1. BRITE Ideas © Sowders & Hollen “A FOCUS for PLC” Facilitator’s Training Marion Sowders & Lori Hollen “When teachers meet regularly to work on the work, good things are sure to happen for their students.”

2. BRITE Ideas © Sowders & Hollen Purpose: To Build a systematic approach for working on the work that matters most

3. BRITE Ideas © Sowders & Hollen Facilitators must : Believe in the model Be very positive Be willing to help their colleagues Be willing to work through the bumps in the road…..no model is perfect for every school. You have to make it work for YOUR school.

4. BRITE Ideas © Sowders & Hollen Principals must: Believe in the model Be very positive Make it a Priority (Priorities of the leadership become priorities of the staff) Be visible Monitor, Monitor, Monitor, Monitor

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6. TEAM DEVELOPMENT WHEEL 1. FORMING2. STORMING3. NORMING 4. PERFORMING * Dr. Bruce Tuckman is a published psychologist who is presently directing the Academic Learning Lab at Ohio State University.

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8. Professional Learning Communities Week One: F ind & understand what I want my students to know and be able to do through Unpacking the Standards Week Two: O rganize an assessment to measure the targeted standards Week Three: C onstruct & critique instructional activities congruent with the unpacked standards Week Four: U tilize information from analysis of student work samples to inform decisions & analyze assessment results to inform interventions (flashbacks, power groups) S ystematically revisit the process for the next unit

9. BRITE Ideas © Sowders & Hollen Week 1: “ Unpacking the Standards” SESSION TARGET: : “I will be able to clearly define what I want my students to know and be able to do by the end of this unit.”

10. BRITE Ideas © Sowders & Hollen Weeks 1 - 3 Pre-planning: Curriculum, Assessment & Instruction

11. BRITE Ideas © Sowders & Hollen Week #1 Components: Weekly Organizer Principal Feedback Form Agenda & Sign-in Sheet Protocol Sheet w/Samples Bridge

12. BRITE Ideas © Sowders & Hollen Unpacking the Standards Protocol Read the Big Idea and the Understanding Section (POS) on the Combined Curriculum Document (CCD). Determine the key understanding(s) of the standard(s) (What do I want my students to know after I teach the standard?) Using the Skills and Concepts Section (POS) and the Core Content for Assessment column, identify the critical thinking and skills to be performed by the student while learning the standard(s) (What I want my students to be able to do after I teach the standard(s). Also, are there skills needed that are not explicitly stated? By identifying the key understanding(s) and the critical thinking and skills needed in order to learn the standard, teachers will be able to incorporate a laser focus with their instruction and assessment (Implications for daily objectives/Learning Targets, Essential Questions, formative and summative assessments).

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14. Team Activity: KNOW DO Learning Target:

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17. predicting how decisions have consequences for self and others explaining how body system functions can be maintained and improved explaining how decision-making relates to responsible sexual behavior apply goal-setting and decision-making skills in developing, implementing and evaluating a personal wellness plan evaluate the effectiveness of communication methods evaluate how an individual’s behaviors and choices affect the body demonstrate the ability to use various strategies when making decisions analyze the effect of individual behavior choices and habits relating to diet, exercise, rest and other choices

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19. DOK & Congruent vs. Correlated Power Point

20. BRITE Ideas © Sowders & Hollen Week 2: “ Assessment Design” SESSION TARGET: “I will be able to apply peer feedback in order to revise an aligned, rigorous, CATS-like assessment.”

21. BRITE Ideas © Sowders & Hollen Week #2 Components: Organizer Administrator Check-list & Feedback Sheet Learning Check Protocol Sheet Agenda & Sign-In Sheet Sample (“Learning Check Protocol Sheet”) BRIDGE: Week 2 to Week 3

22. BRITE Ideas © Sowders & Hollen CATS-Like Assessment Design Understanding “Know” understand that individuals have a responsibility to advocate for personal, family and community health. PL-HS-1.1.6 & PL-H-PW-S-PPH1 (DOK 3)Which of the following body systems is(are) directly related to the body’s ability to move blood through the body. ΟRespiratory ΟDigestive ΟCirculatory ΟBoth A & B Critical Thinking and Skills – “Do” predicting how decisions have consequences for self and others explaining how body system functions can be maintained and improved explaining how decision-making relates to responsible sexual behavior apply goal-setting and decision- making skills in developing, implementing and evaluating a personal wellness plan evaluate the effectiveness of communication methods evaluate how an individual’s behaviors and choices affect the body demonstrate the ability to use various strategies when making decisions analyze the effect of individual behavior choices and habits relating to diet, exercise, rest and other choices Use the protocol sheet to critique this question.

23. BRITE Ideas © Sowders & Hollen Criteria: DOK Level?  1  2  3 Is the question congruent to the critical thinking and skills identified from the POS/CC Standards?  Yes  No Does the question utilize vocabulary taken directly from the POS/CC Standards?  Yes  No Comments:_____________________________

24. BRITE Ideas © Sowders & Hollen Criteria: DOK Level?  1  2  3 Is the question congruent to the critical thinking and skills identified from the POS/CC Standards?  Yes  No Does the question utilize vocabulary taken directly from the POS/CC Standards?  Yes  No Comments: Not targeting what students need to be able to do. Lower Level (Recall)

25. BRITE Ideas © Sowders & Hollen CATS-Like Assessment Design Understanding “Know” understand that individuals have a responsibility to advocate for personal, family and community health. 1.PL-HS-1.1.6 & PL-H-PW-S-PPH4 (DOK 3)Joe consumes twice as many calories as he should for an average twenty-year old man. He also smokes at least twenty cigarettes over the course of each day. Predict what consequences will most likely occur based on these behavioral choices. Ο Increased body weight and increased respiratory function. Ο Decreased body weight and decreased respiratory function. Ο Increased body weight and decreased respiratory function. Ο Decreased body weight and increased respiratory function. Critical Thinking and Skills – “Do” predicting how decisions have consequences for self and others explaining how body system functions can be maintained and improved explaining how decision-making relates to responsible sexual behavior apply goal-setting and decision- making skills in developing, implementing and evaluating a personal wellness plan evaluate the effectiveness of communication methods evaluate how an individual’s behaviors and choices affect the body demonstrate the ability to use various strategies when making decisions analyze the effect of individual behavior choices and habits relating to diet, exercise, rest and other choices Use the protocol sheet to critique this question.

26. BRITE Ideas © Sowders & Hollen Criteria: DOK Level?  1  2  3 Is the question congruent to the critical thinking and skills identified from the POS/CC Standards?  Yes  No Does the question utilize vocabulary taken directly from the POS/CC Standards?  Yes  No Comments:____________________________

27. BRITE Ideas © Sowders & Hollen Criteria: DOK Level?  1  2  3 Is the question congruent to the critical thinking and skills identified from the POS/CC Standards?  Yes  No Does the question utilize vocabulary taken directly from the POS/CC Standards?  Yes  No Comments: Excellent Question

28. BRITE Ideas © Sowders & Hollen Asks a straight forward question which requires explanation Example: Rivers provide several advantages to cities. Many Kentucky cities are located near large rivers. Describe three important advantages that the rivers provide these cities. Explain why each advantage is important. Single Dimension

29. BRITE Ideas © Sowders & Hollen Have multiple parts Each question labeled separately Each subsequent part relies on the student getting the first part correct Example: In the story you have just read, Trevor is a complex character. A. What traits would you use to describe him? B. How do these traits affect the people around him? Scaffolded

30. BRITE Ideas © Sowders & Hollen Student responds to passages, data or graphics Example: The students in Mr. Cupp’s class bought candy that came in small bags. Each student reported how many candies were in their bag. Here are the amounts: 16, 19, 18, 19, 20, 17, 21, 18, 19, 18, 16, 15, 14, 18, 17 A)Make a graph, table, chart or organized list that demonstrates the above data B)Mrs. Cupp also bought a small bag of candy. Based on the data above, how many candies do you predict are in her bag? Explain your thinking. Response to Provided Information

31. BRITE Ideas © Sowders & Hollen Provides options for students to choose from Example: You must teach your friend to strike a ball in one of the following activities: a. Golfb. Softball c. Tennis d. Baseball Select ONE activity and describe the proper steps in preparing, striking and ending a swing. Student Choice

32. BRITE Ideas © Sowders & Hollen Question has multiple parts One part does NOT rely on the previous part being answered correctly Example: This picture shows a sealed bottle with some water in it. It is a model of the water cycle. A)Use what you see in the bottle and explain the water cycle. B)Predict how life on earth would be different if water did not go through the water cycle. Two or More Independent Components

33. BRITE Ideas © Sowders & Hollen CATS-Like Assessment Design Understanding “Know” understand that individuals have a responsibility to advocate for personal, family and community health. PL-HS-1.1.6 & PL-H-PW-S-PPH4 (DOK 3) Healthy Choice Daily choices we make in our lives affect our health as we grow and mature. List two choices that would be harmful to your body systems. Explain why these choices would be negative. Critical Thinking and Skills – “Do” predicting how decisions have consequences for self and others explaining how body system functions can be maintained and improved explaining how decision-making relates to responsible sexual behavior apply goal-setting and decision- making skills in developing, implementing and evaluating a personal wellness plan evaluate the effectiveness of communication methods evaluate how an individual’s behaviors and choices affect the body demonstrate the ability to use various strategies when making decisions analyze the effect of individual behavior choices and habits relating to diet, exercise, rest and other choices Use the protocol sheet to critique this question.

34. BRITE Ideas © Sowders & Hollen Criteria: DOK Level?  1  2  3 Is the question congruent to the critical thinking and skills identified from the POS/CC Standards?  Yes  No Does the question utilize vocabulary taken directly from the POS/CC Standards?  Yes  No Comments:_____________________________

35. BRITE Ideas © Sowders & Hollen Criteria: DOK Level?  1  2  3 Is the question congruent to the critical thinking and skills identified from the POS/CC Standards?  Yes  No Does the question utilize vocabulary taken directly from the POS/CC Standards?  Yes  No Comments: ORQ is the best way to reach higher order thinking, would be great to address PL-H-PW-S-PPH2 – personal wellness plan

36. BRITE Ideas © Sowders & Hollen Targets (Congruent to) Standards Improved DOK (from 1 to 2) Directly Congruent to standards DOK improved (1 to 3) Follow-Up to Session 3. (Original) Which of the following body systems is (are) directly related to the body’s ability to move blood through the body. Ο Respiratory Ο Digestive Ο Circulatory Ο Both A & B 3. (Revised) Which of the following lifestyle factors will most likely make a positive impact on the following body systems : circulatory, respiratory, digestive. Ο Increase in fiber in diet Ο Maintaining proper rest and exercise cycles Ο Reducing caffeine consumption Ο Weight-lifting regimen (Original) Healthy Choice (Revised) Wellness Plan Daily choices we make in our lives affect our health as we grow and mature. A. List two choices that would be harmful to your body systems. B.Explain why these choices would be negative. Lauren, a forty-eight year old mother, has just received the results of her annual physical. Her HDL level was low, LDL was high, blood pressure was found to be 158 over 88 and her resting heart rate was 96. During the questionnaire in the exam, she revealed that her father passed away at age fifty-three of complications associated with a stroke. Also, Lauren is involved in a high-stress job placement. A.Evaluate Lauren’s current health status. B.Design a personal wellness plan for Lauren.

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38. Week 3: “ Quality Instruction” SESSION TARGET: “I will be able to analyze an activity and apply feedback to ensure that the assignment and future assignments are rigorous and aligned to our standards (C.C., P.O.S. 4.1).”

39. BRITE Ideas © Sowders & Hollen Week #3 Components: Organizer Administrator Check-list & Feedback Sheet “Quality Instruction Protocol Sheet” Reflection Sheet Agenda & Sign-In Sheet Sample (“Quality Instruction Protocol Sheet”) BRIDGE: Week 3 to Week 4

40. BRITE Ideas © Sowders & Hollen Quality Instruction Protocol Sheet INSTRUCTIONS: 1. Each participant will bring one activity planned for the upcoming unit. 2. Each participant will have two minutes to share activity with the group.  Share the context of the lesson (is this a beginning activity, middle of the unit activity, or culminating performance?).  What is the Learning Target that this lesson will address (specifically from the “Unpacking the Standards” process).  What is the intended Depth of Knowledge and level of critical thinking required?  Any other specific concerns the presenting teacher has with the activity. 3. Each group member will have one minute to make suggestions/recommendations to take the activity to the next level (rigorous, aligned, etc.). If a group member cannot come up with an idea, he/she may pass. 4.After all members have had a chance to provide input on the activity, the presenting teacher reports out to the group what suggestions he/she may try. 5.Going clockwise, the next teacher presents their activity and the group follows the same protocol. 6. After all teachers have presented, each participant will reflect on the session using the reflection sheet provided.

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42. Reflection Ideas: 1 What suggestions will I try with my instructional activity? 2 What activity was presented by another teacher that I will try to incorporate in upcoming units? (Be specific about the activity and how you plan to use it.)

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44. Week 4 Reflecting on Instruction & Assessment

45. BRITE Ideas © Sowders & Hollen Week 4: “ Student Work/Item Analysis” SESSION TARGET: “I will be able to use assessment data to identify non-mastered standards to inform interventions for students. My partner and I will be able to use the criteria check-list to identify areas of growth in instruction and incorporate these suggestions into future units of study. ”

46. BRITE Ideas © Sowders & Hollen Week #4 Components: Organizer Administrator Check-list & Feedback Sheet “Item Analysis Protocol Sheet” “Student Work Analysis Sheet” Agenda & Sign-In Sheet Sample Data Sheet Sample “Item Analysis Protocol Sheet” Sample Student Work Instructional Activity Sample “Student Work Analysis Sheet”

47. BRITE Ideas © Sowders & Hollen Item Analysis Process (Completed Prior to Session 4) Identify the % of students answering each question correctly. Focus on the Skills & Concepts not mastered (Below 75 % MC or Below 3 on ORQ) List the formative assessments you used to teach each skill/concept

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49. % Correct in Multiple-Choice & ORQ.

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51. “How can I use formative assessments more effectively in my next unit to truly know where my students are on a daily basis and then modify my instruction so that students will demonstrate mastery of the standards on the summative assessment?” What implications does this data have for me? Be specific about your plan of action.

52. BRITE Ideas © Sowders & Hollen Tier 3 Tier 2 Tier 1 TIER 3 Intensive interventions specifically designed to meet the individual needs of students who has not been successful in Tiers 1 and 2. Approximately 5% of all students will respond with success to core, supplemental and intensive instruction TIER 2 Focused supplemental instruction for students who are not successful in Tier 1; supplemental instruction is in addition to core instruction. Approximately 15% of all students will respond with success to core and supplemental instruction TIER 1 Quality classroom instruction based on state curriculum framework:  research-based instructional strategies  on-going student assessment and professional development  interventions within general framework of classroom. Approximately 80% of all students will respond with success to core instruction

53. BRITE Ideas © Sowders & Hollen Week 4: Analysis of Student Work Sample Student Work Sample of Activity Addressing Non-Mastered Standard Share Introduction to Activity Addressing Areas in the Student Work Protocol Sheet Look at the provided activity & Introduction Use Student Work Protocol Sheet to provide feedback for the Instructional Activity

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58. So What? Now What? Team Facilitators & School Leadership will train staff on the process and protocols. Suggestions for Initial Training: Establish Team Norms & Guide Teams Through the four week process to develop the first unit for the beginning of the school year. Team Goals Support & Resources

59. BRITE Ideas © Sowders & Hollen PARKING LOTS:  Questions  Concerns  BRITE Ideas for “Taking it to the Next Level”