MISD Instructional Process •Focus on Learning for ALL •Create a Culture of Collaboration •Focus on Results Professional Learning Communities (Plcs)

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MISD Instructional Process •Focus on learning for ALL •Create a culture of collaboration •Focus on results Professional Learning Communities (PLCs)

Teams use the four critical questions to guide the work of the PLC: • What do we expect our students to learn? • How will we know that they have learned it? • How will we respond when they have not learned it? • How will we respond when they know it?

Collaboration Rick DuFour: Communicating Priorities by Establishing a Guaranteed and Viable Curriculum

Video: Global PD by Solution Tree

Why?? j

Instructional Process • Promotes clarity • Promotes consistent priorities • Is crucial to the common pacing required for formative assessments • Can help establish a curriculum that is viable • Creates ownership of the curriculum among those who are asked to teach it Collaborative Study of Essential Learning Identifying the Essentials

Identifying the Essential Standards Teams at Work Teams at Work Instructional Process • Promotes clarity • Promotes consistent priorities • Is crucial to the common pacing required for formative assessments • Can help establish a curriculum that is viable • Creates ownership of the curriculum among those who are asked to teach it Collaborative Study of Essential Learning

Collaboration Unpacking The Standard Video: Unwrapping Standards With Your Teacher Team Dr. Sharon Kramer

Why??

Vertical Alignment MISD Instructional Process 5.2B Compare and order two decimals to thousandths and represent comparisons using the symbols >,<, or =.

Standard Depth of Knowledge (DOK) - Webb Type of Thinking - Bloom

Level 1 - Recall and Reproduction Remember

Level 2 - Basic Skills and Concepts Understand

Level 3 - Strategic Thinking and Reasoning Apply

Level 4 - Extended Thinking Analyze

Evaluate

Create Depth of Knowledge/Bloom’s Taxonomy 5.2B Compare and order two decimals to thousandths and represent comparisons using the symbols >,<, or =.

Verb (Skill) Noun (Content) Context DOK Level/Bloom’s

Compare Decimals Place value to Level 2/Evaluate thousandths Order Decimals Place value to Level 2/Analyze thousandths

Represent Comparisons Symbols >,<,= Level 2/Apply

Creating a Learning Target 5.2B Compare and order two decimals to thousandths and represent comparisons using the symbols >,<, or =.

• Compare decimals to the thousandths place. • Order decimals to the thousandths place. • Represent comparisons of decimals by using >,<,=

Learning Targets • Warm-up • Objectives • Modeling/Direct Instruction • Instructional Strategies • Academic Vocabulary • Wrap-up/Closure

Planning Question 2: How will we know that they have learned it? • CFA • Built collaboratively by the team • Assesses specific knowledge and skills as identified in the essential standards • Assessed using mutually agreed upon protocols • Analyzed by the collaborative team • Identifies strengths and weaknesses for intervention and enrichment Common Formative Assessment Common Formative Assessments….

● Promote equity for students ● Provide an effective strategy for determining whether the guaranteed curriculum is being taught and, more importantly, learned ● Build a team’s capacity to improve its program ● Facilitate a systematic, collective response to students who are experiencing difficulty ● Offer the most powerful tool for changing adult behavior and practice

The Power of CFAs CFA Teaching Cycle

X day teaching period Y day re-teach period

Create CFA Set date for Re-assess those CFA and team who didn’t pass Start with the Essential Standard data review the CFA Question 3: How do we respond if they have not learned it?

Intervention Campus Systems Abell- Dr. Jennifer Seybert Alamo- Leann Dumas Goddard- Shelly Haney San Jacinto- Deborah Kendrick

Intervention Question 3: How do we respond if they have not learned it?

Response to Intervention The 3 Tiers of RTI

● Tier 1- The Essentials- Effective Core Instruction ● Tier 2- Intervention- Supplemental Interventions for Some Students ● Tier 3- Remediation- Intensive Interventions for Individual Students

Response to Intervention

Question 4: How will we respond when they have learned it?

Enrichment Campus Systems: Iliana Bermea - Milam Elementary Shannon Torres - Midland Freshman HS Lety Amalla - Burnet Elementary

Enrichment Milam Elementary Learning Target Deeper Knowledge Resources Plan in Action (WIN) Midland Freshman HS Elements Learning Literal Refinement Internalized Collaborative Culture: Teams meet regularly (weekly/ bi-weekly, Collaborative teams develop written norms and Teams focus on pre-arranged topics that impact Teams honor their collective commitments to Educators work together in collaborative teams monthly) during the school day. establish goals that clarify expectations and student learning, and make revisions to goals to each other and our students in order to maximize to achieve student learning commitments. improve team effectiveness. learning.

Guaranteed Curriculum: Educators use district developed curriculum guide Educators work together to define essential Educators build shared knowledge of current Educators continually refine essential learning and Educators establish what we want our students resources. learning and establish pacing. content standards, unpack high stakes guarantee a viable instructional program for all to learn. assessments to clarify essential learning, and students. adjust instruction based on formative assessments.

Educators provide time and support Common Assessments: Educators use benchmark assessments several Educators analyze student work and assessments Educators consistently apply common criteria to Educators consistently utilize formative Educators determine if each student has learned times throughout the year. and discuss common criteria. forassess enrichment student work and discuss duringformative theinstructional school practices, includingday common what we want them to learn. instructional practices. assessments, to gather evidence of student for those who have movedlearning. beyond the essential learning.

Ensuring Learning: Educators use school/district classes, establish Educators provide students with additional time Educators develop and utilize a timely, directive, Educators coordinate a flexible, supportive and Educators respond when some students have not ‘pull out’ or after-school programs and curriculum and support that does not remove the student and systemic plan for students when they proactive system of intervention for students who learned it. resources when students are identified for from new direct instruction, when they experience experience difficulty. experience difficulty. intervention. difficulty.

Enrich learning: Educators use school/district classes, establish Educators provide time and support for Educators develop and utilize timely, directive, Educators coordinate a flexible, supportive, and Educators extend and enrich the learning for ‘pull out’ or after-school programs and curriculum enrichment during the school day for those who and systemic plan for students who have moved proactive system for students who have moved students who have demonstrated mastery. resources for identified students. have moved beyond the essential learning. beyond the essential learning. beyond the essential learning.

Professional Learning Community Rubric Mrs. Birch - ELA I Mr. Green - Alg I

• Use of Technology • Think Through Math • APEX • Cycles • Small Groups Current MFHS Strategies • Added Value • Deeper into Concepts • Real-Life Applications

• Create a task force in each collaboration to plan for enrichment. • Utilizing “experts” in each standard

Moving Forward at MFHS Burnet Elementary CAMPUS SUGGESTIONS

• Use leveled readers • United Streaming- skills 1, 2, 3 • Use vocabulary to write • Envision – enrichment (math) sentences • Separate curriculum • Free choice book reading for • Games points • Group leaders • Accelerated reader • Peer tutoring • Centers-high level • Take to seat centers • Picture/writing journal • Independent projects • Word creation • Reading buddies • Enriched leveled reader-novels PLANNING—CIA (CURRICULUM, INSTRUCTION AND ASSESSMENT) READING PLANNING—CIA (CURRICULUM, INSTRUCTION AND ASSESSMENT) MATH EXAMPLES-KINDER MATH

“We allow them the opportunity to help teach a friend. We also give them an enrichment activities to challenge them. For example instead of adding within 10, we would give them work to add within 20.” EXAMPLES-3RD READING EXAMPLES-3RD READING-WHAT IT SOUNDS LIKE Campus Enrichment Individualization

Enrichment • What do we expect our students to learn? • How will we know that they have learned it? • How will we respond when they have not learned it? • How will we respond when they know it?

Review Instructional Process Questions?

Direct to any T&L Executive Staff