misd instructional process
TRANSCRIPT
Professional Learning Communities (PLCs)
•Focus on learning for ALL•Create a culture of collaboration•Focus on results
Collaboration
Teams use the four critical questions to guide the work of the PLC:• What do we expect our students to learn?• How will we know that they have learned it?• How will we respond when they have not learned it?• How will we respond when they know it?
Why??
Rick DuFour: Communicating Priorities by Establishing a Guaranteed and Viable Curriculum
Video: Global PD by Solution Tree
Collaborative Study of Essential Learning
• Promotes clarity• Promotes consistent priorities• Is crucial to the common pacing required for
formative assessments• Can help establish a curriculum that is viable• Creates ownership of the curriculum among those
who are asked to teach it
Collaborative Study of Essential Learning
• Promotes clarity• Promotes consistent priorities• Is crucial to the common pacing required for
formative assessments• Can help establish a curriculum that is viable• Creates ownership of the curriculum among those
who are asked to teach it
Collaboration
Teams use the four critical questions to guide the work of the PLC:• What do we expect our students to learn?• How will we know that they have learned it?• How will we respond when they have not learned it?• How will we respond when they know it?
Standard
5.2B Compare and order two decimals to thousandths and represent comparisons using the symbols >,<, or =.
Depth of Knowledge/Bloom’s Taxonomy
Depth of Knowledge (DOK) - Webb Type of Thinking - Bloom
Level 1 - Recall and Reproduction Remember
Level 2 - Basic Skills and Concepts Understand
Level 3 - Strategic Thinking and Reasoning Apply
Level 4 - Extended Thinking Analyze
Evaluate
Create
Creating a Learning Target
Verb (Skill) Noun (Content) Context DOK Level/Bloom’s
Compare Decimals Place value to thousandths
Level 2/Evaluate
Order Decimals Place value to thousandths
Level 2/Analyze
Represent Comparisons Symbols >,<,= Level 2/Apply
5.2B Compare and order two decimals to thousandths and represent comparisons using the symbols >,<, or =.
Learning Targets
• Compare decimals to the thousandths place. • Order decimals to the thousandths place. • Represent comparisons of decimals by using >,<,=
5.2B Compare and order two decimals to thousandths and represent comparisons using the symbols >,<, or =.
Planning
• Warm-up• Objectives• Modeling/Direct Instruction• Instructional Strategies• Academic Vocabulary• Wrap-up/Closure
Common Formative Assessment
• CFA• Built collaboratively by the team • Assesses specific knowledge and skills as identified in
the essential standards• Assessed using mutually agreed upon protocols• Analyzed by the collaborative team• Identifies strengths and weaknesses for intervention and
enrichment
The Power of CFAs
Common Formative Assessments….
● Promote equity for students● Provide an effective strategy for determining whether the guaranteed
curriculum is being taught and, more importantly, learned● Build a team’s capacity to improve its program● Facilitate a systematic, collective response to students who are
experiencing difficulty● Offer the most powerful tool for changing adult behavior and practice
CFA Teaching Cycle
Create CFA
X day teaching period Y day re-teach period
Set date for CFA and team
data review
Re-assess those who didn’t pass
the CFASta
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ith th
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Campus SystemsAbell- Dr. Jennifer SeybertAlamo- Leann DumasGoddard- Shelly HaneySan Jacinto- Deborah Kendrick
Intervention
The 3 Tiers of RTI
● Tier 1- The Essentials- Effective Core Instruction● Tier 2- Intervention- Supplemental Interventions for Some Students● Tier 3- Remediation- Intensive Interventions for Individual Students
Response to Intervention
Enrichment
Campus Systems:Iliana Bermea - Milam ElementaryShannon Torres - Midland Freshman HSLety Amalla - Burnet Elementary
Professional Learning Community Rubric
Elements Learning Literal Refinement InternalizedCollaborative Culture:Educators work together in collaborative teams to achieve student learning
Teams meet regularly (weekly/ bi-weekly, monthly) during the school day.
Collaborative teams develop written norms and establish goals that clarify expectations and commitments.
Teams focus on pre-arranged topics that impact student learning, and make revisions to goals to improve team effectiveness.
Teams honor their collective commitments to each other and our students in order to maximize learning.
Guaranteed Curriculum:Educators establish what we want our students to learn.
Educators use district developed curriculum guide resources.
Educators work together to define essential learning and establish pacing.
Educators build shared knowledge of current content standards, unpack high stakes assessments to clarify essential learning, and adjust instruction based on formative assessments.
Educators continually refine essential learning and guarantee a viable instructional program for all students.
Common Assessments:Educators determine if each student has learned what we want them to learn.
Educators use benchmark assessments several times throughout the year.
Educators analyze student work and assessments and discuss common criteria.
Educators consistently apply common criteria to assess student work and discuss formative instructional practices.
Educators consistently utilize formative instructional practices, including common assessments, to gather evidence of student learning.
Ensuring Learning:Educators respond when some students have not learned it.
Educators use school/district classes, establish ‘pull out’ or after-school programs and curriculum resources when students are identified for intervention.
Educators provide students with additional time and support that does not remove the student from new direct instruction, when they experience difficulty.
Educators develop and utilize a timely, directive, and systemic plan for students when they experience difficulty.
Educators coordinate a flexible, supportive and proactive system of intervention for students who experience difficulty.
Enrich learning:Educators extend and enrich the learning for students who have demonstrated mastery.
Educators use school/district classes, establish ‘pull out’ or after-school programs and curriculum resources for identified students.
Educators provide time and support for enrichment during the school day for those who have moved beyond the essential learning.
Educators develop and utilize timely, directive, and systemic plan for students who have moved beyond the essential learning.
Educators coordinate a flexible, supportive, and proactive system for students who have moved beyond the essential learning.
Educators provide time and support for enrichment during the school day for those who have moved beyond the essential learning.
Current MFHS Strategies
Mrs. Birch - ELA I
• Use of Technology
• Think Through Math
• APEX
• Cycles
• Small Groups
Mr. Green - Alg I
Moving Forward at MFHS
• Added Value
• Deeper into Concepts
• Real-Life Applications
• Create a task force in each collaboration to plan for enrichment.
• Utilizing “experts” in each standard
CAMPUS SUGGESTIONS• Use leveled readers• Use vocabulary to write
sentences• Free choice book reading for
points• Accelerated reader• Centers-high level• Picture/writing journal• Word creation• Enriched leveled reader-novels
• United Streaming- skills 1, 2, 3• Envision – enrichment (math)• Separate curriculum• Games• Group leaders• Peer tutoring• Take to seat centers• Independent projects• Reading buddies
EXAMPLES-KINDER MATH
“We allow them the opportunity to help teach a friend. We also give them an enrichment activities to challenge them. For example instead of adding within 10, we would give them work to add within 20.”
EXAMPLES-3RD READING-WHAT IT SOUNDS LIKE
Review Instructional Process
• What do we expect our students to learn?• How will we know that they have learned it?• How will we respond when they have not learned it?• How will we respond when they know it?