1. Inquiry Team and Student Growth

2. “Best” Practices Think about some best practices within the last 20 years in the field of science. In the field of education, we have measured and analyzed our practice and come up with some best practices. One best practice is the use of formative and summative assessments to measure student growth. Another best practice is analysis of common high quality measures in PLC or Professional Learning Communities. At SOTA and SAMI we call this Inquiry Team.

3. Criterion 3, 6 and 8 Recognizing individual student learning needs and developing strategies to address those needs -criterion 3 Using multiple student data elements to modify instruction and improve student learning - criterion 6 Exhibiting collaborative and collegial practices focused on improving instructional learning practice and student learning-criterion 8 Our teachers are……

4. Criterion 3- the sub group Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs 3.1- Look at the rubric and highlight words that are different levels from proficient to distinguished to basic. What do you notice? 3.2 – What are the differences in the proficiency levels?

5. Important ideas… “individual learning needs” “individual learning needs” “strategies to address those needs” “strategies to address those needs” “subgroups of students not reaching full potential” “subgroups of students not reaching full potential” “multiple, high quality sources of data” “multiple, high quality sources of data” “in collaboration with students, parents and other school staff” “in collaboration with students, parents and other school staff” All, or nearly all, most, some, no evidence All, or nearly all, most, some, no evidence

6. Criterion 6- whole classroom Criterion 6: Using multiple student data elements to modify instruction and improve student learning. 6.1- Look at the rubric and highlight words that are different levels from proficient to distinguished to basic. What do you notice? 6.2 – What are differences in the proficiency levels?

7. Sub group vs. Whole Class What would be an easy way to develop a goal that helps study your practice for Criterion 3 and Criterion 6? How could your Inquiry Team help this study of practice?

8. Collaborative practice Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional learning practice and student learning. What are the differences in proficiency levels regarding developing and implementing common, high quality measures to monitor student growth?

9. Important ideas… Inconsistent and consistent collaboration Inconsistent and consistent collaboration Maturity: dependence  independence  interdependence Maturity: dependence  independence  interdependence “develop common high quality measures” “develop common high quality measures” “monitor student growth and achievement” “monitor student growth and achievement” “Leads” “Leads” Inquiry Team or Professional Learning Communities and the critical 4 questions Inquiry Team or Professional Learning Communities and the critical 4 questions

10. Critical Questions What does your team want students to know and be able to do? What does your team want students to know and be able to do? How will your team know this? How will your team know this? What will your team do for students who did learn this? What will your team do for students who did learn this? What will your team do for students who did not learn this? What will your team do for students who did not learn this?