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IPA “What is it that students must know, understand, and be able to do?” Facilitator Guide 2015 1 Slide Say/Do Time Materials Needed: Printed copy of Facilitator’s Guide Index Cards Chart paper Copies of Understanding the ‘U’ in KUDs Copies of Protocol for Mastery of a Task (exemplar and blank template) Copies of “Fireflies” Copies of Space Food Copies of Chapter III from “The Open Boat” Copies of sample rubric(s) Post-it Notes Markers Say: Today, we will dive into work that is essential to our district’s Instructional Planning Approach. We are going to focus on “What is it that students must know, understand, and be able to do?” This aspect of the Instructional Planning Approach begins a fluid and cyclical process to ensure that we are teaching our children what they need to learn and responding effectively and appropriately to their needs. CLICK TO NEXT SLIDE 30 -45 secs
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Jul 15, 2020

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Page 1: IPA “What is it that students must know, understand, and ...cmsipa.weebly.com/uploads/2/6/5/7/26573145/ipa... · IPA “What is it that students must know, understand, and be able

IPA “What is it that students must know, understand, and be able to do?” Facilitator Guide

2015

1

Slide Say/Do Time

Materials Needed:

● Printed copy of Facilitator’s Guide

● Index Cards

● Chart paper

● Copies of Understanding the ‘U’ in KUDs

● Copies of Protocol for Mastery of a Task

(exemplar and blank template) ● Copies of “Fireflies”

● Copies of Space Food

● Copies of Chapter III from “The Open Boat”

● Copies of sample rubric(s)

● Post-it Notes

● Markers

Say: Today, we will dive into work that is essential to our district’s Instructional Planning Approach. We are going to focus on “What is it that students must know, understand, and be able to do?” This aspect of the Instructional Planning Approach begins a fluid and cyclical process to ensure that we are teaching our children what they need to learn and responding effectively and appropriately to their needs.

CLICK TO NEXT SLIDE

30 -45 secs

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2015

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Say: Here are today’s meeting objectives. Do: Read the meeting objectives. CLICK TO NEXT SLIDE

30 -45 secs

Say: As a district, we have core beliefs that support the work we will do here today. Do: Call on participants to read aloud the core beliefs. Say: Let’s take a moment to focus on the last bullet; this is why today’s learning is so important. We believe that how we function as a team and the work that is done in the instructional planning PLC is imperative to improving literacy instruction and thus student achievement. CLICK TO NEXT SLIDE

30 -45 secs

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2015

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Say: We have already started to put intentional action behind our core beliefs with our work on collaborative culture. We know that the foundation for any highly-effective team is the ability to authentically collaborate. Our recent work and our continued work through the ILT process will further reinforce this call for true collaboration.

30 -45 secs

Say: The tenets of the Instructional Planning Approach are nothing new to CMS or high-functioning PLCs. However, as the data shows, as a district, we must refocus our work if we want to see gains in student achievement. Do: Give participant’s time to review the graphic. Say: The second half of the graphic identifies what we must consider to ensure a focus on learning and to establish a results orientation. This is where we see three familiar questions about assessment, analysis, and action. Today, we will explore the question that starts the cycle. CLICK TO NEXT SLIDE

30 -45 secs

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2015

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Say: What is it that students must be able to know, understand, and do? The overarching theme of this component is that we begin with the end in mind. Before we are talking about how we are going to teach, we need to ensure that we are equipped to determine WHAT students need to know, understand, and do. We need to unpack state content standards. We need to know what the curriculum is and what tools we have to support this part of the cycle. We need an assessment calendar and the common interim assessment, but we also need to determine the common weekly checks for understanding and have a shared goal of how we will measure mastery. Once teams have done this, we can engage in conversations about HOW to teach. CLICK TO NEXT SLIDE

30 -45 secs

Do: Read the reflective questions aloud. Have participants turn and talk about the questions related to what it is that students need to know, understand, and do. Say: Think about the work happening in your building and reflect with a partner on the consistency with which any/all of these items are happening. Say: Would anyone be willing to share your thoughts or your partner’s thoughts with the group? Say: I would like to highlight this last bullet. This is a small thing that has a big impact. When we model for each other and engage in

4-6 mins

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2015

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the work we are asking our students to do, we ensure that we have practiced instructional delivery for each other before we try with our students. In addition, it ensures a shared understanding of expected outcomes for students. It allows for us to anticipate potential misunderstandings and plan for extensions. This is the work that will happen after we truly know what it is students need to know, understand, and be able to do. CLICK TO NEXT SLIDE

Say: We all know that we need to, ‘begin with the end in mind,’ but what does that really mean? Think about what this means as it relates to instructional planning? Turn and talk to your elbow partner about what this phrase means for a teacher team in instructional planning Do: Have a few participants share what they say or what their elbow partners add. Note: If participants do not make connections to assessment, you will make this connection for them. Say: We cannot plan instruction or discuss how we will deliver instruction to our students until we understand what it is we have to teach and have determined how we will assess our students’ progress toward mastery. CLICK TO NEXT SLIDE

30 – 45 secs

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2015

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Do: Read the title of the slide Say: This section of the IPA graphic encompasses some in-depth processes that are essential to the planning of quality instruction for our students. That being said, all of these items are necessary to the planning process and could lead to a much deeper PD. However, we have worked on, and continue to work on, the items outside of the bubble. What we have spent less time on are the actions in the bubble. These actions have a huge impact on student achievement. Do: Read all of the actions and emphasize the bubble as today’s learning. Notes*

● When reading create/review an aligned assessment –

reference CMS created in SchoolNet and Compass

● When reading identify appropriate text(s)- reference

work with TNTP and current/future work through ILTs

● Complex text resources and PowerPoints from ILTs as

well as supports for unpacking, question/task analysis

can be found in the additional resources folder

Say: Today’s work is a process to follow. We are not expecting principals or teachers to be experts in this. This is about a collaborative effort from which our best thoughts on mastery emerge. [*Insert personal walkthrough/teaching experience story regarding why knowing what we expect from students is critical to learning outcomes.]

2 mins

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2015

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Do: Pass out index cards. Say: In a few sentences, write your response to this slide. Note: The facilitator does not read the three words out loud so that participants do not feel like they need to respond in a certain order. Do: Allow participants 1 minute to write their thoughts Say: Does anyone want to share his or her thoughts about the relationship between these three things? Do: Allow participants to share out and jot down phrases or big ideas on chart paper Listen for:

● Alignment is critical (all three must be aligned or all

rendered useless)

● Assessment is beginning not the end

● Standards tell us what to teach (not how)

CLICK TO NEXT SLIDE

1-2 mins

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2015

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Say: The alignment of these three things are essential to student success. The standards are what’s written (CCSS); the instruction is how we teach, and the assessment is what is tested. Do: Read the big idea. Say: This big idea also implies that we have unpacked the standards and that we understand that ‘assessment’ does not just refer to a multiple choice interim assessment, but any common task we give students to determine progress toward mastery. CLICK TO NEXT SLIDE

30-45 secs

Say: CMS has recently put in writing, what we believe about assessment as a district. Note* If participants have not seen this, the memo is in the additional resources folder. It also includes links to interim assessments that are currently in SchoolNet. Do: Have a participant read bullets aloud. Say: Today’s learning will ensure that we are equipped to live out the first and last bullet. We will discuss how to ensure we are assessing at the rigor of CCSS and that we have a protocol that helps us determine student mastery. This will also help us discover and anticipate possible learner breakdowns and misconceptions.

30-45 secs

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2015

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➢ Note: Focus on importance of first bullet (“We believe that students in Charlotte-Mecklenburg Schools benefit from assessments that are aligned to and reflect the rigor of the Common Core and Essential Standards.”) and fourth bullet (“We believe that when student mastery and misconceptions are clearly understood, a plan of action must be formulated to respond to the instructional needs of every student.”) as they relate to this professional learning.

CLICK TO NEXT SLIDE

Say: We know that having an assessment calendar and interim assessments are essential to “beginning with the end in mind,” so CMS has created calendars and interim assessments. These assessments (or whatever assessment we are using) should be our starting point.

30-45 secs

Say: “How do we assess?” When we talk about “begin with end in mind” we truly need to focus on the aligned daily/weekly student work of common tasks, exit tickets, rubrics, conferring notes, etc. to determine our progress toward mastery prior to the interim assessment. This also means we need “test in hand” for the interim assessment to ensure that these tasks are aligned. Our checks for understanding should be aligned with the standards and interim. They serve as our opportunity to scaffold and respond prior to the interim assessment.

30-45 secs

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2015

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Say:

● We have identified the importance of alignment between

standards, instruction, and assessment.

● We have identified that the type of assessment we are

focused on during this session:

- Common tasks such as: writing pieces, graphic

organizers, frayer models, exit tickets, journal entries, etc.

So now we must ask ourselves, “How do we ensure that alignment takes place during planning”? Do: Read the quotes and sentiments from Carol Tomlinson regarding this process. Say: The “KUD” is the actual question on our Instructional Planning Approach graphic. It requires that as teachers, we have a shared understanding of what students need to know, understand, and do. CLICK TO NEXT SLIDE

1 min

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2015

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Do: Pass out article, Understanding the “Understands” in KUDs and the graphic organizer. Say: Before we look at how we can do this work in our instructional planning blocks, let’s read an article to give us a deeper understanding of each section. As you read, jot down words, phrases, or sentences that resonate with you for each section on your graphic organizer. Do: Have participants share learning from the reading. Note* Article is optional, but review the different questions that accompany Know, Understand, Do. CLICK TO NEXT SLIDE

w/artic. 5-6 mins w/o 1-2 mins

Say: This is just another example of a graphic organizer. It includes the same questions that can be used as a tool for teams during the planning block. CLICK TO NEXT SLIDE

30-45 secs

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2015

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Say: So now that we know some guiding questions and big ideas behind determining what it is students need to know, understand, and be able to do, we want to look at how this translates to the instructional planning time in schools. CLICK TO NEXT SLIDE

30-45 secs

Do: Read the title of slide and statements aloud. Stress that the second statement is essential to the alignment we discussed at the beginning. Say: When we come to the table as a team, and before determining HOW we will teach, we must engage in the work of the what it is students must know, understand and be able to do. Say: We are not saying that everything we give students to do and every question we ask must have a pre-determined answer that constitutes mastery. What we are striving for is for this process to take place for those common and/or culminating tasks that we will bring back to the planning table next week to analyze student progress. CLICK TO NEXT SLIDE

30-45 secs

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2015

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DO: Read the title and the bullets. Say: This slide speaks to how important it is to have that collaborative culture. This is hard work that becomes REALLY hard work without a safe and inclusive environment that is truly collaborative. Note: Teacher teams must come to the table prepared to engage in the process of determining what students must know, understand and do. CLICK TO NEXT SLIDE

30-45 secs

Say: In order to be prepared to do this work, teacher teams must come to the table prepared to engage in the process of determining what students must know, understand and do. In order to effectively do this, teachers must come prepared with:

● CCSS/essential standards, the unpacking documents

● Scope and sequence

● The common interim assessment

● Possible resources to generate common tasks/checks for

understanding.

Do: Possible discussion opportunity about what is currently coming to the table

30-45 secs

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2015

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Say: This step is critical before moving on to the next steps. The scope and sequence document at the elementary level does a great job, but utilizing the NC unpacking document from DPI is also a great tool, especially at the middle school and high school levels. NOTE* Should teams need additional support unpacking standards reference the documents in the graphic and these are in the addition resources folder.

30-45 secs

Say: As we mentioned in the beginning, the content standards are what is written and everything we do must align with these standards, or the assessment and the instruction are meaningless. Say: We also just mentioned that standards and scope and sequence need to come to the table in order for teams to be prepared. Say: That being said, we just want to remind everyone where we can find the district resources around the content standards (Scope and Sequence). Do: Show the links for each level of literacy wikis. CLICK TO NEXT SLIDE

30-45 secs

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*Note – optional based on audience Say: In a minute we are going to work through a process for looking at a task we are asking students to do, and then determine what mastery of that task has to look like. Before we do that, let’s look at a video that gives us some insight into why this work is so important. As you watch, jot down some key takeaways as it relates to the importance of an aligned task. Do: Play video clip Say: What were some highlights from this video that reinforced our conversations about task alignment Do: Call on participants to share-out key messaging from video as it relates to aligned, high-quality tasks.

30-45 secs

w/video 3-4 mins

Say: Often times we leave planning with the questions and activities we are going to ask our students to engage in, but not the answers. Do we know why we are asking our kids the questions we are asking them? Do we know why we are having them complete the tasks/activities we are having them complete? Note* These are sample checks for understanding from 4th grade literacy classrooms in exceeded growth

30-45 secs

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Say: This idea of doing the work we are asking our kids to do brings us back today’s focus. Do: Read the arrows

30-45 secs

Say: We are going to engage in the work of determining what it is students need to know, understand, and be able to do. As we go through the process, we want you to be aware of each of these components on the graphic and to think about your current reality in your instructional planning PLC. CLICK TO NEXT SLIDE

30-45 secs

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2015

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Say: For this protocol, we are going to assume that we have already done the work of determining what standard(s) we will be focused on assessing in the upcoming week and that, as a team, we are able to unpack the standard(s) or utilize the scope and sequence documents to support us with this work. In order to frame the work, we want to reference our district scope and sequence documents and reinforce that we all know that reading standards cannot and should not be taught in isolation. Also, we acknowledge that almost any quality task we ask students to do will encompass multiple standards and skills. Do: Point to where the identified standard (RL.3.4) for this protocol is located. *Note- If more work is needed here, utilize one of the options from the unpacking graphic organizers and prompting questions to walk through actual unpacking of standard. CLICK TO NEXT SLIDE

1 min

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2015

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Say: For this work, we have already determined the appropriate text we will use based on our knowledge of how to select a complex text.

1 min

Say: This slide is a simple protocol for teams to use as they work collaboratively to determine what mastery of a task should look like. Engaging in this protocol as a team will ensure a few things:

● Members of the team agree that the task they are giving students is aligned to the standards and is working toward the rigor of the common interim assessment.

● There is a shared agreement of what mastery of the standard should look like

● Teachers engage in the same work and thinking processes of our students and thus will be able to determine the skills and perquisites needed to master the task.

Do: Read the protocol.

2 min

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Say: In a few minutes, we are going to engage in the protocol in an, “I do, you do, we do” format. Note: Each step in this protocol has the potential to be a PD in which schools could go deeper. If teams are not able to create or determine if a task is rigorous or aligned, this is the first place we must intervene and provide training and practice with complex text. Text complexity documents from scope and sequence, text complexity rubric from first ILT meeting, resources from CMS humanities departments, and further support with unpacking of standards, etc. are included in the additional resources folder. CLICK TO NEXT SLIDE

Say: Step 1 of the protocol is to determine what task we are using. In other words, what are we agreeing that students should complete that will give us the information we need to see if they are progressing toward mastery of the standard? For step 1, we consider the following: Do: Read the left hand side of the slide. Say: For the purpose of this activity, we have already determined the task and agreed that it aligns with the standard and is a task that is working toward the rigor of the common interim assessment. We have also determined that the poem is grade level appropriate. Do: Read the right hand side of the slide. CLICK TO NEXT SLIDE

2 min

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Say: You have just heard the task; now we are going to read, “Fireflies” as if we are third grade students. Do: You may read aloud or have participants read the poem independently. This poem is intended to be read aloud by two voices, sometimes alternating, sometimes simultaneous. That being said, the facilitator can make decisions about how he or she would like to proceed based on the audience. CLICK TO NEXT SLIDE

4-5 mins

Say: For step 2, we are now going to work collaboratively to brainstorm some ideas for what would be included in an exemplar for the task. When we create an exemplar as a teacher, we gain a much deeper understanding of what our students need to know and understand. Do: Read the left hand of the slide. Allow participants to work together to generate ideas for their exemplar. Monitor conversations. *Note – The completed exemplar is not displayed at this point.

4-5 mins

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Say: Does anyone want to share out some things your group said about what would be in your exemplar? Do: Call on a few participants and then display the exemplar. Say: Here is an example of an exemplar. Read the exemplar and look at some of your thoughts. Do: Allow participants to discuss similarities between their thoughts and the exemplar or aspects of the exemplar they may no

Listen for:

● Direct examples from the text of nonliteral language

● Comparisons of overall meaning of text (fireflies as arts)

● Explanation of why author chose the nonliteral language

he chose

CLICK TO NEXT SLIDE

4-5 mins

Say: Based on the exemplar, think about the following questions. Do: Read questions Say: Allow teams to brainstorm briefly. CLICK TO NEXT SLIDE

4-5 mins

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Say: As you created your exemplar, we heard many conversations around what you thought needed to be included and why some things did not indicate mastery while others did. These conversations were informal but allowed for authentic learning to take place. Now we want to take time to identify the content knowledge and skills needed for students to be successful with the task. This will help in creating a rubric for students, but more importantly, this step is crucial so that when we get to HOW we will teach, it is aligned and intentional. We also have an idea of possible scaffolds and opportunities to differentiate instruction for students. Do: Have participants read right hand side aloud. CLICK TO NEXT SLIDE

2-3 mins

Do: Read the Big Ideas of rubric. Say: Thinking about your exemplar again, what would be items you would include on a rubric as evidence of student mastery? Do: Allow teams to brainstorm briefly. CLICK TO NEXT SLIDE

4-5 mins

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Say: Having completed the task as a group of educators, you have informally determined what needs to be included in a student’s work that would indicate mastery. Do: Highlight some of the items on rubric and remind participants it mirrors the CMS Student Checklist from Scope and Sequence. CLICK TO NEXT SLIDE

2-3 mins

Say: Now that we have walked through the process with you, we want to give you an opportunity to work through it as if it were an actual planning session. ***IMPORTANT NOTE** If you are working with a secondary group- skip to slide 48 CLICK TO NEXT SLIDE

30-45 secs

Say: We have already determined a standard for you (RI.4.3). CLICK TO NEXT SLIDE

30-45 secs

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Say: We have already determined a text that we know is appropriate (Space Food). CLICK TO NEXT SLIDE

30-45 secs

Say: As a reminder, these are the steps in the protocol. Do: Read steps. CLICK TO NEXT SLIDE

30-45 secs

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Say: We have identified a task aligned with the standards. Do: Read the task and have participants write it down. Do: Pass out handout and blank protocol Say: Take about 2-3 minutes to read the story, and when you are finished, we will begin group work on the protocol. Do: Monitor group for completion of text. Click to next slide

4-5 mins

*Note – Based on progress in the room, facilitator will come back to whole group to begin work on exemplar. Say: Now that you have read the text and you have your task, begin work on an exemplar for a fourth grade student that answers the question at hand. Do: Monitor group for progress on exemplar. Do: Pull up slide and have group share out thoughts about exemplar. Record on chart paper/ Google form (whatever works for your group). CLICK TO NEXT SLIDE

4-5 mins

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Say: Now that you have created your exemplar, work together to answer the following questions, using your exemplar as your guide! Do: Monitor group for conversations regarding protocol, skills and standards students need to master task. Do: Pull up slide and have group share out thoughts about exemplar. Record on chart paper/ Google form (whatever works for your group).

4-5 mins

Say: Now that you have created your exemplar and determined the skills and standards students need to be able to achieve mastery, work together to create a rubric. The rubric should capture what the collective team determined was mastery. Do: Monitor group for conversations regarding protocol for alignment between rubric and exemplar. Do: Pull up slide and have group share out thoughts about rubric. Record on chart paper/ Google form (whatever works for your group).

4-5 mins

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Say: Now that we have walked through the process with you, we want to give you an opportunity to work through it as if it is an actual planning session. **IMPORTANT NOTE- If you are working with an elementary group, skip to slide 58. CLICK TO NEXT SLIDE

30-45 secs

Say: We have again already determined standards for you (RI8.1 and & RI.8.2). Do: Read standards and emphasize they are not taught in isolation. CLICK TO NEXT SLIDE

30-45 secs

Say: We have also used the middle school scope and sequence to identify the “I can” statements that align with the standards. CLICK TO NEXT SLIDE

30-45 secs

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Say: We have already determined a text that we know is appropriate (Chapter III from “The Open Boat”). CLICK TO NEXT SLIDE

30-45 secs

Say: As a reminder, these are the steps in the protocol: Do: Read steps CLICK TO NEXT SLIDE

30-45 secs

Say: We have identified a task aligned with the standards. Do: Read the task and have participants write it down. Do: Pass out handout and blank protocol Say: Read the story, and when you are finished, we will begin group work on the protocol. Do: Monitor group for completion of text.

4-5 mins

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Click to next slide

*Participants reading the text Click to next slide

*Note – Based on progress in the room, facilitator will come back to whole group to begin work on exemplar. Say: Now that you have read the text and you have your task, begin work on an exemplar for a fourth grade student that answers the question at hand. Do: Monitor group for progress on exemplar. Do: Pull up slide and have group share out thoughts about exemplar. Record on chart paper/ Google form (whatever works for your group). CLICK TO NEXT SLIDE

5-6 mins *longer text – time may vary

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Say: Now that you have created your exemplar, work together to answer the following questions, using your exemplar as your guide! Do: Monitor group for conversations regarding protocol, skills and standards students need to master task. Do: Pull up slide and have group share out thoughts about exemplar. Record on chart paper/ Google form (whatever works for your group).

4-5 mins

Say: Now that you have created your exemplar and determined the skills and standards students need to be able to achieve mastery, work together to create a rubric. The rubric should capture what the collective team determined was mastery. Do: Monitor group for conversations regarding protocol for alignment between rubric and exemplar. Do: Pull up slide and have group share out thoughts about rubric. Record on chart paper/ Google form (whatever works for your group).

4-5 mins

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Say: So now what? You have your exemplar. You all agree on what mastery looks like. You know what skills and standards your students’ needs to have to be able to achieve mastery….. but how are you going to get them there?

3-45 secs

● Do: Read slide

● Say: Now we are shifting to the instructional delivery in order to get students to mastery. This first turn and talk is from our opening reflection. Take a minute to turn and talk to your partner about these reflective questions. Say: Would anyone like to share what you said or what your partners said? *Note- possible reactions could include teacher concerns about how much time they have in planning and the amount of paper

4-5 mins

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work that they have to do. Be prepared to remind them that this is an ideal state and that we need to begin to think about realistic steps we can take as teachers and as an ILT to begin to make strides. *Fluid lesson plans mean that we are teaching based on student responses and not because we have written something down on a lesson plan. *We teach students, not lesson plans.

● Say: ● So what does an exemplar PLC look like as it relates to this

component of the Instructional Planning Approach? Do: Read each bullet. Say: Take a minute to talk to your group. What, if anything, are you already doing really well? Where, if anywhere, do you need to improve? Do: Allow for share out and reference previous note regarding possible teacher concerns.

3-5 mins

● Say: ● With all of our talk about standards, mastery, and planning

lessons, we can’t lose sight of what kind of learners we have in our classrooms and what interests and backgrounds they possess. This data is just as important, if not more important, when determining HOW we will teach. Do: List things such as: Student interest surveys, learning style inventories, student self-efficacy, etc., in addition to all of the common tasks we just spent time on, MAP, Reading 3D, interims, etc.

30-45 secs

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● Say: ● CMS has a multitude of resources available to us as we think

about HOW to teach all learners Do: List PD wiki, ELL wiki, Advanced Studies wiki, etc.

30-45 secs

● Do: Read slide

Say: At the beginning of the session, we asked you to write down the relationship between standards, assessment, and instruction. Take your response back out, reread it, and see if there is anything you would add or change based on today’s learning. Do: Allow participants time to edit or reread their comment. Say: Does anyone want to share out his or her thoughts around original statement and final statement? CLICK TO NEXT SLIDE

1-2 mins

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Say: Often times we engage in meaningful conversations during a PD or when we are allowed to be in the moment focusing on the task at hand; however, it doesn’t always translate back to the school and into our classrooms. Do: Hand out commitment card. Say: We want to make sure today’s discoveries and learning makes it back to planning sessions and has an impact on our kids and their progress toward growth and mastery. We want you to take a minute and write down something realistic that you can commit to in your planning session that will ensure this work becomes a habit within your PLC. Do: *optional share out CLICK TO NEXT SLIDE

1-2 mins

Say: Today was about ensuring we have a shared understanding of what mastery looks like. This is not easy work. However, it will equip us to be better at analyzing how we will know if our students have learned it.

Say: The next part of this cycle is bringing that task back to the table and looking at the student work to inform our next steps instructionally. The next training will equip us with student work protocols and help us identify best practices for an effective student work analysis meeting.

30-45 secs

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Say: Thank you for your active engagement today. We want to leave you with what we believe WILL turn the dial on student achievement. Do: Read our core belief and encourage them to stay committed to their commitment!