September 2, 2009 Blakemore Cluster Meeting

Meeting Objectives and Agenda By the end of cluster, teachers will have developed an understanding of the instructional plans domain of the Designing and Planning Instruction rubric and will be reminded of the critical attributes of the Analysis Map vocabulary strategy. 1. Approve Norms 2. CODE Data 3. Instructional Plans domain 4.Vocabulary Strategy 5. Development

Blakemore School Plan Based on math TAKS results students in grade 6 will increase from 92% proficient to 95%, 25% commended to 50%, and all students will achieve a year’s growth based on value added calculation scores. Based on math TAKS results students in grade 7 will increase from 55% proficient to 75%, 10% commended to 25%, and all students will achieve a year’s growth based on valued added calculation scores. Based on math TAKS results students in grade 8 will increase from 67% proficient to 80%, 6% commended to 20%, and all students will achieve a year’s growth based on campus benchmark scores.

Cluster Cycle One Goal By the end of the cycle, teachers will have an understanding of the four rubrics used in TAP evaluations, the process for analyzing student work, and strategies taught during cluster in the school-year.

Cluster Meeting Norms Good Time Management – Start and Leave on Time Come Prepared – Work Samples, Lesson Plans, Etc. Work Cooperatively Be Open Minded Stay On Task Act Professionally Be Positive

CODE Data

Review: Instructional Plans Domain Please discuss the Instructional Plans domain, following these guidelines: 1. What are the key elements that separate Exemplary from Proficient and Proficient from Needs Improvement? 2. What areas of concern do you have in looking at this domain? 3. What questions do you have regarding the domain? Please be prepared to share your discussions with the whole group.

Analysis Map Vocabulary Strategy PurposeCritical Attributes Provides format for: Analysis of term Connections to other concepts and terms Further development of understanding Critical Attributes and Target Skills: Students are able to paraphrase the definition in their own words. Students are able to identify other items or ideas that are similar to the target term as well as items and ideas that are related yet contrasting. Students are able to add examples to the map as they are further exposed to the targeted term.

Analysis Activity As a table, your task is to evaluate the sample lesson plan in front of you. The lesson plan is based on the Analysis Map vocabulary strategy. You are to evaluate it through the lens of the Instructional Plans domain.

Development Time Please Answer the following questions and then work toward completing your lesson plans: What term(s) will you use this week to implement the strategy? What questions will you ask to get students to be able to fill in the “compare to” and “contrast with” sections of the map? What questions will you ask to help students’ activate background knowledge and identify relationships? How will you connect this term to future use in problem solving?

Evaluation and Analysis Please bring work samples to cluster next week showing your use of the Analysis Map vocabulary strategy.