rigor November 2016 3 minutes Take the first few minutes to explain logistics for the day. First hour this morning will be a common session on rigor so that we all approach this with a common understanding of what rigor is. Then we will move to rotating sessions for ELA, math, and science. At the end of the day you will remain in your last session for a 30 minute common session to reflect on your learning and plan next steps.
Guidelines for Today’s Learning Be open to and respect all points of view. Listen with an open mind and expect to learn from one another. Accept responsibility for active and equitable participation by each group member. Check for understanding. Before you counter an idea, be sure you fully understand what has been said. Allow think time – before and after someone speaks. Welcome questions. 1 minute It is important to establish some guidelines for our learning together today. As you are participating in today’s learning activities please remember to … Read Guidelines for Today’s Learning We do not have scheduled breaks so take care of yourself when needed.
Commitment to Professional Learning What? Expectations about Participation Why? To set the stage for professional learning, build community, and make commitments to each other How? Complete a 4-item survey to reflect on the commitment you are willing to make to the quality of today’s learning experience. Share ratings at your table. Review the Guidelines for Today’s Learning and identify those that will support your commitments. 4 minutes Ask participants to take a few minutes to complete the Commitment to Professional Learning survey in preparation for participation in today’s learning. Turn and talk to a partner about your commitment to today’s learning. Review the Guidelines for Today’s Learning on previous slide and select guidelines that will help you keep your commitments.
Learning Targets Participants will: share and reflect on actions taken to increase rigor. deepen understanding of the leadership role for increased rigor. deepen understanding of the definition of rigor, specifically, “each student is supported so that he or she can learn at high levels”. 1 minute This morning we are going to spend the first hour talking about the definition of rigor and what it generally looks like. We will then move to our content sessions where you will learn more about what rigor looks like in science, mathematics, and English language arts. This mornings learning targets are: Deepen understanding of rigor Develop insights related to what rigor looks like in classrooms This afternoon in our common session we will cover the final learning target Reflect on current practices that support rigor
What is RIGOR? Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. (Blackburn, 2008) 1 minute Remind participants of the focus of our first session... The definition of rigor and how it looked in each of the content areas of math, ELA, and science. Remind participants that we asked that we asked them to come prepared to share any actions taken towards increasing rigor in their school or district.
Share actions taken for increasing rigor What? Success Analysis Protocol Why? To share actions taken since first session and dialogue with colleagues about successes and challenges. How? Prepare to discuss with your colleagues an effective action taken since our first session for increasing rigor in your school or district. Use the Success Analysis Protocol in your activity packet. 12 minutes Success Analysis Protocol Purpose: To share actions taken since last meeting and dialogue with colleagues about successes and challenges. Roles: Timekeeper, Facilitator Directions: (4 minutes) Reflect on and write a short description of the action taken that you would like to share with colleagues. Note what made the action successful and any remaining challenges that you would like to dialogue with colleagues about. (2 minutes) In groups of four, the first person shares his or her “action taken” and why it was successful. The group asks clarifying questions and discusses successes and challenges. (2 minutes for each member) Each of the other three members of the group shares his or her “action taken” and why it was successful, followed by group discussion analyzing the success and any remaining challenges. Total time for this activity: 12 minutes
Strategies for Increasing RIGOR-Leaders C Create a Positive & Supportive Climate O Ownership and Shared Vision M Managing Data P Professional Development A Advocacy S Shared Accountability S Structures to Support Success Williamson, R., & Blackburn, B. (2012). School Leadership Strategies for Classroom Rigor. Larchmont, NY: Eye on Education. 1 minute Remind participants of the slide from the first session that included the COMPASS metaphor. A compass provides direction and guidance. It can help you find your way when lost and can help you stay on track. Most importantly, a compass always remains on target. It continuously points towards “true” north. During the first session we talked a little about which strategies we felt were strong in our schools and districts and which strategies we might want to work on.
School Leadership Strategies for Classroom Rigor - COMPASS What? Lightning Round Discussion Why? To consider Williamson and Blackburn’s COMPASS Model and how it can positively impact rigor in your school or district. How? Select COMPASS element/s that you would like to revisit. Discuss with colleagues at your table and generate ideas about how these elements might be an important consideration in the planning for increasing rigor in your school or district. Share insights in whole group sharing. 13 minutes 10 minutes for the lightning round and 3 minutes for whole group sharing Lightning Round Discussions Purpose: To consider how the elements of the COMPASS Model impact planning for increased rigor in your school or district. Roles: Timekeeper, Facilitator Directions: (1 minute) Review the handout School Leadership Strategies for Classroom Rigor. Select one or two COMPASS elements that you would like to discuss with a colleague. (9 minutes) Engage in discussion with colleagues who chose the same element (in groups of 2 or 3). Record insights using the tool below. (3 minutes) Return to home table and share ideas with whole group. Record insights using the tool below. Total time for this activity: 13 minutes
What is RIGOR? Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. (Blackburn, 2008) 1 minute Read the definition and tell participants that we will be focusing on the part of the definition in blue in our content sessions.
Preparing for content sessions What? Think-Square-Share Why? To deepen our thinking about the article Just-in-Time Support by Suzy Pepper Rollins How? Participants will use the Think-Square-Share protocol to discuss significant ideas addressed in the article. 12 minutes 10 minutes in groups of four and 2 minutes in whole group. Think-Square-Share Purpose: To allow participants to think individually about significant ideas and insights from the article Just-in-Time Support and discuss those ideas and insights with colleagues. Roles: Timekeeper, Facilitator Directions: Think: Each person will come prepared with one or two significant ideas from the text underlined or highlighted in the article. (10 minutes) Square: Organize into groups of 4 to discuss significant ideas from the article. In this step participants articulate their ideas and consider those of others. (2 minutes) Share: Participants volunteer to share insights from their discussions with the whole group. Total time for this activity: 12 minutes http://www.ascd.org/publications/educational_leadership/oct16/vol74/num02/Just-in-Time_Support.aspx
Prepared Graduate Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, or technical school, without the need for remediation. Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life- long learner. 1 minute As we go through today’s content sessions please keep our vision of the prepared graduate in mind. We are here to ensure that all of our students graduate from college and that they graduate prepared. Today’s sessions are designed to help you as you support teachers in reaching this goal. End first session. 11
SURVEY https://www.surveymonkey.com/r/CCRS20162
Reflection and Next Steps rigor Begin afternoon session here. Reflection and Next Steps
Team Reflection and Planning Share insights gained during today’s sessions Three Applications As a team, spend some time reviewing your learning from today’s sessions. Then, write three ways you can use or apply what you have learned today. Circle the one you plan to do first. Please leave a copy with your facilitator. 26 minutes Activity: Three Applications As a team, review your learning from today’s sessions. Identify three ways you can use or apply what you have learned. Circle the one you plan to do first. Please leave one copy of this form with your facilitator.
For the next CCRS meeting… Please be prepared to share what you are learning along your journey towards increasing rigor in the classrooms in your school/district. 2 minutes Facilitator Notes: Remember that it is not the expectation that you turn this information around to anyone. What we would like is for you take some action towards increasing rigor in your school/district. At the next CCRS meeting we will give you some time to share the actions you have taken to address rigor in your school and district. Please be prepared to share your progress with your colleagues. We do not have a particular format in mind, we simply ask that you be prepared to share what you are learning along your journey towards increasing rigor in your classrooms.
Contact Ms. Gay Finn with questions. PLU Information Register on Chalkable for PLUACLD528 Attend all three CCRS meetings (Sept 2016, Nov 2016, Feb 2017) Complete and submit Implementation and Action Plan and Progress Notes Complete Reflection and Next Steps after each session (Google Doc Survey) Complete PLU Evaluation at February meeting 2 minutes Register as soon as possible on Chalkable Attend all three meetings Implementation and Action Plan and Progress Notes….the link for the google doc is on the handout In addition to the Survey Monkey, there will be a Google Doc survey specifically for PLU participants….go back and complete the September survey. The links for those surveys are on the handout. At the last session in February there will be a final evaluation to complete. We will provide that link at the February meeting. You may contact Gay Finn at gfinn@alsde.edu with any questions. Contact Ms. Gay Finn with questions. 334-353-1191 gfinn@alsde.edu