Deena Abu-Lughod, SAF 1 Children First Intensive A Lens on Leadership, Lessons and Quality Instruction Inquiry Team/Literacy Leaders Meeting for ESO Network 19 April 1, 2009, Frankie and Johnnie ’ s Facilitators: Deena Abu-Lughod, SAF; Karen Ames, Achievement Coach Network Leader: Vera Barone Randy Soderman, SSM; Sonya Brown, LIM: Linda Tom, BSM

Deena Abu-Lughod, SAF 2 Agenda 8:30-8:50 What we’ve accomplished 8:50-9:30 Inquiry Capacity Rubric 9:30-10:00333 Leadership Text-Based Discussion 10:00-10:30Lesson Planning using 333 Leadership Text 10:30-10:45Break 10:45-12:00Evaluating the Quality of Instruction 12:00-1:00Lunch 1:00 – 1:30Observing Instruction – Jean Dalton 1:30-2:30Intervention, Differentiation, Changing Instruction: Models for addressing the needs of target population students 2:30 -2:45Questions, Comments and Evaluation

Deena Abu-Lughod, SAF 3 Learning Intentions  Find out who our Inquiry Team “ resident experts ” are and what they do  Understand how Inquiry work relates to leadership development  Consider the characteristics of leadership  Understand a quick approach to lesson planning  Understand the utility of an instructional observation rubric  Understand the costs and benefits of difference change strategies/models of targeted action.

Deena Abu-Lughod, SAF 4 Context: What have we done this year? September: Reflection; Hopes and Fears; Learning Agenda; Progress Report; connections between Quality Review, Progress Report and Inquiry Process. October: True Colors communication strategies; SMART goals; assessments for monitoring progress; sphere of success. Tracking Systems using RESI; Using the Progress Report back up data; Using the Progress Report modeler; Using Item Response data to identify grade-level and individual strengths and weaknesses. November: Action Research text-based discussion; Collaborative data analysis; Accessing research-based strategies through INQUIRE, the scaffolded inquiry site. Triangulating MC, verbal assessment and performance data (3-dot method for multiple data points). December: CFI Collaborative Inquiry Log; Tuning Protocol (looking at student and teacher work; warm and cool feedback; clarifying and probing questions); Literacy resources and vocabulary development strategies; Resident experts. January: Using Item Response data and state benchmarks to identify “distinguishing questions” in Math for providing strategic support and monitoring progress; strategy round tables. February: Low Inference Transcripts; Revised June goals; Sharing of CFI CALs; Elmore school Improvement article; Affinity protocol to create model of school improvement.

Deena Abu-Lughod, SAF 5 Building Inquiry Capacity Together, we’ve been building our technical capacity to conduct Inquiry work: Data analysis skills: using Excel and ARIS to disaggregate State test results Goal Setting: specifying what kind of improvement we want focus students to show Assessment: identifying what assessment would demonstrate that improvement Conditions of Learning: protocols that help us look at student and teacher work (what is taught and how it is taught). Accountability Tools: triangulating Progress Report, Learning Environment Survey and Quality Review data to identify school priorities so that Inquiry teams focus on the area of need, and goals align in the CEP and PPR.

Deena Abu-Lughod, SAF 6 Inquiry Capacity Rubric Most of the work takes place within your own buildings, and each school has special strengths. With your team, select ONE bullet from the category of Process and Purpose, Communication and Collaboration, or Rigor from the Inquiry Capacity Rubric that represents your school’s greatest strength. (We will look at Leadership Development later) Describe what you do and why it is helpful, limiting yourself to ONE large Post It. (5 minutes) Share your strategy with your tablemates. (10 minutes) Post your strategy on the appropriate chart. We will type this up and post the document on ARIS, ESO Network 14 space.

Deena Abu-Lughod, SAF 7 Inquiry Capacity Rubric-Leadership Examine the question on your table card. Work together at your table to identify at least 15 actions you have taken or could take to achieve that objective. Chart your response. Debrief.

Deena Abu-Lughod, SAF 8 Define a school-wide focus group Define a target population: skill, sub-skill, students Define learning targets and short-term goals Analyze target population conditions of learning Analyze systems that produced conditions of learning Design and implement change strategy Evaluate and revise based on interim progress measures Instructional System-level Define a long-term goal A detailed look at the inquiry process

Deena Abu-Lughod, SAF 9 Delving into the Conditions of Learning After we select our target population, we need to analyze the conditions of learning (not the individual student behaviors). By conditions of learning, we mean what we teach and how we teach it to see why we have been effective with some students and left others behind. Analyze target population conditions of learning Design and implement change strategy Evaluate and revise based on interim progress measures Instructional

Deena Abu-Lughod, SAF 10 Teaching causes learning “The teacher effect makes all other differences pale in comparison.” (William Sanders) “Five years of effective teaching can completely close the gap between low income students and others.” (Marzano, Kain & Hanushek) “The quality of teaching has 6 to 10 times as much impact as other factors.” (Mortimore and Sammons) “The main predictor of college success is student ability to engage in analytical reading and discussion and persuasive writing. >Drawing inferences/conclusions from texts >Analyzing conflicting source documents >Supporting arguments with evidence >Solving complex problems with no obvious answer ( David Conley) People will do what they know how to do. Their beliefs will change when they know what to do differently. (Gruszky)

Deena Abu-Lughod, SAF 11 What are the elements of effective lessons? Individual: List the OBSERVABLE elements of an effective lesson (ie, this cannot include ‘planning’, ‘content knowledge’). Pair: Compare your list with a partner; add any additional elements you picked up, cross out any you no longer consider essential, and asterisk the non-negotiables (no more than 6). Whole group share (record)

Deena Abu-Lughod, SAF 12 Effective Lessons: What & How (model) Clarify the learning intention: specify the essential standard being learned that day. (eg, “introductory paragraphs”) Scaffolded (step-by-step) instruction Check for understanding (formative assessment) between each step or chunk. Models/exemplars and rubrics Engagement & attentiveness (partner talk, students monitored and called on randomly) Students write own introductory paragraph when most/all students are ready.

Deena Abu-Lughod, SAF 13 Read the 333 article on Leadership Take a pen, pencil or highlighter. Underline THREE places in the text that illustrate characteristics of leadership. In go-round fashion at your table, each person cites ONE word/passage until all possibilities are exhausted. Come to a consensus on the THREE most important characteristics of leadership. Whole group share.

Deena Abu-Lughod, SAF article on Leadership – Part II Imagine you are giving this text to 8 th grade students*. Identify the scaffolds you would need so that ALL students would be able to complete the task we just did. Conduct this in go-round fashion so everyone has a chance to contribute. (5 minutes) Prioritize 4 or 5 of those scaffolds. (5 minutes) Using the sample Lesson Planning template and the Team Learning Log to build a lesson and chart it. (10 minutes) Next step: When you return to your school, try giving this lesson (or one with a similar text at an easier reading level for a lower grade class) or use these protocols to develop a lesson for your target population, give the lesson, and evaluate its effectiveness. * This text is at a 7.8 grade level according to the Flesch-Kincaid system (available on Microsoft Word after spell check).

Deena Abu-Lughod, SAF 15 Debrief – 333 activity What standard did our group lesson address? How much work did the facilitator do? How much work did you do? What did you learn about lesson planning? In the lesson you created, how did you improve upon or adapt this lesson for use in your school? What did you learn about leadership?

Deena Abu-Lughod, SAF 16 Conditions of Learning How do we know “How it is Taught”? Evidence Assessment Links to Student Achievement

Deena Abu-Lughod, SAF 17 Viewing Instruction with a lens As you watch the next video, use the rubric and your assigned lens and complete the viewing sheet.

Deena Abu-Lughod, SAF 18 Observing Teachers Presentation by Jean Dalton, AP X279

Deena Abu-Lughod, SAF 19 Change Strategy/Targeted Actions Your inquiry work involves identifying what is interfering with the learning of your target population students (i.e., the subskill they have not mastered that is preventing them from acquiring more knowledge and skills), and accelerating their learning by supporting their mastery of that subskill using research- or evidence-based strategies. Assuming you have identified your evidence-based instructional strategies, HOW are you delivering the instruction to these students? (Report and chart to create groups)

Deena Abu-Lughod, SAF 20 Targeted Action Model (video-if time permits – content from February meeting)

Deena Abu-Lughod, SAF 21 Inquiry Team Video Clip Discussion As we view the video, take notes and think about the following: What was effective about this team? What conditions contributed to their success? How could this team’s work be more effective? What is their “model of delivery” of the targeted actions?

Deena Abu-Lughod, SAF 22

Deena Abu-Lughod, SAF 23 Analyzing your own change strategy Join with another school and describe the model you use to provide support to the target population students (eg, small group instruction in extended time; push in support in regular classroom; teacher differentiation within the classroom, etc). At this point, simply describe; do not embellish. Partner formulates a “Why” question, such as “Why do you provide small group instruction during extended time?” For each answer you give, your partner will formulate another “why” question. Take notes on the questions and your answers. Get to at least 5 “Why” questions. Debrief: What issues came up in this process? Has your thinking changed? What are the implications (costs-benefits) of your model?

Deena Abu-Lughod, SAF 24 Feedback and debrief; Evaluation Did we achieve our intentions?  Find out who our Inquiry Team “ resident experts ” are and what they do  Understand how Inquiry work relates to leadership development  Consider the characteristics of leadership  Understand a quick approach to lesson planning  Understand the utility of an instructional observation rubric  Understand the costs and benefits of difference change strategies/models of targeted action. Please complete the Feedback Form now.