1. Based on the work of Kerry Patterson, Joseph Grenny, Ron McMillan, Al Switzler, Michael Fullan, Jeffrey Glanz, Rick DuFour, Linda Darling Hammond, Connie Moss, Susan Brookhart, Paul Black, Katie Haycock, Robert J. Marzano, Mark Van Clay, Perry Soldwedel and other leaders in the field of education research 1

2.  Welcome Back !! 2

3.  Try this activity with audience in the late fall  Walk 11 steps.  Stop and point to one person and say “you’re it.”  Turn and stand back to back.  Now walk seven steps, stop and point to one person and say, “you’re it”. 3

4.  Real joy comes not from ease or riches, right? It comes from doing something worthwhile.  Of all the options that were open to you, why did you choose to become an educator?  Exchange your reasons with your “it” person. 4

5.  Return to your seats and find index cards at each place.  Jot down your reason for becoming an educator.  Write your name on the back of the card.  Collect the cards.  Then, in late February, cards can be mailed.  Why late February? 5

6.  What are the implications of that activity at the beginning of our day together?  How could an activity like that be used in your school or district? 6

7.  Connection to Prior Learning:  Summarize briefly for all attendees your observations regarding the instructional strategies from the last KLA Cadre session. 7

8.  What?: Did you share the strategies ( Eric Jenson brain research activities, inside/outside circle protocol, affinity map and thinking cube strategies) with your staff? Did you ask that they implement one of the strategies from the session in their classes?  So What? Did you monitor the lesson? Will you share with us your findings on the level of student engagement and content processing?  Now What? If not, will you consider these suggestions and bring your observations to share at the next KLA Cadre session? 8

9.  I can apply the principles of purposeful dialogue within and outside school and district walls.  I can effectively apply crucial conversational skills to establish a collaborative culture that focuses on student learning and tears down barriers that inhibit student achievement. 9

10.  Resulted from your “Style Under Stress” self- assessment and your conversational strategies ranking  Group sizes....... Groups should not exceed 6 members

11.  Introduce yourself to the others in your group!  Activity: If you had a magic wand, what would you wish for:  Tell one thing you would like to see happen in your life, school, etc.  Tell one thing you would like to see happen as you have “crucial conversations”

12.  Text Coding is another processing strategy for your tool kit!  Can be implemented using all of the codes at once or introduced over time  Purpose is to help the reader interact with the text 12

13.  Turn to the chapter from your Crucial Conversations book that aligns to the ‘conversation style under stress’ that you ranked as your number 2 strategy.  Identify 1 or 2 text codes that you want to use in your reading today.  You have 20 minutes to interact with the text. 13

14.  When your group finishes reading or time is called: ▪ Read the questions at your table. ▪ Identify 1 or 2 that you want to discuss as a group. ▪ Begin discussing. ▪ If your group answers your chosen questions before time is called, choose another question to discuss.

15.  Open your Crucial Conversations book to page 189. Beginning with Sexual or Other Harassment and ending with Dealing With Someone Who Breaks All the Rules, number the ‘tough cases ’from 1 to 17.  Count off around the room 1-8. We will repeat the ‘count off’ until all members have a number 15

16.  At your table, read the corresponding section from the first eight of the seventeen tough cases found in Chapter 10, Yeah But.. Advice for Tough Cases pp.189-209. 16

17.  A small group of KLA cadre members write short notes to each other about a rich, complex topic from assigned reading.  Time will be called when members will stop reading. If you finish reading your section before time is called, read any of the other sections numbered 1-8. 17

18.  Each member, select a different color magic marker to take to the charts posted around the room.  Go to the charts that correspond with your reading from Chapter 10.  Read the short posted text. 18

19.  At the chart paper, read the text, jot comments, read what the others have written and add your own remarks, basically creating a string of conversation circulating the text.  Then, write at the bottom of the chart paper, one, concise collaborative response to the text.. 19

20. Choose one person from your group to share your key point/concise response to the text with the whole group.  What are the implications for students when teachers effectively implement this strategy?  How could you use this strategy? 20

21.  At your table read and then discuss the first paragraph on page 189. Record the gist of the discussion in the last box on your 3.2.1 handout. Be ready to share.  Stop and reflect in writing on the information presented during this KLA segment. Using the 3.2.1. reflection tool, now, complete the first two sections independently. 21

22. When to use this strategy  Use at regular intervals, about every ten to twenty minutes, in order to increase retention of material, during in-class readings, large-group discussion, lecture, film or picture viewing. 22

23.  What are the implications for learning when teachers effectively implement the Writing Break strategy? 23

24.  When you return from your break, reassemble and sit with your PLC. 24

25.  What do we want students to know and be able to do?  How will we know when they’ve learned it?  How will we respond when students haven’t learned it?  How will we enrich and extend the learning for students who are proficient? 25

26.  Select a facilitator to guide the table discussions during the next segment.  You are going to be given a reading assignment. Begin the discussion when time is called. If you finish your reading early, continue reading in your book.  Time will be called to end the discussions. 26

27.  I will tell you when you have 20 minutes remaining.  You will need to stop reading at that point and begin the Barrier Wall protocol. 27

28. 1. Learning by Doing: read or reread pp 71 to the top of page 75 and pp 90-91. Facilitator, guide the discussion of page 90, question # 2 and page 91 questions 1,2,3, 5 and 6. 2. Formative Assessment in Every Classroom: read or reread pp.18-21. Facilitator, guide the discussion of the questions on page 18, read pages 24 to the top of page 28, discuss the misconceptions on page 27. 28

29. 3. Pyramid Response to Intervention: read or reread pages 61 to the top of 67. Facilitator, guide the discussions using page 186 question #2. 4. Advanced Learners: read or reread page 16. Each member take one of the strategies listed on page 70, read and think about the use of the strategy at your school level. Be ready to describe that strategy for the rest of your PLC. Facilitator, guide the discussion. 29

30.  Using the lens of your focus area, what will be barriers to the success of answering your PLC question with clarity? 30

31.  Our afternoon session will begin with time to continue the Barrier Wall activity. 31

32.  What will be your barriers to success? Think individually. Use the back of your 3.2.1 reflection.  List 3 reasons that will some will say this change/accomplishment won’t happen.  Then, talk with your the PLC colleagues. Share your ideas.  Now, zero in on the one thing that may cause the most destruction as you try to accomplish your vision of answering the DuFour question with clarity. 32

33.  Record this one barrier on the provided paper and post. Our postings will constitute a barrier wall. ( use HUGE lettering so all can read what you’ve written)  Each PLC will select one person to share your vision relative to the DuFour question/your PLC focus item.  Then, another PLC member will elaborate on the barrier. 33

34.  KLA members will use information from your research reading and experience to suggest solutions to the barriers on the Barrier Wall. 34

35. Based on your reading prior to Cadre and from your assigned reading today,  what key ideas have you learned that will help you with the situation relative to your focus issue?  On the back of your 3.2.1.handout, jot down a few key points to remember. 35

36.  Allows students to learn from each other  Provides students opportunities to build on their peers’ knowledge  Teaches cooperative learning skills  Provides opportunities to critique and challenge  Provides a review of subject matter  Can be an application, analysis, or even synthesis /evaluation level activity 36

37.  What? A suggestion: share the strategies ( Text on Text, Writing Break, Text Coding and Barrier Wall )with your staff. Ask that they implement one of the strategies from today’s session with their classes.  So What? Monitor the lesson and make notes on the level of student engagement and content processing.  Now What? Bring your observations to share at the next Cadre session. 37

38.  Bring us up- to- date with the Teacher and ISL Networks. Keep us in the loop. Provide us the information we need to lay the foundation, support the work in our schools and ensure success for our students. 38

39.  Stand  Stretch out both arms, palms upturned,  in your left hand picture all you knew about the work of the Networks since our last KLA session.  In your right hand imagine the information you gained from today’s segment, then,  raise both hands over your head, clap them and say, “YES”! 39

40.  I can apply the principles of purposeful dialogue within and outside school and district walls.  I can effectively apply crucial conversational skills to establish a collaborative culture that focuses on student learning and tears down barriers that inhibit student achievement. 40

41.  Reeves, Douglas.(2011). Finding Your Leadership Focus: New York, NY. Teachers’ College Press.  Patterson, Grenny, McMillan,Switzler. (2002). Crucial Conversations: New York, NY, McGraw Hill.  Dufour,R and Marzano, R. (2001,March).Leaders of Learning: Bloomington, IN, Solution Tree.  Van Clay, Soldwedel, Many (2011). Aligning School District PLCs: Bloomington, IN, Solution Tree.  Moss, C.and Brookhart, S (2009). Advancing Formative Assessment in Every Classroom:Alexandria, VA, ASCD.  Glanz, Jeffrey.(2006). School-Community Leadership, Thousand Oaks, CA,Corwin Press. 41