1. 1 Support Provider Workshop #3 2008-09 East Bay BTSA Induction Consortium

2. 2 Session Outcomes Overview of Inquiry Module Developing the IIP Steps in the Inquiry Process Updating the IIP and Inquiry Question Revisiting the Assessment Toolbox Demonstration Sample Schedule

3. 3 33 Inquiry Focus and Number /Year Program Level Decision  CONTEXT FOR TEACHING Class, School, District, and Community Conversation Guides INITIAL ASSESSMENT OF TEACHING PRACTICE Teacher Preparation Information CA Standards for the Teaching Profession and Induction Standards-Based Informal Classroom Observation Assessment Toolbox / Reflective Conversation Selection of Focus for Induction Standards Program Level Decision  Use of Summary of Teaching Practice In Year 1 Program Level Decision  SUMMARY OF TEACHING PRACTICE Reflection on Teaching, Student and Personal Growth Future Considerations for Study FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT) Return to Context for Teaching and Initial Assessment INQUIRY Inquiry Focus Action Plan Essential Component for Instruction Observation Analysis of Student Work Summative Assessment Reflection IIPIIP

4. 4 Inquiry What: Why: How:

5. 5 IIP Action Plan (Steps/Results) PD/Research Professional Developmen t Bookmark Lesson Plan Observation Lesson Study Book Study Internet Workshop

6. 6 Importance of the IIP Guiding the work in Identifies professional development Revisited often Document results Used to reflect

7. 7 Step One Documents: IIP Cells 1-4 Step One: Inquiry Focus INQUIRY Inquiry Focus Action Plan Essential Component for Instruction Observation Analysis of Student Work Summative Assessment Reflection IIPIIP Handout Pg. 5 Blank Practice IIP on Pg. 18

8. 8 Year One = Equity Year Two = Special Populations From Initial Assessment What the PT wants to learn Pre/Post assessment data- what students achieve PD 2 hr. Handout Pg. 5

9. 9 Connecting Big Picture to IIP (C-1) Cells 1 – 4: Determine a Focus question Identify CSTP elements to be addressed Anticipate outcomes for student learning Cells 5 – 8: “Plan/Teach” phase Document research and create an action plan Apply the learning to classroom practice Determine results Cell 9: “Reflect” phase Reflect on the teaching plan, student work, and observation results Examine the impact on student achievement Cell 10: “Apply” phase Describe the application to future practice Consider implications for a future focus question Plan Teach Reflect Apply

10. 10 Step One Documents: IIP Cells 1-4 Step One: Inquiry Focus INQUIRY Inquiry Focus Action Plan Essential Component for Instruction Observation Analysis of Student Work Summative Assessment Reflection IIPIIP Year One Focus Area: Pedagogy and Equity Year Two Focus Area: Pedagogy and Special Populations Early Completion: Two Inquiries to complete New Year Two: Specific to their needs Pedagogy and Equity ELL and Special Populations

11. 11 Preparing to Complete Cell 1: Review evidence collected during Modules A and B: Context for Teaching Initial Assessment Step One Documents: IIP Cells 1-4 Step One: Inquiry Focus

12. 12 What might a participating teacher identify as an area of focus in Cell-1 on the IIP (C-1)? Write a focus area on your practice IIP Share out group examples Cell 1 Step One Documents: IIP Cells 1-4 Step One: Inquiry Focus

13. 13 With a partner, review sample focus questions → What are the characteristics of a well written focus question? Possible Answers: Question is narrow enough to measure results Question is broad enough to last at least 2 months Question is directly related to the Focus Area in Cell 1 Cell 2 Step One Documents: IIP Cells 1-4 Step One: Inquiry Focus Handout pg. 7-8

14. 14 The CSTP questions may be used to help write a strong focus question for Inquiry. Refer to the questions located on pages 24-29 in the CSTP booklet. Discuss: How might these questions be used to assist in the development of an Inquiry focus question? Cell 2 Step One Documents: IIP Cells 1-4 Step One: Inquiry Focus

15. 15 With a partner: Read the focus questions you’ve crafted Discuss which might need to be rewritten and how they might be improved. Cell 2 Step One Documents: IIP Cells 1-4 Step One: Inquiry Focus

16. 16 Note: Focus questions need to be deep enough to sustain a 6-8 week investigation. Questions with a “yes” or “no” answer will not work. Step One Documents: IIP Cells 1-4 Step One: Inquiry Focus

17. 17 Individual Induction Plan Cells 3-4 Practice Using your Focus Question, identify all CSTP Elements (Cell 3) that will be addressed during the course of the Inquiry. Using your practice IIP, review cells 1 - 3, and identify appropriate Outcomes for Student Learning (Cell 4).

18. 18 Step One Documents: IIP Cells 1-4 Step One: Inquiry Focus INQUIRY Inquiry Focus Action Plan Essential Component for Instruction Observation Analysis of Student Work Summative Assessment Reflection IIPIIP Step Two Documents: IIP Cells 5-8 Step Two: Action Plan

19. 19 (Cell 5) Dates Action Taken (Cell 6) Research conducted “Steps taken to gain new knowledge:” Consulting Colleagues Observing Classrooms Professional Journals Internet Research (Cell 7) Application Record how the new knowledge was implemented (state each action taken). Step Two Documents: IIP Cells 5-8 Step Two: Action Plan

20. 20 Professional Development Review the criteria for PD and suggested options Review the PD Rationale PTs will need to complete a PD Rationale and submit it as part of their Inquiry folder in May Handout Pg. 9-10

21. 21 Review IIP Cell 8 Continue using the practice IIP to record specific examples of (possible) classroom changes, as a result of implementation of new knowledge Example: (Cell 8) “95% of my students are able to establish and articulate their progress on a daily basis, using student grade logs and rubrics for self- assessment.” Step Two Documents: IIP Cells 5-8 Step Two: Action Plan

22. 22 Step Two Documents: IIP Cells 5-8 Step Two: Action Plan 22 Step One Documents: IIP Cells 1-4 Step One: Inquiry Focus INQUIRY Inquiry Focus Action Plan Essential Component for Instruction Observation Analysis of Student Work Summative Assessment Reflection IIPIIP Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template

23. 23 Review Essential Components for Instruction (C-2) Discuss which components (boxes 1-14) may be connected with the Induction Standards and/or focus questions documented on the IIP? Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Pkt.

24. 24 Review Lorey’s Artifact – Essential Components for Instruction (C-2) What clarifying questions would you ask Lorey? What connections are you able to make between the IIP (C-1) and Essential Components for Instruction (C-2)? Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Pkt.

25. 25 What can be most challenging about an Entry-Level Assessment? Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Packet Flip page

26. 26 Sort student work into 2 levels of performance: 1. basic / proficient or advanced 2. below basic / far below basic Divide the 2 levels of performance into: 1. far below basic 2. below basic 3. basic 4. proficient or advanced Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template

27. 27 Based on the results of this assessment, describe the conversation you would have with Lorey before she begins her lesson series. Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Pkt.

28. 28 Note: Select 1 English Learner Select 1 Special Population student (IEP, RSP, 504, GATE,...) Select 1 Focus Student of Choice (Should complete the range of abilities in the classroom not represented by EL or Special Populations) Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Pkt.

29. 29 The Lesson Plan Template (C-5) includes these essential components: Introduction Direct Instruction Modeled Instruction Guided Practice / Checking For Understanding Independent Practice Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Pkt.

30. 30 Criteria for Lesson Series Same content area for all lessons Cover 6-8 week timeframe Beginning, middle, end Allow for application of learning from professional development in Action Plan One lesson must include use of technology PT Submits 5 lessons for review

31. 31 What questions or clarifications would you want to discuss with Lorey, based on her plan? Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Pkt.

32. 32 IIPIIP INQUIRY Inquiry Focus Action Plan Essential Component for Instruction Observation Analysis of Student Work Summative Assessment Reflection Step Four Documents: Review: C2, C4, C5 C6: Observation Record Standard 5/6 Observation C7: Student Work Analysis IIP: Cells 5-8 Step Four: Observation Step Five Documents: C8: Summative Assessment Step Five: Summative Assessment Step Six Documents: E-2.1 CSTP Self Assessment E-2.2 Std. 5/6 Self-Assessment E-3 Reflective Conversation IIP Cells 1-10 Step Six: Reflection and Application

33. 33 Review (C-6, Parts 1 & 2) Identify the information to be completed prior to the observation, including: Participating Teacher Name Date of Observation Support Provider Name Content Standard to be Observed Focus Question and related CSTP Induction Standard and Focus Step Four Documents: Review: C2, C4, C5 C6: Observation Record Standard 5/6 Observation C7: Student Work Analysis IIP: Cells 508 Step Four: Observation Artifact Pkt.

34. 34 Step Four Documents: Review: C2, C4, C5 C6: Observation Record Standard 5/6 Observation C7: Student Work Analysis IIP: Cells 508 Step Four: Observation Additional Observation Records Review and discuss: C-6a – Equity Observation Record* C-6b – ELL Observation Record* C-6c – Special Populations Observation Record* *Available on eastbaybtsa.org Handout Pg.11-16

35. 35 Inquiry Folders Review the outside cover Review the inside information As you complete and review documents, share the Standard connections with your PT Be sure that PT’s documents address Standard language. Review the back page

36. 36 Sample Inquiry Schedule Review the sample schedule What questions do you have about the Inquiry module? Handout Pg. 17

37. 37 What Else? Complete Mid Year Review online eastbaybtsa.org – Support Provider tab Preparation for Mid Year checks Preparation for Dist. #2 – PRINT Turn in Monthly Accountability Logs Session Evaluation