2012-2013 collaborative planning guidebook

Collaborative Planning

Guidebook ldquoThe experts are among ushelliprdquo August 2012

Table of Contents

Introduction FRAMEWORK FOR COLLABORATIVE PLANNING

2012-2013 Schedule for Collaborative Planning 1

The Main Ideas 2

Overview of the Collaborative Planning Process 9

First Things First Demystifying Data Analysis 10

Three Big Ideas and Four Crucial Questions 14

Creating SMART Goals 15

TEAMWORK TOOL KIT Annual Improvement Goals Form 16

Analyzing the PASS or HSAP School Demographic Report 17

Guidelines for Interpreting MAP Reports 20

Guiding Questions for Analysis of MAP Growth 23

SCDE Testing Information 26

State Writing amp Final Rubric ndash Grades 3-10 27

HSAP Extended Response Scoring Rubric 28

Team Roles 29

Brainstorming Guidelines 31

Feedback Rewards Recognition amp Celebration 32

Collaborative Planning Lesson Study Protocol 33

The Tuning Protocol 36

The Consultancy Protocol 38

Effective 30-Minute Meeting Protocol 40

Connections Protocol 41

Team Learning Log Form 42

Collaborative Planning Learning Log 42

Special Request Form 44

Suggested Resources 45

COLLABORATION IN ACTION

Tab 1 Framework for Collaborative Planning tab goes here

Introduction

The purpose of this guide

This revision is a work-in-progress that represents continuing progress in using a powerful concept and process for improvement of student learning at all levels The concepts are based largely on the work of Michael Schmoker cited throughout the guide His work has been elaborated and extended by numerous well-respected educators The process advocated in this guide has been used effectively in many schools Experience in Lexington County School District One and elsewhere has shown that the process is most effective when it centers on the use of collaborative assessments which provide valuable data to inform instructional planning This guide is a compilation of resources for collaborative planning at the school level Because different schools will bring varying levels of expertise and experience to the planning process this guide is not intended to be necessarily prescriptive Read it quickly to get a sense of the overall process and then work through it in stages

Guidebook Overview

I Framework for Collaborative Planning Section I of the Guide provides background information to assist you in understanding the planning process and timelines as well as providing for you the concepts of collaborative planning based on research to improve instruction A clear understanding of this mindset will provide a framework for efficient and meaningful meetings and ultimately effective results

II Teamwork Tool Kit

No meaningful product or results can be achieved without the proper tools In this section you will find the tools that will assist you in planning together as well as a description of the various roles and components of the collaborative planning process Protocols for meeting activities and forms for recording goals and progress are included Teacher teams will develop other useful tools as they work together You are invited to share the tools that you develop with colleagues and recommend them as resources to be included in future guides

III Collaboration in Action

This is YOUR section Maintain your team goals lesson plans and assessments and notes in this section Other information housed here might include test data on your specific students copies of minutes from previous meetings and rubrics

When teachers regularly and collaboratively review assessment data for the purpose of improving practice to reach measurable achievement goals something magical happens -Michael Schmoker The Results Fieldbook

Collaborative Planning Schedule

1

2012-2013

September 5 2012

October 3 2012

November 7 2012

December 5 2012

February 6 2013

March 6 2013

May 1 2013

Early Release

Elementary schools ndash 1140 am

Middle and High schools ndash 1240

2

The Main Ideas

NOTE A new list of resources that have been used effectively by various groups in Lexington County School Distric One has been added as the last section of this guidebook The section below is a collection of key points from several publications by Mike Schmoker a widely recognized authority on collaborative planning The quotations were selected because they focus on what actually happens in the collaborative planning process

Results p 55

ldquoWhen the three concepts of teamwork goal setting and data use interact they address a misunderstanding prevalent in schools The misunderstanding is that we can improve without applying certain basic principles People accomplish more together than in isolation regular collective dialogue about agreed-upon focus sustains commitment and feeds purpose effort thrives on concrete evidence of progress and teachers learn best from other teachers We must ensure that these three concepts operate to produce resultsrdquo

Results Now p 25

ldquoYou have to give educators credit for all the superficial comforts of being left alone they will admit that constructive collaboration would lead to greatly improved instructionhellip By elevating privacy and isolation in the name of professionalism we have allowed teaching to acquire an outsized aura of mystique and complexity a sense that effective teaching is primarily personal and beyond scrutiny It has become increasingly difficult to ask practitioners to conform to even the most well-established elements of good instruction being clear and explicit about what is to be learned and assessed using assessments to evaluate a lessonrsquos effectiveness and making constructive adjustments on the basis of results conducting a check for understanding at certain points in a lesson having kids read for higher-order purposes and write regularly and clearly explicating and carefully teaching the criteria by which student work will be scored or evaluatedldquo

3

Results p 114

ldquoThe Experts Are Among Us One of the reasons that such teamwork and lesson study are so effective is that they tap into teachersrsquo existing capabilities and potential which are more apt to flourish in teams than under external trainershellip Dennis Sparks who deeply understands effective staff development put it starkly for me once he said that any faculty could begin improving performance tomorrow morning if they never attended another workshop in their lives They would improve inexorably simply by deciding on what they wanted students to learn and then working together to prepare test and refine lessons and strategiesmdashcontinuously toward better resultsrdquo

Teamwork

Results Now p 108

ldquoWe have to be very clear about what true teamwork entails a regular schedule of formal meetings where teachers focus on the details of their lessons and adjust them on the basis of assessment results The use of common assessments is essential here Without these teams canrsquot discern or enjoy the impact of their efforts on an ongoing basis Enjoying and celebrating these short-term results is the very key to progress to achieving lsquomomentumrsquo toward improvement (Collins 2001a)rdquo

Results Now p 106-107

ldquoBut what are true lsquolearning communitiesrsquo and why are they more effective than traditional staff development hellipWe canrsquot afford as Rick DuFour points out to corrupt or co-opt the lsquofundamental conceptsrsquo of collaborative learning communities (2004) What are those fundamental concepts First professional learning communities require that teachers establish a common concise set of curricular standards and teach to them on a roughly common schedule Teams need to consult their state assessment guides and other documents to help them make wise decisions about what to teach (and what not to teach) Then they must meet regularly I suggest that teams meet at least twice a month for a minimum of 45 minutes to help one another teach to these

4

selected standards (I have seen great things come of 30-minute meetings) This time must be very focused most of it must be spent talking in lsquoconcrete precise termsrsquo about instruction with a concentration on lsquothoughtful explicit examination of practices and their consequencesrsquomdashthe results achieved with specific lessons and collaborative analysis of the results of our efforts what can we do to improve studentsrsquo learningrsquo (2002 p21) To perform this work teachers must make frequent use of common assessments These assessmentshellipare pivotal With common assessments and results teachers can conduct what Eaker calls lsquoactive researchrsquo where lsquoa culture of experimentation prevailsrsquo (2002 p21)


ldquoTeachers know a lot about good practice But school systems ever-seduced by the next new thing donrsquot provide them with focused collaborative opportunities that remind and reinforce the implementation of the most basic and powerful practices Is it accurate to assume the following

bull The majority of teachers know that students need to do lots of purposeful reading and writing

bull The script of a lesson or unit must include a clear explanation of the specific standard

bull Modeling and step-by-step demonstration of new skills is essential Short practice opportunities combined with a ldquocheck for understandingrdquo ensure that more kids learn and fewer are left behind

Teachers know that a good lesson includes an assessment that aligns with the standards just taught Most teachers have learned a few strategies for keeping kids attentivehellipMost have learnedhellipthat we should frequently provide exemplars of good work and that we need to be very clear about our grading and evaluative criteria if we want them to succeed Classroom studies continue to reveal that these basic powerful practices are still all too rarerdquo


ldquoIn my workshops I like to do a pared-down version of lesson study I take teachers through an entire team meetingmdashfrom identifying a low-scoring standard to roughing out an appropriate assessment to building a lesson designed to help as many students as possible succeed on the assessment We do all thismdashsomewhat crudelymdashin less than 20 minutes

5

Once completed we take a break and then we posit that the lesson didnrsquot work as well as wersquod like So we make a revision or two rdquoThe results can be surprising teachers see that in even so short a time they can collectively craft fairly coherent effective standards-based lessons and assessmentshellipLights go on they realize that learning to make such focused constructive effort virtually requires teamwork that the members not only contribute a richer pool of ideas butmdashhugely importantmdashsocial commitment and energy as essential elements of success (Fullan 1991p 84)rdquo

Results p 17

ldquoAnother problem is lack of follow up the failure to begin each meeting with a concise discussion of what workedmdashand didnrsquot Too many meetings begin with no reference to commitments made at the last meeting A teacherhellipwas tired he said of filling chart paper with ideas and this is the end of itmdashno follow-up on if or how well the ideas had even been implemented or if they had in fact helped students learn Careful methodical follow-uphelliphas not been educationrsquos strong suit But if we want results a scientific systematic examination of effort and effects is essentialmdashand one of the most satisfying professional experiences we can haverdquo

Goal Setting

Demystifying Data Analysis

ldquoIf we take pains to keep the goals simple and to avoid setting too many of them they focus the attention and energies of everyone involved (Chang Labovitz amp Rosansky 1992 Drucker 1992 Joyce Wolf amp Calhoun 1993) Such goals are quite different from the multiple vague ambiguous goal statements that populate many school improvement plansrdquo

Results Now p 122

The case for generating a steady stream of short-term lsquowinsrsquo is not new and is pure common sense If anything it is mystifying that schools have yet to institute structures that allow people to see that their hard work is paying offmdashthis week or monthmdashnot next year or five years from nowhellipGary Hamel exhorts us to lsquoWin small win early win oftenrsquo (as cited in Fullan 2001 p33) For Bob Eaker our goals themselves should be lsquodesigned to produce short-term winsrdquo (2002 p 17) And now Jim Collins

6

tells us to scrap the big plans in favor of producing a lsquosteady stream of successesrsquo which in turn will create lsquothe magic of momentumrsquo toward enduring organizational success (in Schmoker 2004 p 427)

Results p 41

ldquoAllow teachers by school or team as much autonomy as possible in selecting the kind of data they think will be most helpful The data must accurately reflect teacher and student performance and be properly aligned with state district and school goals and standards Establish clear criteria that promote a relevant substantive focusrdquo

Results p 31

Criteria for Effective Goals

bull Measurable bull Annual reflecting an increase over the previous year of the

percentage of students achieving masterymdashusually in a subject area

bull Focused with occasional exceptions on student achievement bull Linked to a year-end assessment or other standards-based means

of determining if students have reached an established level of performancemdashusually within a subject area

bull Written in simple direct language that can be understood by almost any audience

Data Use


ldquoFirst things first Which data well analyzed can help us improve teaching and learning We should always start by considering the needs of teachers whose use of data has the most direct impact on student performance Data can give them the answer to two important questions

bull How many students are succeeding in the subjects I teach bull Within those subjects what are the areas of strength or

weakness

7

The answers to these two questions set the stage for targeted collaborative efforts that can pay immediate dividends in achievement gains


ldquoTurning Weakness into Strength

After the teacher team has set a goal it can turn to the next important question Within the identified subject or course where do we need to direct our collective attention and expertise In other words where do the greatest number of students struggle or fail within the larger domains For example in English and language arts students may have scored low in writing essays or in comprehending the main ideas in paragraphs In mathematics they may be weak in measurement or in number sense Every state or standardized assessment provides data on areas of strength and weakness at least in certain core subjects Data from district or school assessments even grade books can meaningfully supplement the large-scale assessments After team members identify strengths and weaknesses they can begin the real work of instructional improvement the collaborative effort to share produce test and refine lessons and strategies targeted to areas of low performance where more effective instruction can make the greatest difference for studentsrdquo

Results p 80 ldquoThe primary value of rubrics is their capacity to provide clear useful feedback that can be analyzed to identify areas of strength and weakness at any time at any level for any number of audiencesmdashfrom students to whole communitiesrdquo

Results p 43

ldquoTo be sure teachers do have data such as Individual Education Plans (IEPs) grades grade-point averages and test scores Though such individual data are useful they are seldom converted into the kind of group data that is necessary for more formal and collective reflection and

8

analysis Even such easily gathered conventional data are seldom collectively analyzed to help teams or schools find better ways to address collective problems They could be Teachers tend to evaluate students individually and reflect on how to improve class performance less frequently lsquoWe would expectrsquo writes Lortie (1975) lsquoto find heavy emphasis on results attained with classesrsquo as opposed to results with individual studentshellipLortie found that educators do not seek to identify and address patterns of success and failure which can have broad and continuous benefits for greater numbers of children Not focusing on patterns is unfortunate because the real power of data emerges when they enable us to see--and addressmdashpatterns of instructional program strengths and weaknesses thus multiplying the number of individual students we can help rdquo Resources Schmoker M (1999) Results The key to continuous school

improvement Alexandria VA Association of Supervision and Curriculum Development

Schmoker M (2001) The results fieldbook Practical strategies from

dramatically improved schools Alexandria VA Association of Supervision and Curriculum Development

Schmoker M (2003) Demystifying data analysis Educational Leadership 60(5) 22-25

Schmoker M (2006) Results now How we can achieve unprecedented

improvements in teaching and learning Alexandria VA Association of Supervision and Curriculum Development

Overview of the Collaborative Planning Process

Extracted from a presentation by Mike Schmoker in Columbia SC 2006 9

Schmoker encourages teachers to have a clear understanding of the end-of-year goal End-of-course assessments are particularly important in upper grades but may be useful in elementary grades also

I Many authorities including Mike Schmoker and Rick Dufour and

Rebecca DuFour recommend that teams ldquocreate end-of-course or end-of-semester assessments for every course taughtrdquo

These ldquoassessments must align with only the most essential enduring standards on state assessments For courses not assessed by the state accountability systemhellipteams shouldcould create end-of-course assessments based on a careful review of standards and the selection ofmdashonce againmdashonly the most essential standards to be taught in each course These assessments should bull be completed by the end of first quarter in at all possible work

can be completed during team meetings bull include a clear and sufficient emphasis on higher-order proficiencies

analysis evaluation and synthesis which has to include writing and real-world problem-solving (Englishlanguage arts should focus almost exclusively on higher-order proficiencies and assessments)

Finally divide essential standards into quarterly blocks amp create quarterly assessments quarterly results should be reviewed by teams amp leaders to gauge progress amp identify need for supportimprovementrdquo

II ldquoAt the beginning of the school yearafter end-of-course assessments are created have ALL STAFF analyze state and end-of-course assessment data to complete a form likerdquo helliprsquoAnnual Improvement Goalsrsquo to

1 set a limited number of measurable end-of-coursesubject-area goals (not more than twohellip)

2 listmdashfor each course goalmdashspecific lowest performing areas to improve on this year

Establish dates and times for team meetings these are sacrosanct Then be sure that every teacher brings the following Teamwork Tool Kit to every meeting

bull Team normsprotocolsbrainstorming guidelinesmdashessential to time-efficient productive meetings

bull ldquoAnnual Improvement Goalrdquo form (hellipwith goals and areas of weakness based on data analysis)

bull Interpretive guide(s) sample assessmentsscored writing samples provided by the state

bull Rubrics anchor papers samples of student work wherever appropriate

bull Team Learning Logs hellip Regularly collect and review Team Learning Logs at both building and district level At every school and district meeting regularly share celebrate and reward measurable successes recorded on Team Learning Logs be sure to disseminate successes to all who teach the same skills or grade levels

httppdonlineascdorgpd_onlinecontemp_s_leadel200302_schmokerhtml 10

February 2003 | Volume 60 | Number 5 Using Data to Improve Student Achievement Pages 22-24

First Things First Demystifying Data Analysis

To improve student achievement results use data to focus on a few simple specific goals

Mike Schmoker

I recently sat with a district administrator eager to understand her districts achievement results Pages of data and statistical breakdowns covered the table Looking somewhat helpless she threw up her hands and asked me What do I do with all this

Many educators could empathize with this administrator The experts tendency to complicate the use and analysis of student achievement data often ensures that few educators avail themselves of datas simple transparent power The effective use of data depends on simplicity and economy

First things first Which data well analyzed can help us improve teaching and learning We should always start by considering the needs of teachers whose use of data has the most direct impact on student performance Data can give them the answer to two important questions

bull How many students are succeeding in the subjects I teach

bull Within those subjects what are the areas of strength or weakness


Focusing Efforts Answering the first question enables grade-level or subject-area teams of practitioners to establish high-leverage annual improvement goalsmdashfor example moving the percentage of students passing a math or writing assessment from a baseline of 67 percent in 2003 to 72 percent in 2004 Abundant research and school evidence suggest that setting such goals may be the most significant act in the entire school improvement process greatly increasing the odds of success (Little 1987 McGonagill 1992 Rosenholtz 1991 Schmoker 1999 2001)

If we take pains to keep the goals simple and to avoid setting too many of them they focus the attention and energies of everyone involved (Chang Labovitz amp Rosansky 1992 Drucker 1992 Joyce Wolf amp Calhoun 1993) Such goals are quite different from the multiple vague ambiguous goal statements that populate many school improvement plans

Turning Weakness into Strength After the teacher team has set a goal it can turn to the next important question Within the identified subject or course where do we need to direct our collective attention and expertise

February 2003


In other words where do the greatest number of students struggle or fail within the larger domains For example in English and language arts students may have scored low in writing essays or in comprehending the main ideas in paragraphs In mathematics they may be weak in measurement or in number sense

Every state or standardized assessment provides data on areas of strength and weakness at least in certain core subjects Data from district or school assessments even gradebooks can meaningfully supplement the large-scale assessments After team members identify strengths and weaknesses they can begin the real work of instructional improvement the collaborative effort to share produce test and refine lessons and strategies targeted to areas of low performance where more effective instruction can make the greatest difference for students

So Whats the Problem Despite the importance of the two questions previously cited practitioners can rarely answer them For years during which dataand goals have been education by-words I have asked hundreds of teachers whether they know their goals for that academic year and which of the subjects they teach have the lowest scores The vast majority of teachers dont know Even fewer can answer the question What are the low-scoring areas within a subject or course you teach

Nor could I As a middle and high school English teacher I hadnt the foggiest notion about these datamdashfrom state assessments or from my own records This is the equivalent of a mechanic not knowing which part of the car needs repair

Why dont most schools provide teachers with data reports that address these two central questions Perhaps the straightforward improvement scheme described here seems too simple to us addicted as we are to elaborate complex programs and plans (Schmoker 2002 Stigler amp Hiebert 1999)

Over-Analysis and Overload The most important school improvement processes do not require sophisticated data analysis or special expertise Teachers themselves can easily learn to conduct the analyses that will have the most significant impact on teaching and achievement

The extended district-level analyses and correlational studies some districts conduct can be fascinating stuff they can even reveal opportunities for improvement But they can also divert us from the primary purpose of analyzing data improving instruction to achieve greater student success Over-analysis can contribute to overloadmdashthe propensity to create long detailed comprehensive improvement plans and documents that few read or remember Because we gather so much data and because they reveal so many opportunities for improvement we set too many goals and launch too many initiatives overtaxing our teachers and our systems (Fullan 1996 Fullan amp Stiegelbauer 1991)

Formative Assessment Data and Short-Term Results A simple template for a focused improvement plan with annual goals for improving students state assessment scores would go a long way toward solving the overload problem (Schmoker 2001) and would enable teams of professional educators to establish their own improvement priorities simply and quickly for the students they teach and for those in similar grades courses or subject areas

Using the goals that they have established teachers can meet regularly to improve their lessons and assess their progress using another important source formative assessment data


Gathered every few weeks or at each grading period formative data enable the team to gauge levels of success and to adjust their instructional efforts accordingly Formative collectively administered assessments allow teams to capture and celebrate short-term results which are essential to success in any sphere (Collins 2001 Kouzes amp Posner 1995 Schaffer 1988) Even conventional classroom assessment data work for us here but with a twist We dont just record these data to assign grades each period we now look at how many students succeeded on that quiz that interpretive paragraph or that applied math assessment and we ask ourselves why Teacher teams can now assess to learnmdashto improve their instruction (Stiggins 2002)

A legion of researchers from education and industry have demonstrated that instructional improvement depends on just such simple data-driven formatsmdashteams identifying and addressing areas of difficulty and then developing critiquing testing and upgrading efforts in light of ongoing results (Collins 2001 Darling-Hammond 1997 DuFour 2002 Fullan 2000 Reeves 2000 Schaffer 1988 Senge 1990 Wiggins 1994) It all starts with the simplest kind of data analysismdashwith the foundation we have when all teachers know their goals and the specific areas where students most need help

What About Other Data In right measure other useful data can aid improvement For instance data on achievement differences among socio-economic groups on students reading below grade level and on teacher student and parent perceptions can all guide improvement

But data analysis shouldnt result in overload and fragmentation it shouldnt prevent teams of teachers from setting and knowing their own goals and from staying focused on key areas for improvement Instead of overloading teachers lets give them the data they need to conduct powerful focused analyses and to generate a sustained stream of results for students

References Chang Y S Labovitz G amp Rosansky V (1992) Making quality work A leadership guide for the results-driven manager Essex Junction VT Omneo

Collins J (2001 October) Good to great Fast Company 51 90ndash104

Darling-Hammond L (1997) The right to learn A blueprint for creating schools that work New York Jossey-Bass

Drucker P (1992) Managing for the future The 1990s and beyond New York Truman Talley Books

DuFour R (2002) The learning-centered principal Educational Leadership 59(8) 12ndash15

Fullan M (1996) Turning systemic thinking on its head Phi Delta Kappan 77(6) 420ndash423

Fullan M (2000) The three stories of education reform Phi Delta Kappan 81(8) 581ndash584

Fullan M amp Stiegelbauer S (1991) The new meaning of educational change New York Teachers College Press

Joyce B Wolf J amp Calhoun E (1993) The self-renewing school Alexandria VA ASCD

Kouzes J amp Posner B (1995) The leadership challenge San Francisco Jossey-Bass

Little J W (1987) Teachers as colleagues In V Richardson-Koehler (Ed) Educators handbook White Plains NY Longman

McGonagill G (1992) Overcoming barriers to educational restructuring A call for system


literacy ERIC ED 357ndash512

Reeves D (2000) Accountability in action Denver CO Advanced Learning Press

Rosenholtz S J (1991) Teachers workplace The social organization of schools New York Teachers College Press

Schaffer R H (1988) The breakthrough strategy Using short-term successes to build the high-performing organization New York Harper Business

Schmoker M (1999) Results The key to continuous school improvement (2nd ed) Alexandria VA ASCD

Schmoker M (2001) The results fieldbook Practical strategies from dramatically improved schools Alexandria VA ASCD

Schmoker M (2002) Up and away Journal of Staff Development 23(2) 10ndash13

Senge P (1990) The fifth discipline The art and practice of the learning organization New York Doubleday

Stiggins R (2002) Assessment crisis The absence of assessment FOR learning Phi Delta Kappan 83(10) 758ndash765

Stigler J W amp Hiebert J (1999) The teaching gap Best ideas from the worlds teachers for improving education in the classroom New York Free Press

Wiggins G (1994) None of the above The Executive Educator 16(7) 14ndash18

Mike Schmoker is an educational speaker and consultant futureonecom His most recent book is The RESULTS Fieldbook Practical Strategies from Dramatically Improved Schools (ASCD 2001)

Copyright copy 2003 by Association for Supervision and Curriculum Development

Association for Supervision and Curriculum Development (ASCD) 1703 N Beauregard Street Alexandria VA 22311 USA bull 1-800-933-2723 bull 1-703-578-9600

copy ASCD All Rights Reserved bull Statement

3 Big Ideas and 4 Crucial Questions

14

Big Idea 1 Ensuring That Students Learn Big Idea 2 A Culture of Collaboration Big Idea 3 A Focus on Results DuFour Richard (2005) What is a professional learning community In

Barth Roland et al On common ground The power of professional learning communities (pp 31-43) Bloomington Indiana Solution Tree

Four Primary Questions

a What do we want our students to learn i Core curriculum emphasis ii Effective collaboration

b How do we know if they have learned

i Common Assessments ii Effective collaboration

c What do we do if they have not learned

i Systematic interventions ii Effective collaboration

d What are we doing to extend learning for

those students who have learned i Systematic interventions for ALL levels

ii Effective collaboration

15

Creating SMART Goals

Letter Major Term Minor Terms

S Specific Significant[1] Stretching Simple

M Measurable Meaningful[1] Motivational[1] Manageable

A Attainable[2] Appropriate Achievable Agreed[3][4] Assignable [5] Actionable Action-oriented[1] Ambitious[6]

R Relevant Realistic[5] ResultsResults-focusedResults-oriented[2] Resourced[7] Rewarding[1]

T Time-bound Time framed Timed Time-based Timeboxed Timely[2][4] Timebound Time-Specific Timetabled Trackable Tangible

Source httpenwikipediaorgwikiSMART_criteria

TAB 2 Teamwork Tool Kit tab goes here

Annual Improvement Goals For 20__-20__

16

School_________Team________

GOAL 1 The percentage of our teamrsquos students who will be at or above standard in ___________________________ will increase from _________________ at the end of 20___ (previous yearrsquos percentagemean score) to _________________ at the end of 20___as assessed by the ________________________ (StateDistrict or School Assessment) SPECIFIC low-scoring skillsstandard areas to improve (egrdquo Measurementrdquo ldquoCompare amp order fractions and decimalsrdquo ldquoOrganizationrdquo) ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ GOAL 2 The percentage of our teamrsquos students who will be at or above standard in ____________________________ will increase from ____________________ at the end of 20___ (precious yearrsquos percentagemean score) to __________________ at the end of 20___ (the following yearrsquos percentagemean score) as assessed by the ____________________ (StateDistrict or School Assessment) SPECIFIC skill areas to addressimprove ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

17

Analyzing the PASS or HSAP School Demographic Report (Based on work by LMS Leadership team)

bull Elementary and middle school AYP objectives for 2011-2012 are 794 for

English language arts and 790 for mathematics bull Note that the Not Met criterion for PASS was set at the same percent as

the Below Basic for PACT That is the only score point at which scores from the two testing programs are comparable

bull High school AYP objectives for 2011-2012 increase to 903 for English language arts and 900 for mathematics

Run PASS school demographic reports or HSAP school demographic reports in TestView Find the number of students tested for your subject and grade level This is listed as ldquoALL STUDENTSrdquo Out of these students what percent of male students scored Below Basic (HSAP Level 1) or Not Met (PASS) How many actual students is this (Take the percent enter it as a decimal and multiply by the actual number of students) How many African American students were tested on your grade level and subject area What percent of these scored Not Met (HSAP Level 1) How many actual students is this How many students tested on your grade level and subject were identified as having an IEP (This means ANY IEP) Out of these students what percent scored Not Met (HSAP Level 1) How many actual students is this

18

In order to meet AYP under current regulations in 2010-2011 a school must have at least 794 Met and Exemplary in ELA for PASS or at least 713 HSAP Level 3 and above for English language arts in the following categories What are our percentages at

3 and 4 for HSAP or Met or Exemplary for PASS ALL STUDENTS _________ WHITE _________ AFRICAN AMERICAN _________ ANY IEP _________ TOTAL FREEREDUCED MEALS _________ (Note Add other groups as needed) Under the current regulations in order to meet AYP in 2010-2011 a school must have at least or 790 for Math Met and Exemplary for PASS (or at least 700 at HSAP Level 3 and above for mathematics) in the following categories What are our percentages at

Proficient and Advanced in Math

ALL STUDENTS _________ WHITE _________ AFRICAN AMERICAN _________ ANY IEP _________ TOTAL FREEREDUCED MEALS _________ (Note Add other groups as needed) Note that graduation rate will be evaluated in these categories also

19

Looking at these numbers the subcategories seem to produce a small number of actual students that are not making adequate progress in their schooling List the factors that are not in our control in relation to student achievement (Note Although we acknowledge these issues we must still accept responsibility for helping all students achieve) List factors that are in our control in relation to student achievement A lot of what we do in our classroom works for the majority of our students That is evident in our test scores for the general population They look great Howeverhelliphellip looking at more specific areas in the data we find that what we do for all students does not work for some students Why do we keep expecting these students to learn in a manner that has proven to be ineffective for them Is it productive to insist on teaching students in a manner that we know has not been successful What can we do differently so that these few students do not fall through the cracks

20

Guidelines for Interpreting MAP Reports

Virtual Comparison Group Reports by Class (available only after fall-to-spring data are matched and computed for the academic year) These reports provide the most accurate comparison of our studentsrsquo academic growth to the growth of similar students in other schools that use MAP tests Students who have fall and spring test scores are matched by percent of students in the school who qualify for freereduced lunch urbanrural classification grade level beginning RIT score (within 1 point) and fall test dates (within 7 days) They are a powerful indicator of the effectiveness of our instructional programs Note Administrators have access to pivot table reports that can be disaggregated in a variety of ways

1 The first page provides background information on the report 2 The second page shows a plot of how growth for our students compared

with growth for the Virtual Comparison Group and where their performance is with respect to Proficient and Advanced Cutpoints with the Hybrid Success Target (which puts them on track to make a 3 on HSAP) The Hybrid Success Target is the higher of two targets either the median virtual comparison group performance or the level of performance needed to make adequate progress toward a score or 3 on HSAP at 10th grade

3 The third page is a normalized score (Z-score) distribution for the class Students identified with Xs in the center section performed relatively close to expectation based on the carefully matched data of the Virtual Comparison Group reports Green vertical bars indicate substantially high growth Red vertical bars indicate substantially low growth It is not uncommon to have one or two students in class of typical size who show substantially low growth often these will be recognized as atypical performance attributable to a specific cause or as instances where students who have not put forth serious effort on the test If a 25 percent of the class shows substantially low growth there is reason to question the appropriateness of the instructional program for those students If there are any clusters of exceptionally high or exceptionally low growth then there may be a need to examine how instruction is being differentiated

4 Details are in the table on the fourth page 5 The fifth page may be the most valuable for teachers because it provides

interpretations and suggestions and with student names when growth is substantially above or below what would generally be expected

Teacher Reports (available on line 24-48 hours after testing) Use the following as some guiding questions for analysis

1 Are the class mean and median about the same If not look for scores that are ldquooutliersrdquo

21

2 What is the standard deviation (Standard deviations between 11-17

indicate a need for variety of grouping strategies Standard deviations larger than 17 indicate great diversity where differentiated instructional strategies are especially necessary)

3 What is the range of national percentiles (ile Range) in the class

4 In reading what is the range of Lexile scores in the class How does this

range compare to the Lexile level of available instructional materials

5 Are there areas of strength andor weakness specifically Goal Performance subscores that differ from the class average by 3 or more points (If scores indicate more than one area of need concentrate on the area that will be most likely to affect the students understanding of the subject area)

Class by RIT Reports (available on line)

1 How many 10-point RIT ranges are represented in the class distribution 2 When you click on the subject area and display the distributions of Goal

Performance areas what possibilities do you see for forming instructional groups to address specific needs

3 Based on DesCartes objectives what additional assessments are needed

to determine specific instructional needs for your students within given RIT ranges

Spring Achievement Status amp Growth (ASG) Reports (must be ordered after district window closes)

1 What percent of students met or exceeded their growth targets (The districtrsquos minimum expectation is average performance has increased from 50 for this statistic to 53 to maintain alignment with increases in national performance data Teams may want to set higher goals)

2 What is the overall percent of targets met (The districtrsquos minimum expectation is average performance which is generally 100 for this statistic Teams may want to set higher goals)

3 Which students made gains that exceeded their targets (Congratulate them)

22

4 Which students have scores that are more than one Growth Standard

Error below their target scores (Were they focused on the assessment What might motivate them to take greater interest in the subject)

NOTE The percents in ASG Reports will differ from the percents in the Virtual Comparison Group Reports because the achievement targets for Virtual Comparison Group Reports are more closely matched to the characteristics of the students in our classes Dynamic Reports Projections from MAP to PASS are available online The projection is based on a 50 probability of scoring MET on PASS To guarantee that a student would score at the MET level a studentrsquos score would need to be considerably higher than the minimum cut score

23

Guiding Questions for Analysis MAP Growth Getting Ready For this exercise you will need four items

1 The School Overview Report from Dynamic Reports for Fall-Spring (See instructions below)

2 The School Overview Report from Dynamic Reports for Spring-Spring (See instructions below)

Instructions for accessing School Overview Reports

1 Open a web browser and navigate to httpsreportsnweaorg 2 Log in to the NWEA reports site 3 From the links on the left hand side of the page select ldquoDynamic Reportsrdquo 4 Click the button labeled ldquoDynamic Reportsrdquo 5 The default screen will be your ldquoSchool Overviewrdquo for FallXX-SpringYY (Where XX

and YY are school years) 6 To access this same report for SpringXX-SpringYY click the ldquoRun this report for a

different termrdquo link on the top right side of the report General Notes These guiding questions are designed as an initial analysis piece for school administrators and instructional leaders This analysis will show you a broad picture of how your school is performing at both the school and grade level You will also examine some student level data However this exercise is merely a starting point Once you have completed this exercise it is important that you extend your inquiry to the classroom and student level in order to best improve instruction Virtual comparison group (VCG) reports will be coming out after Spring testing These reports will help you to further analyze growth in your school relative to similar students from around the nation

24

Guiding Questions for Analysis

1 Using the School Overview Reports carefully consider and answer the following questions for each subject area

a b The 2009 NWEA School Growth Study indicated that average percent meeting

target for schools around the nation had risen as teachers have learned to focus their teaching on standards The spring-to-spring percents meeting target varied by subject and grade level from 49 in fifth-grade mathematics to 56 in second- and fourth- grade reading Overall the data indicated that the average percent meeting published spring-to-spring targets was about 53 Fall-to-spring results were several percent higher Since average performance for schools all over the nation has improved improving our expectations are that we our instructional success rate would be at least up to the national average or 53

i In Lexington One we can celebrate the fact that our instruction has improved to the point that almost 60 of students meet or exceed published target growth for fall -to-spring virtual comparison group (VCG) scores

ii How does your school percent meeting published target growth compare with the districtrsquos VCG results

c Consider the Student Growth Summary reports for your school that administrators order online via the wwwnweaorg Web site Those are calculated with targets that are similar but not always identical to the ASG targets As long as we have a MAP contract administrators can order both fall-to-spring and spring-to-spring reports as well as all reports for previous years What was the difference between the percent of students in your school meeting growth targets in the fall-to-spring report and the spring-to-spring report (Remember that spring scores are a better measure of student growth for grades when they are available because they are not affected by summer loss or differing levels of motivation in the fall) If your fall percents are more than 5 percentage points lower than your spring percents talk about what might be happening to cause such a difference

2 Using the School Overview reports from NWEArsquos Dynamic Reports carefully consider

and answer the following questions for each subject area a Take a look at your yellow orange and red boxes These are the students based

on MAP who are in need of intervention Students in the red and orange boxes are not meeting their growth targets Students in the yellow box need to do more than meet their growth targets to progress to the Met level on PASS Click on the boxes to drill down and see individual students Based on the growth index (the distance in RIT points from the studentrsquos growth target) how far are these students from meeting the target What is their proficiency probability Do any patterns exist within these groups of students ( grade level subject area teacher) What are your plans for identifying and addressing the needs of these students Could there be implications for professional development plans

b Do any patterns exist for the students in your green box What are your plans for ensuring that these students continue to grow and achieve at high levels

c The expectation of 53 meeting target is a minimum expectation If your school had grade levels and subject areas that did not meet the minimum expectation consider these questions carefully

25

i What do you as the school administrative team know about instruction in those grade levels and subject areas from your classroom observations this year

ii What have the teachers shared from their collaborative planning common assessments and data analysis

iii What have you learned from conferencing with those teachers iv What is your plan for supporting and supervising teachers in those grade

levels and subject areas next year d Looking ahead to next year how would projected proficiency for your school

compare to the 2011-2012 AYP requirements for percent meeting proficiency (79 for math and 794 for reading)

26

Testing Information from the SCDE Office of Assessment The South Carolina Department of Education provides Web resources that include information about the kinds and proportions of questions on its accountability tests Despite widespread misconceptions about what can be assessed with multiple-choice items the South Carolina tests include many items that assess higher order thinking skills and the standards for proficiency are challenging Links to these resources are printed below HSAP Blueprints httpedscgovagencyofficesassessmentprogramshsapblueprintshtml HSAP Rubrics httpedscgovagencyofficesassessmentprogramshsaphsaprubricshtml HSAP Score Report Users Guide (No 2011 Guide has been posted as of July 2011however changes would be minimal) httpedscgovagencyacAssessmentdocuments2010_HSAP_UsersGuidepdf EOCEP Curriculum Standards httpedscgovagencyofficesassessmentprogramsendofcoursestandardshtml EOCEP Blueprints httpedscgovagencyofficesassessmentprogramsendofcourseblueprintshtml PASS Curriculum standards and test blueprints are located at the subject area links under the heading ldquoWhere can I find more information and item samples for each PASS testrdquo at the following address httpedscgovagencyacAssessmentPASShtml

Extended Response Scoring Rubric Grades 3 ndash 8 Updated 10232008

SCORE 4

3 2 1

CONTENT DEVELOPMENT

bull Presents a clear central idea about the topic

bull Fully develops the central idea with specific relevant details

bull Sustains focus on central idea throughout the writing

bull Presents a central idea about the topic

bull Develops the central idea but details are general or the elaboration may be uneven

bull Focus may shift slightly but is generally sustained

bull Central idea may be unclear bull Details need elaboration to

clarify the central idea bull Focus may shift or be lost

causing confusion for the reader

bull There is no clear central idea bull Details are sparse and or

confusing bull There is no sense of focus

ORGANIZATION

bull Has an effective introduction body and conclusion

bull Provides a smooth progression of ideas by using transitional devices throughout the writing

bull Has an introduction body and conclusion

bull Provides a logical progression of ideas throughout the writing

bull Attempts an introduction body and conclusion however one or more of these components could be weak or ineffective

bull Provides a simplistic repetitious or somewhat random progression of ideas throughout the writing

bull Attempts an introduction body and conclusion however one or more of these components could be absent or confusing

bull Presents information in a random or illogical order throughout the writing

VOICE

bull Uses precise andor vivid vocabulary appropriate for the topic

bull Phrasing is effective not predictable or obvious

bull Varies sentence structure to promote rhythmic reading

bull Shows strong awareness of audience and task tone is consistent and appropriate

bull Uses both general and precise vocabulary

bull Phrasing may not be effective and may be predictable or obvious

bull Some sentence variety results in reading that is somewhat rhythmic may be mechanical

bull Shows awareness of audience and task tone is appropriate

bull Uses simple vocabulary bull Phrasing is repetitive or

confusing bull Shows little or no sentence

variety reading is monotonous bull Shows little or no awareness of

audience and task tone may be inappropriate

CONVENTIONS

bull Provides evidence of a consistent and strong command of grade-level conventions (grammar capitalization punctuation and spelling)

bull Provides evidence of an adequate command of grade-level conventions (grammar capitalization punctuation and spelling)

bull Provides evidence of a limited command of grade-level conventions (grammar capitalization punctuation and spelling)

bull Provides little or no evidence of having a command of grade-level conventions (grammar capitalization punctuation and spelling)

NOTE This rubric MUST be used in conjunction with specific grade-level skills as outlined in the Composite Matrix for the Conventions of Grammar Mechanics of Editing Revision and Organizational Strategies and Writing Products (Appendix B of ELA Standards 2008)

Blank B Off Topic OT Insufficient IS Unreadable UR Not Original NO

gjohnston
Typewritten Text
27
gjohnston
Typewritten Text

HSAP EXTENDED RESPONSE SCORING RUBRIC

28

SCORE CONTENTDEVELOPMENT ORGANIZATION VOICE CONVENTIONS

4




bull Has a clear introduction body and conclusion

bull Provides a smooth progression of ideas throughout the writing

bull Minor errors in standard written English may be present

3

bull Presents a central idea about the topic bull Develops the central idea but details

are general or the elaboration may be uneven







bull Strongly aware of audience and task tone is consistent and appropriate

bull Errors in standard written English may be present however these errors do not interfere with the writerrsquos meaning

2

bull Central idea may be unclear bull Details may be sparse more

information is needed to clarify the central idea

bull Focus may shift or be lost causing confusion for the reader






bull Aware of audience and task tone is appropriate

bull A pattern of errors in more than one category (eg capitalization spelling punctuation sentence formation) of standard written English is present these errors interfere somewhat with the writerrsquos meaning

1

bull There is no clear central idea bull Details are absent or confusing bull There is no sense of focus



bull Uses simple vocabulary bull Phrasing repetitive or confusing bull There is little sentence variety

reading is monotonous bull There is little awareness of


bull Frequent and serious errors in more than one category (eg capitalization spelling punctuation sentence formation) of standard written English are present these errors severely interfere with the writerrsquos meaning

B Blank Off Topic Insufficient amount of original writing to evaluate Unreadable or illegible

OT IS UR

For the purposes of scoring Conventions ldquointerferencerdquo is defined as that which would impede meaning for a reader other than an educator or professional reader

29

Facilitator A facilitator skillfully helps a group of people understand their common objectives and plan to achieve them without personally taking any side of the argument The facilitator assists the group in achieving a consensus on any disagreements that preexist or emerge in the meeting to create strong basis for future action The role of a facilitator Some of the things facilitators do to assist a meeting

bull Helping participants show up prepared to contribute bull Codifying the purpose scope and deliverables of the meeting or

workshop bull Keeping the group on track to achieve its goals in the time

allotted bull Either providing the group or helping the group decide what

ground rules it should follow and reminding them of these when they are not followed

bull Reminding the group of the objectives or deliverables of the meeting or session

bull Setting up a safe environment where members feel comfortable contributing ideas

bull Guiding the group through processes designed to help them listen to each other and create solutions together

bull Asking open-ended questions that stimulate thinking bull Ensuring the group doesnt settle for the first thing that they can

agree on because they find it painful to go on disagreeing with each other

bull Offering opportunities for less forceful members to come forward with contributions

bull Ensuring that actions agreed upon by the group are assigned to individuals

Team Roles

30

Timekeeper A timekeeper is someone who skillfully keeps the meeting on a schedule Effective time-efficient meetings are fast paced and productive The timekeeper moves the group through the different parts of the meeting The chief challenge is to keep members on track with clear concise statements lasting no more that 20 seconds during the brain storming section Below is a suggested guideline of each part of the meeting Recorder The recorder writes all ideas where participants can see possibly on a flip chart chalkboard smart board or white board If using a flipchart post (rather than flip back) each page as it is completed The recorder may question participants for clarity of submission Actions agreed upon by the group (the assessment and lesson plan) are recorded for all to see and are assigned to individuals The recorder also completes the Team Learning Log or sees that it is completed by another team member

Brainstorming Guidelines

Schmoker The Results Field Book pg 136 31

The purpose of brainstorming is to produce as many good ideas as possible in a fast-paced positive setting This step in a focused improvement meeting includes the following bull Assign a recorder to ensure that the group keeps accurate notes of each

idea or strategy

bull State the purpose or desired result of the team meeting preferably in writing

bull Write each idea on a flip chart chalkboard or white board If using a

flipchart post rather than flip back each page as it is completed bull Offer each person in the group in consecutive order the opportunity to

contribute one idea or strategy bull Give team members the option to ldquopassrdquo when it is their turn to

contribute bull Keep each personrsquos remarks as succinct as possible by limiting

comments to 20 seconds or less bull Do not criticize or discuss of ideas or strategies at this time bull Expect to ldquopiggybackrdquo or build on each otherrsquos ideas to generate the

best strategies

32

Warm and Cool Feedback There are two types of feedback in this process The first one is ldquoWarmrdquo feedback This feedback is termed warm because it is supportive in nature Warm feedback may include comments about how the work presented seems to meet the desired goals and generally consists of supportive statements The second one is ldquoCoolrdquo feedback Cool feedback is more critical It may consist of concise essential questions that are both supportive and challenging (ie ldquoWhere are the gapsrdquo ldquoWhat are the problems here)rdquo Teachers who have experience using the Tuning Protocol suggest that softened statements for ldquoCoolrdquo feedback are more comfortable for teachers who have agreed to take the risk of presenting their work For example ldquoI wonder what would happen if you tried thisrdquo is more acceptable than ldquoI think you should havehelliprdquo or rdquoWhy didnrsquot youhelliprdquo Rewards Recognition and Celebration Rewards recognition and celebration are important motivators These three things are indispensable elements of effective leadership As we practice collaborative planning with common formative assessments we have to celebrate small achievements Typically teachers receive little recognition and praise When data from common assessments show even small gains we need to recognize and celebrate that Here are a few ideas for rewards recognition and celebration

Charts posted in a prominent place Announcements at faculty meetings Newsletter articles Thank-you notes A free meal (even at the school cafeteria) Goofy grab bag gifts Tickets to a movie Book store gift certificate Car wash passes purchased at a local car wash

The goal is to have staff members share an enthusiasm and focus that simply did not exist in the school before and regularly celebrating small achievements helps build and maintain momentum

Collaborative Planning Lesson Study Protocol

33

Preparation The group leader must establish norms meeting guidelines and protocols This time is for collaborative planning and independent work is not permitted The smallest allowable group is two people In the beginning the grade level leader or department chair will organize the planning After the group norms are established all of the roles in the collaborative group can rotate Planning for a larger group can rotate by subject area with all teachers collaborating in lesson and assessment design even though they are not currently teaching the subject under consideration Prepare an agenda and decide on team roles (eg timekeeper facilitator recorder) Inform appropriate people (such as department chairs grade-level leaders school administrators district subject level coordinators) of the schedule They may need to know what groups will be meeting and what focus is planned Keep to the agenda and eliminate announcements that are not critical to the process Establish time limits for discussion Teams can probably complete plans and draft common assessments for two lessons in a two-hour session A time limit of one hour for each lesson will help to keep the process focused Protocol 1 Follow Up Begin with follow-up from the last collaborative planning meeting Engage members in a concise discussion of what worked what did not work and how strategies can be refined This can be done in 5-10 minutes Complete steps 2-4 in approximately 20 minutes (The process will move faster with practice) Groups should be able to complete the process for one lesson and assessment in about an hour The goal for a two-hour session would typically be to design two lessons with accompanying assessments 2 Chief Challenges Identify a standard where your students need to improve their skills (a relative weakness) that you plan to teach in the next week or so This ought to reflect the most urgent instructional concern problem or obstacle to progress Teachers should use data that are relevant for their own students including but not limited to state-mandated assessments (HSAP PACT


34

EOCEP revised SCRAPI for 2006-2007) other standardized assessments (MAP Explore Plan text levels WorkKeys) teacher-made assessments IEPs and grades With practice this can be done in 3-5 minutes 3 Rough out an assessment for the lesson you plan to teach Identify what goes into an assessment of the standard by brainstorming the skills From the brainstorm identify the crucial skills needed to master the standard The assessment doesnt have to be polished at this point but the design should be specific enough to show exactly what students will have to do to demonstrate that they have mastered the standard Be sure you require students to do more than retrieve factual information Make sure they will be required to demonstrate higher-order cognitive processes such as application understanding analysis and synthesis 4 Plan a lesson designed to help as many students as possible succeed on the assessment Sketch the sequence and content of the lesson When applicable the design phase may incorporate review of new instructional materials 5 Pretend youve taught the lesson and that it didnt work quite as well as youd have liked Refine the assessment and the lesson 6 Arrange to share copies of the lesson plan and the assessment for all teachers in the target group to use Agree on who will produce finished copies of the assessment and lesson plan for team members and when the lesson will be taught 7 Before the next planning session team members teach the lesson to their classes and use the common assessment theyrsquove designed to determine what students have learned Teachers summarize results for their own classes They look at more than grades They reflect on patterns What conceptsskills did students master What conceptsskills were difficult for many students What needs reteaching or further development Where do they need to focus next 8 At the beginning of the next collaborative planning session (or sooner if there is opportunity) teachers compare results and analyses with those of the other teachers in their group Adapted from Results Now pp 111-112


35

Accountability Groups will keep brief minutes of who was presentabsent and the topics that were considered They may either describe or attach lesson plans and common assessments A basic format for minutes is included in this guide Administrators are expected to conduct walk-throughs on the collaborative planning sessions Expect them to stop by and listen for a few minutes If some groups need to see the process modeled andor to keep the momentum going administrators may ask teachers to present the lessons the common assessments theyve designed and their analysis of the results to other groups within the faculty

The Tuning Protocol A Process for Reflection on Teacher and Student Work

36

From the Coalition of Essential Schools Authors David Allen Joe McDonald The tuning protocol was developed by David Allen and Joe McDonald at the Coalition of Essential Schools primarily for use in looking closely at student exhibitions Also it is often used by teachers to look at the effectiveness of lessons In the outline below unless otherwise noted time allotments indicated are the suggested minimum for each task I Introduction [10 minutes] Facilitator briefly introduces protocol goals norms and agenda Participants briefly introduce themselves II Teacher Presentation [20 minutes] Presenter describes the context for student work (its vision coaching scoring rubric etc) and presents samples of student work (such as photo- copied pieces of written work or video tapes of an exhibition) III Clarifying Questions [15 minutes maximum] Facilitator judges if questions more properly belong as warm or cool feedback than as clarifiers IV Pause to reflect on warm and cool feedback [2-3 minutes maximum] Participants make note of warm supportive feedback and cool more distanced comments (generally no more than one of each) V Warm and Cool Feedback [15 minutes] Participants among themselves share responses to the work and its context teacher-presenter is silent Facilitator may lend focus by reminding participants of an area of emphasis supplied by teacher-presenter VI Reflection Response [15 minutes] Teacher-presenter reflects on and responds to those comments or questions he or she chooses to Participants are silent Facilitator may clarify or lend focus VII Debrief [10 minutes] Beginning with the teacher-presenter (How did the protocol experience compare with what you expected) the group discusses any frustrations misunderstandings or positive reactions participants have experienced More general discussion of the tuning protocol may develop Guidelines for Facilitators 1 Be assertive about keeping time A protocol that doesnt allow for all the components will do a disservice to the presenter the work presented and the participants understanding of the process Dont let one participant monopolize


37

2 Be protective of teacher-presenters By making their work more public teachers are exposing themselves to kinds of critiques they may not be used to Inappropriate comments or questions should be recast or withdrawn Try to determine just how tough your presenter wants the feedback to be 3 Be provocative of substantive discourse Many presenters may be used to blanket praise Without thoughtful but probing cool questions and comments they wont benefit from the tuning protocol experience Presenters often say theyd have liked more cool feedback Norms for Participants 1 Be respectful of teacher-presenters By making their work more public teachers are exposing themselves to kinds of critiques they may not be used to Inappropriate comments or questions should be recast or withdrawn 2 Contribute to substantive discourse Without thoughtful but probing cool questions and comments presenters wont benefit from the tuning protocol experience 3 Be appreciative of the facilitators role particularly in regard to following the norms and keeping time A tuning protocol that doesnt allow for all components (presentation feedback response debrief) to be enacted properly will do a disservice both to the teacher-presenters and to the participants Allen D and McDonald J (2003) The tuning protocol A process for reflection on

teacher and student work Retrieved August 4 2006 from Coalition of Essential Schools National Web site httpwwwessentialschoolsorgcsresourcesviewces_res54

The Consultancy Protocol

38


(Also called the California Protocol or Reflecting with Critical Friends) Many teachers in Californias Coalition member schools routinely use the tuning protocol to surface issues arising from close examination of student work But the states Restructuring Initiative which funds some 150 schools attempting whole- school reforms has also adapted and expanded the protocol for a new purpose to examine how such issues relate to the larger school organization and its aims and to summarize and assess its progress Instead of having teachers present student work the California Protocol has a schools analysis team work through an important question (possibly using artifacts from their work) in the presence of a group of reflectors as follows The moderator welcomes participants and reviews the purpose roles and guidelines for the Protocol [5 minutes] Analysis 1 Analysis Team provides an introduction including an essential question that will be the focus of the analysis [5 minutes] 2 Reflectors ask brief questions for clarification and the Analysis Team responds with succinct information [5 minutes] 3 Analysis Team gives its analysis [25 minutes] 4 Reflectors ask brief questions for clarification and the Analysis Team responds with succinct clarifying information about the Analysis [5 minutes) Feedback 1 Reflectors form groups of 4 to 6 to provide feedback one member of each is chosen to chart warm cool and hard feedback The Reflector Groups summarize their feedback as concise essential questions (cool and hard feedback) and supportive statements (warm feedback) Each group posts the chart pages as they are completed so Analysis Team Members can see them [15 minutes] 2 The Analysis Team observes and listens in on the feedback process They may also wish to caucus informally as the feedback emerges and discuss which points to pursue in the Reflection time to follow 3 Each Reflector Group shares one or two supportive statements and essential questions that push further thought [5 minutes] Team Reflection and Planning The Analysis Team engages in reflection planning and discussion with one another (rather than in direct response to the Reflectors) Everyone else in the room observes silently as members of the Analysis Team reveal how they reflect think plan and adjust


39

Dialogue The Analysis Team and the Reflectors engage in an open conversation about the schools work [10 minutes] Debrief and Closure Moderator facilitates an open discussion and debriefing of the experience of the Protocol among all participants [10 minutes] This resource last updated January 21 2003 Retrieved August 4 2006 from Coalition of Essential Schools National Web site

httpwwwessentialschoolsorgcsresourcesviewces_res54

Effective 30-Minute Meeting Protocol

Schmoker Mike Based on The Results Fieldbook 2001 40

What worked (5-10 Minutes) Each team member explains how well the identified strategy selected by the team at the previous meeting worked or how it can be refined Chief Challenges (3-5 Minutes) What is the most urgent instructional concern problem or obstacle to progress and to better results Identify a common area of opportunity (ie Increase silent reading time or an area of under performance identified by data) Proposed solutions (8-10 Minutes) Suggest practical solutions to these identified problems Brainstorm using the brainstorming guidelines Action Plan (10 Minutes) Decide which solutions or strategies might be best for the team to focus on and implement between now and the next meeting Produce copies of the assessment and plan to all team members If agreement does not emerge quickly rank-order voting can help speed up this process At times Members of the team may plan to share or develop materials or assessments later A memo or reminder may be necessary in the beginning Goal-oriented meetings that follow this model permit every team member to contribute to and learn from the expertise of the group which results in better instruction and improved results

THE EDUCATION ALLIANCE at Brown University

Changing Systems to Personalize Learning Teaching to Each Student

Connections

Connections is a way for people to build a bridge from where they are or have been (mentally

physically etc) to where they are going and what they will be doing It is a time for individuals to

reflectmdashwithin the context of a groupmdashupon a thought a story an insight a question or a feeling

that they are carrying with them into the session and then to connect it to the work they are about

to do Most people engage in Connections at the beginning of a meeting class or gathering

There are a few things to emphasize about Connections for it to go wellhellip

It is about connecting peoplersquos thoughts to the work they are doing or are about to do

Silence is ok as is using the time to write or just sit and think Assure people that they

will spend a specific amount of time in Connections whether or not anyone speaks

out loud Some groupsmdashand people within groupsmdashvalue the quiet reflective times

above all else

If an issue the group clearly wants to respond to comes up in Connections the group

can decide to make time for a discussion about the issue after Connections is over

The ldquorulesrdquo for Connections are quite simple

Speak if you want to

Donrsquot speak if you donrsquot want to

Speak only once until everyone who wants to has had a chance to speak

Listen and note what people say but do not respond Connections is not the time to

engage in a discussion

Facilitating the process is also straightforward Begin by saying ldquoConnections is openrdquo and let

people know how long it will last A few minutes before time is up let people know that there are a

few minutes remaining so that anyone who hasnrsquot yet spoken might speak With a minute or so to

go let the group know that you will be drawing Connections to a close and ask again if anyone who

hasnrsquot spoken would like to speak Before ending ask if anyone who has spoken would like to speak

again Then end

Ten minutes is usually enough time for groups of 10 people or fewer 15 minutes for groups of 11ndash

20 people and 20 minutes for any groups larger than 20 people Connections generally shouldnrsquot last

more than 20 minutes People canrsquot sustain it The one exception is where there is a group that has

been together for a period of time doing intensive work and it is the last or next to last day of their

gathering

Some people will say that Connections is misnamed because people donrsquot connect to (or build on)

what other people have said However the process is a connecting one and powerful connections

can still occur even though they are not necessarily the result of back and forth conversation

Source National School Reform Faculty Reprinted with permission

gjohnston
Typewritten Text
41

Te a m Lear n ing Log

Source Schmoker M Workshop Columbia South Carolina 2006 42

School______________________ Teacher-Led Collaborative Planning Report Form Date

GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent

TARGETED STANDARDAREA OF WEAKNESS (from a state or local assessment) egrdquo Addsubtract decimals and fractionsrdquo identify authorrsquos biasrdquo _______________________________________________________________________

_______________________________________________________________________

COMMON ASSESSMENT TO EVALUATE INSTRUCTIONAL SOLUTION (briefly describe what students must know and be able to do) _______________________________________________________________________

_______________________________________________________________________

INSTRUCTIONAL SOLUTION BRIEF DESCRIPTION OF LESSON UNITSTRATEGY (that addresses the above area of weakness) _______________________________________________________________________

_______________________________________________________________________

SHORT-TERM RESULTS (1-4 WEEK CYCLE) MEASURABLE IMPACT OF SOLUTION (This can only be filled out AFTER an assessment has been given egrdquo 62 of our studentsrdquo or ldquo17 of 28 studentsrdquo mastered the targeted standard) _______________________________________________________________________

_______________________________________________________________________

ADJUSTMENTS TO INSTRUCTION (IF RESULTS ARENrsquoT SATISFACTORY) _______________________________________________________________________

_______________________________________________________________________

43

Date GradeDeptGroup Facilitator Recorder

Present Absent

School ___________________________

Collaborative Planning Learning Log

(To be completed by each planning group that meets) Identified Instructional Issue Discussion Targeted Instructional and Assessment Strategies Additional Comments

44

2012-2013 Special Request Form for

Collaborative Planning Meetings Outside of Base Schools Send to Gloria Talley Chief Academic Officer Instructional Services gtalleylexington1net

Collaborative Planning Date for Special Request Group Requesting to Meet Together Facilitator for the Group Facilitatorrsquos School Facilitatorrsquos Email Address Facilitatorrsquos Phone Number Names of Teachers to Participate Location of Meeting Focus of the Meeting Approval Granted by (Note After the planning session the facilitator should send each participant a copy of the Collaborative Planning Log to give their principal This will serve as documentation of how the collaborative planning time was spent)

45

Suggested Resources for 2012-2013 21st Century Skills Rethinking How Students Learn ((Eds

Bellanca John and Brandt Ron) ISBN-10 1935249908 ISBN-13 978-1935249900

Ahead of the Curve (DuFour DuFour et al) - ISBN 978-1-934009-06-2 - Sequel to On Common Ground

Assessment Strategies for Self-Directed Learning (Costa amp Kallick ISBN 9780761938712)

Better Learning through Structured Teaching A Gradual Release of Responsibility Model (Fisher amp Frey ISBN 978-1-4166-0635-2)

Classroom Assessment for Student Learning (Stiggins ndash ISBN 0-9655101-5-8)

Delivering on the Promise The Education Revolution (DeLorenzo Battino Schreiber Gaddy-Cario ISBN-10 1934009423 ISBN-13 978-1934009420

Drive (Pink) ISBN-13 9781594488849 ISBN 1594488843 Five Dysfunctions of a Team (Lencioni ndash ISBN 0-7879-

6075-6) How to Grade for Learning (OrsquoConnor ndash ISBN 978-1-

57517-816-5) Whatever It Takes (DuFour DuFour Eaker Karhanek ndash

ISBN 978-1-932127-28-7) Learning by Doing (DuFour DuFour Eaker Many ndash ISBN

978-1-932127-93-5) Pyramid of Interventions ndash (Solution Tree - ISBN 978-

1934009-33-8) The Collaborative Teacher - (Solution Tree ndash ISBN 978-1-

934009-36-9) The Collaborative Administrator ndash (Solution Tree ndash ISBN

978-193-4009-37-6) The Leader in Me (Covey ) ISBN-13 978-1935249900

46

The Power of Protocols An Educatorrsquos Guide to Better Practice (McDonald et al ISBN 978-0-8077-4769-8)

Revisiting Professional Learning Communities at Work (Solution Tree ndash ISBN 978-1-934009-32-1)

ldquoThrough New Eyesrdquo ndash Video on Systematic Interventions Trust Matters Leadership for Successful Schools

(Tschannen-Moran ndash ISBN 0-7879-7434-X) The Self-directed Learning Handbook ndash (Gibbons ISBN 0-

7879-5955-3) ldquoTwenty-four Hours in the Life of a Digital Nativerdquo ndash Video

on 21st century digital learning (wwwteachertubecomview_videophp)

Free videos ndash wwwwalkthetalkcom Resources for Leaders - wwwallthingsplcinfo

TAB 3 Collaboration in Action tab goes here

Table of Contents Teacher Led

Tab 1 Framework for Teacher-Led Collaborative

Planning

1

Tab 2 Teamwork

Tool Kit

2

TAB 3 Collaboration in

Action

3

06 MainIdeas 5pdf

The Main Ideas

NOTE A new list of resources that have been used effectively by various groups in Lexington County School Distric One has been added as the last section of this guidebook

The section below is a collection of key points from several publications by Mike Schmoker a widely recognized authority on collaborative planning The quotations were selected because they focus on what actually happens in the collaborative plannin

Teamwork

Goal Setting



Data Use




Resources

08 Demystifying Data Analysispdf

Focusing Efforts

Turning Weakness into Strength

So Whats the Problem

Over-Analysis and Overload

Formative Assessment Data and Short-Term Results

What About Other Data

References

12 Annual Goals Formpdf

School_________Team________

17 HSAP Extended Response Scoring Rubricpdf

SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator

20 Recognition-Feedback3pdf

Warm and Cool Feedback

Rewards Recognition and Celebration

21 Lesson Study Protocol3pdf

Preparation

Protocol

Accountability

Table of Contents

Introduction FRAMEWORK FOR COLLABORATIVE PLANNING

2012-2013 Schedule for Collaborative Planning 1

The Main Ideas 2

Overview of the Collaborative Planning Process 9

First Things First Demystifying Data Analysis 10

Three Big Ideas and Four Crucial Questions 14

Creating SMART Goals 15

TEAMWORK TOOL KIT Annual Improvement Goals Form 16

Analyzing the PASS or HSAP School Demographic Report 17

Guidelines for Interpreting MAP Reports 20

Guiding Questions for Analysis of MAP Growth 23

SCDE Testing Information 26

State Writing amp Final Rubric ndash Grades 3-10 27

HSAP Extended Response Scoring Rubric 28

Team Roles 29

Brainstorming Guidelines 31

Feedback Rewards Recognition amp Celebration 32

Collaborative Planning Lesson Study Protocol 33

The Tuning Protocol 36

The Consultancy Protocol 38

Effective 30-Minute Meeting Protocol 40

Connections Protocol 41

Team Learning Log Form 42

Collaborative Planning Learning Log 42

Special Request Form 44

Suggested Resources 45

COLLABORATION IN ACTION


Introduction



Guidebook Overview








1

2012-2013

September 5 2012

October 3 2012

November 7 2012

December 5 2012

February 6 2013

March 6 2013

May 1 2013

Early Release



2

The Main Ideas


Results p 55


Results Now p 25


3

Results p 114


Teamwork

Results Now p 108




4










5


Results p 17


Goal Setting



Results Now p 122


6


Results p 41


Results p 31







Data Use




weakness

7






Results p 43


8






























Mike Schmoker










February 2003













































14












15











16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







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27
gjohnston
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28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability


Introduction



Guidebook Overview








1

2012-2013

September 5 2012

October 3 2012

November 7 2012

December 5 2012

February 6 2013

March 6 2013

May 1 2013

Early Release



2

The Main Ideas


Results p 55


Results Now p 25


3

Results p 114


Teamwork

Results Now p 108




4










5


Results p 17


Goal Setting



Results Now p 122


6


Results p 41


Results p 31







Data Use




weakness

7






Results p 43


8






























Mike Schmoker










February 2003













































14












15











16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
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27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability


1

2012-2013

September 5 2012

October 3 2012

November 7 2012

December 5 2012

February 6 2013

March 6 2013

May 1 2013

Early Release



2

The Main Ideas


Results p 55


Results Now p 25


3

Results p 114


Teamwork

Results Now p 108




4










5


Results p 17


Goal Setting



Results Now p 122


6


Results p 41


Results p 31







Data Use




weakness

7






Results p 43


8






























Mike Schmoker










February 2003













































14












15











16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

2

The Main Ideas


Results p 55


Results Now p 25


3

Results p 114


Teamwork

Results Now p 108




4










5


Results p 17


Goal Setting



Results Now p 122


6


Results p 41


Results p 31







Data Use




weakness

7






Results p 43


8






























Mike Schmoker










February 2003













































14












15











16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
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28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

3

Results p 114


Teamwork

Results Now p 108




4










5


Results p 17


Goal Setting



Results Now p 122


6


Results p 41


Results p 31







Data Use




weakness

7






Results p 43


8






























Mike Schmoker










February 2003













































14












15











16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

4










5


Results p 17


Goal Setting



Results Now p 122


6


Results p 41


Results p 31







Data Use




weakness

7






Results p 43


8






























Mike Schmoker










February 2003













































14












15











16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

5


Results p 17


Goal Setting



Results Now p 122


6


Results p 41


Results p 31







Data Use




weakness

7






Results p 43


8






























Mike Schmoker










February 2003













































14












15











16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

6


Results p 41


Results p 31







Data Use




weakness

7






Results p 43


8






























Mike Schmoker










February 2003













































14












15











16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

7






Results p 43


8






























Mike Schmoker










February 2003













































14












15











16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

8






























Mike Schmoker










February 2003













































14












15











16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability























Mike Schmoker










February 2003













































14












15











16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability













































14












15











16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

15











16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability



16

School_________Team________


17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

17







18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

18





19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

19


20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







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27
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28


4







3











2











1









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29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

20










21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
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27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

21
















22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
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27
gjohnston
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28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

22




23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
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27
gjohnston
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28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

23








24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

24













25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
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27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

25






26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

26



SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability


SCORE 4

3 2 1

CONTENT DEVELOPMENT












ORGANIZATION









VOICE













CONVENTIONS







gjohnston
Typewritten Text
27
gjohnston
Typewritten Text


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability


28


4







3











2











1









OT IS UR


29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

29













Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

Team Roles

30





idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability




idea or strategy







best strategies

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

32





33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability


33



34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability


34



35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability


35



36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability


36



37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability


37




38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability


38




39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability


39








Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability






Connections











above all else














again Then end





gathering





gjohnston
Typewritten Text
41




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability




GradeDeptGroup

Facilitator

Recorder

Timekeeper

Present Absent


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________


_______________________________________________________________________

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

43


Present Absent

School ___________________________



44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

44




45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

45
















46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

46











Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability




Planning

1

Tab 2 Teamwork

Tool Kit

2


Action

3

06 MainIdeas 5pdf

The Main Ideas



Teamwork

Goal Setting



Data Use




Resources


Focusing Efforts






References


School_________Team________


SCORE

CONTENTDEVELOPMENT

ORGANIZATION

VOICE

CONVENTIONS

B

OT

IS

UR

18 Rolespdf

Facilitator





Preparation

Protocol

Accountability

2012-2013 collaborative planning guidebook

Documents