March (February) ISLN March 17,

AGENDA Welcome, Targets, Norms, Information “Rabbit Task”-is student work good evidence of effective teaching? District conversations about implementation of highly effective teaching, learning and assessment practices. Social Studies and Science Science Assessment System Debrief

Norms of Collaboration 1. Pausing 2. Paraphrasing 3. Posing Questions 4. Putting Ideas on the Table 5. Providing Data 6. Paying Attention to Self and Others 7. Presuming Positive Intentions © Center for Adaptive Schools

Evaluate your districts’ implementation of highly effective teaching, learning, and assessment practices around KAS and make necessary adjustments for improvement. Select and apply appropriate tools and protocols, and evaluate the quality of locally developed resources to support highly effective teaching, learning and assessment practices. Reflect on current strategies focusing on effective collaboration between the DLT and all constituents in achieving district goals. How can the EXAMINATION OF STUDENT/EDUCATOR WORK be supported as a routine for continuous improvement? TARGETS

Town Hall Meetings

Think, Write, Pair, Share 1.What IS a task? 2.What makes a task a high quality task?

In teams of 2-3, consider and work the following 3 rd Grade Math prompt: The “Rabbit Task” Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen to keep rabbits.  If Ms. Brown’s students want their rabbits to have as much room as possible, how long would each of the sides of the pen be?  How long would each of the sides of the pen be if they had only 16 feet of fencing?  How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else could read it and understand it.

Take a colored letter card from the center of the table; take your work analysis sheet and go to the section that matches your color. Start at the student work sample that matches your letter and rotate clockwise Collect your evidence of student strengths and weaknesses The timer will be set for 4 minutes at each sample Return to the table, compare notes and have a conversation about the work. Which students seemed to “get it”? Can you make any inferences about the instruction based on the work? Share out

Return to the same colored set and the letter. This time, you are looking at the student work in conjunction with the instructional scenario. You will have 5 minutes for each scenario Make observations and collect your evidence for what the teacher did well and what the teacher could have done better. Return to your table, compare notes and have a conversation about the instruction that took place. Make a claim: Which teacher’s instruction was most effective? Give your evidence: What evidence are you relying on to make that claim? What is your reasoning?: Why is that evidence the best when proving that teacher was most effective? Share out

Now, consider this scenario: Dr. Pruitt is coming to your district and wants to visit a classroom. You want him to see a teacher who communicates with students, asks good questions, whose students are cognitively engaged, who uses assessment in instruction and demonstrates flexibility and responsiveness. Whose classroom will you take him to?? Picture that teacher in your head as you respond: Make a claim: Which teacher in your district/school best exemplifies those qualities? Give your evidence: What evidence are you relying on to make that claim? What is your reasoning?: Why is that evidence the best when proving that teacher was most effective?

TABLE TALK How can you take the practices of that particular teacher and scale it within your building? How are we utilizing student work for continuous improvement of student learning and educator growth? If not, how can we?

Each district needs to pair up with another district Begin a conversation about your own district’s implementation of highly effective teaching, learning and assessment practices. What do you do? What works the best? What have you had the most struggle with? Share out.

SOCIAL STUDIES UPDATE Jacqueline Coleman

FEBRUARY REVIEW What type of evidence supports the operationalization of the FfT & CHETL? Model lessons for each grade band Katie Holbrook – KEDC, Bradley Abell – WCMS, and Andrew Ashford – MCHS Student experience & teacher analysis (CHETL & FfT) Breakout Sessions IDM breakdown: questioning, sources, tasks PLC Priority Plan What have you accomplished so far? What do you have left to accomplish this year? Logical sequence/progression? What assistance/resources does your school/district need? IDM: Round II

MARCH PREVIEW How can the examination of student/educator work be supported as a routine for continuous improvement? Rabbit task High quality tasks Focus on collaborative planning, facilitation, and reflection Learning from Student Work Protocol Collaborate to analyze student work samples from 1 st IDM Revisit PLC Priority Plan Focus on collaborative planning, facilitation, and reflection How do I move from *me* thinking about this to our PLC thinking about this? How can you lead this process in your PLC/school/district? IDM: Round II Focus on one task / column Collaborate with colleagues to continue building/improving upon 2 nd IDM

ELECTRONIC TOOLBOX PHENOMENON: DOES ALL PHENOMENON HAVE TO BE PHENOMENAL?? EXPERIENCING SCIENCE AS STUDENTS COLLABORATIVE WORK ANALYZING TASKS AND STUDENT WORK FORMATIVE ASSESSMENTS RABBIT TASK-IS STUDENT WORK GOOD EVIDENCE OF EFFECTIVE TEACHING? RUBRIC DEVELOPMENT FOR THE SCIENCE AND ENGINEERING PRACTICES SCIENCE ASSESSMENT SYSTEM FORMATIVE ASSESSMENT STRATEGIES 21

Your feedback is needed Closely read the cover page. Use Post-it notes to submit questions or feedback. Label the notes C.P.

Closely read the page two: Classroom Embedded Assessment. Look at the columns labeled Purpose and Uses: What’s the difference? Who are the users? Look at the Challenges and Limitations: Are they realistic? Have we missed anything? Look at the Implementation Requirements/Administration Use Post-it notes to submit questions or feedback. Label the notes C.E.A.

Repeat with page three: Through Course Task Look at the columns labeled Purpose and Uses: What’s the difference? Who are the users? Look at the Challenges and Limitations: Are they realistic? Have we missed anything? Look at the Implementation Requirements/Administration Use Post-it notes to submit questions or feedback. Label the notes T.C.T.

Ditto with page fou: Statewide Summative Assessment Look at the columns labeled Purpose and Uses: What’s the difference? Who are the users? Look at the Challenges and Limitations: Are they realistic? Have we missed anything? Look at the Implementation Requirements/Administration Use Post-it notes to submit questions or feedback. Label the notes S.S.A.

And finally page five: Talking Points Anything jump out at you? Anything we are missing? Anything that needs clarification? Use Post-it notes to submit questions or feedback. Label the notes T.P.

Don’t forget the evaluation! Safe travels! See you next month! Go Cats!!!!!!!!!!!!