1. Connecting the Dots BISD’S LEARNING PLATFORM AND ESTABLISHING EXPECTATIONS FOR LEARNING RUBRIC

3. Establish a clear vision regarding teaching and learning in Birdville ISD Explore Birdville ISD’s Learning Platform Make connections between the learning platform and the rubric for establishing learning expectations Generate ideas for observable teacher and student evidence for each component of the rubric

5. Educators in Birdville ISD will… Roles and Responsibilities: Teachers as members of Professional Learning Communities 1. What do students need to know and be able to do? Examine the curriculum documents Determine how to bundle standards within the lessons (leading standard, process skills, partner standards) 2. How will we know when they’ve learned it? Develop common assessments aligned to the unit standards (both formative and summative) Use formative and summative data to monitor student progress 3. What instruction must take place to ensure students learn? Design instruction in alignment with the cognitive rigor, content, and context of the standard by using the Clarifying Documents in eduphoria! Design student tasks that are aligned to the standards and prepare students to demonstrate mastery Select strategies that will cause students to engage in the thinking required of the standard Review data from assessments and make instructional decisions based upon the findings 4. What will we do if they haven’t learned it? Plan for re-teaching of standards that students did not master at the advanced level Select appropriate interventions for students struggling to achieve mastery 5. What will we do if they already learned it? Plan for extending learning for those who have achieved mastery

6. Educators in Birdville ISD will… Roles and Responsibilities: Teachers as members of Professional Learning Communities 1. What do students need to know and be able to do? Examine the curriculum documents Determine how to bundle standards within the lessons (leading standard, process skills, partner standards) 2. How will we know when they’ve learned it? Develop common assessments aligned to the unit standards (both formative and summative) Use formative and summative data to monitor student progress 3. What instruction must take place to ensure students learn? Design instruction in alignment with the cognitive rigor, content, and context of the standard by using the Clarifying Documents in eduphoria! Design student tasks that are aligned to the standards and prepare students to demonstrate mastery Select strategies that will cause students to engage in the thinking required of the standard Review data from assessments and make instructional decisions based upon the findings 4. What will we do if they haven’t learned it? Plan for re-teaching of standards that students did not master at the advanced level Select appropriate interventions for students struggling to achieve mastery 5. What will we do if they already learned it? Plan for extending learning for those who have achieved mastery

8. Where does each rubric indicator fit on the learning platform? Discuss the REASONING behind each connection. Step 1 What parts of the learning platform remain? How does it meet and go beyond the rubric? Step 2 How are these qualities SIMILAR and/or DIFFERENT from what you already see in classrooms? Step 3

9. Assign each person from your table to a rubric category. All categories must be covered by your group, but multiple people can be assigned to the same category.

10. Communication of Standards Student Understanding of Learning Expectations Student Self- Evaluation Feedback Based Upon Student Performance Tasks and Work Products

11. Communication of Standards Split into 2-3 groups Student Understanding of Learning Expectations Split into 2-3 groups Student Self- Evaluation Split into 2-3 groups Feedback Based Upon Student Performance Split into 2-3 groups Tasks and Work Products Split into 2-3 groups

12. Examine the level indicators for your category. What do you currently see on your campuses? In which areas do you feel teachers will need the most support? WHY will intentional practice around this category improve LEARNING? Step 1

13. Discuss each level for your category – what would you see the teacher doing? What would you see the students doing? Type on your group’s slide in the Google DocGoogle Doc Be as detailed as possible. Always discuss the WHYs.

14. Return to your campus table. Each person shares evidence generated by expert group. Group discussion around each component: How does this compare to what we see? How can our identification of the observable evidence support the work of teachers/leaders? What questions do we have to help us grow in our ability to lead the shift from teaching to learning? Step 3 Whole group discussion Step 4

15. Moving from theory to practice. After thinking about observable evidence for each indicator… Which level is your campus on now? Which level will you commit to reaching this year? Actions and Support.

16. PASS OUT COLOR STRIPS

17. Sit at the table with the same color as the strip you receive. Do NOT lose your color strip! The # will determine your grouping for the next step of the activity.

18. Best Practice BOOK STUDY AND APPLICATION

19. Generate ideas for what we should see more of and less of as we transform to a platform of learning Explore the seven structures of best practice teaching Reflect upon learning and make plans for implementation

20.  Define and discuss.  At your table, on a sticky note, write what you think Best Practice is.  Shoulder share at your table.  Discuss as a big table group.  As you think about Best Practice….what would that look like in a classroom?

21. More Less..

22. *Student Centered *Cognitive *Interactive Student Centered: Challenging Authentic Experiential Holistic Cognitive: Constructivist Reflective Expressive Developmental Interactive: Democratic Collaborative Sociable

23.  Gradual Release of Responsibility  Classroom Workshop  Strategic Thinking  Collaborative Activities  Integrative Units  Representing to Learn  Formative-Reflective Assessment

24. READ section for your expert group structure Step 1 Expert Groups Move to assigned area Discuss your assigned structure: what does it involve? WHY does it contribute to learning? Step 2 1 – Gradual Release of Responsibility 2 – Classroom Workshop 3 – Strategic Thinking 4 – Collaborative Activities 5 – Integrative Units 6 – Representing to Learn 7 – Formative- Reflective Assessment

25. Create Collaborate to create a poster that illustrates the following about your structure: Qualities Purpose Examples Each group member will need to be the EXPERT on this structure for their home group. Step 3

26. Go back HOME to your color group Step 4 Gallery Walk Home group travels together Expert(s) for each structure present/lead discussion as you visit each poster Use GRAPHIC ORGANIZER to take notes on each structure Step 5

27. How will you implement learning from today to improve student learning on your campus? EXIT TICKET Can teachers still “teach?” Discuss!

28.  Section II of the book is Chapters 3-7.  Over the next few months, we will send an activity to do as an LOL for each of the chapters.  Chapter 3 and 4 will be read in October.  Chapter 5 and 6 will be read in November and December.  Chapter 7 will be read in January prior to LOL.  During LOL we will tie the chapters together.

29. OHI Post-Assessment – October 10 Report to campus @ 8am Report to District PD @ 9am Proctor Training Dates Sept. 29 th or Oct. 2 nd. W.G. Thomas on 9/29 or BCTAL on 10/2 from 4:00-4:30 either day. October 13 Flex Day Policy Approval Forms Secondary Curriculum Preview Survey