. Participating in a Professional Community

4e. Growing and Developing Professionally





Two-Day Lesson Plan—November 21-22, 2011

11/30/11

4f. Showing Professionalism

Marshall Teacher Evaluation Rubric

A. Planning and Preparation for Learning

B. Classroom Management

C. Delivery of Instruction

D. Monitoring, Assessment, and Follow-Up

E. Family and Community Outreach

F. Professional Responsibilities

a. Knowledgeb. Standardsc. Unitsd. Assessmentse .Anticipationf. Lessonsg. Engagementh. Materialsi. Differentiationj. Environment

a. Expectationsb. Relationshipsc. Respectd .Social-emotionale. Routinesf. Responsibilityg. Repertoireh. Efficiencyi. Preventionj. Incentives

a. Expectationsb. Mindsetc. goalsd. Connectionse. Clarityf. Repertoireg. Engagementh. Differentiationi. Nimblenessj. Application

a. Criteriab. Diagnosisc. On-the-Spotd. Self-Assessmente. Recognitionf. Interimsg. Tenacityh. Supporti. Analysisj. Reflection

a. Respectb. Beliefc. Expectationsd. Communicatione. Involvingf. Homeworkg. Responsivenessh. Reportingi. Outreachj. Resources

a. Attendanceb. Languagec. Reliabilityd.Professionalisme. Judgmentf. Above-and-beyondg. Leadershiph. Opennessi. Collaborationj. Growth


Lesson Plans T. Wilson Sixth-Grade Science DAY 1Objective Students will be able to:

Construct definition of the word “diffusion.” Construct a definition of the word “active transport.” Distinguish between active and passive transport/diffusion. Indicate why both diffusion and active transport are necessary for the absorption of

nutrients.Resources Lesson 6: Diffusion and Active Transport, Inquiry 6: “Spreading Out and Through”

Two-Day Lesson—Day 1Vocabulary Diffusion—When a substance spreads out from one place to another.

Passive transport—The movement of nutrients from one place to another that does not require energy from cells.Active transport—The movement of nutrients from one place to another that does require energy from cells.Membrane—The protective outer wall of a cell. It keeps the insides of the cell in and what should stay outside the cell out.Permeable—Allowing all liquids or gases to pass through a membrane.Semipermeable—Only certain substances can pass in and out of a membrane.ATP—The substance made in your body that gives off energy for active transport to take place.

Lesson Cycle/Activities Do Now:Use the glossary to look up the words “active transport” and “passive transport” and add them to you list of definitions on Lesson 6 Notes.Direct Instruction: Teacher will explain that there is another way—besides diffusion—that our bodies

absorb nutrients from food. Teacher does a quick review of diffusion.Independent Practice: Students will assign themselves jobs and pick up lab materials. They will conduct Day 1

of Inquiry 5.1: “Exploring Chemical Digestion in the Stomach” SG pp. 33–35. They will record their data on their data table.

Guided Instruction:Students will go verbally through procedures of Inquiry 6.1. Since the membranes are defective and will not allow us to physically complete the lab,

we will go through each step and make predictions of what would happen if a sugar solution was put into a membrane and set into a water-filled test tube versus if a starch solution was put in a membrane and set into a water-filled test tube.

Students will hypothesize which solution will be able to pass through the membrane after 15 minutes and why.

Students will describe why they will need Benedict’s solution and Lugol’s solution to complete the test.

Direct Instruction: Teacher explains what “passive transport” and “active transport” are.

Assessments/Homework Exit slip—quick write-up on passive and active transport (flip index card).Tuesday: In your own words, the difference between active and passive transport.Modified: Use Venn diagram.

Modifications (gifted, special education, ELL)

Group 1—ELLs: Miguel, Jonathan, Adriana, Saul, Edward, Aldo, Melodi, MarcoModifications: English translated into Spanish verbally, when needed for clarity—special emphasis on key vocabulary terms (which are also on index cards on the tabletop).


Lesson Plans T. Wilson Sixth-Grade Science DAY 2Objective Students will be able to:

Distinguish between active and passive transport/diffusion. Indicate why both diffusion and active transport are necessary for the absorption of

nutrients. Summarize the digestive processes that take place in the small intestine. Add to study notes.

Resources Lesson 6: Diffusion and Active Transport, Inquiry 6: Spreading Out and ThroughTwo-Day Lesson—Day 2

Vocabulary Diffusion—When a substance spreads out from one place to another.Passive transport—The movement of nutrients from one place to another that does not require energy from cells.Active transport—The movement of nutrients from one place to another that does require energy from cells.Membrane—The protective outer wall of a cell. It keeps the insides of the cell in and what should stay outside the cell out.Permeable—Allowing all liquids or gases to pass through a membrane.Semipermeable—Only certain substances can pass in and out of a membrane.ATP—The substance made in your body that gives off energy for active transport to take place.Small intestine, large intestine, liver, pancreas, and gall bladder

Lesson Cycle/Activities Do Now:Update your binder.Direct Instruction:Teacher will talk through the science notes as students write them down. Teacher explains that today’s lesson will involve role play.Guided Practice: Teacher will put Student Sheet 6.1 on the overhead projector and allow students to

come up and put their answers on the transparency. Teacher will also post the two homework articles, “Spies: The Long and Winding Tube”

and “Diffusion and Active Transport: Getting From Here to There,” on the overhead to review and highlight with different colors.

Independent Practice: Students will make study flash cards based on the science notes the teacher has given;

they included these cards in their ISB. Students will develop a skit and role-play how active transport works (students in

predetermined triads; one ELL student/group).Assessments/Homework Classroom observations.

Wednesday: Use the article “The Long Winding Tube” to describe what takes place in the small intestine in 10+ lines; use content vocabulary!Modified: 5+ lines; continue focus on content vocabulary.

Modifications (gifted, special education, ELL) Group 1—ELLs: Miguel, Jonathan, Adriana, Saul, Edward, Aldo, Melodi, Marco

Modifications: English translated into Spanish verbally, when needed for clarity—special emphasis on key vocabulary terms (which are also on index cards on the tabletop).


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Gathering Evidence Handout 4: Set B, Artifact 1 Cover Page Educator—Name/Title:


School(s):




Submission Date:


Aligned Indicator














2e. Organizing Physical





3e. Demonstrating Flexibility










Q1 Unit Assessment Data

11/30/11

Space and Responsiveness 4f. Showing Professionalism
















T. Wilson Q1 Unit Assessment Data

Analysis of ELL student progress, by question type (multiple choice [MC], short answer, essay; score out of 10)

Unit 1 Assessment (9/30) Unit 2 Assessment (10/19) Unit 3 Assessment (11/9)MC Short

Answer

Essay

Avg Scor

e

MC Short Answe

r

Essay

Avg Scor

e

MC Short Answe

r

Essay

Avg Scor

eMiguel 8.0 6.0 6.0 6.7 8.0 7.0 6.0 7.0 8.0 6.0 7.0 7.0Jonathan

7.0 6.0 6.0 6.3 8.0 6.0 6.0 6.7 8.0 7.0 7.0 7.3

Adrianna

9.0 7.0 7.0 7.7 8.0 8.0 7.0 7.7 9.0 7.0 8.0 8.0

Saul 6.0 5.0 5.0 5.3 7.0 6.0 5.0 6.0 7.0 6.0 6.0 6.3Edward 7.0 6.0 6.0 6.3 8.0 6.0 7.0 7.0 9.0 7.0 7.0 7.7Aldo 7.0 5.0 6.0 6.0 7.0 6.0 6.0 6.3 9.0 6.0 7.0 7.3Melodi 6.0 5.0 5.0 5.3 7.0 6.0 5.0 6.0 6.0 6.0 5.0 5.7Marco 6.0 4.0 4.0 4.7 7.0 5.0 5.0 5.7 6.0 6.0 6.0 6.0ELL Avg 7.0 5.5 5.6 6.0 7.5 6.3 5.9 6.5 7.8 6.4 6.6 6.9

(+.5) (+.8) (+.3) (+.5)

(+.3) (+.1) (+.3) (+.4)

Non-ELL Avg 8 7.5 7 7.5 8 8 7.5 7.8 9 8.5 8.5 8.7


Gathering Evidence Handout 5: Set B, Artifact 2 Cover Page Educator—Name/Title:


School(s):




Submission Date:


Aligned Indicator






























Science Team Meeting Minutes—November 4, 2011

11/30/11















Science Team Meeting Minutes—November 4 (Quarter 1, Week 10)

Present:V. AndersonE. AveryR. DavidC. ElliottS. MichaelsR. SmithT. Wilson

Quarter 1 team focus: Build shared understanding of the implications of CCS instructional shifts in ELA on the science classroom, and begin to make changes to our own practices to support student learning and college and career readiness.Item ActionsReviewed and discussed article on “CCS and the Science Classroom” and take-aways for team. (Thanks, T. Wilson, for finding and sharing this article!)

Data update: All participants share data of recent unit assessment(s).

Returned to discussion on doing writing-based miniresearch projects into each quarter; shared writing objectives for Quarter 2 opening units. Reviewed Draft 2 of shared rubric.

Finalized plans for museum field trips in December.

Finalized Quarter 2 team goal: Will keep the same goal but add “a focus on Writing from Sources and Academic Vocabulary.”

Upcoming:Family Learning Night in January—we need to start generating ideas. (V. Anderson will bring information from last year.)

* All teachers should try at least two strategies from pp. 8–21 and bring evidence of practice to next two meetings.* R. Smith will check out the links to science readings and suggest top picks for us by 11/12.* T. Wilson will ask Ms. Avila to attend a November meeting to follow up on ELL questions we generated (share questions ASAP with Ms. Avila via e-mail).

* Everyone identified a partner who had students that showed success in an area of their weakness to discuss instructional strategies with during common planning time.

* Everyone will tweak writing objectives and send out by Wednesday. Everyone will respond to each other via e-mail. Bring final copy to 11/4 meeting.* T. Wilson will revise rubric and send out by Friday via e-mail (please read before 11/4 meeting).* E. Avery will check afterschool library support available.* Still to decide: Do we need examples to share with students? (Final decision needed 11/4!)

None (reminder: permission slips out before Thanksgiving break).

Next meeting: November 4 Reminder: meeting 11/12, not 11/11 (Q2, W1—Monday holiday)


Gathering Evidence Handout 6: Set C, Artifact 1 Cover PageEducator—Name/Title:


School(s):




Submission Date:


Aligned Indicator






























Family Communication Log, 10/28/2011–12/2/2011

12/15/11















Family Communication Log—T. Wilson

Date Person ContactedCommunication

Type Nature of Communication (Reason and Outcome)10/28

Alex’s mom,CC: Team

E-mail Reason: Concerns about Alex’s lab reportsOutcome: Sent copies of lab report rubric and a high-quality example

10/31

Trevor’s mom Telephone Reason: Wants printouts of all Quarter 1 assignments to go over with Trevor to help him improve for 2nd quarterOutcome: Will discuss with team on Monday, printouts in report card envelope

11/7 Trevor’s dad Telephone Reason: Share notes from Monday team meeting—disengagement on Trevor’s part, inconsistent effort, especially on quizzes and tests (in-class work better)Outcome: Not too bad, will talk to Trevor regarding the questions we have

11/11

Marco’s mom E-mail Reason: Follow-up from conference, sending vocabulary list and reminder about cardsOutcome: She followed up that they would complete them; clarified they are not for extra credit

11/11

Trevor’s mom Telephone Reason: Explain questions about first quarter assignments—Mom: embarrassment level is highOutcome: Accordion file with assignment book; challenge with research topic, but actual writing is going better

11/14

Katherine’s mom Telephone and e-mail

Telephone: left messageReason: concern about Katherine’s conference as student ledOutcome: Katherine came

11/15

Marco’s mom E-mail Reason: shared quiz score and high use of vocabulary; sent new list for next week

11/19

Katherine’s mom,counselor,gifted teacher

Telephone Reason: Katherine was upset in large group, couldn’t concentrate, bad day; behavior affecting learning (challenged?)Outcome: Gifted services

11/20

Thomas’s mom and dad, team, counselor

In person Reason: Thomas’s social skills concerns—how he is perceived by others and working with lab partnerOutcome: Thomas will meet with counselor on Fridays

11/24

Nicole’s mom Telephone Left message—response to note regarding conferences

11/24

Trevor’s mom Telephone Left message—research paper is going well and new system seems to be working well

12/2 Dominick’s mom,counselor

Telephone Reason: Dominick’s behavior impacting learning—not doing work, acting up in classOutcome: Sign assignment notebook every night


Gathering Evidence Handout 7: Set C, Artifact 2 Cover Page Educator—Name/Title:


School(s):




Submission Date:


Aligned Indicator





























Parent E-Mail Exchange With Mother of Marco Martinez

12/15/11
















From: Wilson, TomSent: Wednesday, 11/9/2011, 2:15 p.m.To: Martinez, JuliaSubject: Digestion Unit Vocabulary

Dear Mrs. Martinez,As we discussed at our last conference, I’m attaching a list of key vocabulary for the unit on digestion that starts next week. We committed to working together on two things:

1. Helping Marco keep his materials for science organized so that he can use these resources to study (so you will now have this vocabulary list as a “backup”—and, as a reminder, it is also on this “this week” tab on our class website: www.gwsmithschool.org/sciencerocks/6thgrade).

2. Helping Marco prioritize daily review of vocabulary at home so that he does more learning of these terms “along the way” rather than only studying the night before a quiz.

I hope you can take these next steps with Marco:1. Have him make vocabulary cards (word on the front, definition on the back).2. Set up a nightly schedule for five minutes of review—maybe during dinner, maybe right before bed—but some

time when he will review the cards and you can either monitor him or work directly with him.Please keep me posted on how this at-home activity goes this week so that we can continue to work together to support Marco’s science learning. I hope we’ll see great results on this week’s quiz!

Mr. WilsonScience TeacherGeorge Washington Middle School

From: Martinez, JuliaSent: Thursday, 11/10/2011, 8:30 p.m.To: Wilson, TomSubject: RE: Digestion Unit Vocabulary

Thank you for sending the vocabulary list. Marco is making the vocabulary cards tonight, but he feels like this is “extra work.” Will he get extra credit for making these cards?

Thank you again,Mrs. Martinez

P.S. Can you send more index cards? Thank you!


From: Wilson, TomSent: Thursday, 11/10/2011, 11:30 p.m.To: Martinez, JuliaSubject: RE: Digestion Unit Vocabulary

Dear Mrs. Martinez,

Thanks for your follow-up e-mail and question. It’s great for us to keep communicating in support of Marco’s science learning. I reminded Marco today that making these vocabulary cards is absolutely “extra work,” but it is not for extra credit —it is to help him improve his science grade. Specifically, I mentioned to him:

Using science vocabulary appropriately improves his class discussion grade. Including the science vocabulary improves his lab reports. Learning the science vocabulary improves his quiz and test scores.

He seemed to understand why this work was required and why we are talking about it so much; keep me posted on any more questions that come up at home.I will send a pack of index cards early next week.


From: Wilson, TomSent: Tuesday, 11/15/2011, 2:20 p.m.To: Martinez, JuliaSubject: Quiz score

Dear Mrs. Martinez,Marco received a 6/10 on today’s quiz. While that score still has room for improvement, I wanted to let you know it was his highest score of the quarter and that he included more vocabulary in his short-answer questions than any other quiz this year. Let’s continue with our plan next week—I attached the list here for the circulatory system, the new unit we’re starting, so you have them as backup at home. Let me know if you have questions.



Gathering Evidence Handout 8: Plan for the Collection and Organization of Evidence

Elements of the Plan Notes: What, Where, When, and How…

SUPP

ORT

Support the development of detailed

Educator Plans

Identify common artifacts all or most educators may be

expected to collect and analyze

Share examples of high-quality evidence

ORG

ANIZ

E

Identify a system for collecting and organizing

evidence(paper based, e-mail

driven, cloud supported)

Determine a schoolwide process by which

educators should submit evidence

(how and when)Calendar

(ensure that agreed-upon supports and

resources are available throughout the year; identify and calendar

regular points of contact)

COM

MU

NIC

ATE

EXPE

CTAT

ION

S Communicate schoolwide expectations

to all educators: what, how and when to share

evidence(faculty meeting, e-mail, calendar reminders, etc.)

Participant Handouts for TrainingGathering Evidence April 2013 Page 27

Documents

MA Model System Training Module 5: Gathering Evidence ... Web viewMaterial is interesting and expectations clear—the worst anyone is behaving is pretty ... The protective outer wall