1. Learning Teams Training Working Through the Process: Problem Solving with Steps 1-4 Beaverton School District November 2015

2. Meet Your Trainers: Missi Thurman Meagan Kimball Ali Hurd www.educationalexcellence.org

3. Discuss appropriate expectations for 15-16 school and team outcomes Build shared understanding about: ▪Step 2: Collect and Chart Data ▪Step 3: Analyze and Prioritize Needs (signal word) ▪Step 4: Selecting Common Instructional Strategies Problem solve and build capacity to overcome challenges with the learning team process. Provide an opportunity for implementation planning (ongoing) Objectives for Today:

4. Good Shoes! Mountain Bike! Rain Gear!A Boat! … Reminders about why you decided to start this journey and what you’ll find along the way!

5. Sign up for 4 clock appointments. You write their name on your 3 o’clock line They write your name on their 3 o’clock line. If needed: Make note of identifying features (example: red shirt) Repeat Clock Partners

6. Throughout the morning, take notes on essentials that you want to pass on to your administrator. Plan to use this tool to teach your administrator after the break

7. 2015-2016 Learning Teams Support Plan A.Problem Solve & Learn (Details) B.Teach (The Big 10) C.Learn (Essentials) D.Plan for Implementation E.Repeat

8. Team Process Using only your schema, try to fill in as many steps as you can remember As a table, share ideas and add to your process anything that might be missing

9. Nuts, Bolts & Realistic Expectations 15-16 Team Outcomes: 1.Learn the principles and basic steps of the process 2.Establish Roles 3.Establish Use of Agendas (Running & Meeting) 4.Complete Step 1 for the Fall Cycle (in May) to ensure a solid start for 16-17 15-16 Support Position Outcomes: 1.Learn the essential elements for each step of the process to be most effective 2.Learn necessary skills required for each role 3.Learn how to set-up and support the use of agendas 4.Increase assessment literacy for future use with teams 5.Better understand where teams will struggle in order to plan proactively

10. Step 1: Plan & Prepare for Instruction Identify priority standards for the unit Deconstruct the standards Determine what proficiency looks like for the standards Create a common assessment that assesses the standards at the appropriate DOK and Blooms Level Create a scoring rubric that defines the levels of proficiency Administer the assessment Calibrate scoring* (Add to scoring notes if needed)

11. General Implementation Challenges Look at the topic on the top of your poster Discuss as a table group and jot down potential solutions Remember to focus on the circle of influence Be ready to share your ideas via a gallery walk

12. Bring your note-taking tool with you as you Gallery Walk to record good ideas you may want to use. Take a look at the challenges and the solutions Add solutions on a post-it if you have an idea that is not already there Gallery Walk

13. It is time for your 12:00 appointment! Find your partner and brainstorm additional challenges you’ve had with the LT Process that were not addressed on the posters. Clock Partners

14. Using Post its: Write down a couple of additional challenges you discussed with your clock partner Be sure to put just one challenge on each sticky note. Group Problem Solving 1.Pick one post it 2.Stick it on the corner of the problem solving T Chart 3.Pass it to your right 4.Read the post it/paper given to you 5.Quickly jot down one or two ideas for solutions 6.Pass it to the right again 7.Repeat steps 4-7 until your paper makes it back to you!

15. Step 2: Organize and Chart Data Score the assessment based on the rubric Chart data into these categories: Exceeding or Meeting Close/Approaching Far to Go In Need of Intervention NOTE: Teachers need time to think and reflect as they chart data. Therefore, it is NOT recommended that this happen during the meeting. Organize and chart data

16. Step 2: Organize and Chart Data Organize and chart data

17. It is time for your 3:00 appointment! Find your partner and discuss: What can be done to help ensure that this step gets done quickly and efficiently? Clock Partners

18. Take a few minutes to finalize your notes on essentials that you want to share. Be sure to explain Step 2: Charting and Organizing as this will not be retaught. You will be using this list to teach your administrator after the break

19. Break & Transition Please be seated and ready at 10:15

20. Learning Teams Training Working Through the Process: Problem Solving with Steps 1-4 Beaverton School District November 2015

21. Discuss appropriate expectations for 15-16 school and team outcomes Build shared understanding about: ▪Step 2: Collect and Chart Data ▪Step 3: Analyze and Prioritize Needs (signal word) ▪Step 4: Selecting Common Instructional Strategies Problem solve and build capacity to overcome challenges with the learning team process. Provide an opportunity for implementation planning (ongoing) Objectives for Today:

22. Use the to share your new learning with your administrator. Time to Share!

23. Good Shoes! Mountain Bike! Rain Gear!A Boat! … Reminders about why you decided to start this journey and what you’ll find along the way!

24. Nuts, Bolts & Realistic Expectations 15-16 Team Outcomes: 1.Learn the principles and basic steps of the process 2.Establish Roles 3.Establish Use of Agendas (Running & Meeting) 4.Complete Step 1 for the Fall Cycle (in May) to ensure a solid start for 16-17 15-16 Support Position Outcomes: 1.Learn the essential elements for each step of the process to be most effective 2.Learn necessary skills required for each role 3.Learn how to set-up and support the use of agendas 4.Increase assessment literacy for future use with teams 5.Better understand where teams will struggle in order to plan proactively

25. Step 3: Analyze and Prioritize Needs Review the results of a column/group of students: Determine the performance strengths for each group of students What do the students know and/or understand relative to the standard? Determine the mistakes/misconceptions for each group of students? What errors do you see that demonstrate a simple mistake? What errors do you see that demonstrate a misconception? What inferences can you make? Consider what the student is thinking What trends or patterns do you see in the student errors? Determine if there is evidence to indicate an issue with the assessment. Analyze data and prioritize needs To begin, you will only select ONE group of students.

26. Step 3: Analyze and Prioritize Needs Determine the priority need for the group being intentional about how new or mis-learned skills are sequenced. Analyze data and prioritize needs

27. Data Must Invite Action “Data that is collected should be analyzed and used to make improvements (or analyzed to affirm current practices and stay the course).” – S. White, Beyond the Numbers, 2005, p. 13 Analyze data and prioritize needs

28. Step 4: Select Common Instructional Strategies Based on the prioritized need identified in Step 3: Identify research or evidence-based strategies that would meet the need. Agree upon which instructional strategies to teach. Select common instructional strategies

29. A TALE OF DOG CITY

42. Find your 6:00 Clock Partner Teams and discuss: What difference do you see in the response to problematic barking by the different owners?

43. A TALE OF DOG CITY Needs → Inferences → Strategy Selection Dogs are barking and driving everyone crazy Dogs bark and we can’t get them to stop Random yelling Ignoring Dogs are barking when kids are playing/running around They are only used to babies, don’t know what to do with older kids/movement Consistent command from alpha human Desensitize by decreasing distance to stimulus over time

44. Let’s Practice Step 4: Select Common Instructional Strategies Needs → Inferences → Strategy Selection Remember: SPECIFICITY is CRUCIAL Students are inconsistently placing the numerator in a fraction Don’t know the difference (definition) between numerator and denominator or are forgetting/mixing them up in their head Color Coding Chant Will these specific strategies directly impact this error? Does it match? Is it a new strategy or is it what we’ve always done? Select common instructional strategies

45. Step 4: Select Common Instructional Strategies MODELED SHARED GUIDED COLLABORATIVE INDEPENDENT Select common instructional strategies

47. In your school team take 10 minutes to do the following: 1.Consider the notes you’ve taken today 2.Decide on ONE next step that would best position your teachers to meet the yearlong outcomes. 3.Be ready to share your plan! Implementation Planning

48. It is time for your 9:00 appointment! Find your partners and discuss your take aways from today and your identified next step! Clock Partner Teams

49. Discuss appropriate expectations for 15-16 school and team outcomes Build shared understanding about: ▪Step 2: Collect and Chart Data ▪Step 3: Analyze and Prioritize Needs (signal word) ▪Step 4: Selecting Common Instructional Strategies Problem solve and build capacity to overcome challenges with the learning team process. Provide an opportunity for implementation planning (ongoing) Reflecting on our Objectives for Today:

50. www.educationalexcellence.org https://www.youtube.com/watch?v=eSqm-olOTm8 Ready for more? Buy this Book & READ it!

51. Reminders: 1.Please complete a reflection before you leave (last page) 1.Bus your own table We will see you again on 12/10