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The Virginia Model:Support for School Improvement

Training for Instructional Leaders

Session 1July 29, 2009

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Expectation For This Training

The session leaders will provide participants with the content and resources to train personnel in their division to implement the Center on Innovation and Improvement (CII) strategies. The expectation is that the institute participants will conduct training in their divisions after eachof the four instructional training sessions.

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Session 1 Objectives

• Examine strategies for successful teamwork.

• Identify an effective framework for instructional planning.

• Begin to develop an Instructional Team profile for examining student learning data.

• Determine a process of collegial coaching that supports instructional practices.

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Team Building Activity

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EFFECTIVE TEAMING

Describe the instructional teams that are in your school.

How are they organized?How often do they meet?Where do they meet?What is their purpose?

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Indicators

Instructional Team Structure

ID11 Teachers are organized into grade- level, grade-level cluster, or subject area instructional teams.

ID13 Instructional teams meet for blocks of time sufficient to develop and refine units of instruction and review student learning data.

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Frequently Asked Questions

1. When do instructional teams meet?

2. Where should the teams meet?

3. How often should teams meet?

Additional suggestions can be found in the Session 1 Manual, pages 21-22. Please share these suggestions with your instructional teams.

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Operational Data

The Basics• Agenda: Use a standard format for all

teams.• Minutes: Establish a binder or file that is

accessible by the team and school leadership.

Refer to pages 23-26 in Session 1 Manual for agenda/minutes samples.

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Operational Data

Team Effectiveness Survey

• Instrument to help instructional teams monitor and improve their effectiveness

• Completed two times a year

• Points to areas of strength and areas where the team can improve

• Results provide a basis for the team to discuss its own effectiveness

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NEXT STEPS

With your team, complete the Effective Teaming Next Steps document on page 29 in the Session 1 Manual.

Thoroughly respond to the questions on the left side of the table by answering each prompt at the top of the three columns.

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Lunch

• Please enjoy your lunch.

• We will start Instructional Planning after lunch.

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INSTRUCTIONAL PLANNING

“The business of schools is to invent tasks, activities, and assignments that the students find engaging and that bring them into profound interactions with content and processes they will need to master to be judged well educated.”

Schlechty, 2001

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Indicators

Aligned Instruction

IIA01-02

Classroom Assessment

IIB01-02; IIB04-05

Differentiated Instruction

IIC01; IIC03

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National Standardsnational expectations by subject and grade range; usually developed by

subject area associations or institutes

State Standardsstate expectations by subject and grade-level range or grade level

Benchmarksstate and/or district expectations by specific grade level or

clusters of grade levels

Curriculumscope and sequence of objectives /skills

Aligned Unit of Instructionwritten curriculum aligned to tested curriculum and instruction

provides teachers with organizational framework for planning

Aligned Instruction

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Time for a little R and R

Read and React, that is…

Read: Page 49 in the Session 1 Manual.

React: Describe the alignment process that is used by your school.

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Schooling Practices That Matter Most…

Aligning classroom assessments of student performance with the written curriculum and actual instruction.

Cotton (2000)

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The Unit Plan: A Framework for Aligned Instruction

Parts…SOL Objective – i.e. Math 7.7 SOL Essential UnderstandingsSOL Essential KnowledgeSOL Essential Skills and ProcessesPre-test/Post-test items based on Criteria for Mastery

To the Whole…See pages 55-56 in the Session 1 Manual.

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Small Group Exploration

1. Respond to the questions in the three columns for row 1 on page 73 – Instructional Planning – Next Steps.

2. Respond to the questions in the three columns for row 2 on page 73 ( See page 57 in the Session 1 Manual for the Unit Plan Editing Checklist).

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Differentiating Instruction

One size does not fit all.

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Leveling Objectives

1. Target – on grade level

2. Prerequisite – approximately one grade level below target

3. Enhanced – related to the target but of a higher order, possibly a higher grade level.

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What is an LPG?

Learning Plan Grid

• Is a structure through which a team of teachers organizes activities that are aligned to curricular objectives.

• Provides areas to identify differentiated activities by levels of objectives.

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Procedures for Creating Unit Plans and Learning Plan Grids

•Determine the grade level SOL for focus.

•Use SOL Curriculum Framework to understand the standard and determine essential understandings. Pay close attention to the essential knowledge, skills, and processes.

•Review SOL Test Blueprint and Blueprint Summary Table. The number of questions per recording category will determine focus for lesson planning.

•Review the Enhanced Scope and Sequence for suggested activities for teachers and for students.

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•Use the Reading Strategies Organizational Chart from the Enhanced Scope and Sequence to locate the instructional strategies for teaching the specific SOL. Review each of the strategies to determine which can best be used to teach the standard.

•Download the Released Test for the specific content area. Take the test and pay particular attention to the question stems, level of questions and use of charts, graphs, and other visuals.

•Review SOL at the grade level above and below.

•Review instructional resources, including textbooks, leveled readers, trade books, picture books, recipes, articles, and other print materials to select appropriate instructional materials.

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•Review the Revised Bloom’s Taxonomy to ensure students have practice answering questions similar to those found on the Released Tests.

•Complete the Unit Plan using the grade level SOL and SOL above and below if needed. Determine pre-test and post-test to be used and criteria for mastery.

•Complete the Learning Plan Grid with activities for the Teacher-Directed Group, the Student-Directed Group, and Computer-Based Group. Include independent activities and homework for the target, enhanced, and prerequisite groups.

•Student Learning Plans can be created easily from the Learning Plan Grid.

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Learning Plan Grid Standard/Benchmark Code: _5.5 b & c_**These SOL have been taught separately first. Assessment Level Code: U Target Objective Code: Red Enhanced Objective Code: Yellow Prerequisite Code: Green

SOL 5.5 b & cALC: U

Independent Computer BasedStudent-Directed

GroupTeacher-Directed

GroupHomework

Enhanced: TSW read & demonstrate comprehension of fictionb. Describe character development in fiction and poetry selections.c. Describe the development of plot and explain how conflicts are resolved.

In your journal: Write why and how you might have changed the character development of the main character in the play, The Catch of the Day OR Write why you would not have changed it.

With a partner at the computer station, choose two fiction selections (one poem) and compare how the authors developed the main character and the conflict and how s/he resolved the conflict. **Character vs. Character?*Character vs. Society?*Character vs. Nature? Self?

In your 12 noon cooperative group (interests), use the Character & Plot Development Rubric to write and present a skit that portrays a character & plot similar to those in the play, The Catch of the Day.

The 12 noon cooperative group will review the rubric and expectations with the teacher before writing the skit as the student-directed activity.

Be prepared to defend or criticize how the media might develop a cartoon character or a movie plot of your choice). List specific examples/actions.

Targetb. Describe character development in fiction and poetry selections.c. Describe the development of plot and explain how conflicts are resolved.

In your journal, write two strategies that you would use in developing someone’s character. Explain whyyou would use those strategies.

At the computer station read poem # 5, and tell how or if the author resolved the conflict of the main character. (Teacher has bookmarked selections from Using PX Books to Teach Plot Conflict for students to use as references.)

In your 12 noon group, review the play, The Catch of the Day, list the five most important actions that develop the plot. Justify choices & list them in the Character & Plot Chart to discuss with teacher.

Be prepared to discuss how you or the media might develop a cartoon character or a movie plot of your choice). List specific examples/actions.

Prerequisiteb. Describe character development in fiction and poetry selections.c. Describe the development of plot and explain how conflicts are resolved.

From the assignment you completed with your partner at the computer, illustrate in sequence the actions that lead to resolution of the conflict.

At the computer station, review with a partner your choice of a story (in TITYS folder) that shows how the author develops a character, a conflict, and a resolution of the conflict. Using the Character & Plot Chart, list in sequence the important actions that lead to the resolution. From Using PX Books to Teach .)Plot.)

In your 12 noon cooperative group, compare what you wrote/discussed with your partner with what the other members of the group wrote/discussed with their partners.

The group will review with the teacher ways that an author might develop a fictional character and conflict and resolve the character’s conflict.(See Using Picture Books to Teach Plot Conflict; Conflict Map.

Be prepared to defend your illustration – why you represented the characters the way you did, why you sequenced the actions the way you did, etc. Talk about how the media might do the same type thing.

Character Plot/Action

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Learning Plan Grid Standard/ Benchmark Code: SOL 2.8 (f) The student will describe characters, setting and important events in fiction and nonfiction. Target Objective Code: Red Enhanced Objective Code: Yellow Prerequisite code: Green

Objective Independent Computer BasedStudent-Directed

GroupTeacher-Directed

GroupHomework

Enhanced Using a text selected by the teacher, students will create a sequenced list of the events in the story.

Students will come to school dressed like a favorite storybook character. Students will write a paragraph (5 or more sentences) to describe the setting and 3 important events from the story.

Target Using a text selected by the teacher, students will draw a picture of the setting and write a description of the setting of the story.

In small groups composed of a member from the enhanced, target and prerequisite groups, students will create a short play. Students will use information about the characters, setting and events from the story they read in their independent groups.

Teacher will introduce Story Face, a graphic organizer which allows students to visualize setting, characters, problems, events and a resolution in narrative text.

Students will come to school dressed like a favorite storybook character. Students will write a short paragraph (at least 5 sentences) to describe the setting and 2 important events from the story.

Prerequisite Using a text selected by the teacher, students will identify and draw visual representations of the main characters in a story.

Story Face, page 129 of the English SOL Enhanced Scope and Sequence for grades K-5: Reading Strand

Students will come to school dressed like a favorite storybook character. Students will write a short paragraph (at least 3 sentences) to describe the setting and an important event from the story.

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Small Group Exploration

1. Review pages 65-69 in the Session 1 Manual.

2. Begin to develop the LPG on page 69.

3. Respond to the three questions for rows three and four in Instructional Planning – Next Steps (page 73).

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In the Session 1 Manual, read page 33 and complete the first two items in Think, Write, Share on page 34.

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COLLEGIAL LEARNING

“The star teachers of the twenty-first century will be those who work together to infuse the best ideas into standard practice.”

James W. Stigler & James Hiebert

from The Teaching Gap

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Indicators

Professional Development

• IF04-05

Classroom Assessment

• IIB03-05

Periodic Assessment

• IID08-11

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Activity: Before, During, After, and More

As a team,• Review the statement strips that have been

placed on your table.• Determine whether they apply to the ongoing

assessment of studentsPrior to instruction.During instruction.After appropriate instruction.Associated with teachers’ involvement in school and

district decision-making (More).

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Session 1 Objectives

• Examine strategies for successful teamwork.

• Identify an effective framework for instructional planning.

• Begin to develop an instructional team profile for examining student learning data.

• Determine a process of collegial coaching that supports instructional practices.

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Expectation For This Training

The session leaders will provide participants with the content and resources to train personnel in their division to implement the Center on Innovation and Improvement (CII) strategies. The expectation is that the institute participants will conduct training in their divisions after each of the four instructional training sessions.

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Session Closing

Next Scheduled Session: October, 2009– Review of Next Steps Activity from Session 1– Focus on Instructional Planning and

Classroom Management

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Contact Information

Jane Baskerville: jjbask@comcast.net

Judy Johnston: jajohnston46@hotmail.com

David Wymer: dmwymer@cox.net

Kathleen Smith: Kathleen.Smith@doe.virginia.gov

Yvonne Holloman: Yvonne.Holloman@doe.virginia.gov

Michael Hill: Michael.Hill@doe.virginia.gov