Day Two Agenda  The Big Picture  CIR – Phase 2  CIR – Phase 3  Preparing for Coaching Visit  Wrap Up and Next Steps

Goal for the Today To assist leaders with their knowledge, understanding, and use of the CIR Process and Tools

3 The Big Picture

CIR – Phase 2 Conducting the Classroom Visit 1.Monitor Teacher/Student Role 2.Using CVT 3.Determining Levels of Rigor Relevance Learner Engagement Literacy 4.Overall Rating

Classroom Visitation Tool

Evidence of Rigor Below Basic BasicProficientExemplaryEvidence to Support Rating Thoughtful Work Tangible products or observable efforts and activities demonstrate Higher levels of thinking.  High Level Thinking Instructional experiences require high level thinking, reflection and intellectual growth  Oral Extended Student Responses Oral responses, conversations, discussions, and presentations show analysis or creativity combined with a deep knowledge of content. 

Evidence of Rigor Below BasicBasicProficientExemplary Thoughtful Work Tangible products or observable efforts and activities demonstrate higher levels of thinking. Students demonstrate higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it. Student work requires extensive creativity, originality, design or adaptation. High Level Thinking Instructional experiences require high-level thinking, reflection, and intellectual growth. Student work requires simple recall of knowledge Student work requires explanation and understanding of knowledge and/or limited application. Students occasionally use higher order thinking skills. Students demonstrate higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it. Students routinely use higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students skillfully evaluate their own work and the work of others. Oral Extended Student Responses Oral responses, conversations, discussions, and presentations show analysis or creativity combined with a deep knowledge of content. Students’ oral responses demonstrate simple recall and basic understanding of knowledge as evidenced by single word responses or recital of facts. Students’ oral responses demonstrate comprehension by explaining information in their own words and occasionally expressing original ideas and opinions. Students participate in discussions with peer groups. Students’ oral responses demonstrate an ability to extend and refine knowledge automatically, to solve problems routinely, and to create unique solutions. Students are able to facilitate class discussions. Students’ oral responses demonstrate logical thinking about complex problems and the ability to apply prior knowledge and skills when confronted with perplexing unknowns. Students are skillful in discussions with peers and adults.

Rigor Video Elementary Secondary

Evidence of Relevance Below BasicBasicProficientExemplary Evidence to Support Rating Meaningful Work Tangible products or observable efforts and activities lead to real- world applications  Authentic Resources Raw materials, references, tools, equipment and technology are real-world resources  Learning Connections The learning experience related to the real world and appropriately builds on student knowledge 

Evidence of RelevanceBelow BasicBasicProficientExemplary Meaningful Work Tangible products or observable efforts and activities lead to real-world applications. Student work is routine and highly structured, reflects knowledge in one discipline, and usually requires the memorization of facts and formulas or an assessment of content knowledge. Student work is structured, reflects a basic application of knowledge, and, occasionally, interdisciplinary applications. Students practice using the steps in a procedure and previous knowledge to solve problems and create solutions. Student has choices for work that is challenging, often original, reflects application of knowledge, and requires performance, consistent with real-world applications. Student work reflects real-world unpredictable applications of knowledge that have unknown factors, and individual and unique solutions to problems. Authentic Resources Raw materials, references, tools, equipment, and technology are real- world resources Students rely on the teacher as their primary resource to complete work. Students use and rely on the teacher as their primary resource but also use textbooks, references, and secondary reading material to complete work Students use real-world resources such as manuals, tools, technology, primary source documents, and/or interviews to complete work. Students select and use multiple real-world resources as well as new or unique resources unknown to teacher. Learning Connections The learning experience relates to the real world and appropriately builds on student knowledge. Students see learning only as school requirement unrelated to their future or their outside lives. Students begin to see connections between their learning and their lives as it relates to personal examples and applications to solve problems. Students see connections between what they are learning and their lives and can make links to real-world applications Students are committed to the learning experience as something that is an essential part of meeting their future goals and life aspirations

Relevance Video Elementary Secondary

Learner Engagement Below Basic BasicProficientExemplaryEvidence to Support Rating Verbal Participation Degree of engagement through verbal participation, student confidence, and excitement  Body Language Degree of engagement showing positive body language  Focus Degree to which all student are focused on the learning experience  Breadth Degree to which all students are engaged 

Learner Engagement Below BasicBasicProficientExemplary Verbal Participation Degree of engagement through verbal participation, student confidence, and excitement. Students rarely share ideas, ask questions or answer questions. Students follow classroom procedures, but may be reluctant to share ideas, answer or ask questions. Students are eager to share ideas, ask and answer questions. Students confidently share ideas, ask and answer questions related to the learning experience. Body Language Degree of positive body language showing engagement Students exhibit negative body language. Students exhibit some negative and some positive body language. Students exhibit positive body language, sit up straight in their chairs, and make eye contact with others. Students’ body language shows excitement to learn. Focus Degree to which students are focused on the learning experience Students are not focused on learning experience. Students are focused on learning experience with limited distractions. Students are focused on the learning experience with no distractions. Students are committed to high quality work in the learning experience and persevere to completion. Breadth Degree to which all students are consistently engaged during the observation. Few students are fully engaged in classroom instruction and activity. Most students are fully engaged in classroom instruction and activity. Nearly all students are fully engaged in classroom instruction and activity. All students are fully engaged in classroom instruction and activity.

Learner Engagement Videos Elementary Secondary

Literacy Below Basic BasicProficientExemplary Evidence to Support Rating Reading Comprehension Students are assigned complex texts to understand content and the world through evaluation, analysis, inference, questioning and summary of text.  Digital Use and Communication Students demonstrate an effective integration of single and multiple digital sources to understand, infer and act upon knowledge, to facilitate communication, and/or to create solutions.  Speaking, Listening and Collaborating Students collaborate and communicate integrated information to adapt, create, solve, justify and apply knowledge  Document and Quantitative Literacy Students comprehend and act upon information contained in tables, charts, graphs, mathematical formats, and other modes of presenting information, using inference, analysis, synthesis and evaluation skills  Written Communication Students can communicate clearly and proficiently through multiple forms of writing for a variety of purposes and audiences 

Literacy Below BasicBasicProficientExemplary Reading Comprehension Students are assigned complex texts to understand content and the world through evaluation, analysis, inference, questioning and summary of text. Students are expected to comprehend text at an information retrieval level using simple texts or teacher read-aloud materials. Students are expected to comprehend uncomplicated text for main idea, summary, and initial analysis/evaluation and can respond to basic questions for which answers are implicit or directly implied. Students are assigned complex texts to understand content and the world through evaluation, analysis, inference, questioning, and summary of text. Students are expected to comprehend complex texts, understand point of view, and engage in solution-based communication. Students analyze texts, justify positions, and address challenging issues in real-world contexts. Digital Use and Communication Students demonstrate an effective integration of single and multiple digital sources to understand, infer and act upon knowledge, to facilitate communication, and/or to create solutions. Students rarely use digital sources and the work often consists of copying directly from the sources. Communication using digital tools is rare and most often involves lower levels of rigor and relevance. Students’ use of digital sources is limited and is for the most part missing. Student demonstrates a limited ability to use the information gleaned from digital sources to communicate or devise solutions. Students demonstrate effective integration of single and multiple digital sources to understand, infer, and act upon knowledge, to facilitate communication, and/or to create solutions. Students easily integrate authenticated and multiple digital sources in a variety of media contexts. Students skillfully use this information to create solutions, offer justifiable points of view, and apply to relevant, real-life, and complex scenarios. Speaking, Listening and Collaborating Students collaborate and communicate integrated information to adapt, create, solve, justify and apply knowledge Students use language skills only for lower-level collaboration tasks and initial gathering of information, with minimal demonstration of speaking and listening skills or processes. Students do not demonstrate the ability to apply their language skills to communicate effectively, frequently, and persuasively in academic and/or social communication and collaboration opportunities. Students collaborate and communicate integrated information to adapt, create, solve, justify, and apply knowledge. Students understand and use language, culture, and verbal and non-verbal communication methods. Students collaborate in person and virtually to contribute fully to point-of-view conversations, debates, problem solving, and integration of the ideas of others to achieve a common goal. Document and Quantitative Literacy Students comprehend and act upon information contained in tables, charts, graphs, mathematical formats, and other modes of presenting information, using inference, analysis, synthesis and evaluation skills Students have few or no strategies for comprehending information in tables, charts, graphs, mathematical formats, and other visual modes of presenting information. Students can comprehend simple information contained in tables, charts, graphs, mathematical formats, and other visual modes of presenting information. Students comprehend and act upon information contained in tables, charts, graphs, mathematical formats, and other visual modes of presenting information, using inference, analysis, synthesis, and evaluation skills. Students use visually-based sources of information as well as numeracy-based sources to develop solutions, analyze the correctness and usefulness or data, determine how to use the information to complete complex tasks, and evaluate the results of actions or predict outcomes. Written Communication Students can communicate clearly and proficiently through multiple forms of writing for a variety of purposes and audiences Students struggle to initiate even limited writing tasks, cannot apply basic editing and process skills, and have not developed the fluency of thinking needed for written communication. Students’ writing skills are underdeveloped and interfere with the ability to communicate in writing for a variety of purposes and audiences. Students can communicate clearly and proficiently through multiple forms of writing for a variety of purposes and audiences. Students use the skills and characteristics of good writing to communicate complex thinking in multiple formats for a variety of purposes and audiences. Writing demonstrates clarity of analysis, acknowledgement and justification of point of view, and creative solutions or insights

Correlation to Standard(s) YesNo Curriculum Objective of lesson relates to standard, content is aligned, content is appropriate to grade level  Instruction Methodologies used will achieve standard; lesson is differentiated and accessible for all students  Assessment Formative assessment aligned with standard/objective 

Overall Rating of Rigor and Relevance Please check the overall quadrant rating. Quadrant A Teacher centered, student recall and comprehension, memorization, no application of learning Quadrant B High application, students working independently or in groups, interdisciplinary and real-world Quadrant C High level thinking and reflection, summarizing, analyzing, student original work, school-based problems Quadrant D Challenging real-world problems, student design, creativity, original solutions, real-world products

Lunch We will all meet in room 275 after lunch

Reflections on Phase II In your groups, reflect on what you learned in Phase II Select a spokesperson to share 1-2 “Aha” Moments

CIR – Phase 3 Professional Dialogue Session 1.Creating the PD Environment 2.Overview 3.Role Play & Guided Discussion

Creating a PD Environment Prior to session, CIR Team (Instructional Facilitators): Identifies a conference room that is quiet, friendly, and inviting Ensures the room is equipped with a table that allows for open dialogue (round or conference style) and comfortable chairs Has on display, a poster or diagram of the Rigor/Relevance Framework Has access to white board or chart paper

Creating a PD Environment When teacher arrives for Professional Dialogue Session, the entire team should: Stand to greet the teacher Smile and shake hands Allow teacher to sit down at table

Overview Once seated, facilitator: Explains the roles of the CIR Team Explains the purpose of the Classroom Visit – To help CIR Team: –Understand CIR process –Develop consistency in use of CIR –Develop a common language to support classroom instruction Reviews the specific component and subcomponents of the particular visit Leads Professional Dialogue Session (Questionnaire)

25 Professional Dialogue Role Play Activity

Professional Dialogue What was your intended level of instruction on the Knowledge/Application Taxonomy and did you get students there? What activities or instructional strategies did you use to move students to the targeted levels on the R/R Framework? Using the CIR Rubric, where would you rate (using Rigor as an example): –Thoughtful Work –High Level Thinking –Oral Extended Student Response

Professional Dialogue Using the R/R Visual for Teacher/Student Roles, what Quadrant represents your classroom: –Quadrant A - Teacher Working –Quadrant C – Students Thinking –Quadrant B - Students Working –Quadrant D - Students Thinking and Working What Quadrant on the Rigor/Relevance Framework would you place your classroom during the observed time? Explain. What would you do to make this lesson more rigorous and relevant?

Break Reconvene in room 275 after the break

Preparing for Coaching Visit Communicate Purpose Conduct 3 – 4 visits prior to Coaching visit Identify teachers Distribute/Collect TRW Work with ICLE coach to Finalize Agenda 1 week prior to visit Set & Share Agenda

Questions & Answers

Questions and Answers Individually - On a sticky note, write either a fact from today that you are excited to try or a question that you still have about the use of the CIR in coaching. Collaboratively – take turns sharing your sticky notes at your table. Collaboratively – work to answer questions and collect any unresolved ones to ask the ICLE consultants. Least Years in Education

Wrap Up and Next Steps