1. BENCHMARK #3 “ASKING THE RIGHT QUESTIONS TO GUIDE THE RIGHT WORK” PLC YEAR 2 DAY 2 INQUIRY CYCLE

2. POLL EVERYWHERE Partners: What step of the inquiry cycle do you think is the most important for ensuring high quality action/interventions plans that will maximize student achievement?

4. “If you are not looking at data, you are not doing Professional Learning Communities (PLCS)” - Richard DuFour Task for the Year How can PLCs in Pasco County systematically analyze and make decisions based upon student and instructional data? In our training, you will prepare for data conversations utilizing student data. Specifically, you will: 1.Develop a common formative assessment 2.Set goals for student performance 3.Gather Results 4.Facilitate the inquiry cycle to identify the most effective teaching strategies and develop action plans for all students

5. BENCHMARK #3: INQUIRY CYCLE Inquiry Cycle 4.0 I can build capacity in my building for Analyzing Data 3.0 I can integrate and facilitate different data discussion protocols I can facilitate an inquiry cycle using common assessment data I can use common formative assessments to inform my PLC team planning for instruction for all students, including students with disabilities 2.0 I know the essential questions of the inquiry cycle I know data discussion protocols (e.g., inquiry cycle, common assessment protocol, etc.) 1.0 I can do 2.0 content with assistance

6. PROBLEM-SOLVING/INQUIRY CYCLE AS A WAY OF WORK Defined as: The recursive, self-correcting, systematic process of finding solutions by accurately identifying problems, analyzing relevant data to understand why the problem is occurring, designing and implementing probable solutions, and measuring the effectiveness of the solutions that were implemented.

7. DISCUSS STEP 0: GROUND RULES Overview of the process and the role of the facilitator Identify roles Norms

8. INQUIRY CYCLE STEP 1: WHAT IS THE PROBLEM? Goal: What is the desired outcome or goal? (SMART goal) Discuss 2 Essential Data Pieces. Current Level- What is the current level of student performance? (e.g., 40% of students attained a level 3) Expected Level -What is the expected level of performance? (e.g., 80% of students attain a level 3) How big is the difference between current levels and expected levels? Determine the Scope of the Problem. Is this problem impacting ALL students, SOME students, or a FEW students?

9. INQUIRY CYCLE STEP 2: PROBLEM ANALYSIS

10. C Curriculum (What we teach?) Coherence, Standards-Based (Benchmarks), Scientifically validated programs, Prioritized Maps, Alignment, Relevance, Rigor, Connections/Integration, Resources/Materials, Rules, Rubrics O Organization (How effective and aligned are our systems?) Culture, Mission, Core Values, Perceptions, Beliefs, C-I-A Processes, Resource Allocation, Scheduling, Systems, Structure, Management, Planning, Job Embedded Professional Development, Continuum of Services, Movement of Students, Instructional Time, Procedures… I Instruction (How we design learning experiences to meet the needs of all students?) Content knowledge, Standards-Driven Learning Units, High-Quality Lessons; Research-Based Instructional Practices (i.e., previewing, explicit instructional skill/strategy, modeling, scaffolding, graphic organizers, summarizing, questioning), Student Movement (Grouping strategies, levels of support (instructional time, content, level, intensity)… L Learner (What about individual learners?) Skills, Demographics, Strategies, Motivation, Health, Family, Social/Emotional, Development, Engagement, Executive Functioning, Efficacy… E Environment (What about the learning environment?) Peers, Rapport, Respect, Shared Responsibility, Resource Rich Environments (i.e., materials, word walls, student work displayed); Peers (Expectations, Reinforcement, Values, Support); Classroom (Rules, Distractions, Seating, Schedule, Physical Plant), Home/Family Support WHYs to Consider….

11. INQUIRY CYCLE STEP 2: WHY IS THE PROBLEM OCCURRING? Brainstorm: What barriers are preventing learners from reaching our SMART goal? What barriers should we prioritize that we have the most control over and will have the biggest impact on our SMART goal? From the prioritized list, why do we think these barriers are occurring? (symptoms versus root causes) What evidence do we have and/or can we collect to confirm or invalidate barriers? What lingering questions or guesses do we still have? Consider developing a plan to address.

12. INQUIRY CYCLE STEP 3: WHAT ARE WE GOING TO DO ABOUT IT? Action/Intervention Planning What specifically will be done? When and how much will this happen? Who is responsible? What assistance do we need? Progress Monitoring Plan: How will we monitor progress? How will we ensure this plan is implemented as intended? How often will we meet to discuss data? How will we organize the data? Who is responsible?

13. INQUIRY CYCLE STEP 4: IS IT WORKING? Evaluate Progress: Is the gap between what is expected and what is occurring closing? Getting Wider? Or Maintaining? How much progress did we make towards meeting our SMART goal? Who has evidence of the most effective instructional strategy? Why? What team learning can occur? If we collectively did not get the results we wanted, what are our next steps? (e.g., revisit problem analysis, fidelity, etc.)