1. March (February) Science Leadership Network March 23, 2016 ACCESS TODAYS MATERIALS AT HTTP://WWW.TERRYRHODES1SCIENCE.COM/MARCH-2016.HTML

3. AGENDA Welcome, Targets, Norms, Information What make a task a quality task? “Rabbit Task”-is student work good evidence of effective teaching? Over-scaffolding Science Assessment System Creating rubrics for SEP Formative Assessment Strategies Debrief

4. 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

5. 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

6. Town Hall Meetings

7. Tasks-Think, Write, Pair, Share Individually, jot down your thoughts… What is a task? What is a quality task? How do I make quality tasks? Share at tables – make note of conversation with colleagues

8. DESIGNING HIGH QUALITY TASKS “Higher-order thinking is the mental engagement with ideas, objects, and situations in an analogical, elaborative, inductive, deductive, and otherwise transformational manner that is indicative of an orientation toward knowing as a complex, effortful, generative, evidence-seeking, and reflective enterprise.” (Alexander, 2011, p. 53) Students DO something with their knowledge.

9. DESIGNING HIGH QUALITY TASKS WHAT YOU ASSESS IS A SIGNAL TO STUDENTS ABOUT WHAT YOU THINK IS IMPORTANT TO LEARN. WHAT YOU ASSESS HELPS DEFINE WHAT STUDENTS WILL, IN FACT, LEARN. ASSESSING HIGHER-ORDER THINKING SKILLS LEADS TO IMPROVED STUDENT LEARNING AND MOTIVATION. (BROOKHART, 2014, P. 4) IDENTIFY THE THINKING YOU WANT STUDENTS TO BE DOING. HOW CAN STUDENTS SHOW EVIDENCE OF THAT THINKING, BOTH THE PROCESS AND THE RESULT?

10. 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.

11. 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 2 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

12. 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 3 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

13. 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??

14. TABLE TALK What are the implications of how tasks are implemented? If we are collaborating for planning a task, should we also collaborate on the implementation? Are we utilizing student work for continuous improvement of student learning and educator growth? If not, how can we?

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

18. 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.

19. 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.

20. 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.

21. 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.

23. Rubrics for Practices Since the SEP are being targeted by both TCT and Summative assessments it seems obvious to change instruction to meet these needs head on. Most of your Growth Goals are tied to selected practices. How well do YOU understand them?

24. Role of Rubrics for SEP Development of SEP rubrics will ensure: 1.Teachers provide learning experiences that include necessary components of each practice. 2.Students understand each practice requirement and provide clear evidence of each component through their work to the teacher.

26. First Column of Rubric Examine templates to see how this column was developed Each bullet is given within each practice template Now, your job is to think about student evidence of each bullet. What does SUCCESS look like??? What will incomplete student work look like???

27. Rubric Development Study teams will use Practice Templates and the example rubric for Planning an Investigation to design a rubric to assess student work for a single practice The rubric does not have to be in this form. Make it work for you and your team. These rubrics will be collected and placed on the website for everyone’s use. Make sure to include grade band on rubric See CASL chapter 7 (pp 226-249) for rubric design plans Rubric for Rubrics (PDF on website)

28. Study Team Work After rubrics are created and collected you may use remainder of time (until 1:45pm) for Study Team time. Ideas Revisit phenomena ideas to strengthen your lists. Examine a different practice for rubric design.

29. DESIGNING HIGH QUALITY TASKS WHAT YOU ASSESS IS A SIGNAL TO STUDENTS ABOUT WHAT YOU THINK IS IMPORTANT TO LEARN. WHAT YOU ASSESS HELPS DEFINE WHAT STUDENTS WILL, IN FACT, LEARN. ASSESSING HIGHER-ORDER THINKING SKILLS LEADS TO IMPROVED STUDENT LEARNING AND MOTIVATION. (BROOKHART, 2014, P. 4) IDENTIFY THE THINKING YOU WANT STUDENTS TO BE DOING. HOW CAN STUDENTS SHOW EVIDENCE OF THAT THINKING, BOTH THE PROCESS AND THE RESULT?

30. In your grade bands, follow the protocol, keep accurate time and deliver feedback

31. 10 min Break + Transition to Grade bands YOU’LL NEED: - LEARNING FROM STUDENT WORK PROTOCOL - COPIES OF YOUR OWN STUDENT WORK

32. Post-Student Work Analysis Share your student work with your district. What do you recognize now that you did not recognize before, in terms of your facilitation? What, if anything, would you do differently? 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? STUDENT WORK

34. Don’t forget the evaluation! Safe travels! See you next month!