nmteach year 3 training new administrators workbook

NMTEACH Year 3 Training

NEW Administrators Workbook

January 2016

New Administrator Training Agenda January 12 – 14, 2016

Time Topic

Day 1

7:30-8:00 Registration and Morning Sign In

8:00-11:15 Principal’s Syllabus – Understanding and Guiding the Continuous Improvement Cycle 11:15-12:45 Lunch On Your Own

12:45-4:30 Review of Domain 2 with Updated Rubric Table team review of language Sorting activity with only D2 evidence Calibration Video with D2 collection and scoring

Day 2


8:00-11:15 Review of Domain 3 with Updated Rubric Table team review of language Sorting activity with only D3 evidence Calibration Video with D3 collection and scoring

11:15-12:45 Lunch On Your Own

12:45-3:00 Understanding Domains 1 and 4 Practice scoring Domain 1 with sample lesson plans Review of Domain 4 Elements and potential evidence to collect

3:00-4:30 Certification Test for All Participants

Day 3


8:00-10:00 Understanding and Using Teacher and Student Data VAS Presentation – PED Staff

10:15-11:15 Using VAS and STAM to Drive School Decisions – SREB Staff

11:15-12:45 Lunch On Your Own

12:45-2:15 Closing the Knowing and Doing Gap: Using Data to Support Differentiated Instruction – SREB Staff

2:30-4:00 Serving All Student Subgroups – Strategies to Support ELL and SWD – PED Staff

1

Hanna SkanderaSecretary of Education

NMTEACHNew Administrator Training

Matt Montaño

January 2016


Teachers


TEACHERS Make the Difference

Most important factor effecting student achievement: Teachers

– Education Trust West study of Los Angeles Unified School District (2009)

• Top quartile teachers gained a half year of additional growth compared to bottom quartile teachers

• 2nd graders with three consecutive “effective” teachers accelerated to academic proficiency

• Training and Experience are poor predictors of effectiveness

2


“Game Changers” for StudentsAn effective teacher in the classroom is the single most important factor in improving student achievement.

“The Widget Effect”, TNTP, 2009

1 yr 2 yrs1 extra year of learning

“The students of an ineffective teacher learn an average of half a year’s worth of material in one school year, while the students of a very good teacher learn 1.5

year’s worth—a difference of a year’s worth of learning in a single

year.” (Hanushek, 2010)

Whitestudents

Blackstudents

Gap-closing growth in 4 years“Having a top‐quartile teacher rather than a bottom‐

quartile teacher four years in a row could be enough to close the black‐white test score gap.”

(Gordon, Kane and Staiger, 2006)

Very goodteacher

Ineffectiveteacher

10-student class size reductionChanging teacher performance from mediocre to very good (25th to 75th percentile) has an effect equivalent to reducing class size by 10+ students in 4th grade, 13+

students in 5th grade, or an “implausible” number in 6th

grade.(Rivkin et al., 2005)

TNTP 2012

When it comes to raising student achievement, nothing at school matters more than the quality of the teacher

at the front of the class.


Even one year with a highly effective teacher has a lifelong impact on students.

TNTP, 2012

3


What We KnowThe New Teachers Project

The Irreplaceables (2012)– Top 20% of teachers leave at the same rate as the average teachers

– 11 hires to replace

– Negligent retention

» Critical conversations

» Acknowledgement of excellence

» Poor school cultures

» Policies create little incentive to change practice

– 55% of Irreplaceables earn lower base salaries than the average ineffective teacher

*After two years. Measured in percentile.

Students entering at 50th percentile, leave…

96EffectiveEffective

78EffectiveAverage

37EffectiveIneffective

3IneffectiveIneffective

63IneffectiveEffective

Student Performance*SchoolTeacher

50AverageAverage

What the Research SaysThe effect of schools and teachers

-- Adapted from Robert J. Marzano, Debra J. Pickering and Jane E. Pollock “Schools that Work”


NMTEACH

4


A Time to Think Differently


NMTEACH Criteria• Each district and charter school developed their own

evaluation plans by selecting which “multiple measures” to include and selecting which assessments to use to measure growth in student achievement.

• Student achievement is worth 50% ONLY if a teacher hasthree years’ worth of student data available.

• If not, the student achievement portion is weighted less and redistributed to the observation portion of the evaluation.

• Student achievement in NMTEACH is measured only by growth, never absolute proficiency.

• Multiple measures include areas such as:professionalism, preparation, teacher attendance, and parent/student surveys.

• Districts can select to include either teacher attendance or surveys, or both, in their teachers’ evaluations.


NMTEACH Results

5


Summative Rating Overview • All of the evaluation criteria are combined for a final, summative rating for

each teacher.

• Based off a 200‐point total scale, a teacher may receive a summative rating of Exemplary, Highly Effective, Effective, Minimally Effective, or Ineffective.

• As always, all necessary data was provided to PED by the districts and charters in order to produce reports for districts to share and discuss with their teachers.

• Note: based on the subject and level taught, as well as the how long they have been teaching, different teachers have different weights assigned to the evaluation criteria.


Statewide Summative Ratings 2014 and 2015 Comparison

IneffectiveMinimallyEffective

EffectiveHighly

EffectiveExemplary

2014 2.2% 19.5% 56.5% 20.2% 1.5%

2015 3.6% 22.6% 47.1% 24.2% 2.5%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

2014

2015


Statewide Student Achievement Ratings 2014 and 2015 Comparison

Note: This year, 14,844 teachers have student achievement data as part of their evaluation, compared to 9,111 last year.


EffectiveHighly

EffectiveExemplary

2014 2.9% 17.9% 59.3% 16.3% 3.6%

2015 2.2% 15.3% 59.6% 19.6% 3.3%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

2014

2015

6


Statewide Observation Ratings 2014 and 2015 Comparison


EffectiveHighly

EffectiveExemplary

2014 0.3% 14.5% 76.8% 7.9% 0.5%

2015 0.4% 13.0% 72.4% 12.9% 1.3%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

2014

2015


For the second year in a row, the student achievement measure identified more Highly Effective and

Exemplary teachers than did observations alone.


EffectiveHighly

EffectiveExemplary

2015 Observations 0.4% 13.0% 72.4% 12.9% 1.3%

2015 Student Achievement 2.2% 15.3% 59.6% 19.6% 3.3%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

2015 Observations

2015 Student Achievement

14%

23%


Statewide Teacher Attendance Ratings 2014 and 2015 Comparison

Attendance ratings improved significantly from last year, amounting to approximately 18,000 additional instructional days that students received from a licensed teacher as opposed to a substitute and an

estimated $1.2 million in substitute teacher cost savings for school districts.


EffectiveHighly

EffectiveExemplary

2014 4.6% 6.7% 34.6% 30.2% 23.8%

2015 2.35% 3.87% 24.31% 31.19% 38.29%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

2014

2015

7


Example R & R Problem

Teacher A

Value Added Score: ‐1.27

Equates to roughly 3 to 5 months of learning less‐than‐average

Salary: $51,818

23Years Exp. Level 3A

Less than 10% FRL

Teacher B

Value added score: 2.1

Equates to 6 to 8 months of learning more‐than‐average

Salary: $30,467

5 Years Exp. Level 2

Over 85% FRL


30K

30K

40K

50K

IneffectiveMinimally Effective

Effective Highly Effective

More than 400 teachers earn 30k a year while performing at highly‐effective and exemplary levels and making a significant impact on student learning

While nearly 2,000 Ineffective and Minimally‐Effective NM Teachers earn 50k a year and make a minimal or

negative impact on student learning

Exemplary


8


PED’s Vision

• Attracting Talent into Teaching

• Providing Targeted Training and Support forEducators

• Placing Our Best Educators in High‐Need Areas

• Retaining our Effective Teachers

• Reaching More Students with Our Best Teachers

• Rewarding Excellent Teachers and SchoolLeaders

9

NM TEACH Observation

Rubric

10

NMTEACH Domain 1: Planning and Preparation

DOMAIN 1: PLANNING AND PREPARATION

Element

NMTEACH 1A: Demonstrating Knowledge of Content To what level is content communicated in the lesson plan and resulting lesson? Note: Any reference to “all students” includes culturally and linguistically diverse students, English learners (ELs), and students with disabilities (SWD). Note: Any reference to New Mexico adopted standards includes the 2012 Amplification of WIDA English Language Development (ELD) Standards, when serving English language learners (ELLs) and Individualized Education Program (IEP) goals, when serving SWD.

Leve

l of

Per

form

ance

Ine

ffe

ctiv

e

The teacher’s lesson plans and resulting lessons display • little knowledge of the content area;

• minimal or no alignment to NM adopted standards; • minimal or no evidence of instructional strategies to address the needs of all students;

• minimal or no evidence of differentiated instruction addressing the needs of all students; and • no IEP goals for present levels of performance.

Min

imal

ly

Effe

ctiv

e

The teacher’s lesson plans and resulting lessons display • minimal knowledge of the content area; • partial alignment to NM adopted standards;

• minimal use of instructional strategies to address the needs of all students; • minimal evidence of differentiated instruction addressing the needs of all students; and • minimal focus on IEP goals for present levels of performance.

Effe

ctiv

e

The teacher’s lesson plans and resulting lessons • develop instruction that reflects solid knowledge of the content area and academic language demands at a grade-

appropriate level; • are directly aligned to all NM adopted standards; • demonstrate familiarity with resources to enhance knowledge in each core area; • include IEP goals for present levels of performance; and • contain evidence of collaboration between general and special education teachers to ensure understanding and

inclusion of IEP goals, modifications, and accommodations related to self-advocacy skills.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective, the teacher’s lesson plans and resulting lessons • reflect extensive knowledge of the content area(s) to be taught, including academic language demands, and they

correlate the IEP objectives with lesson plans, when applicable; • incorporate research and resources related to all NM adopted standards as well as evidence-based specialized

instruction according to the IEP, when applicable; • create opportunities for students to contribute to the lesson design and content; and • include opportunities for modifications in the IEP or language proficiency levels to be implemented across content

areas, when applicable.

Exem

pla

ry

In addition to the indicators for highly effective, the teacher leader • contributes to the refinement of the approved NM adopted, standards-aligned curriculum that may include the

students’ home languages and cultures, when applicable; and • engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for

demonstrating a knowledge of content, IEP goals, or language proficiency levels that are aligned with school and district goals.

Notes:

11


DOMAIN 1: PLANNING AND PREPARATION

Element

NMTEACH 1B: Designing Coherent Instruction • To what level are activities meaningfully sequenced to support learning? • To what level are a variety of learning strategies and individual supports used within the instructional plan? Note: Any reference to “all students” includes culturally and linguistically diverse, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when serving

ELL and IEP goals, when serving SWD.

Leve

l of

Per

form

ance

Ine

ffe

ctiv

e

The teacher’s lesson plans contain • a sequence of learning activities that are poorly or not aligned with NM adopted standards and with the IEP goals

for present levels of performance, as applicable; • learning activities that are not suitable and/or are not research-based; • no variety of learning strategies and no individual student supports; and • time allocations for learning activities that are unrealistic and/or not grade-level appropriate.

Min

imal

ly

Effe

ctiv

e

The teacher’s lesson plans contain • a sequence of learning activities that are partially aligned with NM adopted standards and with the IEP goals for

present levels of performance, as applicable; • learning activities that are minimally suitable and/or are minimally research-based; • a minimal variety of learning strategies and minimal individual student supports; and • time allocations for learning activities that are relatively reasonable and/or somewhat grade-level appropriate.

Effe

ctiv

e

The teacher’s lesson plans contain • a sequence of learning activities aligned to all NM adopted standards and to the IEP goals for present levels of

performance, as applicable; • learning activities that are suitable and/or are research based; • a variety of learning strategies and individual student supports; • time allocations for learning activities that are reasonable and/or grade-level appropriate; • learning activities that are differentiated by scaffolding content and academic language for all learners; • learning activities that create explicit connections between previous learning and new concepts and develop skills

for all learners; • opportunities for all students to participate in flexible grouping; • challenging research-based learning tasks that are structured to progressively develop students’ cognitive abilities

and academic language; and • explicit use of students’ backgrounds to teach relationships among topics, concepts, and language.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective, the teacher’s lesson plans contain • pedagogical practices that include flexible grouping and differentiates instruction, based on student level and IEP

goals, as applicable; • questions to reinforce and extend student learning and engagement to include real-world and application-based

experiences, while including purposeful scaffolding of questions based on students’ level of academic language; • learning activities that, when possible, incorporate students’ use of their first and second languages to make

connections to real-world application and include learning activities that progress coherently, are research-based, and are relevant to students and the instructional/IEP goals, as applicable;

• opportunities to incorporate student-centered learning as an instructional tool; and • research-based practices, including sheltered and differentiated instructional strategies, with a variety of specially

designed instructional materials.

Exem

pla

ry

In addition to the indicators for highly effective, the teacher leader • designs learning activities in a collaborative manner by intentionally demonstrating awareness of, and processes

for, engaging all students, which includes recognizing and building upon students’ linguistic and cultural assets; • designs learning activities with various instructional groups based on instructional/IEP goals, while permitting

student choice; and • engages in opportunities to support and mentor colleagues by identifying and sharing knowledge, information,

and strategies for designing learning activities for diverse learners that are aligned with school and district goals and connect to other disciplines.

Notes:

12


Domain 1: Planning and Preparation

Element

NMTEACH 1C: Setting Instructional Outcomes • How are daily instructional outcomes (aka learning goals) communicated to all students? • To what level do instructional outcomes directly align to content standards?

Note: Any reference to “all students” includes culturally and linguistically diverse, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when serving


Leve

l of

Per

form

ance

Ine

ffe

ctiv

e

The teacher’s lesson plans (and IEP goals, if applicable) contain learning outcomes that • are not aligned with all NM adopted standards and with the IEP goals for present levels of performance as

applicable; • have low expectations; • have a lack of conceptual understanding for students; • are not grade-level appropriate; • are not clearly written; and • do not include viable methods of assessment.

Min

imal

ly

Effe

ctiv

e

The teacher’s lesson plans contain instructional outcomes that • are moderately aligned with NM adopted standards and with IEP goals but not explicitly stated to students; • are suitable for some, but not all, students; • are somewhat grade-level appropriate; • reflect more than one type of learning but lack coordination and integration; and • include some methods of assessment.

Effe

ctiv

e

The teacher’s lesson plans contain instructional outcomes that • are aligned with all NM adopted standards and with IEP goals, as applicable; • are explicitly stated as measureable and observable and reflect high expectations; • allow for progress monitoring at least every-other week, as applicable; • establish instructional processes and activities that address students’ varying abilities; • address the language demands of the content; • are aligned to instructional targets and IEP goals; and • inform students of the content and language objectives for the lesson.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective, the teacher’s lesson plans contain instructional outcomes that • align rigorous instructional processes and learning activities to all NM adopted standards and to IEP goals, as

applicable; • contain modifications, as required to ensure students are able to complete the instructional outcomes; • include differentiated language demands based on individual students’ academic language proficiency levels; • involve students in the process of developing instructional outcomes, based on all NM adopted standards; and • address IEP goals, reflect high expectations, are clearly stated, and can be measured, as applicable.

Exem

pla

ry

In addition to the indicators for highly effective, the teacher leader • demonstrates deep understanding of all grade-level, NM adopted standards and of IEP goals, when supporting

SWD; • ensures all students are making progress toward deep understanding and proficiency in the NM adopted

standards; • models, and shares with colleagues, effective practices, including the communication of learning outcomes with

students; and • engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for

setting instructional outcomes that are aligned with school and district goals.

Notes:

13



Element

NMTEACH 1D: Demonstrating Knowledge of Resources • How does the teacher utilize skills and content learned from professional development opportunities? • What resources have been provided to all students to support learning? Note: Any reference to “all students” includes culturally and linguistically diverse, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when serving


Leve

l of

Per

form

ance

Ine

ffe

ctiv

e

The teacher demonstrates little or no familiarity with resources to enhance his/her own content knowledge, to use in teaching, or to use with students who demonstrate need.

Min

imal

ly

Effe

ctiv

e

The teacher demonstrates some familiarity with resources to enhance his/her own content knowledge, to use in teaching, or to use with students who demonstrate need.

Effe

ctiv

e

The teacher demonstrates knowledge of resources by • using existing resources—including support materials, textbooks, and supplementary materials—to enhance

content knowledge for teaching and to differentiate instruction for all students; • using resources and supplementary materials—which may include those available through the school, district,

community, and/or on the internet—in the language(s) of the students, when appropriate; and • using information and strategies obtained through professional development to address students’ individual

learning needs, styles, rates, and levels of learning—including academic English language proficiency.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective, the teacher demonstrates knowledge of resources by • seeking out and using resources available beyond the school and district—including those from professional

organizations, the internet, and/or within the community—to enhance content knowledge and to use in teaching all students and especially those who demonstrate need;

• strategically implementing information and strategies obtained through professional development to address individual learning styles, rates, levels of learning, students’ cultural backgrounds, and/or English language proficiency; and

• creating lessons that reduce barriers, optimize levels of challenge and support, meet the needs of all learners, and increase access to grade-level curriculum.

Exem

pla

ry

In addition to the indicators for highly effective, the teacher leader • models and shares with colleagues resources, knowledge, information, and strategies that are aligned with school

and district goals; • shares resources, knowledge, information, and strategies specific to colleagues’ needs and the needs of their

students, including those culturally and linguistically diverse students; • collects and shares content-specific research studies, practices, and resources from outside the district; • provides and trains staff for school-wide initiatives using additional resources; and • plans for collaboration with various instructional teams, including Indian education, the ESL and bilingual

programs, special education, and general education, as appropriate.

Notes:

14



Element

NMTEACH 1E: Demonstrating Knowledge of Students • To what level have student learning styles been addressed in the lesson? • How has information about student achievement, culture, and language proficiency been used to design activities

to support content acquisition? Note: Any reference to “all students” includes culturally and linguistically diverse, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when serving


Leve

l of

Per

form

ance

Ine

ffe

ctiv

e The teacher demonstrates • little or no knowledge of students’ backgrounds, cultures, skills, academic language development, interests,

and/or special needs, including present levels of performance for applicable content areas and behavioral issues; • little or no evidence of using student achievement data to design activities to differentiate instruction; and • little or no knowledge of students’ learning styles.

Min

imal

ly

Effe

ctiv

e

The teacher demonstrates • limited knowledge of students’ backgrounds, cultures, skills, academic language development, interests, and

special needs, including present levels of performance for applicable content areas and behavioral issues; • some evidence of using student achievement data to design activities to differentiate instruction; and • limited knowledge of student learning styles.

Effe

ctiv

e

The teacher • demonstrates knowledge of students’ backgrounds, cultures, skills, academic language development, interests,

and special needs, including present levels of performance for applicable content areas and behavioral issues as well as accommodations and modification for individual students, as applicable;

• incorporates culturally-sensitive strategies into instructional planning and practice; • provides moderate evidence of using student achievement data to differentiate instruction including—when

supporting ELs—the use of ACCESS scores for ELL students to differentiate instruction according to English language proficiency levels; and

• develops lessons using a variety of strategies to incorporate student learning styles.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective, the teacher • demonstrates extensive knowledge of students’ backgrounds, cultures, skills, academic language development,

interests, special needs—including present levels of performance for applicable content areas and behavioral issues as well as accommodations and modification for individual students;

• includes students in the planning of culturally sensitive strategies and incorporates those into instructional practice;

• provides strong evidence of using student achievement data to differentiate instruction, including the use of ACCESS scores to support and monitor the progress of ELs and to differentiate their instruction according to English language proficiency levels; and

• uses a wide repertoire of strategies to integrate a variety of learning styles into lessons and activities.

Exem

pla

ry

In addition to the indicators for highly effective, the teacher leader • provides novice and struggling teachers with understanding, mentorship, and resources that address the unique

learning needs of their individual students, including strategies that engage and support culturally and linguistically diverse students; and

• provides training to colleagues on best practice strategies that engage and support culturally and linguistically diverse students.

Notes:

15



Element

NMTEACH 1F: Designing Student Assessment • To what level has the teacher incorporated formative assessment techniques throughout the lesson? • How are students assessed to determine understanding of the instructional outcome (learning goal) at the end of

the lesson? Note: Any reference to “all students” includes culturally and linguistically diverse, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when serving


Leve

l of

Per

form

ance

Ine

ffe

ctiv

e

The teacher • plans for assessing student learning with little or no clear criteria aligned to: instructional outcomes, to any NM

adopted standards, to IEP goals as applicable, or to other student needs; • demonstrates minimal or no knowledge of assessment strategies; and • provides little or no direction to students as to how they will be assessed.

Min

imal

ly

Effe

ctiv

e

The teacher • plans for assessing student learning with some criteria aligned to instructional outcomes and to some NM adopted

standards, is partially aligned to IEP goals, and minimally addresses other student needs; • demonstrates some knowledge of assessment strategies; and • provides some direction to students as to how they will be assessed.

Effe

ctiv

e

The teacher • addresses student needs and plans for assessing student learning with criteria aligned to: instructional outcomes,

all NM adopted standards, IEP goals, language proficiency levels—as applicable; • uses clear assessment criteria that enables students to make adjustments and provides feedback that accelerates

student learning; • uses formative assessments that explicitly support instructional outcomes in both content and language; • includes formative assessments that check for understanding throughout the lesson; • includes a variety of assessments, both formative and summative, in the four language domains; • documents annual present levels of performance, using measurable goals and objectives, with some discussion

about performance in the regular classroom or provides sponsor teacher with student progress, when applicable; and

• considers diagnostic information for all students, which may include academic achievement, English language proficiency, IEP modifications, progress monitoring, etc. to monitor student understanding during the lesson.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective, the teacher • ensures full alignment between the instructional outcomes, all NM adopted standards, IEP goals, success criteria,

and assessment tools; • provides opportunities for students to demonstrate and/or record where they are in their own learning; • shares clearly aligned rubrics with students and supports students to monitor their academic and linguistic growth;

and • documents present levels of performance using measurable goals and objectives with discussion about

performance in the regular classroom and/or provides the sponsor teacher with student progress.

Exem

pla

ry

In addition to the indictors for highly effective, the teacher leader • supports school-wide training and implementation of systems for understanding and using student assessment

data, including ACCESS for ELL students data, when applicable; • collaborates with colleagues to develop strategies to take language proficiency into account when assessing

students’ content knowledge; and • engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for

designing student assessments that are aligned with school and district goals.

Notes:

16

NMTEACH Domain 2: Creating an Environment for Learning

Domain 2: Creating an Environment for Learning

Element

NMTEACH 2A: Creating an Environment of Respect and Rapport • To what level are interactions in the classroom positive and productive?

• To what level are all student groups respected and valued in the classroom? Note: Any reference to “all students” includes culturally and linguistically diverse, English learners (ELs), and

students with disabilities (SWD). Note: Any reference to New Mexico adopted standards includes the 2012 Amplification of WIDA English Language

Development (ELD) Standards, when serving English language learners (ELLs) s and Individualized Education Program (IEP) goals, when serving SWD.

Leve

l of

Per

form

ance

Ine

ffe

ctiv

e Classroom interactions between the teacher and students and among students are inappropriate or insensitive to

students’ cultural backgrounds and may include sarcasm; put-downs; and conflict.

Min

imal

ly

Effe

ctiv

e

Classroom interactions between the teacher and students and among students are generally positive but may include some conflict; occasional displays of insensitivity; and occasional lack of responsiveness to cultural or developmental differences among students.

Effe

ctiv

e

Classroom interactions between teacher and students and among students exhibit politeness and respect; support students in managing disagreements; create and maintain an environment in which students’ diverse backgrounds, identities, strengths, and challenges

are respected; and display respect and value for the languages and cultures of the school communities through classroom artifacts and

interactions.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective, classroom interactions between the teacher and students and among students exhibit a high degree of respect; reflect warmth and caring; reflect a high degree of sensitivity to students’ cultures that may include purposeful teacher-student or student-

student dialog in multiple languages; and reflect a high degree of sensitivity to students’ levels of development.

Exem

pla

ry In addition to the indicators for highly effective, the teacher leader

contributes to creating a school-wide environment of respect on campus for all students; and engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for

establishing an environment for learning for all students that are aligned with school and district goals and that may include culturally and linguistically responsive interventions and support programs.

Notes:

17



Element

NMTEACH 2B: Organizing Physical Space • To what level do all students have equal access to learning resources and materials?

• To what level does the classroom environment support the day’s lesson? Note: Any reference to “all students” includes culturally and linguistically diverse, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when serving


Ine

ffe

ctiv

e The teacher organizes the classroom in such a way that it is potentially unsafe; students do not have access to learning or materials; and it lacks alignment between the environment and the lesson’s activities.

Leve

l of

Per

form

ance

Min

imal

ly

Effe

ctiv

e

The teacher organizes the classroom in such a way that ensures essential learning is accessible to most students; demonstrates a moderate use of physical resources, including technology; and it is partially aligned to the lesson’s activities.

Effe

ctiv

e

The teacher organizes the classroom in such a way that essential learning is accessible to all students; the physical arrangement encourages teacher-student and student-student interaction in a variety of settings and

student groupings; evidence of student learning is posted; learning outcomes, such as content and language objectives, are posted and easily accessible during the lesson for the

teacher and students to reference; visuals, graphics, anchor charts, and technology are readily accessible to enhance learning opportunities; and provides techniques to enhance learning opportunities, such as preferential seating, study carrels, quiet areas, etc.

Hig

hly

Effe

ctiv

e

In addition to the indicators for effective, the teacher organizes the classroom in such a way that visuals, graphics, and/or technology is accessible to use and to adapt to advance learning and engage students at

varying levels of academic content including English language proficiency; and students can contribute to the use or adaptation of the physical environment, such as preferential seating, study

carrels, quiet areas, etc. to advance their own learning.

Exem

pla

ry

In addition to the indicators for highly effective, the teacher leader demonstrates the skillful and appropriate use of technology for colleagues and community members; helps colleagues arrange their environment so learning is accessible to all students; and engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for

organizing physical space to meet the needs of all students, such as preferential seating, study carrels, quiet areas, technology, etc.

Notes:

18



Element

NMTEACH 2C: Establishing a Culture for Learning • To what level do all students exhibit a learning energy during the lesson that supports engagement?

• To what level are all students encouraged to communicate with others to address learning goals? Note: Any reference to “all students” includes culturally and linguistically diverse, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when

serving ELL and IEP goals, when serving SWD.

Ine

ffe

ctiv

e The classroom culture is characterized by

a negative culture for learning, including a low teacher commitment to the subject; low expectations for student achievement and engagement; and little or no student effort.

Leve

l of

Per

form

ance

Min

imal

ly

Effe

ctiv

e

The classroom culture is characterized by some teacher commitment to the subject; modest expectations for student achievement; some student effort; and students and teacher “going through the motions” to be compliant.

Effe

ctiv

e

The classroom culture is characterized by high expectations for all students with a high level of teacher commitment to the subject; norms and participant structures that are established with significant interaction by, and among, all peers, such

as flexible student groups, student presentations, and structured student dialogue; supports for all students to hold themselves to high standards of performance through instruction, including

addressing foundational skills, as per the IEP goals; authentic and relevant use of research-based strategies to enhance understanding of content and engagement

with the related academic vocabulary; and student commitment to the subject and demonstration of pride in their efforts.

Hig

hly

Effe

ctiv

e

In addition to the indicators for effective, the classroom culture is characterized by high levels of enthusiasm for the subject by teacher and students; students seeking support and initiating improvements to their efforts (may vary depending on subgroup

population, e.g., ID, ED); and students being encouraged to reflect on their personal learning and growth.

Exem

pla


promotes and organizes school-wide learning opportunities and a culture of learning among all stakeholders; researches and shares strategies that promote student ownership of learning; and engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for

establishing a culture of learning.

Notes:

19



Element

NMTEACH 2D: Managing Classroom Procedures • To what level is the classroom culture and routine maximizing instructional time?

• To what level does the teacher use developmentally appropriate procedures to maximize instructional time? Note: Any reference to “all students” includes culturally and linguistically diverse, ELs, and SWD . Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when serving


Leve

l of

Per

form

ance

Ine

ffe

ctiv

e

A majority of instructional time is lost due to

inefficient classroom routines;

inefficient procedures for transition;

inefficient use of supplies and materials; and

use of developmentally inappropriate procedures.

Min

imal

ly

Effe

ctiv

e

Some instructional time is lost due to

partially effective classroom routines and procedures that may or may not be developmentally appropriate;

partially effective routines for transition; and

partially effective use of supplies and materials.

Effe

ctiv

e

Little instructional time is lost because of

established routines and procedures that are developmentally appropriate for all students and may include modifying speech and wait time to ensure understanding of the routines;

routines and procedures that are designed to keep students’ interest, maximize learning, and assist in transitions; and

implementation of a well-organized system for accessing materials, including supplies and manipulatives.

Hig

hly

Eff

ecti

ve Almost no instructional time is lost because of

students’ internalization of daily routines;

students’ taking the initiative and contributing to the seamless operation of the classroom and classroom procedures, including those that pertain to developmentally appropriate cooperative learning activities; and

implementation of a well-organized system of transitions in which students lead effective routines, including the distribution and collection of materials and manipulatives.

Exem

pla

ry

In addition to the indicators for highly effective, the teacher leader

contributes to a culture of student ownership of school-wide operations;

models and assists colleagues and students in creating classroom procedures that are culturally and linguistically responsive and student centered; and

engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for managing classroom procedures.

Notes:

20



Element

NMTEACH 2E: Managing Student Behavior • To what level are student behavior expectations consistently monitored and reinforced? Note: Any reference to “all students” includes culturally and linguistically diverse, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when serving


Leve

l of

Per

form

ance

Ine

ffe

ctiv

e

There is no evidence that standards of conduct have been established as demonstrated by

lack of a plan for student behavior or classroom management;

little or no teacher monitoring of student behavior;

responses to student misbehavior that are repressive or disrespectful of student dignity; and

lack of awareness, or no implementation, of the student functional behavioral assessment (FBA) or behavior intervention plan (BIP) when applicable.

Min

imal

ly

Effe

ctiv

e

There is minimal evidence that standards of conduct have been established as demonstrated by

some evidence of a student behavior management plan;

minimal effort to monitor students’ behavior;

inconsistent response to student misbehavior; and

unsuccessful implementation of the student’s FBA/BIP strategies, when applicable.

Effe

ctiv

e

The teacher designs standards of conduct that

are supported by an effective student behavior management plan with students’ knowledge of their roles;

create an atmosphere conducive to learning with a focus on self-discipline, respect for the rights of others, and cooperation;

are communicated clearly and modeled to all students; and

ensure responses to student misbehavior are consistent, respect the students’ dignity, are sensitive to cultural differences, and are in accordance to the student’s FBA/BIP strategies, when applicable.

Hig

hly

Eff

ecti

ve In addition to the indicators for effective, the teacher

allows student ownership of the plan;

creates opportunities for students to lead the implementation of the student behavior management plan;

provides evidence of students’ participation in setting conduct standards and monitoring their own behavior;

monitors student behavior and is sensitive to individual learning needs, including needs of students with diverse linguistic and cultural backgrounds and identities; and

responds with sensitivity to individual student needs and according to FBA/BIP, when applicable.

Exem

pla

ry


models and assists colleagues and students in creating school-wide student behavior procedures;

engages actively in the monitoring of school-wide student behavior;

models and facilitates positive behavior for stakeholders, including families, colleagues, and community members;

engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for managing student behavior that are aligned with school and district goals; and

monitors student behavior preventively, so students are successful in all settings due to teacher partnering with colleagues in understanding and implementing the FBA/BIP, when applicable.

Notes:

21

NMTEACH Domain 3: Teaching for Learning

Domain 3: Teaching for Learning

Element

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development • To what level are directions clearly delivered and understandable? • To what level is content communicated in a clear, concise manner? Note: Any reference to “all students” includes culturally and linguistically diverse students, English learners (ELs), and

students with disabilities (SWD). Note: Any reference to New Mexico adopted standards includes the 2012 Amplification of WIDA English Language

Development (ELD) Standards, when serving English language learners (ELL) and Individualized Education Program (IEP) goals, when serving SWD.

Leve

l of

Per

form

ance

Ine

ffe

ctiv

e

The communication and delivery of expectations for learning, directions, procedures, and explanations of content are not present or are unclear and/or confusing to students.

Min

imal

ly

Effe

ctiv

e

The communication and delivery of expectations for learning, directions, procedures, and explanations of content are limited, vague, and/or lack clarity.

Effe

ctiv

e

The communication and delivery of expectations for learning, directions, procedures, and explanations of content with students include • desired learning outcomes, such as content and language objectives, are posted, stated, and referred to during the

lesson cycle; • use of clear communication and a range of vocabulary with scaffolds to ensure learning outcomes are

understandable, including the solicitation of feedback and allowing for clarification from all students by using multiple strategies such as wait time, visuals, methodical systems, and physical cues;

• instructions and procedures that are consistent and anticipate possible student misconceptions; • content that is delivered and differentiated by including the use of the students’ academic English language

proficiency levels and/or IEP goals, as applicable; and • use of opportunities to connect to students’ cultural and linguistic background knowledge.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective, the communication and delivery of expectations for learning, directions, procedures, and explanations of content with students include • strategies for students to interact with each other and offer feedback to peers; • grade-level appropriate, understandable language with scaffolds that support students’ language and academic

proficiency levels and IEP goals for content and explanation of academic tasks; • ensuring understanding of idioms and figurative language by clarifying and rephrasing when necessary; • intentionally creating connections to students’ cultural and linguistic background knowledge; and • opportunities for students to lead and direct lesson components.

Exem

pla

ry

In addition to the indicators for highly effective, the teacher leader • contributes to, and directs, ongoing and consistent communication with all students, staff, and community

members; • creates multiple opportunities and/or uses multiple modalities to clarify concepts being taught in class, while

respecting the culture, language, and level of development of the student; and • engages in opportunities to support and mentor colleagues and community members by sharing knowledge,

information, and strategies for communicating with students in a manner that is appropriate to their culture and level of cognitive development.

Notes:

22



Element

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse • To what level do all students have an opportunity to answer questions? • To what level are questions thought provoking and rigorous? • To what degree are questions designed and used to meet individual IEP goals? Note: Any reference to “all students” includes culturally and linguistically diverse students, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when


Leve

l of

Per

form

ance

Ine

ffe

ctiv

e

The teacher’s questioning techniques • do not allow for interaction between teacher and student or student-to-student; • do not use scaffolds as appropriate for the developmental, cognitive, and/or linguistic needs of the students; • are not aligned to content and provide no opportunity for student engagement; • use low-level or inappropriate questions; and • elicit limited student participation and recitation rather than discussion.

Min

imal

ly E

ffec

tive

The teacher’s questioning techniques • provide minimal opportunities for interaction between teacher and student and student-to-student; • have limited use of scaffolds as appropriate for the developmental, cognitive, and linguistic needs of the

students; • use low-level questions that evoke minimal student engagement; • have some questions that elicit a thoughtful response, but are posed in rapid succession with no wait-time, and

may be answered by the teacher; and • do not include a system that allows all students to respond.

Effe

ctiv

e

The teacher’s questioning techniques • provide frequent opportunities for interaction between teacher and student and student-to-student; • use scaffolds as appropriate for the developmental, cognitive, and linguistic needs of the students; • use pre-planned questions or tasks; • use systems that evoke responses from all students and are appropriate to students’ developmental, cognitive,

and academic language proficiency, including the use of wait-time; • consistently engage students in high levels of thinking within the specialized instruction and content; and • allow students to respond in a variety of ways, including kinesthetic or visual representation, depending on their

developmental, cognitive, and academic language proficiency.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective, the teacher’s questioning techniques • allow consistent, analytical, and collaborative approaches to understanding; • scaffold for a deep understanding of concepts, using academic language; • create opportunities for student-led discussion and debate of key concepts; • allow students to take ownership or to lead, ensuring that all voices are heard in classroom and group

discussions; • incorporate student-generated, high-level questions that are within the specialized instruction and are content-

specific; and • include the use of prompts to support students’ responses to questions that can include repeating and

rephrasing the question and modeling responses for less-proficient students.

Exem

pla

ry

In addition to the indicators for highly effective, the teacher’s questioning techniques • are shared with colleagues in mentoring and support contexts; and • are shared with parents and community members.

Notes:

23



Element

NMTEACH 3C: Engaging Students in Learning • To what level are all students engaging in the lesson’s activities? • To what level are activities sequential and aligned to the daily learning target? • To what level are all students required to be intellectually engaged with the course content? Note: Any reference to “all students” includes culturally and linguistically diverse students, ELs, and SWD . Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standard, when serving


Leve

l of

Per

form

ance

Ine

ffe

ctiv

e

Activities, assignments, materials, pacing, and grouping of students are inappropriate to the learning outcomes, language proficiency levels, and applicable IEP goals, resulting in low student engagement.

Min

imal

ly

Effe

ctiv

e

Activities, assignments, materials, pacing, and grouping of students are somewhat appropriate to the learning outcomes, language proficiency levels, and applicable IEP goals, resulting in moderate student engagement in which

the teacher does not connect the lesson to prior understanding;

the lesson activities do not align with the desired learning outcomes;

the lesson structure is not fully maintained; and

the pacing is somewhat appropriate for some learners.

Effe

ctiv

e

Activities, assignments, materials, pacing and grouping of students are fully appropriate to the learning outcomes, language proficiency levels, and applicable IEP goals, resulting in good student engagement in which

the teacher explicitly connects the lesson to prior understanding and student background experience;

the lesson supports active engagement of all students and maintains an awareness of the effective amount of student talk vs. teacher talk;

the teacher delivers lessons coherently with attention to scaffolding, pacing, sequencing, flexible grouping, student reflection, and closure;

the teacher incorporates cognitive, developmental, linguistic, and cultural experiences to support learning;

the teacher assesses student engagement and understanding and adapts methods for improved learning when needed; and

students are strategically grouped to provide opportunities to practice speaking, reading, writing, and listening, based on their instructional needs.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective; activities, assignments, materials, pacing, and grouping of students are fully appropriate to the learning outcomes, language proficiency levels, and applicable IEP goals, resulting in high intellectual student engagement in which

the teacher provides opportunities for students to lead reading, writing, speaking, and listening activities throughout the lesson;

students incorporate cognitive, developmental, linguistic, and cultural experiences to support learning;

the lesson incorporates multiple means of representation, expression, and engagement;

the teacher encourages students to negotiate meaning and clarify understanding with their peers, which may be supported using a language other than English, as appropriate; and

the teacher consistently assesses student engagement and understanding and immediately adapts methods for improved learning when needed.

Exem

pla

ry


uses data to support and guide student engagement and is able to demonstrate to colleagues and community members how this works; and

creates opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for engaging students in their learning.

Notes:

24



Element

NMTEACH 3D: Assessment in Instruction • To what level does the teacher determine the understanding and needs of each student during the

lesson? • To what level are all students aware of how they will demonstrate understanding of the content/lesson? Note: Any reference to “all students” includes culturally and linguistically diverse students, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when


Leve

l of

Per

form

ance

Leve

l of

Per

form

ance

Ine

ffe

ctiv

e

Assessments are infrequently used in instruction and • are rarely monitored by the teacher for student progress or to offer feedback; and • students are rarely informed of assessment criteria.

Min

imal

ly

Effe

ctiv

e

Assessments are occasionally used to inform instruction and • provide limited or irrelevant feedback; • students are occasionally informed of assessment criteria; and • are occasionally monitored by the teacher for student progress.

Effe

ctiv

e

Assessments are consistently used to inform instruction and • contain clear performance criteria that are communicated effectively to students; • align to the learning outcomes; • contain differentiated assessment strategies/instruction; • allow the teacher to check for understanding throughout the lesson and use techniques that are based on

students’ academic language needs and developmental level of readiness; and • allow the teacher to provide descriptive feedback in a timely manner.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective, assessments are used in a sophisticated manner to drive instruction, and there is a method to • establish, support, and model the use of assessments as tools for improved learning and communication to

students; • engage students in analyzing and evaluating assessment data and information to improve learning; • systematically gather and use assessment data to inform and guide instruction; • ensure that students can articulate their level of performance using the criteria and scoring guidelines

provided; • provide feedback that can be used by students in their learning; • support students in monitoring their progress towards mastery of content standards and/or specialized

instruction, using informal and formal classroom assessments; • involve students in establishing assessment criteria; • engage students in setting and monitoring targets for learning and academic language development related

to the content; and • support students in monitoring their progress with evidence-based strategies that include a combination of

self and peer assessments.

Exem

pla


• creates opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for assessment and instruction; and

• leads, directs, or instructs colleagues and/or community members in how to use assessment techniques effectively.

Notes:

25



Element

NMTEACH 3E: Demonstrating Flexibility and Responsiveness • To what level does the teacher modify instruction within the lesson/class period? Note: Any reference to “all students” includes culturally and linguistically diverse students, E Ls, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when


Leve

l of

Per

form

ance

Ine

ffe

ctiv

e The teacher • disregards students’ learning needs; • adheres to the instructional plan, even when a change would maximize learning; and • does not accept responsibility for students’ lack of academic progress.

Min

imal

ly

Effe

ctiv

e

The teacher • accepts minimal responsibility for student success; • attempts to modify the lesson, responds to student questions with moderate success, but has a limited

repertoire of strategies to draw upon; and • does not use strategies to support diverse learners.

Effe

ctiv

e

The teacher modifies the instruction within the lesson/class period by • promoting successful learning of all students; • modifying instruction according to applicable IEPs; • adjusting instructional plans and making accommodations for student questions, needs, and interests, while

taking into account the language demands and grade level appropriateness of the content and instruction; • adjusting instructional plans by employing a variety of strategies and techniques that are responsive to students’

needs, proficiency, cultures and/or experiences; and • adjusting the lesson based on periodic checking for understanding and/or formative assessments of all students.

Hig

hly

Effe

ctiv

e

In addition to the indicators for effective, the teacher modifies the instruction within the lesson/class period by • seizing opportunities to enhance learning by building on a spontaneous event or student interests; • creating opportunities for student-led instruction, discussion, and/or questioning; • appealing to student interests and making cultural connections to learning outcomes; and • ensuring the success of all students by using an extensive repertoire of instructional strategies in order to anchor

instruction and help students make sense of content.

Exem

pla

ry

In addition to indicators for highly effective, the teacher leader • reflects on classroom practice and uses students’ participation and responses to pace and adjust lessons during

instruction; • enhances students’ depth of knowledge through the use of activities and resources that show connections to

students’ cultures, experiences, and level of development; • engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for

demonstrating flexibility and responsiveness; and • creates opportunities for colleagues and/or community members to enhance their depth of knowledge regarding

flexible teaching and responsiveness.

Notes:

26

NMTEACH Domain 4: Professionalism

Domain 4: Professionalism

Element

NMTEACH 4A: Communicating with Families • How well does the teacher engage families in the instructional program?

• To what level is the teacher’s communication (both formal and informal) with families frequent and culturally appropriate?

Note: Any reference to “all students” includes culturally and linguistically diverse students, English learners (ELs), and Students With Disabilities (SWD).

Note: Any reference to New Mexico adopted standards includes the 2012 Amplification of WIDA English Language Development (ELD) Standards when serving English language learners (ELL) and Individualized Education Program (IEP) goals when serving SWD.

Leve

l of

Per

form

ance

Le

vel o

f P

erfo

rman

ce

Ine

ffe

ctiv

e

The teacher • rarely adheres, or does not adhere, to the district’s/school’s requirements for communicating with families; • provides little or no information to families about the instructional program, the IEP goals (academic and/or

behavioral) as applicable, and/or progress toward goals for all students; • rarely responds, or does not respond, to family concerns; and • displays occasional insensitivity to cultural norms.

Min

imal

ly

Effe

ctiv

e

The teacher • minimally adheres to the district’s/school’s requirements for communicating with families; • does not clearly communicate to families the instructional program, the IEP goals (academic and/or behavioral) as

applicable, and/or progress towards goals for all students; • minimally responds to family concerns; and • displays inconsistent sensitivity to cultural norms.

Effe

ctiv

e

The teacher • fully adheres to the district’s/school’s requirements for communicating with families; • conducts effective communications from school-to-home about appropriate school programs and student progress,

including the ACCESS for ELL Parent Report and IEP goals, as applicable, and effectively responds to home-to-school communications;

• communicates with families in a manner that is culturally sensitive and responsive and affirms the positive worth of the students and families;

• is available, as needed, to respond to family concerns; and • uses clear, accurate, and understandable language while facilitating communication with families, including the

written IEP when supporting SWD and uses the student’s home language or a translator when possible.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective, the teacher • goes beyond the district’s/school’s requirements for communicating with families, and provides frequent

information to families about ways to support children as learners, student progress, instruction, and assessment— including the ACCESS for ELL Parent Report, as applicable;

• clearly communicates and defines the IEP goals (academic and/or behavioral) and progress towards goals when supporting SWD, using specific examples of student progress based on data in parent-friendly language, as applicable; and

• responds to family concerns with professionalism and cultural sensitivity.

Exem

pla

ry

In addition to the indicators for highly effective, the teacher leader • works with school and/or district leadership to create a family-friendly school climate and student-/community-

centered policies; • participates with colleagues to create family-school partnerships that include families as participants in school

decisions and develops parent leaders and representatives that may include PTA, PTO, PTSA, PTSO, PAC or other parent organizations;

• assists in facilitating and/or designing workshops and opportunities for parents to learn more about supporting their children as learners, publishes accurate information in the newsletter and on the website in multiple languages as needed, and/or reaches out to families in community activities when appropriate (e.g., feast days, community meetings, chapter house meetings, etc.); and

• engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for communicating with families.

Notes:

27



Element

NMTEACH 4B: Participating in a Professional Community • How willing and committed is the teacher to participate in the professional community? • How collegial and productive are the teacher’s relationships with her/his colleagues? Note: Any reference to “all students” includes culturally and linguistically diverse students, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when serving


Leve

l of

Pe

rfo

rman

ce

Leve

l of

Per

form

ance

Ine

ffe

ctiv

e

The teacher • avoids participation in a professional community or in school and district events and projects; and • demonstrates relationships with colleagues which are negative and/or unprofessional.

Min

imal

ly

Effe

ctiv

e

The teacher • participates minimally in a professional community and in school and district events and projects when specifically

requested; • maintains relationships with colleagues that are cordial, but these relationships do not lead to productive work that

benefits students; and • interacts minimally with appropriate personnel about instructional, environmental, and behavioral modifications for

SWD and/or about instructional strategies for culturally and linguistically diverse students.

Effe

ctiv

e

The teacher • participates actively in a professional community and in school and district events and projects; • maintains positive and productive relationships with colleagues; • provides appropriate information on SWD and ELs to appropriate personnel as applicable (e.g., strengths,

weaknesses, preferred modalities, environmental modifications, IEP goals, etc.); • consults with appropriate personnel about instructional, environmental, and behavioral modifications for SWD and

about instructional strategies for culturally and linguistically diverse students, as applicable; and • participates in interactions with colleagues that are characterized by a willingness to listen and consider multiple

points of view.

Hig

hly

Eff

ecti


• makes a substantial contribution to the professional community and in school and district events and projects; • shares knowledge of, and proactively seeks, opportunities to learn more about techniques and strategies to work

with all students, which may include cultural perspectives and strategies for sheltering academic language and research-based strategies that address student learning; and

• works with other teachers to monitor IEP objectives addressed in the regular classroom.

Exem

pla

ry

In addition to the indicators for highly effective, the teacher leader • actively engages in ongoing research, leads study groups or professional development, and identifies effective

practices for school and/or district implementation; • engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for

participating effectively in a professional community; and • actively promotes positive and productive interactions between colleagues and within the school community.

Notes:

28



Element

NMTEACH 4C: Reflecting on Teaching • How detailed, accurate, and thoughtful is the teacher’s reflection on her/his instructional practices? Note: Any reference to “all students” includes culturally and linguistically diverse students, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when serving

ELL students and IEP goals, when serving SWD.

Leve

l of

Per

form

ance

Leve

l of

Per

form

ance

Ine

ffe

ctiv

e The teacher

• rarely or never accurately assesses the effectiveness of his/her instructional practices;

• lacks an awareness of how instructional practices can be improved; and

• rarely or never uses data to reflect on his/her instructional practices.

Min

imal

ly

Effe

ctiv

e

The teacher

• provides a partially accurate and objective description of instructional practices with some evidence;

• makes general, non-specific suggestions as to how instructional practices might be improved; and

• occasionally uses data to inform and modify instructional practices.

Effe

ctiv

e

The teacher

• provides an accurate and objective description of instructional practices with specific evidence, such as progress

monitoring within evidence-based specialized instruction; and

• provides specific suggestions as to how instructional practices might be improved, based on students’ progress and

use of assessment data.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective, the teacher

• consistently reflects on instructional practices thoughtfully and accurately with specific evidence, such as progress

monitoring within evidence-based specialized instruction;

• draws from an extensive repertoire of instructional practices in support of all students;

• suggests alternative instructional practices and predicts the likely success of each; and

• uses assessment data as a primary resource to inform the quality and effectiveness of instructional practices.

Exem

pla

ry


• collaborates with colleagues to reflect on, and apply, the necessary modifications for instructional practices that

address the academic and linguistic needs of all students;

• engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for

effective instructional practices; and

• explains to students, parents, and colleagues how and why assessment data is used to inform and direct instructional

practices.

Notes:

29



Element

NMTEACH 4D: Demonstrating Professionalism • How high are the teacher’s professional standards and practices?

• To what level is the teacher willing to comply with district and school rules and regulations? Note: Any reference to “all students” includes culturally and linguistically diverse students, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when serving


Lev

el o

f P

erfo

rman

ce

Leve

l of

Per

form

ance

Ine

ffe

ctiv

e

The teacher • displays a lack of professionalism based on self-serving interests; • instigates or contributes to practices that are negative and/or harmful to students or colleagues; • rarely complies, or fails to comply, with district/school regulations and timelines; and • contributes to school practices that do not support all students and the goals and mission of the learning

community.

Min

imal

ly

Effe

ctiv

e

The teacher • displays minimal professionalism by making decisions and recommendations based on the needs of some students; • condones or supports practices that are negative and/or harmful to students or colleagues; • minimally complies with district/school regulations and timelines; and • occasionally contributes to school practices that do not support all students and the goals and mission of the

learning community.

Effe

ctiv

e

The teacher • displays a high level of professionalism by making decisions and recommendations based on the needs of all

students; • promotes a positive working/learning environment for students, colleagues, and community members; • demonstrates knowledge of applicable laws, policies, regulations, and procedures related to all students; • consistently follows district/school regulations and timelines and maintains accurate documentation; • promotes a safe environment when monitoring students and activities; • works to achieve equitable learning and achievement outcomes for all students; and • contributes to school practices that support all students and the goals and mission of the learning community.

Hig

hly

Eff

ecti

ve

In addition to the indicators for effective, the teacher • assumes a leadership role in ensuring the highest-level of professional practices by all members of the learning

community; • works with colleagues to create activities promoting a positive school environment; • assists in designing school practices that honor all students and the goals and mission of the learning community;

and • models advocacy for, and instructs, all students in self-advocacy skills, making particular effort to challenge negative

attitudes and to ensure that all students are honored and valued.

Exem

pla

ry


proactively seeks to improve the culture of the school by consistently raising expectations and engagement for adults and students;

demonstrates and shares extensive current knowledge of applicable laws, policies, regulations, and procedures;

creates systems to promote a culture of professionalism that supports the school community; and

engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies that demonstrate professionalism in the school community.

Notes:

30



Element

NMTEACH 4E: Growing and Developing Professionally • To what level does the teacher seek out, implement, and share professional learning?

• How well does the teacher utilize feedback? Note: Any reference to “all students” includes culturally and linguistically diverse students, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when serving


Leve

l of

Per

form

ance

Le

vel o

f P

erfo

rman

ce

Ine

ffe

ctiv

e The teacher • rarely participates, or does not participate, in professional development activities; • makes no effort to share knowledge with colleagues; and • demonstrates resistance to feedback from supervisors and/or colleagues.

Min

imal

ly

Effe

ctiv

e

The teacher • participates minimally in professional development activities that are convenient and/or are required; • makes limited attempts to share knowledge with colleagues; and • accepts feedback from supervisors and colleagues with some reluctance and/or resistance.

Effe

ctiv

e

The teacher • accepts opportunities for professional growth, based on identified areas in need of improvement; • implements evidence-based strategies learned in professional development sessions; • actively reads and applies current research in areas of greatest impact for all students; and • accepts and implements feedback from supervisors and colleagues regarding evidence-based instruction.

Hig

hly

Eff

ecti


• actively pursues professional development opportunities; • initiates activities to share expertise with others, including evidence-based instruction; • seeks out feedback and best practices from supervisors and colleagues/specialists in areas such as Indian

Education, ELs, special education, and bilingual education, as applicable, in order to make instruction accessible and understandable for all students; and

• expands on feedback from supervisors/colleagues and uses it to directly improve instruction.

Exem

pla


• designs and leads professional development for the school community; • provides feedback to colleagues and supervisors in a positive, constructive manner; and • creates opportunities to engage and mentor colleagues by sharing knowledge, information, and strategies that

support all students to become proficient in the academic language and content knowledge to be learned.

Notes:

31



Element

NMTEACH 4F: Maintaining Accurate Records • How efficient and accurate are the teacher’s record-keeping systems? Note: Any reference to “all students” includes culturally and linguistically diverse students, ELs, and SWD. Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standards, when serving


Leve

l of

Per

form

ance

Le

vel o

f P

erfo

rman

ce

Ine

ffe

ctiv

e The teacher • does not have a record-keeping system in place for instructional and non-instructional records; or • has a system in place, but it is in disarray and therefore, non-functional; and • maintains records containing inaccurate information.

Min

imal

ly

Effe

ctiv

e

The teacher

has a rudimentary and partially complete record-keeping system for instructional and non-instructional records; and

maintains records that are mostly accurate, but not up-to-date.

Effe

ctiv

e

The teacher

maintains an efficient system for both instructional and non-instructional records, including reports, and/or status of current IEP objectives, as applicable;

ensures information from records is accurate and up-to-date, including academic and language proficiency-level data, when supporting culturally and linguistically diverse students;

develops and monitors IEP objectives that correspond with present levels of student performance, as applicable, and allows for continuous student progress;

ensures that the grading, assessment practices, and record-keeping systems are effective in serving academic and language learning goals;

assists with pre-referral and referral timelines, as applicable; and

stays current with annual IEPs, re-evaluations, language proficiency levels, and progress towards goals, when supporting SWD and/or ELs.

Hig

hly

Effe

ctiv

e

In addition to the indicators for effective, the teacher

supports students to efficiently maintain personal instructional and non-instructional records;

maintains accurate and up-to-date records that are used constructively by students and teachers;

supports the ability of students to contribute information and interpret their own instructional records;

shares language development and IEP objectives and goals clearly with all stakeholders, as applicable; and

provides and shares accurate documentation to support student progress towards goals with stakeholders.

Exem

pla


establishes systems for record keeping that are recognized by the school community as efficient and are used as a model for teachers; and

engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for establishing an efficient system of maintaining accurate instructional and non-instructional records.

Notes:

32


Day 1 January 2016

33



Using the NMTEACH Process to Support

Continuous Improvement


GUIDING QUESTION

If your teachers were asked to list the top 5 people who they would go to for help to improve instruction, would

you be on the list?


Group Norms

• Limit technology distractions (Place phones onsilent; please use laptops/tablets to take notes).

• Let others finish what they are saying withoutbeing interrupted.

• Be punctual (sessions, breaks, lunch, small groupwork).

• Show respect for each other’s opinions.• Be brief and to the point when speaking.• Agree to disagree.• Give everyone a chance to speak.• Build on each other’s ideas.

34


Training Protocols


55


Time Check

• How much time?

• Your table’s timekeeper willbe asked to hold up fingersrepresenting the number ofminutes your team will needto complete your task.

35


Cold Call

Using index cards, the presenter will randomly choose a table number

for a response.


Clarity of DirectionsThumbs Up/Down

• I feel good. I do not have any questions and can help others on this topic.

• I feel ok. I may have a few questions about this topic.

• I do not feel ok. I have many questions. I need help with this topic.


Establishing Your Working Teams

• Divide up—Administrators with fewer than 3 years experience in PreK tothe left side of the room; greater than 3 years to the right

• Numbered Heads—Count off 1‐4

• Relocate to your assigned number table

36


Introductions

• Name

• School

• Title


Establishing Your Working Teams

Table Team Job Duties

1. Time keeper – paces the team on assignments.

2. Score keeper – guides the calibration ofscores in the debrief.

3. Techno scribe – completes final written summaries for team and posts scores using web‐based resources.

4. Reporter – presents the table’s evidence to justify scores within the debrief.

5. Verifier – verifies the evidence collected is aligned to the language of the Rubric and to the Essential Indicators.


The Next Three Days

37

Agenda At‐a‐Glance

Day 1

AM

Understanding the Continuous

Improvement Process

PM

Understanding the Elements of Domain 2 and Calibrating with

the Rubric

Day 2AM

Understanding the Elements of Domain 3 and Calibrating with

the Rubric

PM

Understanding and Collecting Evidence to Support Domains 1

and 4

Day 3AM

Understanding and Using VAS and STAM

PM

‐Closing the Knowing‐Doing Gap

‐Supporting Diverse Learners


Session Objectives

Participants will:

• Gain a better understanding of strategies and structures to enhance instructional leadership.

• Determine how to prioritize and organize daily schedules to address instructional expectations.

• Identify and incorporate high yield administrative actions that focus school improvement efforts and enhance learning opportunities for students.

• Review three essential components for classroom observations.


Meeting Back Channel

• Voice for All

• Immediate Feedback

• Temperature Readingof Participants

• Quick Response

www.todaysmeet.com/NMTEACHJanuary2016

38


Meeting Back Channel When to Use

• Staff Meetings

• Parent Meetings

• Governance CouncilMeetings

• Many, many more…



Let’s Log In

Go to

• www.todaysmeet.com/NMTEACHJanuary2016

• Type in comments that you want to share withthe audience when we report out.

• Share your Best Practices!



What Effective Instructional Leaders Do: Support School Improvement and

Instructional Quality

39



The Main Thing

The main thing is to keep the main thing the main thing.

Zig Ziglar



The Main Thing

The main thing is to keep the main thing the main thing.

Zig Ziglar


The Focus is to “Coach Up” Instruction

40


Vocabulary Clean Up

NM TEACH

The Educator Effectiveness System in New Mexico.

Teachscape

A web‐based observation and evaluation management

system that allows administrators to capture

evidence and documents, to score the evidence and give

feedback to teachers.


Components of NMTEACH

Teacher Evaluation

Student Achievement

DataObservation Other Measures


NMTEACH Educator Effectiveness System

Improved Student

Achievement 50%*

Multiple Measures

25%

Observation25%

Student Achievement Multiple Measures Observation

*50% ONLY when three years of data are available

41


Ratings for Principals and Teachers

• Exemplary

• Highly Effective

• Effective

• MinimallyEffective

• Ineffective


Big Picture


Quick Overview

NMTEACH Rubric Domains

Planning and Preparation

Creating an Environment for Learning

Teaching for

LearningProfessionalism

42


NMTEACH Rubric

Domain 1Planning and Preparation

Domain 2Creating an

Environment for Learning

Domain 3Teaching for Learning

Domain 4Professionalism

1A 2A 3A 4A

1B 2B 3B 4B

1C 2C 3C 4C

1D 2D 3D 4D

1E 2E 3E 4E

1F 4F


NMTEACH Rubric

Domain 1Planning and Preparation

Domain 2Creating an

Environment for Learning

Domain 3Teaching for Learning

Domain 4Professionalism

1A 2A 3A 4A

1B 2B 3B 4B

1C 2C 3C 4C

1D 2D 3D 4D

1E 2E 3E 4E

1F 4F



Teaching and Learning

What PRINCIPAL behaviors support improving teaching and

learning?

43


Current Status

With an elbow partner, answer each of the following questions:

1. How frequently do your administrators(from your previous experience) complete teacher observations (15‐20 minutes as a minimum)?

2. What type of feedback is provided toteachers and/or departments?

3. How do these observations supportimprovement efforts on your campus?


Report Out



What does this word mean?

44


Definitions to Focus the Conversation

• Observation = formal classroom visit that lasts20 minutes or more and provides written feedback to teachers

• Walkthrough = informal classroom visit thatlasts no more than 15 minutes (usually 3‐5 minutes); feedback should be provided to teachers but can also be compiled into site or departmental statistics

The Observation Cycle

TypicalYear

ExpectationsAre Clarified

WalkthroughObservations




FormalObservations

FormalObservations

FormalObservations



Our Focus

Using Observations and Walkthroughs to Change the

Face of Instruction

45


37

The Need for Leadership

There are virtually no documented instances of troubled schools being turned around in the absence of intervention by talented leaders. While other factors contribute to such turnarounds, leadership is the catalyst.

Kenneth Leithwood

How Leadership Influences

Student Learning


More than a check‐list

Using observations to improve quality instruction and promote student success


More than a check‐list

Using observations to improve quality instruction and promote student success

46

The Process

Observation Feedback is Provided

Individually Collectively Via Statistics

Priorities for Teaching Are Communicated

Via PD Within Observation Forms

Common Definitions are Established

Administrators/Leaders All Faculty


Morning Break

Please return in 15 minutes



Communicating PrioritiesCreating the Principal’s Syllabus

47


Teacher VS Principal Syllabus

Teacher Principal

Course Description Claim to Fame

Identify Course Goals Yearly Priorities

Identify Sequence of Learning Yearly PD Events

Identify Major Assignments Expectation for Strategy Use

Describe Learning Activities Connection to PD Outcomes

Identify Grading Parameters Monthly Progress Monitoring

Extra Help Opportunities Support for Teachers



Teacher Principal









Principal Syllabus with Actions to Support

• WorkingDocument

• ReviseThroughout theTraining

48


Principal’s Syllabus

46



Communicating Alignment



Communicating Alignment

49

Sample Syllabus2014‐2015 Priorities

PriorityProfessional Development

Progress Measuring

1. Rigor • Common Core PD • DOK Training• Designing Effective

Questions• Designing Common

Assessments within PLCs

• PLC Monthly Item Analysis

• DOK Level Data from Walkthroughs

• Teacher Survey Results on Rigor Needs

2. Engagement • SIOP Strategies• Active Reading

Strategies Training• Strategies to Support

Group Activities• Teachscape Learn Videos

and Lessons

• Walkthrough tally data• Occurrence of strategies

in lesson plans• Review of team notes to

support implementation• Student interview data




Take 2 minutes to write down your goals and

priorities.

How will your observations and classroom visits support them?

The Observation Cycle

TypicalYear

ExpectationsAre Clarified





FormalObservations

FormalObservations

FormalObservations

50

Frequency of Scoring

• Scored once per semester (minimum)

• Scored in the context of the classroom (whenever possible)

Domain 1

• Scored two or three per year, reportedtogether

Domains

2 + 3


• Timelines are established by the district

• Intended to enhance the PDP ProcessDomain 4

Frequency of Scoring


• Scored in the context of the classroom (whenever possible)

Domain 1

• Scored two or three per yearReportedtogether

Domains

2 + 3


• Timelines are established by the district

• Intended to enhance the PDP ProcessDomain 4


Supervision of Instruction and Planning

• Supervision of instruction must be part of yournormal routine.

• Supervision of instruction cannot be somethingyou get to when the opportunity presents itself.

51

Organizing Time for Observations

Time

1

2

3

4

5

6

Admin A

Admin A

Admin A

Admin A

Admin A

Admin A

Admin A

Admin A

Admin A

Admin A

Admin B

Admin B

Admin B

Admin B

Admin B

Admin B

Admin B

Admin B

Admin B

Admin B

Admin C

Admin C

Admin C

Admin C

Admin C

Admin C Admin C

Admin C

Admin C

Admin C

Campus Zones

Football Field

Main Parking

Main Building – English and Social Studies

Zone A

CTE and Science Lab Building

Zone B

Math and Electives Building

Zone C

Organizing Time‐‐Elementary

Monday

Admin A

IC CWT

Admin A

Tuesday

Grade Level Chairs CWT

Wednesday

IC

CWT

Admin A

IC

PLC

Thursday

Admin A

Dist. Coach

IC

CWT

Friday

IC

Co‐T

Admin A

Admin A

52


Elementary Zones

Pre‐K, K + 1

2 + 3 Hall

4 + 5 Hall Specials

Three Broad Observation Areas

Teacher: Date/Time:

Primary Classroom Artifacts:

Student Behavior:

Teacher Behavior:


Feedback to Teachers

Wow: Positive element that was observed

Wonder: A recommendation or question that will improve the quality of future lessons

53


Artifact: Lesson Plans

Elbow partner discussion

From your experience, how frequently are lesson plans reviewed? What has been the process?

61

BY THE DOOR


Review Lesson Plansin the Classroom

Folder inside the classroom door should include:

– Daily Lesson Cycle (One day of instructional planning that you canobserve being delivered)

– Standards‐Based Units (Series of lessons linked into a Unit ofStudy)

– Curriculum Pacing (Calendar on outside of folder)

54


Lesson Planning

• Units of study are developed.

• How is as important as what.

• A variety of instructional delivery modes are incorporated into teaching and learning, e.g. modeling, demonstrations, small‐group instruction, whole group instruction, one‐on‐one instruction, etc.

• Learning is assessed.

• Instructional time is maximized, and there is a block of time for uninterrupted reading/writing.


What artifacts should you see in the classroom?

• On board at the front of the room

– Standard or Essential Question (not just an agenda)

– Agenda

– Do Now Activity (Literacy)

• Around the classroom

– Rubrics

– Student Work (with teacher commentary)

55


Bell Ringer or Do Now

• Reduce Non‐productive Student Time

• Establish Routine

• Address numeracy and literacy according to school priorities

56


The Most Important View

You Should See Artifacts

Helping Students Understand Expectations.

57


Text Rich Environment

Walls that Teach

– ACE

– Cornell Notes

–Word Walls

– Student Artifacts

– Rubrics


Student Behavior: What should you see students doing?

• Working on rigorous assignments.

• Working in a variety of settings (pairs, groups, and independently).

• Working in groups determined by interest, needs, learning styles, etc.

• Demonstrating a clear understanding of the standards.


What should you see students doing?

• Collaborating with other students

• Regularly asking questions and acting as decision makers

• Making connections to other learning

• Understanding their personal responsibility to meet the standards

– the rewards of meeting standards

– the extra work necessary should they need it

• Accurately self‐assessing their work

• Maintaining portfolios of their work

• Receiving additional expert instruction when they don’t meet astandard

58

What should you see teachers doing?

Warm Up/ Review

Mini‐Lesson, Opening, Setting the Stage

Opening with the Standards/Identifying the Lesson’s Purpose with Rigorous Essential Questions

Work Period, Activity Period

Closing, Summary Period

Answering the essential question to scaffold students’ knowledge base to the “Big Idea” or unit focus.

Marzano’s Effective Strategies

StrategyEffect Size

Achievement Gain

Identifying similarities and differences 1.61 45

Summarizing and note taking 1.00 34

Reinforcing effort and providing recognition .80 29

Homework and practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives and providing feedback .61 23

Generating & testing hypotheses .61 23

Questions, cues, and advance organizers .59 22

Marzano, Pickering, Pollack, 2001. Classroom Instruction That Works, Pg. 7

Instructional Strategies that Affect Student Achievement


What should you seeteachers doing?

Basic daily cycle and behavioral student engagement practices

– Using established rituals and routines.

– Posting daily and unit essential questions.

– Incorporating acceleration strategies.

– Using learning organizers.

– Using introduction strategies.

– Summarizing activities as part of the daily lesson.

59


What Should You See Teachers Doing?

Finally, this is the most important action teachers can take.

Relentless academic press for all students

–What is the purpose of a grade?

–What is the purpose of assessment?


Teacher Action: Create a Culture Where ‘Failure is

Not an Option.’

• Formative assessment

• Measuring mastery

• Re‐teaching

• Extra help

Are all just a new language to restate the most fundamental aspects of

teaching.

• Extra time

• Differentiatedinstruction

• Response to intervention


Observation Game Plan• Enter the room andacknowledge the teacher

• Pick up lesson plan andstudent handouts (if not already provided)

• Turn back to teacher andbegin taking notes on Artifacts

• Select a seat that will providea good view of a cross‐section of the class

• Focus on collecting notes onStudent Behavior

60


Table Talk…

What systems for the supervision of instruction are present at your school?

What is your observation game plan?

What will you do differently this semester of next year?

5 Minute Table Discussion


THE NMTEACH RUBRIC DOMAINS

Where we are going…


Quick Overview




Teaching for


61


Big Picture


What are your Take‐Aways?

As a table, share via Today’s Meet 1 or 2 take‐aways from the morning

session.



Lunch

Please be back and ready to go at 12:45. Thanks!

62



Understanding and Using the NMTEACH Rubric

Domain 2 Review





Teaching for



Session Objectives

• Understand the elements of Domain 2

• Determine teacher actions to improveeffectiveness for each element

• Review artifacts to support each element

• Identify professional developmentopportunities to support teacher effectiveness

63


Why are Domains 2 and 3 essential?

• Serve as the heart of the observation process

• Focus improvement feedback on using theclassroom environment to enhance learningand selecting teaching methods that improverigor and retention

• Identify universal best practices that have animpact on student achievement and qualitylearning experiences


Why observe classrooms?

• Observation data• Allows administrators and teachers to opendiscussions about teaching and learning

• Validates the selection and use of professionaldevelopment

• Determines which environments and strategieshave an impact on students at your school

• Determines relevant individual and teacher teamfeedback actions (departmental or grade level)that support improvement


Thinking about Growth

You can never GROW from where you THINK you should be; you can only GROW from where you actually ARE.

64


The Power of Knowing

• Once you know where you are, you canestablish targeted actions to improve

• Effectiveness is directly correlated toachievement

• Rubric scoring and focused feedback allowfor teachers and administrators to use acommon language to determine where theyare and how to improve



First Review of Domain 2Creating an Environment for

Learning

Working Review of Updated Rubric Language


Key Elements of Domain 2

2AEnvironment of

Respect and Rapport

2B Physical Space

2CCulture of Learning

2D Classroom Procedures

2EStudent Behavior

In theClassroom

65


First Review of Domain 2

Step 1: Score the Observation Rubric for DOMAIN 2 ONLY

Step 2: You will place dots (provided at your table) to show how you scored each element on the posters around the room

Complete the Rubric for Your Best Teacher

Consensogram Report Out – Your Best

IneffectiveMinimally Effective

EffectiveHighly Effective

Exemplary


Things to Keep in Mind…

• Even your best teachers may only score at theeffective level on the rubric.

• Administrators must be able to cite evidence tojustify their scores.

• The language of the rubric must be referencedeach time you score or we risk having inflatedscores.

• Teachers should understand that scoring at theEffective Level has a positive impact on studentachievement.

66



Second Review of Domain 2

Jigsaw Review of All Elements


Activity #2

Objectives:

• to have a deeper understanding of theelements within Domain 2

• to summarize each element in terms that alladministrators can use (with teachers)

• to identify evidence that can be collected tosupport scoring the Domain 2 elements


Jigsaw Basics

• Currently you are sitting with your “HomeTable Group.”

• You will now move to an “Expert Table Group”to fully review your 1 assigned element.

• Expert Teams will work to complete therequested information.

• Element Experts will then return to the “HomeTable Group” and teach others about theirassigned element.

67


Experts will …

1. Review the descriptions for each scoring level (IneffectiveExemplary) for the assigned Element

2. Create Key Points to help peers understand theelement

3. Identify two “look for” items that support scoringthe element at the Effective Level

4. Craft two feedback actions that can help teachersto move from Minimally Effective to Effective


Move to Expert Tables

• Move to your assigned Expert Table.

• As a team, complete the row thatcorresponds with your assignedelement.

• You will have 10 minutes to work atyour Expert Table.


Presentation Clean Up

You will have two (2) minutes to solidify your Expert Group Presentation.

Please be sure that all Experts at your table have notes reflecting the common consensus of your Expert Group.

These notes will be shared with your Home Team.

68

Jigsaw Report Out

• Return to your “Home Table Team”

• Check to see that your table has an expert foreach element within the Domain (A, B, C, D,and E)

• Each expert will provide the overview of theirassigned element to the group

• Table team members should collect notes ontheir handout for each element during thereport out

10 Minutes Total


Key Look Fors

2A Respect and Rapport

•Interactions between teacher and students•Interactions among students•Respect is provided to all student groups

2B Physical Space

•All students have equal access to the learning activity•Physical arrangement encourages engagement•All students can see and hear

2C Culture of Learning

•Student groups are used to increase engagement•Teachers and students demonstrate excitement•Students are proud to share work with the teacher and/orobservers

2D Classroom Procedures

•Full use of instructional time•Smooth transition from activity to activity •Materials are readily available and organized

2E Student Behavior

•All students are held to the same conduct standards•Misbehavior is handled consistently and appropriately •Behavior issues do not take away from engagement


Look For Chart

• Circle your top three favorite look fors forDomain 2 that will help to move instructionforward in your school.

• As a table team, discuss how you havecommunicated or will communicate this toyour teachers you evaluate.

69



As a table, share via Today’s Meet

• 1 or 2 actions to move a teacherforward or

• An A‐HA from the rubric or

• An idea to move goals forward



The Process

• Gather the evidence

• Align (tag) the evidence

• Score the evidence

Evidence = Concrete Facts

70

Evidence VS Non‐EvidenceNon‐Evidence Evidence

High‐Inference Low‐Inference

• The lesson pace was too slow.

• Routines were tight and maximized teaching time.

• You checked for student understanding for some of the class, but not all.

• Four students finished the Do Now with time to spare and then engaged in off‐task conversation while they waited for teacher to bring the class together to review answers.

• It took forty seconds to pass out the extended response journals after rug time. The teacher had rug captainswho completed their job duties without hesitation or need for clarification.

• Teacher cold‐called on students to give the answers during guided practice, but did not ask the entire class to respond. Eight out of 20 students were called upon.


Preponderance of Evidence

• Not a Checklist

• Indicators andDescriptors


Sorting Activity – Part 1

• At your table you have a deck of 18 cards.

• As a table group, sort the cards into twogroups – Evidence and Non Evidence.

71


Evidence Report Out

What cards contained examples of Non Evidence? Why?


Aligning Activity – Part 2

• At your table you have a poster of the Elements of Domains 2 and 3.

• As a table group, align the evidence with the best‐fit element. Be prepared to discuss why the evidence has been aligned with that element.


Alignment Report Out

72


Video Practice—Domain 2

During the next segment, we will practice using the Rubric. You will:

– Collect Data/Evidence from the Video

– Practice Scoring with the Domain 2 Elements

– Calibrate

118


Individual Alignmentand Scoring Time

• Review your notes for the first video that weobserved.

• Individually align your evidence and score all elements of Domains 2for Video #1.


Team Consensus Scoring

As a table team:

• Review your scores for the first video.

• Use the collected evidence to determine andjustify a consensus score for your table.

• Techno Scribes will post your scores for eachElement on Poll Everywhere.

• Reporters may be asked to share your team’sbest piece of evidence to justify scores.

73


Poll Everywhere Directions

• Techno Scribe: sign onto the room’s Poll Everywhere account (via tablet or phone).

• Enter your scores for each domain as we proceed through each Element.

• Record the consensus scores for the room to use for comparison later.

www.PollEv/lindapaul



As a table, share via Today’s Meet 1 or 2 ideas that you learned about Domain 2.






Teaching for


74


First Review of Domain 3 Teaching forLearning

Definition of Terms



3ACommunicating with

Students

3B Questioning

3CEngaging Students

3D Assessing Learning

3EDemonstrating

Flexibility

In theClassroom



Table Challenge

Define Your Assigned Term

75


Define:

• Table A – Engagement

• Table B – Rigor

• Table C – Assessment

• Remember that your definition must beframed in the context of a classroom

• Provide a working definition and 2 examplesto support your definition

• Collect definitions in your Handout


Definition Report Out

• Using your common definition organizer inyour handout packet, gather definitions thatare provided by the group.

• These definitions can be used to createcommon definitions with your teachers nextyear.


Domain 3

• Is intended to enhance student experiences inthe classroom – teaching and learning

• Provides language to discuss both activestudent engagement and rigor

• Provides an opportunity for school leaders toconnect observation expectations toprofessional development training

76


Table Talk…

As a table team, determine which Element (from Domain 3) will be the biggest challenge for your teachers.

2 Minute Table Discussion


Things to Keep in Mind…

• Struggling teachers need very specific andincremental steps as feedback support.

• Documentation of what was observed isessential; scripting and identifying which studentsare on‐task are components of thedocumentation.

• Domain 3 scoring is based on the actual formalobservation and not past events.

• Data on struggling teachers should show growthon elements of the rubric over time.




Building Experts in the Room

77


Overview of Our Activity

You will work as a table team to become Experts on your assigned Element.

You will focus on how to communicate the expectations of your Element to classroom teachers.

You will post your table’s tips on posters for a Graffiti Walk.


Element Tip Sheet for Teachers

For your assigned element, your table team will be asked to identify

• 2 look for items in the classroom

• 2 actions that teachers can take to score at theeffective level (feedback)

• 1 professional development tool/resource(previously provided or scheduled in thefuture)


Walk to Learn

Your table team will begin reviewing the work of the other Experts. Begin with the next Element that follows your original assignment.

Be sure to take notes on your Teacher Tip Sheet.

You will have 15 minutes to review the Expert Posters.

78


Graffiti Walk


Critical Actions for Teachers3A Communicating with Students

•Clearly state directions for activities•Use academic vocabulary

3B Questioning and Discussion

•Use a set classroom procedure to support questioning (Cold Call)•Create higher order questions in the lesson plan•Use procedures or class norms to ensure that all students answer and or participate in discussions

3C EngagingStudents

•Connect new concepts to prior knowledge•Connect activities to learning goals•Group students to enhance engagement

3D Assessment •Use proximity to review student artifacts to check for understanding•Create summary questions connected to the day’s learning goal

3E Flexibility and Responsiveness

•Re‐group students or change activities to address challenges with new material•Provide small group or individual re‐teaching support



As a table, share via Today’s Meet 1 or 2 ideas that you learned about Domain 3.


79


Homework Question

What can we do now to assist our teachers to better

understand Domains 2 and 3?



Ivy [email protected]

Lexi [email protected]

Linda M. Paul, [email protected]

(505) 330‐4910

80

Principal’s Syllabus 2015-2016

School Improvement Goals At-A-Glance:

Claim to Fame:

On Demand Data:

Demographics: Achievement: Student Success:

Collaboration for Success:

Leadership Team: Departmental/Grade

Level Teams:

Goal Teams:

List Members List Teacher Collaborative Teams

List GOAL Teams or other Interdisciplinary Teams

81

Supporting 2015-2016 Priorities Priority Professional

Development Tools Progress Measuring:How, How Often Frequency and

Data Needed1

2

3

4

82

Directions: Use either your best teacher on staff or your best observation from the past school year to score the following Domain 2 Elements. Be sure to note any evidence or artifacts that you could use to justify your answer. Be sure to use the NM Teach Rubric as you score each Element.

Element Level of Performance—

Check the Level of Performance that Best

Matches the Description from the NM Teach Rubric

Justification Notes:

I M E H EX 2A: Creating an Environment of Respect and Rapport 2B: Organizing Physical Space

2C: Establishing a Culture for Learning 2D: Managing Classroom Procedures 2E: Managing Student Behavior

Notes:

My Best Teacher Initial Score Sheet

Domain 2—Creating an Environment for Learning

83

Administrator’s Cheat Sheet—Domain 2 Directions: With your table team, complete the row (below) for your assigned element. Please be sure that all table experts have uniform notes as each of your team members will be responsible for teaching your assigned element to their home table group. Your team will first start by reading all scoring levels for your assigned element. Please make sure that your summaries and “look for” items focus on helping teachers score at the Effective Level. Element One Minute Summary

Create a quick summary that provides the essence of what your element is about.

“Look For” Items (Artifacts) Identify 2 to 3 pieces of evidence for administrators to “look for” during classroom observations to support your assigned element.

Actions for Improvement List two (2) actions that can be provided to teachers as feedback. Create your 1st action to help move a teacher from Minimally Effective to Effective and create your 2nd action to help move a teacher from Effective to Highly Effective.

2A Creating an environment of respect and rapport

2B Organizing Physical Space

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Element One Minute Summary Create a quick summary that provides the essence of what your element is about.

“Look For” Items (Artifacts) Identify 2 to 3 pieces of evidence for administrators to “look for” during classroom observations to support your assigned element.

Actions for Improvement List two (2) actions that can be provided to teachers as feedback. Create your 1st action to help move a teacher from Minimally Effective to Effective and create your 2nd action to help move a teacher from Effective to Highly Effective.

2C Establishing a culture for learning

2D Managing Classroom Procedures

2E Managing Student Behaviors

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Observation Evidence Collection and Alignment

Room: Subject:

Evidence Statements: Aligned Element Score

Scoring 2A 2B 2C 2D 2E

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Room: Subject:



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Day 2 January 2016

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Using the NMTEACH Process to Support

Continuous Improvement


Connecting Our Learning

• Review your notes from Day 1

• On a post‐it, write three (3) key things that you learned yesterday

• Be prepared to shareyour learning with others


Give One – Get One

• Turn to an elbow partner and share one thingyou learned yesterday – that’s your Give One.

• The second partner shares one thing he/shelearned yesterday – that’s your Get One.

• You each have one minute to share.

2 Minutes

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Give One – Get One

• Let’s leave the table…

• Find a new partner who is 5 steps away fromyour table

• Give One – Get One

2 Minutes


Session Objectives

• Understand the elements of Domain 3

• Determine teacher actions to improveeffectiveness for each element

• Review artifacts to support each element

• Identify previously provided professionaldevelopment opportunities to support teachereffectiveness





Teaching for


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The Process

• Gather the evidence

• Align the evidence

• Score the evidence

7


Second Sorting Activity –Part 1

• At your table you have a deck of 18 evidencecards.

• As a table group, sort the cards into twogroups – Evidence and Non Evidence.


Evidence Report Out

What cards contained examples of Non Evidence? Why?

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Aligning Activity – Part 2

• At your table you have a poster of the Elements of Domains 2 and 3.

• As a table group, align the evidence with the best‐fit element. Be prepared to discuss why the evidence has been aligned with that element.


Alignment Report Out


Trends within the RubricEffective Or Highly Effective

Effective Highly Effective

Teacher has firm control of the classroom and is directly responsible for the success of the observed element.

The teacher has created a culture where students are contributing to the success of the observed element. Student quotes would be evidence that this culture

exists.

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Trends within the Rubric

Minimally Effective

Effective

Teacher has inconsistent or little control of the classroom and is inconsistent in the

mechanics for success of the observed element.

Teacher has firm control of the classroom and is directly responsible for the success of the observed element.

Differences between levels

• Individually choose one piece of evidence.What does that same piece of evidence looklike for ME, E or HE?

• Choose one piece of evidence/look for thatyou will discuss with your table team

• Your team will describe this for ME, E and HE.

Differences Between Levels

Table 1 2A Table 6 3A

Table 2 2B Table 7 3B

Table 3 2C Table 8 3C

Table 4 2D Table 9 3D

Table 5 2E Table 10 3E

An Example: Rubric

• ME: Posted on the wall, used to grade

• E: Teacher referring to the contents of the rubric during lesson delivery allowing for questions, given and reviewed with students prior to beginning and used as they do their assignment, used as grading tool

• HE: Structured peer or individual review of assignment using rubric prior to final product submission, allowing for revisions

• Ex: leadership role in development of content/grade rubric and strategy for use and/or sharing of strategies

For Example: A Rubric is a piece of evidence but crosses all levels…

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Video # 2 Practice

During the next segment, we will practice using the Rubric. You will:

– Collect Data/Evidence from the Video

– Practice Scoring with the Domain 2 and 3 Elements

– Calibrate

16


Individual Alignmentand Scoring Time

• Review your notes for the first video that weobserved.

• Individually align your evidence and score all elements of Domains 2for Video #1.


Team Consensus Scoring

As a table team:

• Review your scores for the first video – page???.

• Use the collected evidence to determine andjustify a consensus score for your table.

• Techno Scribes will post your scores for eachElement on Poll Everywhere.

• Reporters may be asked to share your team’sbest piece of evidence to justify scores.

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Poll Everywhere Directions

• Techno Scribe: sign onto the room’s Poll Everywhere account (via tablet or phone).

• Enter your scores for each domain as we proceed through each Element.

• Record the consensus scores for the room to use for comparison later.

www.PollEv/lindapaul


Quick Break


Crafting Feedback

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Rigorous and Reliable Feedback…

• Engages teachers in a productiveconversation that is specific to theobserved classroom practices.

• Is crafted in a manner thatactionable, emphasizing a “do now”focus.

• Provides resources and strategies toaddress the needed changes in asupportive way.


Framework for Feedback


Framework for Feedback

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What Is Your Process for Individual Teacher Improvement?

• Setting Expectations

• Walkthroughs

• Pre‐Conference

• Observation

• Post Observation Feedback


Real Life Examples

• Think about a teacher you worked with thispast year who used your feedback to improvetheir practice.

• Share that example at your table.

3 Minutes


Session Activity 1

• Use the scored and calibrated videos from thismorning.

• Craft specific, actionable and supportivefeedback based on scores and evidence.

• Practice delivering the feedback.

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Morning Video

As a table team:

• Review your calibrated scores for the videofrom this morning.

• Create a list of strengths and growth areas forthe teacher (this will serve as the foundation for your feedback summary).


Focus Our Feedback

Now we’ll move from a list of strengths and weaknesses to focused, rigorous feedback in

order to move the quality of instruction forward.


Let’s Focus Our Feedback

• From the list of strengths and growth areas,individually choose one or two you would liketo focus on.

• Which area is of greatest concern?

• Or, which area, if improved, will causeimprovement in the other areas?

• Complete the Target Growth Area Section.

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Framing the Conversation

• Choose the Focus Area(s).

• What is your game plan?

• What will you do to follow up?


Organizing Feedback

• How do you know it was occurring? What isyour evidence from the classroom, lessonplans, etc.?

• What steps can the teacher take to improve?

• What support or resources can you provide forthat improvement?


An Example

• Take a minute to review the examples on theFeedback Organizer.

• How can the information in the first fourcolumns be used in Teachscape?

Specific Actionable Supportive

Specific/Target Growth

Area(s)

Evidence Action/Recommendations

Support/ Resources

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Organize Your Feedback

Complete the first 4 columns of the feedback organizer beginning with one of your targeted

areas from the morning video.

Specific Actionable Supportive

Specific/Target Growth

Area(s)

Evidence Action/Recommendations

Support/ Resources


Perfecting our Feedback

• Switch your feedback organizer with yourtable partner.

• Determine if your partner’s feedback isspecific, actionable and supportive.

• Enhance the feedback to ensure a score of 5on the Framework for Feedback.


Session Activity 2

• Use the scored and calibrated videos from thismorning.

• Craft specific, actionable and supportivefeedback based on scores and evidence.

• Practice delivering the feedback.

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Creating Dialogue Through Feedback

• Ask the teacher reflective questions thatpromote growth, introspection and dialogue.

• This can be done through Teachscape, thepost‐observation conference or your district or charter process.


Creating Dialogue

• What questions can you ask the teacher topromote reflective thinking or a conversation?

• Look at the Guiding Questions. Underlinequestions that may help facilitate dialogue orreflective thinking in the chosen growth area.

• Add these questions or create your ownquestion(s) to the final column on yourfeedback organizer.


Post Observation Feedback

The information in your feedback organizer with guiding questions can be used …

– to craft a plan for a post‐observation conference.

– to include in Teachscape.

– to design a Professional Growth Plan.

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Post‐Observation Conversation

• Moving from written feedback to actualconversation.

• Let’s review the five steps.


Reflection

Provide teachers with a self assessment prompt or ask that they complete the Post‐observation Form in Teachscape

before your meeting. This will allow for more meaningful and thoughtful conversation.

Be sure you and the teacher have looked at and reflected on the observation data in Teachscape.

Plan your questions in advance.


Present The Evidence

Structure your conversation around the observation data in

Teachscape.

Discuss the information in the report in a clear and coherent manner.

This is the place to share your collected artifacts and evidence.

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Identify Area(s) of Concern

Based on the teacher’s reflection and answers to your targeted questions, help

the teacher to identify the areas for improvement.

Select and prioritize 1 – 3 of the most important issues to address.

These should help the teacher move student learning forward and can be tied to their PDP

or a PGP.

This is your target area(s).


Concrete Action and Commitment

Quality feedback should be specific, actionable and

supportive.

Teachers should have an understanding of your expectations and how they can move

their professional practice forward.

This is the Action/Recommendation and Support or Resources.


Set a Timeline

Establish a timeline for the action to be implemented or

accomplished.

Set clear guidelines on when you expect to see suggested actions implemented

and what that will look like.

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Observation Feedback Practice

• As a table team, compare the areas identifiedas Focus Areas for the teacher in the morningvideo and come to consensus on the top twoor three areas you will address with theteacher.

• Be prepared to play the role of the “Principal”or the “Teacher” in the practice round.


Observation Feedback Practice

• One group will be chosen at random. The“Principal” and the “Teacher” move to the center of the room for the role play.

• The remaining participants form a circle aroundthe two actors.

• The actors will go through the planned PostObservation Conference while the other participants take notes on the Graphic Organizer.

• At the end of the role play we will debrief thefeedback given to the “Teacher.”


Post Observation Feedback Debrief

• What is your overall impression of theconference?

• Is there anything you would add to the“Principal’s” part of the conference?

• What are your take‐aways?

3 Minutes

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In the end …

Feedback is only truly effective when the teacher knows what to do next and

how to do it better.



As a table, share via Today’s Meet 1 or 2 Take‐Aways from the morning

session.



Lunch

Please be back and ready to go at 12:45. Thanks!

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Teaching for






Teaching for




First Review of Domain 1Planning and Preparation

Lesson Plans

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Session Objectives

Participants will:

• Understand each element within Domain 1 – Planning and Preparation.

• Determine leadership team actions that support teacher success on Domain 1.

• Complete initial scoring of Domain 1 elements, using sample lesson plans and identifying supporting evidence.



1AContent

1BCohesiveness

1COutcomes

1D Resources

1EStudents

1FAssessment


Jigsaw Domain 1

• Count off A – F at your table

• Read the scoring levels for your element inDomain 1.

• Complete the Tip Sheet for Domain 1 for yourelement

• Be prepared to share you work with yourTable Team

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Jigsaw Report Out

• Check to see that your table has an expert foreach element within the Domain (A, B, C, D, Eand F)

• Each expert will provide the artifacts, thesummary and tips to score at the effectivelevel with your Table Team

• Table Team members should collect notes ontheir handout for each element during thereport out

12 Minutes




Student Assignments



Student assignments are the best predictor of student achievement.

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Student assignments are the best predictor of student achievement.

Hanna SkanderaSecretary of Education62

• Are you happy with the assignments given atyour school?

• How can you support teachers to design anduse more rigorous assignments?

Focus Questions

Task Prompt 11: After researching speeches which use persuasive techniques, write a report that defines persuasion and explains its impact on an audience. Support your discussion with evidence from your readings.

Write an article that persuades someone to think or do something.

CCSS W

riting

Traditio

nal

Source: East Jessamine High School; Kentucky LDC

English Language ArtsCCSS Task vs. Traditional Prompt

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After researching selected sources on green technological advances in the automotive industry, write an analysis report that relates how these changes have affected the environment. Support your discussion with evidence from your research.

Write a report on how automotive technology has changed.

CCSS W

riting

Traditio

nal


Career Technical Education CCSS Task vs. Traditional Prompt

After researching the article on invasive species, write an essay that defines invasive species and explains how these organisms impact an ecosystem, economy and people. Support your discussion with evidence from your research.

Explain what humans are doing to negatively impact the environment, using examples we discussed in class.

CCSS W

riting

Traditio

nal


ScienceCCSS Task vs. Traditional Prompt

After researching primary and secondary sources on problems facing the United States in the 21st century, write a speech that identifies what you believe to be the biggest problem facing American society today and argues for a solution. Be sure to examine competing views. Give examples from past and current events or issues to illustrate and clarify your position.

Write a speech that discusses a problem facing America today. What are the possible solutions to this problem?

CCSS W

riting

Traditio

nal


Social StudiesCCSS Task vs. Traditional Prompt

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Kindergarten Task

Task Template K‐1.12 ‐ Informational or ExplanatoryAfter reading Corduroy, write or draw a retelling of the story in which you describe the key events of the story. Support your response with evidence from the text/s.D 2Include at least 3 examples from the text/s in your response.



Assignments Matter

Quality Assignmentsmake connections:

•To Content•To Skills•To Standards•To academic behaviors•To academic practices


Clarifying Terms

• Assignment – a taught task with a prompt,product and rubric

• Activity – not scored; a strategy, event orpractice

• Assessment – not taught; a test or quiz

Eleanor Dougherty, Assignments Matter

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Checking Our Reality

Ineffective instruction is often distinguished by a loosely regulated plan, and students spend classroom time going through the motions of learning but not producing solid evidence of learning.

E. Dougherty


Changing the Task

• Focus on the assignments students are given.

• Quality Instruction focuses on a cycle of learningin which students progress through a sequence ofsteps that lead to a product.

• A series of disconnected activities (i.e. randomvocabulary, generic worksheets, read‐alouds,etc.) will not ensure that students are preparedfor Common Core expectations.


Which one?

Can you determine which assignment was given to

affluent students and which was given to ?

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Grade 10 Writing Assignment

A frequent theme in literature is the conflict between the individual and

society. From literature you have read, select a character who struggled with society. In a well-developed essay,

identify the character and explain why this character’s conflict with society is

important. The Education Trust



Write a composition of at least 4 paragraphs on Martin Luther King’s most

important contribution to this society. Illustrate your work with a neat cover

page. Neatness counts.

The Education Trust


Essay on Anne Frank

Your essay will consist of an opening paragraph which introduced the title, author and general background of the novel.

Your thesis will state specifically what Anne's overall personality is, and what general psychological and intellectual changes she exhibits over the course of the book.

You might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in these areas.


The Education Trust

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•My Best Friend:

•A chore I hate:

•A car I want:

•My heartthrob:


The Education Trust


High Performing Schools and Districts

1. Have clear and specific goals for what studentsshould learn in every grade, including the order in which they should learn it;

2. Provide teachers with common curriculum andassignments;

3. Have regular vehicles to assure common gradingstandards;

4. Assess students regularly to measure progress;and,

5. Don’t leave student supports to chance.The Education Trust


High Performing Schools and Districts

1. Have clear and specific goals for what studentsshould learn in every grade, including the order in which they should learn it;

2. Provide teachers with common curriculum andassignments;

3. Have regular vehicles to assure common gradingstandards;

4. Assess students regularly to measure progress;and,

5. Don’t leave student supports to chance.The Education Trust

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The Bottom Line

The task predicts performance.

City, Elmore, Fieman & Teitel (2009)


The Most Important View


Domain 1 Key Artifacts

Observers can adequately score Domain 1 elements using the following:

– Lesson plans

– Student learning objectives/agendas posted in the classroom

– Student specific tasks—what are students being asked to do?

– Student handouts or materials available at student workstations

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The Intersection of Domain 1 and Domain 3


Planning

Execution

Planning

Execution


Planning

Execution

Planning

Execution

Domain 1

Domain 3

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Activity

• Your table team will be assigned a lesson planand related student handout.

• You will determine what elements of qualityassignments are present.

– Focus on Standards

– Focus on Product

– Focus on Student Behavior

– Focus on Rigor


Your Task• Use the Assignment Review Sheet to analyzeyour student assignment

• Refer to the Common Core Anchor Standards

• #1+#5 5th Grade ELA

• #2+#6 7th Grade Science

• #3+#7 Social Studies

• #4+#8 6th Grade Math


Agree/Disagree

For your table’s assignment, do you agree or disagree that standards are emphasized in the

assignment that you reviewed?

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Agree/Disagree

For your table’s assignment, do you agree or disagree that the assignment would generate an

artifact of learning?


Agree/Disagree

For your table’s assignment, do you agree or disagree the students are asked to complete a

rigorous assignment?



1AContent

1BCohesiveness

1COutcomes

1D Resources

1EStudents

1F Assessment

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Essential Lesson Plan Components

• Reference Standards

• Provide clear, student‐friendly objective

• Outline a sequence of learning activities

• Include overall and formative assessmentconnections

• Identify strategies to address specialpopulations





Teaching for




Frist Review of Domain 4

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Session Objectives

Participants will:

• Gain a greater awareness of the six elementsof Domain 4.

• Understand how the ProfessionalDevelopment Plan (PDP) aligns with the Elements of Domain 4.

• Develop a list of artifacts and data collectionsystems already in place for Domain 4.


PDP Requirements for 2015‐2016


The Good News – No Changes

• Every licensed school instructor must have aPDP uploaded into Teachscape

• Due by the 40th Day

• Districts and Charters

– Select their own form or use those in Teachscape

– Select the alignment

– Determine how evidence is collected

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Professional Development Plans

The PDP is an on‐going learning process to assist teachers and principals in focusing efforts on actions

that support increased student performance outcomes.


Creating a Living PDP

PDP is Created

Domain 4 is Scored in the Fall or Spring

Teachers Continue to Address PDP Goals

Domain 4 is Scored in the Fall or Spring

Evaluations are

Completed

Key Elements of Domain 44A

Communicating with Families

4B Participating in a

Professional Community

4CReflecting on Teaching

4D DemonstratingProfessionalism

4EGrowing and Developing

Professionally

4FMaintaining Accurate

Records

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4ACommunicating with

Families

4B Participating in a

Professional Community

4CReflecting on Teaching

4D DemonstratingProfessionalism

4EGrowing and Developing

Professionally

4FMaintaining Accurate

Records



What Tools Do We Have?

Moving the PDPfrom Compliance to

Effectiveness


PDP Rubric

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PDP Rubric

• A tool to “coach teachers up” on their PDP

• Helps to connect the PDP to collaboration,support and improving student outcomes

• Gives teachers and the principal a systematicway to look at the PDP

• Use of the rubric is optional but powerful


Domain 4 Summary Sheet

• Each group will be assigned to take a deeper dive into aspecific element of Domain 4

• Using the Domain 4 Summary Sheet, your group will list– What artifacts/processes/procedures may already be in place

– What artifacts/processes/procedures may be needed– What resources are available– What documentation will be used in support of the element assigned

• Each table will then post their completed crosswalk document for review

12 minutes


Walk to Learn

• Participants will complete the carousel walk tolearn about the other elements of Domain 4

• Please start at the poster that is next insequence to the one you completed (i.e. 4Astart at 4B and 4F start at 4A)

• Please take notes in your workbook.

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As a table, share via Today’s Meet 1 or 2 ideas that support the scoring of

Domain 4.







(505) 330‐4910

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Common Definitions to Use with Faculty Working Definition: Two Examples:

Engagement:

Rigor:

Assessment:

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Teacher Feedback Actions Tips for Teachers to Support Effectiveness on Domain 3 Elements

Directions: Your table team will complete the row that corresponds to your assigned Element. For your element, you will: • Give two “look for” items that should be seen in the classroom to support your assigned element• Two (2) actions steps to give a struggling teacher to improve effectiveness• One (1) professional development training or resource to support success on the Element

Element: Classroom “Look Fors”: Action Steps for Improvement: Professional Development Resource:

3A: Communicating with students

3B: Using questioning and discussion techniques

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Element: Classroom “Look Fors”: Action Steps for Improvement: Professional Development Resource:

3C: Engaging students in learning

3D: Assessment in instruction

3E: Demonstrating flexibility and responsiveness

127


Room: Subject:



128


Room: Subject:



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School Leader Effectiveness - Observation Details

Feedback Quality Points Earned

No feedback 0

Feedback does not highlight strengths and weaknesses. 1

Strengths and weaknesses are identified, but they are loosely related to instruction (e.g., Teacher has good energy in the classroom).

2

Actionable feedback, but no specific direction or plan provided for implementing the recommendation(s). (e.g., Teacher needs to improve questioning.)

3

Actionable feedback with specific strategies for classroom implementation. (e.g., Teacher needs to improve questioning; she can use Webb’s DOK question wheel to prompt.)

4

Actionable feedback with strategies and resources to accomplish recommendation(s). (e.g., Teacher needs to improve questioning. Teacher can use Webb’s DOK question wheel to prompt, and I’ve arranged a sub so she can visit Ms. X’s class and observe her questioning techniques.)

5

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Focus On Feedback: Observation Information Strengths Growth Areas

Target Growth Area(s) Choose one or two growth areas to target more specifically in your feedback.

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Focus Feedback for Growth Area into an Actionable and Supportive Recommendation

Specific/Target Growth Area(s) What area will you

focus your feedback on?

Evidence What evidence

(artifact/behavior) do you have to

identify this growth area?

Action/Recommendation What is your expectation and what action can the teacher take to improve their instruction? Would it be helpful to give them an example of effective use?

Support/Resources What support or resources can you provide for the teacher to advance?

Reflective Questions

Example 1 3b – Questioning strategies

Three questions were asked during 30 minutes of the lesson. All three questions were DOK level one questions.

Increase frequency and number of questions asked to students in a manner that allows all students to participate. Questions should be a variety of DOK levels to increase students’ depth of knowledge. Please submit your lesson plan that includes questioning strategies by xx date.

Check out Teach Like a Champion from our PD library and read the chapter and watch the video segments on Questioning Techniques. Work with our Instructional Coach or a Master Teacher on planning questions in next week’s lesson plan.

You asked the following questions …. How do they support higher order thinking skills? How could you increase the level of rigor of this lesson if you were to teach it again?

Example 2 Grouping and differentiation

Students were in small groups of 5. All student groups worked on the same instructional materials throughout small group time.

Using your DIBELS Next Data, place students into groups based on their oral language fluency. Provide instructional materials for each group based on their level of fluency that are designed to help them progress.

I will arrange for a sub for you to observe Mrs. Smith and how she differentiates her instruction based on DIBELS Data. Meet with her following the observation for assistance with planning in your own groups.

What are the learning needs of your students? How do the instructional strategies you used address the varied learning needs of your students?

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Targeted Leading Questions to Consider Questions to Consider

Beginning of Conference *In general, how successful was the lesson?*Did the students learn what you intended for them to learn? How do you know?*Did you depart from your plan? If so, how, and why?

Setting Goals and Objectives • How do the learning goals directly align to New Mexico State Content and Common CoreState Standards?

• What content resources did you use to develop the lesson/activity?• In what way(s) were learning goals communicated to students?• How did you ensure expectations for learning directions, procedures, and explanation of

content are evident, consistent, and anticipate possible student misconceptions?

Environment for Learning * Comment on your classroom procedures, student conduct and your use of physical space.To what extent did these contribute to student learning?

Classroom Instruction, Activities and Student Tasks

*Comment on different aspects of your instructional delivery (e.g. activities, grouping ofstudent, materials, and resources). To what extent were they effective? • How does the activity engage all students in a productive struggle with your content?• What are the learning needs of your students? How do the instructional strategies you

used address the varied learning needs of your students?• We’ve been exploring during our professional development this year. How does

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this lesson support that work? How have you incorporated __(PD Strategy) into your lessons?

• How does this lesson fit into the work being done by your PLC/department team/gradelevel team?

• You asked the following questions …. How do they support higher order thinking skills?• How could you increase the level of rigor of this lesson if you were to teach it again?• If this lesson is part of a unit of study, what other activities will be part of the unit?*If you were able to bring samples of student work, what do those samples reveal aboutthose students’ levels of engagement and understanding? *If you had a chance to teach this lesson again to the same group of students, what wouldyou do differently?

Formative and Summative Assessment

• What evidence do you have that students achieved the learning goals for the lesson?• What formative assessment strategies were used to support your learning goals?• How was a rubric or other criteria for success used as a tool to identify and guide student

mastery?• How did your students demonstrate their understanding of content through the

activities that were used in the lesson?• How will you use the results from your formative assessments to design future learning

activities?• Describe the data inquiry process that you use to analyze annual and short cycle

assessment results to support student learning.• How will you use the results from your summative assessments to design future learning

activities?

*Denotes questions from the Post-observation Form in Teachscape.

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Role Play Notes Graphic Organizer

Notes on the Teacher Notes on the Principal Questions I Have

Reflection • How will I encourage teacher

reflection? • What targeted and leading

questions might I ask? Present the Evidence How will I present summative data in order to have a meaningful conversation to help move learning forward?

Identify Area(s) of Concern • How will I firmly state concerns?• How will I make connection to

NM Teach and PDP?

Concrete Action Plan and Commitment • How will I document

commitment made? • How will I make expectations

clear? • What resources will I offer?

Set a Timeline What are my timeline dates?

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Teacher’s Tip Sheet—Domain 1 Review Directions: 1. As you listen to the description of each element, write down artifacts/evidence that you can use to score the element. 2. In your expert team group, create a summary of the Element and Tips that you can share with teachers to score at the Effective Level.

Element Artifacts Related to the Element

Summary of Element

Tips to Score at the Effective Level

NMTEACH 1A: Demonstrating knowledge of content

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 1C: Setting Instructional Outcomes

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Teacher’s Tip Sheet—Domain 1 Review Element Artifacts Related to the

Element Summary of Element Tips to Score at the

Effective Level NMTEACH 1D: Demonstrating knowledge of resources

NMTEACH 1E: Demonstrating knowledge of students

NMTEACH 1F: Designing student assessment

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Assignment Review As a table team, you will review your assignment. Within your assignment handout, you will find a daily plan to support the assignment and the primary student resources. Please answer the following review questions. Focus on Standards: Does the assignment support the expectations of the Common Core? What evidence do you have from the teacher’s plan? What evidence do you have from the student resource? Standards Alignment: (Circle the best description of Alignment)

0 Student activity is not

aligned to the expectation of the standard.

1 Student activity is

moderately aligned. The activity is related to the standard but not at the

same rigor level.

2 Student activity is directly aligned to the standard.

The activity directly supports the standard at the expected rigor level.

Focus on Product: What product/artifact will the student have to assist with the retention of learning? How does this artifact emphasize the acquisition of content or skills from the Common Core State Standards? Focus on the Student Behavior: What will students have to “know” and “do” to complete the assignment? List expected content and learning skills needed for successful completion. Focus on Rigor: What is the DOK Level of the overall student artifact? Does the assignment require students to complete tasks similar to those promoted by Common Core and/or PARCC? Rigor Alignment: (Circle the best description of Rigor)

0 Student completion of the

assignment is at a basic level of understanding.

1 Student completion of the assignment will require the

student to apply learned content or skills. Students are directly required to cite

evidence from provided source(s).

2 Student completion of the assignment will require the

students to organize and cite information in a

meaningful way. Students will be required to connect learning to other content,

self or environment.

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Common Core Reading Anchor Standards Key Ideas and Details

R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure

R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. R.CCR.6: Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas

R.CCR.7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. R.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity

R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.

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http://www.teachingthecore.com/common-core-r-ccr-2-explained/

















Common Core Writing Anchor Standards Text Types and Purposes*

W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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http://www.teachingthecore.com/common-core-w-ccr-1-explained-part-1-the-why-and-the-what/

http://www.teachingthecore.com/common-core-w-ccr-1-explained-part-1-the-why-and-the-what/

http://www.teachingthecore.com/common-core-w-ccr-2-explained/


















Sample #1 A Closer Look at "Mother to Son" (5th grade ELA)

by Jody Pittock, Cathy A. Feldman (from LDC.org)

During this module, students will focus on RL5.2, determining the theme of a poem using details in the text, including how characters respond to challenges and how the narrator reflects upon a topic.

Task Template UE9 - Informational or Explanatory What is the theme of the poem Mother to Son? After reading Mother to Son (and an informational text on metaphors), write a/n essay for our class literary magazine in which you discuss how Langston Hughes’ use of metaphors contributes to an understanding of the theme of this poem. Give several example/s from the poem to support your discussion.

CCRS Anchor Standards: L.5. 1, 2, 3, 4, 5 RL.5. 1, 2, 4, 10 W.5. 2, 3, 5, 9, 10

LESSON PLAN (Day 2 of 10)

Remind students that there are times when a text deserves to be read several times in order to deeply understand and appreciate its meaning. Tell students that this poem is one of those types of texts. State that they will be engaging in a close reading of the poem, rereading several times over a couple of days.

• Initial Reading: o Have students read the poem independently, circling any words/phrases that they do not

completely comprehend. o Allow partners time to share their initial thoughts about the overall meaning of the poem and any

words/phrases they did not understand. o Possible Accommodations: Prior to the independent reading, allow striving readers the

opportunity to hear the poem read aloud in its entirety. This could be done by the teacher or via audio recording prior to the lesson.

• Second Reading: o Read the entire poem aloud for fluency. Remind students to pay close attention to the

words/phrases they circled on initial reading. o Allow partners to again discuss their interpretation of the overall meaning of the poem. Permit a

few students to share out. o Possible Accommodations: Carefully pair students to encourage optimal engagement and

comprehension.

• Third Reading: o Have partners read stanza 1 and discuss text-dependent questions #1-4 on the recording

sheet. Remind students to return to the text for evidence for their responses. Remind students to think of the meanings of the words/phrases both literally and figuratively.

o Have a whole class discussion about student responses to the text-dependent questions #1-4. o Repeat the same procedure for text dependent questions #5-7, referencing stanza 2. o Repeat the same procedure for text dependent questions #8-10, referring back to stanza 3. o Possible accommodations for striving students: Read each text-dependent to the student, making

sure they understand the question. Check in with partners after each question. Provide small group guidance.

o Possible accommodations for advanced students: Work in partners to create their own text dependent questions and respond to each.

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Name _____________________________________________________

Day 1 - Part A: Return to the poem to answer each of the following questions.

1. (1) Who is speaking? Who is the narrator speaking to? How do you know?

2. (1) What is meant by ‘no crystal stair’?

3. (1) Has the narrator had an easy life? What evidence from this stanza supports your answer?

4. (1) The first stanza ends with the word ‘bare’. Besides the stairs being bare, what else does the

narrator mean is bare?

5. (2) When life is challenging, does the narrator give up? How do you know? What words tell you

that answer?

6. (2) What is the symbolism in the phrase ‘turnin’ corners’?

7. (2) The narrator speaks of dark times. What is meant by ‘dark times’?

8. (3) What advice is the narrator offering? What words in this stanza of the poem provide you the

answer?

9. (3) What does the narrator intend to do? How do you know?

10. (3) What is the significance of the metaphor ‘… life for me ain’t been no crystal stair’?

Student Support

Close Reading Recording Form

Day 2

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Mother To Son

Langston Hughes

http://allpoetry.com/poem/8495549-Mother-To-Son-by-Langston-Hughes Well, son, I'll tell you:

Life for me ain't been no crystal stair.

It's had tacks in it,

And splinters,

And boards torn up,

And places with no carpet on the floor—

Bare.

But all the time

I'se been a-climbin' on,

And reachin' landin's,

And turnin' corners,

And sometimes goin' in the dark

Where there ain't been no light.

So, boy, don't you turn back.

Don't you set down on the steps.

'Cause you finds it's kinder hard.

Don't you fall now—

For I'se still goin', honey,

I'se still climbin',

And life for me ain't been no crystal stair.

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http://allpoetry.com/poem/8495549-Mother-To-Son-by-Langston-Hughes

Sample #2 The Effect of Algal Blooms on Marine Ecosystems (7th grade Life Science)

by Mark C. Weese (from LDC.org)

The goal of this module is for students to learn about the importance of population balance in marine ecosystems and how human activities (specifically fertilizer run-off from nearby farmlands into the Mississippi River) can impact energy webs by changing predator/prey relationships. A lab activity is included in this module during the Reading/Data Collection Process, enabling students to supplement the data collected from reading with their own lab results. Students are required to use scientific articles to research the cause and effect of algal blooms off the coast of the U.S. and write a letter to the Environmental Protection Agency to inform them of the problem as well as suggest possible solutions

Task Template 25 - Informational or Explanatory

What effect do algal blooms have on marine environments off the coast of the United States? After reading scientific texts on fertilizer run-off and algal blooms, write a letter to the Environmental Protection Agency in which you examine the cause(s) of (he causes of algal blooms and explain the effect(s) fertilizer run-off has on the population of algae in marine ecosystems. Support your discussion with evidence from the text(s).

College and Career Readiness Anchor Standards: Reading: 1, 2, 4, 6, 10 Writing: 2, 4, 5, 9, 10

LESSON PLAN (Day 5 of 10)

Scientific Inquiry: Ability to use scientific concepts and apply them to develop or simulate experimental designs.

Pacing: 1 hr and 30 mins

SHORT CONSTRUCTED RESPONSE

Scientific Method: Design a controlled experiment that answers the problem, “How does fertilizer run-off impact pond water ecosystems?” Come up with a hypothesis that answers this scientific problem (See Dead in the Water Lab in resources below).

Scoring Guide:

Work meets expectations if: • Lab sheets, data analysis, observations, and data recording reflect the experimental procedure was accurately carried out and recorded.

Instructional Strategies:

Teaching Strategies: • Provide students with the Dead in the Water Lab sheets and discuss procedures and pre-lab research questions. • Set up classroom simulation of the dead zone occurring in the Gulf of Mexico by setting up a controlled experiment including three containers of pond water with different amounts of fertilizer added. (See Dead in the Water Lab in resources below). • Additional fertilizer will be added weekly to two groups as noted in lab instructions. (See Dead in the Water Lab in resources) • Make initial readings of turbidity, dissolved oxygen, and PH levels. Continue measuring and recording data on these features weekly to observe changes. Notes: This is a description of the experiment my students designed in response to the prompt. Any feasible and practical experiment students recommend could be used for this part of the module. This took 2 days.

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Name ___________ Period ___________ Date ________ (CONTENT ABBREVIATED FOR TRAINING PURPOSES)

Dead in The Water Lab

Introduction: The article “Dead in The Water” discussed a major ecological problem occurring in the Gulf of Mexico as a result of large amounts of fertilizer running off into the Mississippi River. In this lab, you will simulate the effects fertilizer has on life in pond water, just as scientists have viewed these effects on the marine life in the gulf of Mexico.

Prelab Questions:

1.Why has the geographic location of the Mississippi River made it so prone to fertilizer runoff? 2. What does hypoxic mean? 3. How do algal blooms create hypoxic waters in the Gulf of Mexico? Be specific. 4. How has this affected certain species of organisms in this habitat? Lab Procedure:

1. Set up three jars of pond water that was collected from the same pond. 2. Label the three jars, A, B, and C. 3. Over the course of three weeks:

a. add zero drops of fertilizer in jar A each week. b. add 5 drops of fertilizer to jar B each week. c. add 10 drops of fertilizer to jar C each week.

4. Over the course of the three weeks, make observations such as water turbitity and other visual observations about the jars.

5. After three weeks have gone by, take samples of each of the jars to observe the amount of life found in each sample. Compare these to your initial observations at the beginning of this unit.

Problem: How does fertilizer runoff affected pond water ecosystems?

What did you observe in the sample that does not have any fertilizer?

Hypothesis: _______________________________________________________________________

Controls:_______________________________________________________________________

Manipulated Variable: ______________________________________________________________

Data:

Day #_________ (REPEATED FOUR TIMES OVER SEVERAL DAYS)

Jar A: Turbidity ___________ PH level __________ Dissolved Oxygen Level ___________

Jar B: Turbidity ___________ PH level __________ Dissolved Oxygen Level ___________

Jar C: Turbidity ___________ PH level __________ Dissolved Oxygen Level ___________

Other Observations: __________________________________________________________________________

Make some observations about what you see in each of the three jars compared to one another.

Conclusion:

Refer to your hypothesis and make a conclusion statement on the effect fertilizer has on the life in pond water.

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Dead in the Water MONDAY, APRIL 10, 2006

It is one of the toughest environmental problems facing America. For over 20 years, scientists have documented the appearance of a summertime "Dead Zone" that all but obliterates marine life in what is arguably the nation's most important fishery, the Gulf of Mexico. Each year the Dead Zone grows to an area that is roughly the size of New Jersey - ranging from 5,000 to 8,000 square miles. The main culprit: an annual flood of wasted fertilizer from heavily farmed land, running off into rivers and finally into the Gulf, where it feeds the development of massive algae blooms. The algae then die and decompose, robbing the water of oxygen and suffocating all life that cannot leave the area.

In the wake of last summer's hurricanes, many wonder how much more environmental abuse the Gulf and its invaluable fishery can withstand. But there is good news.

A new Environmental Working Group (EWG) analysis of government and industry data shows that simple, targeted reforms of wasteful federal farm programs could make a significant dent in the Dead Zone while improving the bottom line for family farms throughout the Mississippi River Basin.

We found that the vast majority of fertilizer pollution comes from a relatively small area of heavily subsidized cropland along the Mississippi and its tributaries where taxpayer funded commodity spending overwhelms water quality related conservation spending by more than 500 to 1. Shifting a modest portion of commodity subsidies, particularly the portion that goes to the largest and wealthiest growers, into programs that encourage more careful fertilizer use, wetland restoration and the planting of streamside buffers of grass and trees to absorb runoff, could reduce dead zone pollution significantly while also boosting the bottom line for family farms.

Subsidizing fertilizer pollution and the Dead Zone The EWG analysis, an update of fertilizer run-off modeling that was conducted for the Mississippi River Basin (MRB) in the early 1990s, shows that at current prices, farmers flush more than one third of a billion dollars of nitrogen fertilizer down the Mississippi River each spring. This annual surge of nitrate fertilizer pollution is responsible for more than 70 percent of the total nitrate pollution entering the Gulf in the crucial spring months prior to the formation of the Dead Zone. In contrast, municipal sewage accounts for about 11 percent, animal waste about 12 percent, and atmospheric deposition about 6 percent.

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No meaningful progress has been made in the past 15 years in reducing this annual rush of agricultural pollution to the Gulf. Instead, taxpayers have unintentionally aggravated the problem by pouring billions of dollars in farm subsidies into the region. This taxpayer funded, guaranteed income has encouraged excessive use of fertilizer to produce surplus quantities of corn, rice, cotton and other subsidized commodities. From 1990 through 2002, total nitrogen fertilizer application in the MRB increased by 2 billion pounds, from about 14 billion to 16 billion pounds annually. A significant portion of this fertilizer is wasted and ends up in the Mississippi River and eventually the Gulf of Mexico. EWG's analysis found that:

• In the peak spring pollution period, 7.8 million pounds of fertilizer nitrate a day leaves the Mississippi River Basin, bound for the Gulf of Mexico.

• From 1998 through 2002, an average of $270 million dollars worth of nitrogen fertilizer was flushed down the Mississippi River in the spring of each year. At current fertilizer prices, the value of fertilizer lost down the Mississippi River each year is well over a third of a billion dollars - $391,000,000.

Pollution and subsidies concentrated in the same region Yet this problem is readily manageable. EWG research shows that nitrate pollution is disproportionately concentrated in a small portion of the MRB, and that crop subsidies, particularly corn payments, are concentrated in this region as well. At the same time, counties in this region have relatively less land enrolled in conservation programs than elsewhere in the MRB. This convergence suggests that a simple, common-sense reform of the way we spend tax dollars, to support targeted application of improved farming practices will produce significant and cost-effective long-term gains in water quality, and help restore the Gulf.

We found that:

• Farms in counties that comprise just 15 percent of the total land area of the Mississippi River Basin are responsible for 80 percent of the critical spring surge of agricultural nitrate pollution to the Gulf.

• From 1995 through 2002, $28 billion out of $59.7 billion, or nearly half of all subsidies in the MRB went to these counties that comprise just 15 percent of the MRB.

• Farms in 124 counties that account for just five percent of the land area in the MRB account for 40 percent of spring nitrate fertilizer pollution in the Gulf. These top polluting counties in Illinois, eastern Iowa, western Indiana, northeastern Arkansas and southeastern Missouri, received $11.4 billion in subsidies from 1995 through 2002.

In the top polluting counties, far more money is spent on wasteful commodity subsidies, than proven water quality related conservation programs. For the Wetland Reserve Program, the Environmental Quality Incentive Programs and the Riparian and Wetland components of the Conservation Reserve Program:

• Crop subsidy payments were about 500 times greater than conservation payments in the 124 counties that account for 40 percent of spring nitrate fertilizer pollution, with just $22.5 million in water quality payments compared to $11.4 billion in crop subsidies.

• At the county level, payment disparities of 1,000 to 1 are common, with some counties in the high polluting region getting 10,000 times more in crop subsidies than water quality conservation dollars.

• In counties with the highest fertilizer runoff, the proportion of land enrolled in conservation programs drops as the proportion of land in fertilized agriculture increases - just the opposite of what is needed to reduce nitrate pollution.

Environmental incentive programs under-funded Many farmers are concerned about fertilizer pollution and want to do something about it. In fact, in the top polluting regions of the MRB thousands of farmers have signed up for existing federal programs that support clean water, best management practices, and conservation, only to be turned away because money is being spent on traditional subsidy programs.

• In the top nitrate fertilizer polluting states of Illinois, Indiana and Iowa, $235 million in conservation and water quality grants for more than 11,000 farmers went unfunded under the Environmental Quality Incentive Program

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(EQIP) in 2004. This is more than four times the value of funded EQIP projects in those states in that year, some $52 million. Crop subsidies in those states, which in general encourage excessive nutrient use, totaled more than $2.7 billion in 2004.

• In the 14 states where the 15 percent of high polluting counties are located, EQIP requests from 55,100 farmers valued at more than $832 million were unfunded in the same year.

• Wetland restoration and preservation programs fared no better. In 2004, 2,450 farmers were unable to enroll 321,000 acres in the Wetlands Reserve Program (WRP) due to a $411 million shortfall in WRP funding.

Focusing resources on reducing fertilizer runoff in these hotspots through wetland restoration, streamside easements and better nutrient management on working farm lands will improve local water quality, restore stream and river banks, help control floodwaters, and ultimately reduce the size of the Dead Zone in the Gulf of Mexico. Currently, however, trends are in the opposite direction. In the nitrate pollution hotspots identified in this analysis, less than 3 percent of the acreage is enrolled in any kind of conservation program. Overall, acres set aside for conservation in the MRB have declined over 30 percent since their peak in 1993.

RECOMMENDATIONS

Taxpayers should not be forced to subsidize agricultural production that contributes to the Dead Zone in the Gulf of Mexico nor the pollution of the Mississippi River. At the same time, pollution control strategies must recognize that much of the highly polluting acreage is also some of the most highly productive land in the nation. Policy makers must be strategic about conservation decisions and blend a combination of nutrient management requirements with well-funded opportunities for easements and riparian and wetland reserves.

Taxpayers spend $500 dollars subsidizing fertilizer pollution through direct commodity payments for every dollar they spend to prevent it. As a result, less than three percent of the farmed land in the pollution hotspots identified in this analysis is enrolled in any federal conservation program, and this figure includes the Conservaton Reserve Lands. The main reason for this dismal participation rate is lack of funds, not lack of farmer interest.

• Funding for EQIP the WRP and related water quality improvement and protection programs must be increased dramatically to help growers protect critical buffer zones, wetlands, and riparian areas.

There is also a glaring need to improve nitrogen management practices. Recent data from USDA shows that farmers who test their soil for nitrate apply about 4 percent less nitrogen per acre than those who don't, but that only about 17 percent of acres are currently tested. Farmers have no incentive to optimize fertilizer applications because nitrogen is a relatively minor input cost, even with rising energy prices, and because nearly all farmers in the MRB are cushioned in the marketplace by generous taxpayer subsidies.

• After a phase-in period to ensure that capacity is available, nutrient management plans must be required as a condition of receiving taxpayer subsidies in the 15 percent of counties in the MRB that account for 80 percent of spring fertilizer runoff surge to the Gulf.

A combination of improved fertilizer management, easements, and restoring riparian buffers, wetlands and pasture on as little as 3 percent of the land area of the MRB would dramatically reduce N loading to the Mississippi River, its tributaries, and ultimately the Gulf of Mexico. By redirecting some of the money now spent on commodity payments to conservation payments, US farm policy can be brought into line with government objectives to protect fisheries and marine systems in the Gulf of Mexico. As shown with the conservation reserve program, diversified land use provides a variety of benefits, including flood control, reduced sediment loading in streams, reduced municipal water treatment costs, improved fish habitat, carbon sequestration, and miles of connected habitat corridors for wildlife.

The Dead Zone in the Gulf is not unique — all over the world, freshwater and marine systems are experiencing unparalleled chemical and nutrient pollution that wipes out productive fisheries and leaves a legacy of decay for future generations. The Gulf region is staggering both economically and ecologically to recover from last season's

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hurricanes, and the added stress of a continually increasing Dead Zone will only delay the recovery, perhaps indefinitely. Leveraging the existing system of subsidies to redirect money that is already being spent toward proven conservation programs is a winning strategy for all concerned.

METHODS IN BRIEF

Our objective was to build a spatial model of the relationship between nitrogen loading factors in the Mississippi River Basin and the nitrate inputs to the Gulf of Mexico. The nitrogen loading factors in the MRB include: fertilizer use, animal waste, human waste, and atmospheric nitrate deposition. We sought to characterize the extent to which each factor contributes nitrate to the Gulf, and also provide updated information on which geographic areas are the largest contributors. We then took the further step of relating patterns of land use and nitrogen loading to the system of agricultural subsidies that support "program crop" farming in the United States.

We employed standard methods of watershed analysis to examine how nitrogen use as fertilizer, and production as waste, contribute to nitrogen pollution in rivers and streams. We calculated fertilizer use with USDA crop data, checking the accuracy of our fertilizer use estimates against a commercial database of fertilizer sales in the United States. We acquired nitrate flux data from water quality monitoring sites maintained by the US Geological Survey (USGS), summed the nitrogen inputs that occurred within the drainage areas of each site, and used a statistical regression model to describe how nitrogen inputs on the land are conveyed into rivers, and ultimately into the Gulf of Mexico. We used the resulting statistical relationship to identify which areas of the MRB are the greatest sources of nitrate to the Gulf of Mexico. Finally, we used USDA agricultural subsidy data to characterize relationships between subsidies, land use, and nitrate pollution.

The regression model provided an effective description of spring nitrate flux dynamics in the MRB, accounting for about 84 percent of variation in the data. Our modeled results for the March-June runoff period of each year closely matched USGS results for measured nitrate flux to the Gulf of Mexico, and our conclusions mirrored those of other studies examining the sources of nutrient flux to the Gulf.

Source: http://www.ewg.org/research/dead-water

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http://www.ewg.org/research/dead-water

Sample #3--The British Industrial Revolution (High School World History)

by Sara Ballute, Tim Lent (from LDC.org)

This module sits inside a unit in which students study the Age of Revolution and the focus of the module is on the British Industrial Revolution. Students will draw on content studied during the unit and their readings of primary and secondary sources (combined into a reading packet) about the module topic to write an argumentation essay.

Task Template 2 - Argumentation

Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an essay in which you address the question and argue one side of the issue. Support your position with evidence from the text(s).

College and Career Readiness Anchor Standards: RH.9-10: 1, 2, 4, 10 WHST.9-10: 1, 4, 5, 9, 10

LESSON PLAN (Day 3 out of 15)

Note-Taking: Ability to annotate source material; ability to utilize note-taking method to organize key ideas and notes. Use Cornell Note-taking Sheet to take notes on "Urbanization" article.

Scoring Guide:

Meets expectations by •Properly completing notes and vocabulary on "Urbanization" article in Cornell format. •Writing relevant comments and/or questions. •Listing benefits and/or disadvantages of the topic of the article (urbanization). •Completing a summary of the article.

Instructional Strategies: •Introduce packet of primary and secondary sources. •Model Cornell Note-taking strategy with a sample article. •Give students "Urbanization" article and have them take notes individually or in pairs. • Cornell Notes Template •Collect, score, and return student work with feedback before they begin note-taking on other articles.

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Sample #4--Interpreting Equations (6th Grade Mathematics Lesson)

Mathematics Assessment Resource Service--University of Nottingham & UC Berkeley

http://map.mathshell.org/materials/download.php?fileid=1529

MATHEMATICAL GOALS

This lesson unit is intended to help students to:

Connect algebraic equation s to real-life situations.

Uncover and address m isconception s concern ing the m ean ing of var iables in equation s.

COMMON CORE STATE STANDARDS

This lesson relates to the following Standards for Mathematical Content in the Common Core State

Standards for Mathematics:

6EE Represent and analyze quantitative relationships between dependent and independent variables.

This lesson also relates to the following Standards for Mathematical Practice in the Common Core

State Standards for Mathematics:

2. Reason abstractly and quantitatively

4. Model with mathematics

7. Look for and make use of structure

INTRODUCTION

This lesson unit is structured in the following way:

Before the lesson , studen ts work individually on an assessm en t task design ed to reveal their current understanding. You then review their responses and create questions for students to consider when improving their work. (The assessment has already been completed. Students are like-ability grouped according to strengths and weaknesses on yesterday’s assessment.)

In a whole-class discussion, students consider how the meaning of different equations and expressions changes when the definitions of the variables change.

Studen ts then work in small groups (teams of three) on a collaborative discussion task, finding word explanations to go alongside the appropriate expressions and equations. Students are encouraged to challenge one another. I will ensure that all students have materials and are starting the activity. Once the class has started, I will work with teams 2 and 3 to do two additional examples. These teams had very weak performance on the assessment and will need additional assistance to begin. Teams 7 and 8 will need to be challenged; I have created a set of extension cards for them to work on after they complete the initial activity,

In a whole-class discussion, students discuss what they have learned.

Finally, studen ts will work independently on a task similar to the introductory assessment. Depending on the pace of class, this may be completed as a warm-up tomorrow.

MATERIALS REQUIRED

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http://map.mathshell.org/materials/download.php?fileid=1529

Each small group of students will need cut-up copies of the Statements and Equations sheets, a large sheet of paper for making a poster, and a glue stick.

TIME NEEDED

15 minutes formative assessment, a 60-minute lesson and 15 minutes follow-up task.

LESSON OUTLINE

Whole-class introduction (20 minutes)

Begin by showing slide P-1, which simply contains the question:

Ask students to discuss this in pairs.

Then show slide P-2, which includes two possible answers:

What do you think? Why? [y is greater because it is four times the size of x]

Students may be concerned about the possibility of x and y being negative, when words like ‘greater’ can be ambiguous. If this is raised as a problem, you could say that in today’s lesson all our variables will take positive values.

Then show slide P-3

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Again, invite students to discuss this with their neighbor.

Slide P-4 shows two likely possible answers.

Do you agree with the boy or with the girl? Why?

Students may think that the boy is right if they read the equation as ‘a box equals six eggs’. They may be quite surprised and confused to realize that in fact the girl is correct.

Suggest that students think of substituting some numbers for e and b:

Tell me two numbers for e and b that would make sense. [e.g. e=18, b=3]

Which equation do these numbers fit?

Clearly here there will be 6 x 3 = 18 eggs, which matches the girl’s equation but not the boy’s.

Now show slide P-5, which redefines the variables e and b.

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If they do not look too carefully, students may think that this is the same question as before.

What’s the same here and what’s different?

Students may assume that the boy’s equation must be correct this time, but encourage them to explain to each other why.

Slide P-6 may assist with comparing the two situations.

Can you explain why the equations are different in these two situations?

Why does each equation fit its situation?

Collaborative small-group work (25 minutes)

Ask students to work in groups of two or three.

Give each group some blank paper, a large sheet of paper, and the cut-out definitions of the variables, and the cards from the Equations and Statements sheets.

I’d like you to match up the statements with the equations.

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Sometimes more than one equation will go with a statement and sometimes more than one statement will go with an equation.

Write on the blank cards if there is a statement or equation that doesn’t have a match.

Show the slide Working Together (P-7) which explains how the students should work together.

Whole-class discussion (15 minutes)

Conduct a whole-class discussion about what has been learned and explore the different descriptions that have been written. If you have noticed some interesting misconceptions as you circulated among the groups, you may want to focus the discussion on these.

Which equations did you find easiest/hardest? Why do you think that was?

Interpreting the equations, such as ax = 5, that combine two variables, are likely to be the most difficult.

What does the “a” represent here? What is x? How do you know?

What words did you put for this one? Why?

Did anyone else do the same or something different? Which description do we prefer? Why?

Does anyone have a different way of explaining it?

Who agrees/disagrees? Why?

*Please see the student activity cards (Equations and Statements) and the extension task that on the following pages. These are the student resources that will be used for the lesson.

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Day 3 January 2016

162

NM TEACH

Understanding and Using Teacher and Student Data

VAS Presentation

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5/29/2015


Value Added Modeling for Teacher Evaluation

Courtney Hall & Matt Goodlaw

NMPED, Statistical Supervisors


Overview• Access prior knowledge

• Framework Theory of Action

• Value Added Model

• Tale of 3 Teachers

• Fairness


Instructional Hypotheses:

THENIF_______ ________


Teacher Effectiveness

Student Achievement

Observations with

NMTEACH Rubric

Teacher Value Added

Multiple Measures

Summative Score

PARCC SBA

End of Course Exams

Teacher Created Student

Evaluations

Interim Assessments

Non Cognitive Measures

Instructional Practice

Educator Support System

Theory of Action


Cycle of Continuous Improvement

Rule Setting

Orientation Meetings

Pre‐Observation Conference

Classroom Observation

Evidence ScoringPost‐

Observation Conference

Addition of Other Evidence

Summative conference

Contractual Implications

Review, Plan, and Develop


Questions a Leader might ask in light of evaluation results

• Content Knowledge: What is the teacher’s current mastery ofcontent knowledge? How does the teacher’s content knowledge compare with current expectations for performance? What supports might enable the teacher to develop a richer content knowledge?

• Observation Rubric/Teaching Framework: Has the teacherdemonstrated the necessary skills to ensure that student’s opportunity to learn is maximized? Is the teacher familiar withstrategies needed to teach all students? Has the teacher beenexposed to explicit methods to help them meet expectations?

164

5/29/2015


Questions a Leader might ask in light of evaluation results

• Professionalism: Is the teacher’s contributions to the campus community and climate positive? What social skills does the teacher need to exhibit to be a successful member of the team?

• Motivation: Is the teacher’s motivation to engage inprofessional development appropriate? What types ofmotivation/factors are relevant for this teacher’s target growth areas?

• Engagement: What types of engagement are necessary forthis teacher to be successful? Does the teacher demonstrate active learning during professional development? What are the options provided for the teacher to actively participate inprofessional development, can they be increased?


Value Added ModelsThe New Mexico Value‐Added

Model for Educator Effectiveness partitions

variance in student achievement among teachers,

thereby isolating the portion of student achievement on

assessments that is attributable to the teacher.


Partitioning Variation in Student Achievement

Prior Achievement

Proportion of Time withTeacher

Grade Level

Intervention

What impacts a student’s achievement outcome?

Teacher Effects


Quick example

• Suppose that you have three readinginterventions and you want to knowwhich is most effective in boostingstudent reading skills.

A. Business as Usual (BAU)B. Reading Recovery (RR)C. Close Reading (CR)


Post Test Results

17

23.5 24.5


Post Test Results, given pre test

18.2

22.324.5

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5/29/2015


Mathematical Function


Statistical Relation

Tracing the Path of the Means


Nested Structure

Multi‐Level, Mixed‐Effects Regression Models


Teachers Average Scale Score2013 Reading 8 SBA Average Teacher Scale Score

20

13 R

ead

ing

8 A

vera

ges

by

Teac

her


Population model

20

13 R

ead

ing

8 S

cale

Sco

re

2012 Reading 7 Scale Score (Centered Around Grand Mean)


Value Added Model

2012 Reading 7 Scale Score (Centered Around Grand Mean)

20

13 R

ead

ing

8 S

cale

Sco

re

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5/29/2015


Distribution of Teacher Value Added

Distribution of Teacher Value Added


Computing VAS Points


Computing VAS Points 2

OverallVAS 14x0.50 19x 0.35 12x1.05

14 19 12

7.0 6.65 12.6

45

12.9545

0.VAS Demo

Percentile = 0.61


Tale of 3 Teachers

2012 Grade 5 Math Scale Score

20

13 G

rad

e 5

Mat

h S

cale

Sco

re


Value Added Models and Fairness



167

5/29/2015



168

NMTEACH Using VAS and STAM

to Drive School Decisions

169



Using VAS and STAM Data to Drive School

Decisions



Our Focus

Using Data to Inform our Decisions as Building

Administrators


Session Objectives

• Understand data on the summative report.

• Use data from STAM for school‐wideanalysis.

• Use data from STAM for goal development.

• Use data from VAS for staffing decisions.

• Use data from Summative Report to moveinstruction forward.

170


What is your focus for 2015‐2016?

• What are your school‐wide goals for 2015‐16?

• What they are and how were theydetermined?

• How do you develop action steps to includeteachers?

3 Minutes



• Working Documents

• Revise Throughoutthe Training

• Quick Review


Principal Syllabus

6

171



Teacher Principal










Teacher Principal









Add Your Goals to your Syllabus

• Take a minute to add your goals to yourPrincipal Syllabus.

• What is your CLAIM TO FAME? What can youcelebrate?

• Add that to your Principal Syllabus.

• Change/Adjust/Augment each part as neededthroughout the training.

3 Minutes

172


What are the uses for this information?School‐wide?

Department/Grade Level?Individual Growth?

2015‐2016 District and Charter Plans

Each District and Charter School selected their Student Achievement Measures and their Multiple Measures

for 2015‐16 in Summer/Fall 2015.

• Student Achievement Measures Choices

– SBA and/or EOC and/or Other

• Multiple Measures Choices

– Domain 1 + 4 AND: Student Survey, Parent Survey, orTeacher Attendance

http://ped.state.nm.us/ped/NMTeach_EvaluationPlanPDFs.html

173



Let’s Start with STAM data –Scores of students

compared to their growth


STAM Data Review with Staff Members to Create

Action

• Individual Teacher Analysis

– Use data from Summative for individual feedback

– Ongoing Benchmarks to inform instruction

• School‐Wide or Content/Grade Level Analysis

– Where are the gaps?

– How do we set direction?

174


What Are Student Achievement Measures (STAM)?

• Student achievement growth is the most reliable measure of the impact an individual teacher has on students.

• STAM are used in calculating Value Added Scores (VAS) scores.


What Are Student Achievement Measures (STAM)?

• STAM can account for up to 50% of the teacher evaluationscore

• It is a measure of how far a student has progressed in theirlearning over time

• Examples of STAM• DIBELS• Developmental Reading Assessment• SBA (PARCC in 2016)• ACCESS• Approved Short Cycle (i.e. MAP, Riverside Interim,

Discovery, etc.)

175


VAS Scores by Year


VAS Ranges

Exemplary 1.67+

Highly Effective 0.67 to 1.67

Effective ‐0.67 to +0.67

Minimally Effective ‐1.67 to ‐0.67

Ineffective <‐1.67


What’s on the Summative Report?

• Individual Students’ Progress from their class

• The VAS Score based on predicted studentperformance

Let’s read the VAS Graph

176


Student Achievement Data

Use the graph in your manual to follow along

and take notes.





Students’ Growth is MORE than expected above the line

Students’ Growth is LESS than expected below the line

177





Students to the right of 40 scored proficient

Students to the left of 40 did not score

proficient



Students to the right of 40 scored proficient

Students to the left of 40 did not score

proficient

178



Students scored proficient AND exceeded growth

expectations

Students did not score proficient but exceeded growth expectations

Students scored proficient but did not meet growth

expectations

Students did not score proficient and did not meet

growth expectations



Students scored proficient AND exceeded growth

expectations

Students did not score proficient but exceeded growth

expectations


expectations


growth expectations

For discussion – we’ve added a few more scores…

Student Achievement Data:What does it mean?

Student scored proficient AND exceeded growth

expectations

Students did not score proficient but exceeded growth

expectations


expectations


growth expectations

TABLE TEAMS:What can you conclude?How would you coach up this teacher?

179


Table Team

• As a table team, develop a two sentenceanswer and be ready to respond to the group.

• Techno Scribe – enter your table’s response inthe Today’s Meet page.



What Does the Room Say?

• Random selection for responses by table

• Where is the agreement?

• Differing opinions?

Resources: Random Selection Ideas

– Tablet Apps: Stick Pick, Pick Me, Randomizer

– http://www.ngenerator.com/?p=nrnd

– Cards, popsicle sticks


Let’s Try Another

• This time we will add data points in a differentlocation to analyze.

• Be ready to present a table summary again.

180



Student scored proficient AND exceeded growth expectations


Student scored proficient but did not meet growth expectations

Student did not score proficient and did not meet growth expectations


Student scored proficient AND exceeded growth expectations


Student scored proficient but did not meet growth expectations

Student did not score proficient and did not meet growth expectations

TABLE TEAMS:What can you infer?How would you coach up this Teacher?


Using Individual STAM Data

• School Wide Meetings

• Grade Level Teams

• Individual Focus and Differentiation

181


Consider the Layers of Support

Students

Teachers

Administrators

District/Governing Council


Teacher Analysis for Staffing

Summative Evaluation data can be used …

• To make staffingdecisions to benefit students.

• To make class sizedecisions to benefit students.


Grade Level or Content Analysis

• Compare VAS of all teachers in the same grade level/content area

• Where are your strengths?

• Where are your growth areas?

• How will this influence your school‐wide PD?

182


Using School Wide STAM


Schools In Action –Let’s Share Strategies!


Watching With A Purpose

• Individually collect ideas and note affirmations.

• What do you want to implement?

• What gives you further ideas for implementation?

• How can you adjust to meet the needs of yourschool?

• Collect thoughts on the Graphic Organizer in yourworkbook.

183


Focus Question

How do these schools use data to improve and support teachers?

Please reference the school artifacts starting in the Schools in Action Section of your workbook.


School in Action

Puesta Del Sol Elementary School, Rio Rancho Public Schools

Brian Garcia, PrincipalAs you watch the video, complete your graphic

organizer.

Ideas to Consider

What WouldWork on My Campus?

What Action Steps Will I

Take?


School in Action

Rio Grande High School, Albuquerque Public Schools

Amanda DeBell, Principal

As you watch the video, complete your graphic

organizer.

Ideas to Consider



Take?

184


Debriefing the Videos

Get a Chip‐Give a Chip Strategy

• There are chips at your table.

• Each person takes 2 chips.

• Chips are used to ensure that all table membersshare ideas; members will place 1 chip in themiddle of the table before sharing 1 idea from thevideo.

• All table members will share 2 ideas.

• Once you have “thrown in” your 2 chips, pleasereserve your additional key ideas until all tablemembers have used their 2 chips.


Focus Question

How do schools use Collective STAM Data to:• To create school goals• To develop school plan• To ….other uses?

Please reference the school artifacts in the Schools in Action Section of your workbook.


School in Action


Brian Garcia, PrincipalAs you watch the video, complete your graphic

organizer.

Ideas to Consider



Take?

185


School in Action

Columbia Elementary School, Las Cruces Public Schools

Tiffany Gomez, PrincipalAs you watch the video, complete your graphic

organizer.

Ideas to Consider



Take?


School‐Wide STAM Data

Questions to consider

• What method do you use to look at your dataschool wide, by content area or by grade level?

• How do you develop your goals?

• How do you create your Action Plan?

• How do you monitor progress?






• Chips are used to ensure that all table membersshare ideas; members will place 1 chip in themiddle of the table before sharing 1 idea from thevideo.


• Once you have “thrown in” your 2 chips, pleasereserve your additional key ideas until all tablemembers have used their 2 chips.

186


Table TalkGet a Chip – Give a Chip

Using your chips

• Share a new idea, use or strategy for lookingat STAM data with your table. When you share your idea, throw in a chip.

• Techno Scribe – be prepared to submit yourfavorite strategy for your table.



Ideas to Share and Support Your School Goals

How will you use this data…

– School‐wide?

–With Individual Teachers?

Do any of the new‐to‐you strategies, ideas or uses of data give you ideas to support and/or change your goals? Add them to the second page of your principal syllabus.


Create Action Plans to Support Your Goals

• What needs to be addressed prior to openingthe doors in the fall?

• How will you address it?

• Identify needed action steps within your plan.

187



As a table, share via Today’s Meet 1 or 2 ideas that you want to try next fall.







(505) 330‐4910

188

Student Achievement Course Groups Value Added Scores (VAS)2012 2013 2014 Total

Course Group Number of Students

VAS Number of Students

VAS Number of Students

VAS Students VAS Score

PreAlgebra 16 -0.360 12 -0.070 28 -0.2357

Algebra I 12 0.660 18 -0.430 16 0.740 46 0.2613

Totals: 12 1.32 34 -0.80 28 0.80 74 0.07000

The table above displays your Value Added Scores (VAS) for each course group in each year that you were teaching. Your overall VAS score is [VAS Score]. It is an overall measure of how much growth the students in your classes have made in comparison to students across the state with similar academic backgrounds. More detailed information about VAS calculations is available at: http://VASscorevvideo.com

If VAS is greater than 0 Your students made more

than one year's growth in one year's time.

MORE EFFECTIVE

If VAS is less than 0Your students made less than one year's growth in one year's time.

LESS EFFECTIVE

If VAS = 0Your students made one year's growth in

one year's time.

EFFECTIVE

To what degree are your students making a year’s worth of achievement growth in a year’s worth of time?

Prior Achievement Compared to Growth

To what degree are you helping all of your students grow?

Each point in the scatterplot represents one of your students for whom data is available and connected to you as their teacher. If your students are clustered on the green zero horizontal line, then they have made one year's growth in one year's time. If they fall above the line, they are growing more than expected. Students below the line are not progressing as expected.

The Prior Achievement horizontal axis shows their SBA score from the previous year. The vertical Growth axis shows their variation from the average for other students in the State with the same achievement. For example, a student with a growth of 1, has a current year score that is one standard deviation above the average value of all New Mexico students with the same prior achievement.

Page 2 of 5 JOHN KEATING Summative Report 2014-2015

District Educator Effectiveness Summative Teacher's Report 2014-2015

190

Student Achievement Data : Analysis of Graph

191

Scenario Inferences Ideas for Working with the Teacher Implications for Further Study 1

2

192

Schools in Action Watching With a Purpose

Throughout the training session, we will hear from several schools with ideas for implementation. Take a minute to organize your thoughts as you process the ideas presented.

School Ideas To Consider What Would Work on my campus?

What Action Steps Will I Take?

193

School Ideas To Consider What Would Work on my campus?

What Action Steps Will I Take?

194

School in Action Puesta Del Sol, Rio Rancho Public

Schools

Bryan Garcia, Principal

195

Why Did We Get A “B+”?

Root Cause Analysis August 2014

Activity Time Description Group Configuration

Facilitator(s) Materials

Step 1 Data

8:00-9:15 1 hr 15 min

State of the School Address & Data Presentation

CTTs or Perspective Groups (11 groups) • K-5 CTTs • IAs • Ancillary-

Counselor, SLPs, OT, SW, Health Office

• EA (2 groups) • Interventionists

(Literacy, Math) Bilingual, Gifted

Bryan (Principal)

Step 2 Individual

Circle Map

9:15-9:30 15 min

Create individual Circle Map of what contributed to our success New Staff: What have you noticed since you’ve been at Puesta that may have contributed to our success.

CTTs or Perspective Groups

Jackie and/or Alice (Bi-lingual Program Co-Coordinators)

Blank Paper Poster Paper to model Circle Map

Break 9:30-9:45 15 min Step 3

Circle of Years

9:45-10:00 15 min

• Create a large circle around the room of how many years you’ve been at Puesta (also ask how many years in education)

• SLC Members step out of circle • Number off and create Mixed Perspective groups (12 groups-number

off by 12 if there are around 80 people) • SLC Members join groups • Each group (1-12) sits at the table with corresponding number

All Staff Diane (Instructional Coach)

Numbers for tables

Step 4 Refresher on

10:00-10:15

Refresher on 7 Levers from the 2013-14 Pre-Year Retreat Mixed Perspective Groups

Bryan

Report Card Year Grade

11-12 D etermined and 12-13 C ommitted to 13-14 14-15

B +

e

A Champion at PUESTA!

196

7 Levers 15 min Step 5

Tree Map (7 Levers) and Circle Map (personal reflection) alignment

10:15-10:45 30 min

• Group discussion on the information on the Individual Circle Maps • Put a check mark by things that others share that are on your Circle

Map • Add ideas that others share that are not already on your Circle Map

(circle these items) • Using the Tree Map (created from last year’s Mountain Climber

activity), mark the items that were on the individual Circle Maps • Add new items to the Tree Map

Mixed Perspective Groups

Diane SLC members

• Copies of Tree Maps with 7 Levers

• Highlighters • Numbers

for tables

Step 6 Eagle Vision Flight Plan

and 7 Levers Crosswalk

10:45-11:15 30 min

• Move into CTTs and Perspective Groups • Eagle Vision Flight Plan (EVFP) will be on big posters • CTTs and perspective groups will identify where the 7 Levers are

located in the EVFP • Write the Lever Number on the Poster


Diane CTT Chairs

Posters of EVFP Markers (black, blue or purple)

Schedule for the remainder of the week 11:15-11:30

Step 7 Team Self-Assessment

and Identification

of Focus Areas

Friday Morning

Use Dots to identify how the team is doing on: the mission, the vision and collective commitments as well as each bulleted item and each item with a check mark (total of 23 items to rate)

• Green- performing • Yellow-progressing • Red-emerging

Identify which areas to focus on for the year


Diane CTT Chairs

Dots-green, yellow, red Or markers

Step 8 Identify

Grade-level Instructional

Priorities

Friday Morning

• Using the RRPS Literacy Instructional Framework, define what how much time should be spent in each area for your particular grade

• Eureka Math Implementation Planning

CTTs Diane Copies of Literacy and Math Frameworks

Step 9 Revision of Flight Plan

SLC will Revise Flight Plan where needed and develop EPSS SLC Bryan EVFP posters from CTTs and Perspective Groups

197

PUESTA DEL SOL ELEMENTARY EAGLE VISION FLIGHT PLAN - 2014-2015

Updated 9/15/14

MISSION: “Our mission is to create a safe and positive learning environment in which we deliver

to our students the highest quality education through best practices, while nurturing the whole child in partnership

with our parents and community.”

“We are Determined & Committed to B+ A Champion!”

VISION: We envision Puesta to be an inclusive

school where we value: Positive learning environment Understanding of diversity Expectations for Success Teaching Responsibility in Association with our community. school, and home partnerships.

GOALS: Mathematics &

English Language Arts (Reading & Writing) Educational Plan for

Student Success (EPSS)

What is it we want our students to learn?

Priorities

CCSS Units of Study Implementation

Eureka Math Implementation

Lesson Planning/ Collaboration

Resources will be determined by grade

level CTTs & departments

How will we know if each student has learned

it? Priorities

Data Study/Analysis CTT Calibration of

Expectations Common Formative/

Summative Assessments

Resources will be

determined by grade level CTTs & departments

How will we respond when some students do

not learn it? Priorities

Differentiated Instruction

Small Group Instruction

IPSS Implementation SAT/RtI Process

Resources will be


How will we extend & enrich learning for students who have

demonstrated proficiency?

Priorities



Inquiry-based Learning

Resources will be


COLLECTIVE COMMITMENTS (VALUES): 1) Commitments we must honor- Focus on student needs and things we can control. Be willing to learn new professional ideas and implement a variety of strategies. 2) Behaviors we can exhibit to make a personal contribution to success- Have a positive attitude, keep high standards, be consistent with rules (discipline matrix) & be willing to re-evaluate our teaching. 3) Commitments we are prepared to make to each other- Sharing ideas & knowledge in a non-judgmental/positive way, being open minded and trusting of others ideas, & being an active listener. 4) Commitments and assurances we are prepared to make to every student-Have high standards for every student, be advocates for students, empower students to be advocates for themselves, & be consistent with expectations, rules, and consequences. 5a) “Must-dos”- OUR students, OUR staff, OUR parents, enforce rules consistently (discipline matrix), affirm the positives/recognize success, & PLAN/TEACH LIKE EVERY SECOND COUNTS! 5b) “Taboos”- Negative competition between teachers, gossiping, & complaining without focus on solutions.

SOAR!

SOAR!

• Effective Classroom Management:

• Student Engagement through Community Building & Goal Setting

• Positive Behavior Supports (PBS)

14/15 SY Priorities • Literacy & Math

Frameworks • Vertical

Articulation • Inclusive

Practices • Bilingual

Education (Dual Language)

• Professional growth based on observation/ feedback aligned to NMTEACH Rubric & Danielson Framework

• Parent/Family Engagement (PASS)

199

PUESTA DEL SOL ELEMENTARY

EAGLE VISION FLIGHT PLAN - 2013-2014 Updated 9/16/13

MISSION: “Our mission is to create a safe and positive learning environment in which we deliver to

our students the highest quality education through best practices, while nurturing the whole child in partnership with our parents

and community.”

VISION: We envision Puesta to be an inclusive

school where we value: Positive learning environment Understanding of diversity Expectations for Success Teaching Responsibility in Association with our community. school, and home partnerships.

GOALS: Mathematics &

English Language Arts (Reading & Writing) Educational Plan for

Student Success (EPSS)

What is it we want our students to learn?

Priorities

CCSS Scope & Sequence

CCSS Units of Study Development

Unit Lesson Plan Collaboration Resources will be


How will we know if each student has learned

it? Priorities

Data Study/Analysis CTT Calibration of

Expectations Common Formative/

Summative Assessments

Resources will be


How will we respond when some students do

not learn it? Priorities



IPSS Implementation SAT/RtI Process

Resources will be determined by grade level

CTTs & departments

How will we extend & enrich learning for students who have

demonstrated proficiency? Priorities



Inquiry-based Learning

Resources will be determined by grade level

CTTs & departments

COLLECTIVE COMMITMENTS (VALUES): 1) Commitments we must honor- Focus on student needs and things we can control. Be willing to learn new professional ideas and implement a variety of strategies. 2) Behaviors we can exhibit to make a personal contribution to success- Have a positive attitude, keep high standards, be consistent with rules (discipline matrix) & be willing to re-evaluate our teaching. 3) Commitments we are prepared to make to each other- Sharing ideas & knowledge in a non-judgmental/positive way, being open minded and trusting of others ideas, & being an active listener. 4) Commitments and assurances we are prepared to make to every student-Have high standards for every student, be advocates for students, empower students to be advocates for themselves, & be consistent with expectations, rules, and consequences. 5a) “Must-dos”- OUR students, OUR staff, OUR parents, enforce rules consistently (discipline matrix), affirm the positives/recognize success, & PLAN/TEACH LIKE EVERY SECOND COUNTS! 5b) “Taboos”- Negative competition between teachers, gossiping, & complaining without focus on solutions.

SOAR!

SOAR!

• Literacy & Math Framework

• Effective Classroom Management: Student Engagement through Community Building & Goal Setting

• Inclusive Practices

• Bilingual Education (Dual Language)

• Vertical Articulation

• Positive Behavior Supports &

• Parent Engagement Opportunities (PASS)

200

Puesta del Sol Elementary Data Study Process

Phase 1

Establish Purpose, Data Orientation and Coding

• Complete “Hopes and Fears”

document and discuss • Establish purpose of data study

session • NWEA Growth/RIT Correlation

Chart Orientation • Dot/Label & color coding

orientation • Code dots using legend

o Each grade-level member is assigned a different color

Phase 2 Data Analysis

• Transfer data to individual teacher correlation chart

• Plot dot labels on grade-level correlation chart

• Grade-level CTT discussion-reflections & implications

• Data Sources: NWEA Reports Site, DIBELS, DDC & RRPS RADA

Phase 3 Identification of Students for

Focus/Need Study

• Based on class specific NWEA Correlation Chart, DIBELS, and/or text reading level, classroom teachers will identify students who:

o Are in the lowest quartile on the chart

o Have shown regression or low growth based on NWEA, DIBLES, reading text level or classroom performance

Phase 4 Focus/Need Study Development

Based on data analysis along with knowledge of data use and instructional best practices, teachers will develop action plans for students in need of focused study. The action plan will include:

• Justification (based on data for selection)

• Documentation of current efforts • Formulation of next steps

Phase 5 Instructional Tools Development

Identify and become familiar with various tools, resources and best practices to provide effective instruction. Tools may include:

• NWEA Website Tools/Resources o Achievement Status and

Growth Report o Class Breakdown Report o Class Report o Grade Report o Student Goal Setting

Worksheet o Learning Continuum o RIT to Resource

• DIBELS and IDEL “Now What” Tools

• Running Records (DRA and EDL) • Rio Rancho CCSS ELA/Math

Continuums

Phase 6 Sharing of Best Practices and Identifying Support Needed

• Share Best Practices for Data Use

o Grade Level RIT Band Analysis to guide focus group development

o Use of Data Binders/Folders • Share Best Practices for Instruction

o Literacy, Math, Writing Focus o Whole Group and

Differentiated/Small Group Instruction

o Eureka Math, RRPS-CCSS-ELA Units of study, RRPS Literacy and Math Frameworks, Thinking Maps, Fountas and Pinnell Phonics, Tony Stead, etc

• Identify Support Needed o What, Who and When

201

Winter 15 Math

4th Grade

Dot Legend: Student Initials; Teacher; NWEA Fall 2014 RIT; [Growth Target]; Winter RIT; Percentage Toward Growth Target NWEA RIT Bands (Total: 142 Students)

<181 (1) 181-190 (10) 191-200 (36) 201-210 (46) 211-220 (38) 221+ (11) Percentiles 36% (195) 43% (202) 50% (209) 57% (215) 65% (222)

Perc

enta

ge T

owar

ds N

WEA

Gro

wth

Tar

get

150+

101-149

80-100

60-79

30-59

0-29

Regression

202

Winter 15 Reading 4th Grade

Dot Legend: Student Initials; Teacher; Fall RIT; [RIT Goal Growth]; Current RIT; % of Growth, SBA Scale Score; [SBA Proficiency Level] NWEA RIT Bands (Total Students: 142)

<180 (8) 181-190 (25) 191-200 (31) 201-210 (36) 211-220 (30) 221-230+ (12) Percentiles> 36% (188) 43% (195) 50% (203) 57% (210) 65% (217)

Perc

enta

ge T

owar

ds N

WEA

Gro

wth

Tar

get

150+

101-149

80-100

60-79

30-59

0-29

Regression

203

Based on the information from your data study: 1st Grade Content Area:_________________________ Teacher_________________________________________ Please list the students who fall in your lowest quartile

Student’s Name Fall NWEA

RIT Score

Winter NWEA

RIT Score

% of growth

(NWEA)

BOY DIBELS

Composite (G,Y,R)

MOY DIBELS

Composite (G,Y,R)

Text Level

Current Support (IPSS, SAT, IEP)

Interventions Next Steps (Specific Goals)

Regression or Low Growth Concerns Only list students here who are NOT already listed above, but have shown regression or below 60% growth based on their NWEA Growth Score

List any students you have not already listed above that are not making growth on DIBELS Name:

Name:

Name:

Student’s Name

Fall NWEA

RIT Score

Winter NWEA

RIT Score

% of growth

(NWEA)

BOY DIBELS

Composite (G,Y,R)

MOY DIBELS

Composite (G,Y,R)

Text Level

Current Support (IPSS, SAT, IEP)

Next Steps (Specific Goals)

204

School in Action Rio Grande High School,

Albuquerque Public Schools


205

How can we look at this data with no blame and work toward student growth over time?

How can you begin to use this data in order to support your planning and instruction?

What else do you need to know?

What do you see when you look at your students data in language arts and or math?

Create a SMART goal for RIA C in order to dig deeper. Discuss how you can work toward that goal.

What questions do you have?

207

School in Action Columbia Elementary School,

Las Cruces Public Schools

Tiffany Gomez, Principal

208

PURPOSE: The 90 Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s turnaround initiative.

VISION FOR THE TURNAROUND INITATIVE: ARTICULATE IN A FEW SENTENCES WHAT YOU HOPE TO ACHIEVE DURING THE COMING YEARS Columbia Elementary will create systemic, sustainable change to produce a high-performing school urgently and rapidly. 85% of our students will be proficient at grade level standards, leading to a minimum of 85% graduation rate in LCPS.

LIST SCHOOL-WIDE GOALS IN THE FOLLOWING AREAS LIST SPECIFIC SCHOOL-YEAR GOALS (i.e. 8TH Grade Algebra, 2ND Grade L Arts, % Math Advanced, # AP Exam 4s, Graduation rate, etc.)

MATH BASELINE

PROFICIENCY 2012-2013

MATH PROFICIENCY

GOAL 2013-2014

LANG. ARTS BASELINE


LANG. ARTS PROFICIENCY

GOAL 2013-2014

SCIENCE BASELINE


SCIENCE PROFICIENCY

GOAL 2013-2014

SPED 4/5 BASELINE 2012-2013

SPED 4/5 GOAL

2013-2014

FIFTH GRADE READING BASELINE NMSBA

2012-2013

FIFTH GRADE READING NMSBA GOAL

2013-2014 35%

ACE Camp Challenge (11/11) Problem Solving Strategy IXL First in Math Toolbox Tuesday Stamina, Transfer, Motivation focus NMSBA Item Plot Analysis X facts LES

55%

35% Lexia Camp Challenge (11/11) Balanced Literacy BIG focus in data meetings ACE DRA- drilldown Proximal/Distal interventions Conceptual Refinement Toolbox Tuesday

55% 36.23% 55%

0% Gen ed CFAs- modified to rdg level Data analysis of sped every week Acceleration folders Different system for scheduling at beginning of year Feedback Conferences Toolbox Tuesday Jamie Sweeney Essential of Essential standards- study of item plot

55%

29.76% Lexia Camp Challenge Balanced Literacy Focus in data meetings ACE Distal vs. Proximal interventions DRA to drill down Instructional strategies in data meetings Stamina, Transfer, Motivation- especially in 5th

55%

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Longer cycles Goal Setting/Personal Best binders/graphs Instruction for All

NMSBA item Plot Analysis Longer cycles Goal Setting Personal Best binders/graphs Instruction for All Next Steps: Nancy Guzman’s Big Five, Literacy Framework. Literacy lesson plans, Daily Five.. Nancy- where to start??? LES

analysis for NMSBA Personal Best Graphs Goal Setting Instruction for All

Study NMSBA Item Plot Analysis Personal Best Graphs Goal Setting Instruction for All books Next Steps: Nancy Guzman’s Big Five, Literacy Framework. Literacy lesson plans. Daily Five…Nancy- where to start??

CORE PLAN: TO MOVE TOWARD THE ABOVE GOALS, THESE ARE THE TOP PRIORITIES THAT WILL BE ADDRESSED DURING THE NEXT 90 DAYS

SCHOOL PERFORMANCE

CHALLENGES

YEAR –END PERFORMANCE

GOAL

ROOT CAUSES OF PERFORMANCE

CHALLENGE ACTIONS TO ADDRESS ROOT CAUSE(S) TIMELINE

FOR ACTIONS RESPONSIBLE

PERSON

EVIDENCE OF PROGRESS

TOWARD YEAR-END GOAL

In each row, describe one critical challenge your school faces (what problem are you trying to solve?)

For each performance challenge, describe the long-term goal for performance (what specifically is possible and measureable?)

For each performance challenge, list your hypothesis of one or more root causes or list analyses that needs to be complete to determine root cause (why does this challenge exist?)

List one or more specific actions you will take to address the root causes and pursue the goal (how)

For each action, provide a timeline for completing the action (when)

For each action, list the person responsible for ensuring the action is complete (who)

Define what measureable evidence would indicate needed progress toward long-term goal by November (leading indicator)

UVA Recommends 3-4 Priorities – with a few primary actions with each priority; however, please adjust as needed based on your context. Initial actions/plan to be adjusted throughout the semester: implementing with deeper fidelity, halting unsuccessful tactics and introducing new actions as helpful

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SCHOOL PERFORMANCE

CHALLENGES

YEAR –END PERFORMANCE

GOAL

ROOT CAUSES OF PERFORMANCE

CHALLENGE ACTIONS TO ADDRESS ROOT CAUSE(S) TIMELINE FOR

ACTIONS RESPONSIBLE

PERSON

EVIDENCE OF POGRESS

TOWARD YEAR-END GOAL

Growth producing feedback to improve instructional practices was not provided, resulting in ineffective instruction.

Proficiency levels in Reading and Math will be no less than 50% on the state assessment in 2014.

Not enough job embedded, specific feedback has been provided to the staff regarding instruction. There has not been an effective system for support and accountability regarding tier 1 instruction. Rigor has not been clearly defined. (Defined together at beginning of year, frequently discussed at data meetings…. Still worried about this because of comp data between cfas and interim #1, discussing root causes for this discrepency in data meeting) Instructional time and PLC time has not been protected. (Has been

PD offered to staff on Schlechty (various articles, waiting to see if PDC brings in Schlechty trainers, Toolbox Tuesday, Instruction for All books, Data Discussions focus a lot on engagement) Engagement Strategies, to include lesson design and relationship building. Use of strategies will be supported and monitored. (next steps- lesson plan format- have great examples, will discuss with TLC at next meeting. Should we do the same format for all? Simple? Matrix?) NO WORKSHEET WEDNESDAY LAYING THE FOUNDATION DO-NOWS

August 2013 Beginning 8/19- 5/24 First meetings August 19 Rigor and Gomez and Gomez PD (Gomez and Gomez PD Provided 10/21. Rigor was discussed on August 12 and is just something that we defined together and discuss at every data meeting and

Suzette

Haywood

Michael Chaires

Tiffany Gomez

Michael Chaires

Suzette

Haywood

Columbia students will score 50% proficient on their October (not even close- performed poorly on interim 1- should I be nervous? I am!! See data….Digging into this at 10/29-30 data meetings- dug in 10/29= rich conversations & tears) and December interim assessments. 100% of staff will use Schlechty (various models) engagement strategies as evidenced through an observation tracker

Principal, IS and Asst. Principal will provide specific, constructive feedback from classroom walk throughs regarding Tier I instruction (Tier I instruction/interventions will be main focus/purpose of our “Toolbox Tuesdays”) AP, IS and Principal will meet with teachers individually biweekly to discuss walk throughs, data, PD and support needs (schedule has been created) (We have named these “Feedback Conferences.” They have been hugely successful thus far…. We discuss data, instruction, students, interventions, commitments, etc… See form)

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extremely protected)

Effectiveness of Tier I Instruction will be monitored and supported during ninety- minute data meetings.

feedback conference) provided in September, (October) 2013. August, 2013

indicating consistent use of strategies, (have been using the “Effective” indicators for domains 2 and 3 instead during walkthroughs- combined with Teacher behavior.. student behavior… wow… wonder…. Teacher commitment) (used during Classroom Walkthroughs).

PD and monitoring of RIGOR in Tier I instruction, to include Gomez and Gomez Dual Language Program Best Practices, will be provided by Principal, AP and IS (Monitoring during CWTs, FC, Data Meetings, comparable data between CFA averages and Interim #1- showed that our rigor is NOT high enough- will be addressed at next data meetings, staff meeting, feedback conferences) A survey will be given to staff to identify trainings that have been received and what follow up or support is still necessary. (Survey on blog. Not a great amount of participation in survey, will do it all together in data meeting in November. Also conducted a pd needed and tech wishes/wants survey)

Students at Columbia are disrupting the teaching/learning process frequently throughout the day, decreasing the quantity and quality of teaching and learning.

Students at Columbia will no longer disrupt the teaching/learning process throughout the day, as evidenced by no more than 2 (discipline) interruptions daily per classroom.

An ineffective discipline system has been in place at Columbia. Students and parents were not involved in the discipline process.

A clear, concise, effective and consistent Discipline system will be developed and implemented at Columbia Elementary.

1. Columbia Staff met during the summer to develop a new discipline plan.

2. The plan was sent to all Columbia Staff via email. Revisions, suggestions, concerns were asked for.

3. Columbia Staff (Discipline Team) met again and reviewed staff feedback

4. Changes were made and resent to all staff via email.

5. When plan was approved by staff, materials were sent to print

June, 2013- May 24, 2014 June, 2013 July, 2013 July, 2013 July, 2013

Tiffany Gomez

Interruptions in learning will occur less frequently, as measured by teacher surveys, (have done informal surveys via discussions at feedback conferences and data meetings) Columbia students scoring

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shop. 6. Plan will be discussed in detail

with all Columbia Staff on August 9.

7. Discipline plans will be shared with parents and students on registration (August 9 am).

8. Principal and AP will discuss plans with students during Back to School Assembly and with parents during Orientation Night (August 22).

COLUMBIA’S TOP FIVE

August 9, 2013 August 9, 2013 August 22, 2013 August 14- May 24, 2014 August 9, 22 and to continue throughout the school year. August 14-May 24, 2014 May, 2013 May, 2013

Tiffany Gomez

50% or higher proficient on interim assessments (no such luck on interim #1) and less than 2 discipline interruptions per day per teacher, (as evidenced by discipline reports) (This has been accomplished- no teacher has more than 2 write ups in one day….) TOP FIVE

Principal and Asst. Principal will provide support and monitoring of the system to the staff. (We meet with teachers to help them fill out discipline reports, reports are explained in detail to students, students and parents have to sign reports. Discussed with parents and students at Orientation- parents received copies and signed and returned that they had read) The new Discipline system will be clearly communicated to staff, parents and students at Columbia. It will be communicated verbally and in a written “discipline handbook” which will be given to staff, students and parents. Reminders and support will be frequent. (see above) Seven Habits and Leader in Me will be rolled out and implemented at Columbia. This will provide character education and positive reinforcement for positive behaviors.

1. All staff were given books “Leader in Me” “Seven Habits of

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Happy Kids” and “Seven Habits of Highly Effective Leaders” to read over the summer.

2. Ancillary staff met in May and again in June to develop our “rollout plan.” Habits will be presented to staff by ancillary team on August 7.

3. Leaders in Action luncheons will occur once a month for students “Caught Using the Habits.”

4. Staff will spend first five days of school (August 14-20) teaching Seven Habits and Leader in Me.

5. AP and Principal will talk about Leader in Me with students every morning on Space TV broadcasts (August 14-20)

6. AP and Principal will discuss Leader in Me, Seven Habits with parents on Orientation Night.

7. AP and Principal will monitor and support implementation of Leader in Me and Seven Habits throughout the year. (We discuss this constantly- on Space TV, in the hallways, with kids, during discipline meetings, etc. It’s been a huge success for Columbia- kids, parents, teachers use the language consistently. I feel it’s been instrumental in improving discipline/school culture- discuss fire drills). School Culture rubric by SAS

First one, August 30, 2013. To be held once a month through May, 2014 August `14-20, 2013 August 22, 2013 August 6- May 2014 Beginning August 14, throughout yr

Suzette Haywood

Students will be able to discuss the Seven Habits with adults in their classrooms, as evidenced by an observation tracker used during Classroom Walkthroughs. (Don’t have a seven habits tracker, but write it in our “Wow” section of CWT form and students track their Seven Habits data- as seen in their Personal Best folders) There will be less discipline issues at Columbia, as evidenced by no more than 2 discipline referrals per

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All classrooms will implement the Clip Up Chart. PD, monitoring and support will be provided. (mini- reminder/training was provided on Clip up chart in August. New charts have been ordered to replace homemade charts, principals support use of chart by wearing students’ clips and calling home when they clip past outstanding)

teacher per day. (so far, so good!) There will be 100% staff participation in implementation of the Seven Habits and the Leader in Me, as evidenced by student work in hallways and leadership boards in classroom, (also on observation tracker)

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Staff are not effectively using data to guide their instruction

Staff (General, Bilingual and SPED) at Columbia will align their instructional practice/strategies to data outcome (This is why we examine the pre-tests so closely- we use them to drive our next cycle’s instruction- see forms) Ninety- minute data meetings will be focused, clear, and consistent. Support and monitoring will be offered by Principal, AP, IS Students will perform at no less than 50% proficiency on their Discovery and NMSBA during 2014. (Goal of 85% by 2015/16) All students will perform at no less than 80% proficiency on the CFAs (but

The system for using data at Columbia has ineffective. The system for supporting and monitoring the data system at Columbia has been ineffective.

Columbia will establish a system for weekly data meetings, which will use analysis protocols to inform and alter instruction to continuously meet the needs of our students.

1. Beginning of year, use Fall Discovery/NMSBA data to target individual and whole group needs of students.

2. With suggestions/recommendations from Principal, AP, IS and grade level team, identify individual and whole group weaknesses and strengths and determine appropriate interventions and instruction (through intervention flipbooks, IS, Team, AP and Principal recommendations).

3. Using the data and team discussion, write an Instructional/Intervention Plan. (We’ve been writing commitments instead- and conceptual refinement plans based on data at data mtgs)Plan will list data and interventions for students- with notes and evidence of success of plan. (adding this to notes- feel that we need more evidence) Bottom of plan will have a “Commitment Statement” which will state teacher’s commitment until the next data meeting. Plan will be followed throughout the day and particularly during Conceptual Refinement time block

4. Plan will be emailed to team, AP,

August 6- May 24

August 19, 2013 (begin with NMSBA and spring

Discovery if Fall Discovery

scores aren’t in yet)

August 19, 2013

Beginning week of August

19, 2013

Tiffany Gomez

K-5 Grade Columbia students, (General, SPED, Bilingual) will perform at 50% proficiency or higher on their interim assessments.

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important that rigor on CFAs match rigor on Discovery/NMSBA- CFA average much higher than interim #1 averages- PD, Discussion at next data meeting 10/29-31)

Principal and IS 5. Principal, AP, IS will monitor and

support teachers during instruction and Conceptual Refinement, using the Intervention Plan that is inside door

6. Principal, AP, IS will schedule times to meet with teachers to give constructive, specific, meaningful feedback(feedback conferences every other week with every teacher. We review TAPs, commitments, data, students that they are most concerned about, instructional strategies – see form)

7. Standard data forms (based on CFAs and Discovery probes and interims will be developed. (We hung these up in data room and had teachers make revisions to them as they worked through the forms… now have forms that they entire staff developed together, kept in teacher’s Personal Best Binder)

8. Expectation that teachers will come to data meetings with form completely filled out

9. Principal, AP, IS and Team will review individual intervention plans, along with current data and discuss whether or not the interventions/instruction was effective. Teacher will discuss success and failures and commitment statement.

10. New intervention/instructional

August 19, 2013

August 4, 2013

Presented August 9, 2013

Beginning second data

meeting, August 26,

2013

August 26, 2013- through May 24, 2014

Michael Chaires

Suzette

Haywood

Tiffany Gomez

Suzette Haywood

Tiffany Gomez

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plans will be filled out based on new data and new Intervention Plans will be developed.

11. Cycle will continue (These meetings are what I was most nervous about, but I feel that this is an area that we have become very strong in)

1. One meeting every six weeks will be an Intervention meeting Teachers fill out Summary sheet following the Summary sheet Explanation.

2. Teachers make an Acceleration Folder for every Red and (possible Blue Student); also included in the Acceleration folder would be a SAT Intervention Cycle sheet for each student teacher is considering for SAT.

3. At the SAT/DATA meeting, we will go over the Summary Sheet. I figure looking at all the data on the Summary sheet will help to find the area of need or address the area of weakness in the child's education. Then we come up with interventions that target the need or weakness and document that conversation on thee SAT Intervention Cycle sheet for, SAT Cycle 1;

We can talk about the flowchart, however it is made with the thought that we began this process at the beginning of the year. (see forms)

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QUICK WIN PLAN In a few sentences, describe how your organization will achieve early and noticeable wins that build momentum by creating virtuous cycles that foster credibility (for the leader and the turnaround story) while disempowering naysayers. Early wins can include initial communication efforts, should be achieved within the first 30 school days and could be the initial steps towards addressing the top 3-4 school priorities listed above.

Columbia will achieve quick wins during the first 30 days by:

1. Holding a Turnaround Leadership Council “retreat” before school begins to solicit needs, thoughts, expectations for the upcoming school year 2. Establishing (with staff) a positive, school-wide behavior support system- Following through, following new system 3. Changing staff/parent perception of administration from “top-down” model to shared leadership model- (taking down tint on principal office, lobby

face-lift, listening to staff, parents, students, open door policy, giving staff alarm code and weekend access for first time at Columbia) 4. Fire Drills- more organized, quiet, safe than ever before (as per staff) 5. Revised forms- based on teacher input/feedback 6. Positive approach to data meetings- not judgmental, acknowledging struggle 7. Redoing SAT system 8. Feedback Conferences 9. Lunch, gifts, making staff feel valued 10. Mold fix, having rooms cleaned 11. Stay late, available (here all the time, email, text, calls)

List up to 4 specific actions or deliverables necessary to make the quick win plan happen.

1 2 3 4 Interviewing staff members to determine most “qualified” staff to participate on Turnaround Leadership Council. Inviting staff to actively participate in Turnaround Leadership Council, listening, valuing opinions and ideas. (We’ve already had a rapid reset on our TLC… switched a teacher that

Take down tint in principal office, paint lobby and office area to make more inviting and take away perception of “barrier” between office and staff. (One parent came in the second day of school and said, “Jo came home and the first thing she said was The new principal took down the tint and painted her office

Meeting with staff over the summer to develop a school wide positive behavior support system. Have plan ready, printed by first staff meeting before school starts. Clearly communicate plan to staff, students, parents. Model consistent implementation

Acknowledging staff as professionals by giving them extended access to the building, listening to their concerns and taking action. Met with Classy Classified to ensure that they feel a part of the team, see what support, pd they feel that they need.

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was not quite a leader yet to one that was an exceptional leader)

green! It’s sooo COOL!” Taking down the tint was one of our biggest quick wins)

of plan. (We’ve received very positive feedback on this from staff, parents and even students)

Signatures: Your signature indicates that the plan provides focus and urgency to move the turnaround initiative forward – and both district leaders and a school leadership team support the direction of the plan. Your signature also indicates a commitment to ambitiously pursuing these goals, addressing priority areas and monitoring progress, recognizing the plan and specific actions may need adjustment based on organizational learning and new data.

Principal Tiffany Gomez Date 8/4/13 ______________________________________________________ _______________________ District Shepherd Date

Rapid Resets:

Stretch Cycles- exit slips, quick checks

Literacy Framework- introduced 10/13

Tests in computer lab- not in rooms

Word Walls- prefix, suffix, root words- big in ccss

Forms from data meetings

Changing TAPs and PAPs to meet needs (based on data)

Daily Five for strong centers

Sped

SAT

BLT

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Outlook invite

SAS- data gatherers as well (see culture forms)

Duties- helped with discipline

Goal setting- based on interims, HALL OF FAME

Questions: Next Steps:

Lesson Plans- where to start? How many templates? Matrix?

Training on Big Five, Literacy Framework- can I do this all at once? What’s a reasonable timeline?

(Read Aloud, Guided Reading, Leveling, Centers- daily five…. Etc) Training beginning on 11/16

Start with Words Their Way, Daily Five and Reading A-Z- order now (10/28)

This needs to happen asap. Can I do training in one day and then continue during data meetings?

Interims so low- why? What to do? CFA rigor too low? Great discussions during data meeting 10/29

Reasons discussed: Transfer from activity to test format, stamina, motivation, low rigor on cfas, lack of high expectations, kids not taking tests seriously.

What to do? Goal setting for interim 2, celebrate accomplishments to build motivation, rigor, rigor, rigor, look at nmsba and discovery questions together as a class all of the time, all cfas should be in nmsba/discovery format with one review and several constructed response… Stamina building and transfer is discussed weekly. Toolbox Tuesday will focus on these specific areas. Rich instructional feedback/strategies given at feedback conferences

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Integrate science, social studies into literacy? Science A-Z?

Looping- second to third, third to fourth?

Gomez and Gomez- teach math in English, test in Spanish (learn in dominant language), 90 minutes literacy, 60 minutes math- not enough…. Help!

Change intervention system- distal and proximal (Nancy Guzman presentation- small groups, push in help, etc)

Thoughts/Observations:

We’ve got the flywheel turning, need to keep it going, keep teachers inspired, value and honor them and their hard work

“Going to get messy before it gets better” Kitchen remodel analogy, marathon analogy

Teachers never saw probes, “Teaching blind” in their words

“Now have to kill 16 birds with one stone, not just two.”

Tears, hitting rock bottom, staying supportive, only one way to go- up!

Next Steps:

New Priority: Restructuring our literacy block (to include the info on Jan. 7)

Literacy framework, Five Big Ideas overview, guided reading/fluency/Daily Five focus- November 16

Toolbox Tuesday- Fluency, exit tickets

Data Meetings- Cool Tools, drilling down

ISS meeting (Interventions for Struggling Students)

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January 7- “Mini-Conference” Guided Reading, fluency charts for each grade level (go in Personal Best folders), processes for fluency checks, 120-200 minute literacy blocks- framework, lesson plans, drilling down (Cool Tools?), how to fill distal gap (rti?), progress monitoring and quick checks. Andrea- help!

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90-Day Plan Spring 2014/15

Purposeful planning Goal #1

What should my students know and be able to do? • Staff will look at their unpacked standards. (Matrices) and group

standards that work together, (use PARCC evidence tables and blue prints as a resource, with a plan for standards that are ongoing as well).

• Specific learning targets (essential standards) will be displayed on PDSAboards and discussed with students, with a focus on specific learning outcomes, 100% of the time.

• Learning Outcomes will be presented by a “Big Question” (Socraticlearning)

• All lessons will begin with introducing or revisiting the daily learningtargets. All lessons will end with a summary of learning targets and an exit ticket to check understanding.

How will my students and I know when they/we are successful? • CFA's and rubrics will be reviewed and revised during data meetings

prior to administration of CFA and instruction • Assessment checklist will be reexamined and revised by TLC to ensure

rigorous assessments aligned to PARCC rigor and format • Proficiency criteria will be established before the CFA to ensure alignment• CFA will be used as a roadmap for instruction. With test-in-hand,

instruction will be planned• The use of Exit tickets will increase and be put into plans prior to

instruction. Evidence of exit tickets will be brought to data meetings oncea week.

• CFAs will be examined during Deep Dive meetings after majorassessments to ensure alignment to format and rigor

• Goals will be set with students during bi-weekly feedback meetings.Evidence of feedback meeting times will be evidenced in Lesson plans andshared at data meetings.

• Skeleton of the lesson plans will be available the day after team planningmeeting (3rd, 4th, 1st Wed. 5th, 2nd, Kinder Fri.) prior to the week or unit ofInstruction.

Data to instruction #2 What learning experiences will facilitate their success?

• Toolbox Tuesdays will continue to spotlight teachers who are usingeffective and innovative instructional strategies

• “What worked” after each data study will be documented during datameetings and displayed somewhere in the data room for other teachers to see.

• Coaching form will be used frequently when IS’s or admin see a need ininstruction or when a teacher requests assistance

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• Modeling of effective instructional strategies will be done frequently by IS's and level III teachers

• Staff meetings will focus solely on effective instruction and planning for effective instruction

• Learning walks will be done during data meetings • Vertical alignment during priority teams will focus on discussion about

effective instructional strategies “What has worked great in my classroom is…” to include Math Practices, Close Reading and Accountable Talks

• Teach Like a Champion Book study will consist of each grade level teaching one chapter of the book to staff. The chapters and strategies will be revisited during staff meetings.

• To facilitate best instruction, " No Worksheet semester" all worksheets need to be approved by team in data meetings.

• “CIFS” will be introduced during data meetings and used as a resource in purposeful planning during data and team meetings

• Socratic method will be modeled by Admin/I.S. Socratic method will be planned for and included in all instruction

Based on data, how do I refine the learning experiences of my students? • Continued use of lesson plan templates (with clearly defined essential

components) that allow for re-teaching, tweaking and refining based on student data (exit tickets, observations, CFA’s, classwork, etc.)

• Evidence of data driving lesson plans will be discussed during all feedback conferences

• Lesson plans will be fluid and flexible-and led by student data • Exit ticket data will be brought to each data meeting and changes to lesson

plans will be done during data meetings based on exit ticket data. • Lexia/I-Station data will be looked at frequently and RTI kids monitored

by interventionist. Help with RTI lesson plans will be given by I.S’s when a child is not making progress.

• IS’s (K & 1), AP (4 & 5) or Principal (2 & 3) will attend planning meetings to ensure that we are aware of needs and obstacles

Writing #3 • PARCC aligned writing samples, questions and rubrics will be

implemented with students. This will be monitored during CWT, Data meetings, one on one observation, discussed during feedback conference.

• Continued PD by IS's on PARCC aligned writing • PARCC rubrics created by Columbia last semester, will be used to score

student writing. K-5 will implement PARCC aligned writing rubrics, which were created by writing priority team last semester.

• IS's will continue to provide PD in the area of writing during our extra turnaround hours (extended staff meetings). They will also coach teachers and model writing lessons in the classroom.

• Student writing will continue to be brought to data meetings a minimum of once a month. They will be scored together to calibrate our scoring.

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Instructional strategies for improving writing will be discussed, documented, and admin and IS’s will monitor implementation of strategies. Effectiveness will be discussed at data meetings and new strategies discussed and implemented. Cycle will continue. Writing will be a huge focus at data meetings

• Step Up to Writing will be used in all classrooms as a tool, not necessarily as a primary way of teaching writing.

• All classrooms will have PARCC aligned writing rubrics, that have been created and developed by grade level teams

• Students will all become familiar and comfortable using rubrics and will have them in their interactive journals

• Students will set writing goals. Goal reachers will be acknowledged and rewarded four times a year.

• A middle-of-year writing assessment will be decided on by grade level teams and administered in Feb. An aligned end-of-year assessment will be given in May 2015. Growth data will be collected and used to plan for next year.

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Question: 1 2 3 4 5 6 7 8 9 10

Totals:

Pretest / % / % / % / %

Posttest

/ % / % / % / %

Conceptual Refinement: Enrichment:

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Beginning Step 0 – 59%

Nearing Proficient 60 – 79% Proficient 80 – 99% Advanced

100%

Pretest

Posttest

Instructional Strategies

Do’s Who? What?

Conceptual Refinement: Enrichment:

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Instructional Strategies Do’s Who? What?

Conceptual Refinement Enrichment:

Strengths – areas in which the class as a whole did quite well Standards: Questions: Challenges – areas in which the class did fairly well but were not strong Standards: Questions: Critical Needs – areas in which the class did not perform well Standards: Questions:

Digging Deeper - Pretest

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Public Commitment

Personal Commitment

My Goal Reflection

Goal Met? Yes Not yet

Personal Commitment & Reflection Pretest/Posttest

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` Columbia Elementary--Feedback Form (Revised 1/15)

Teacher: Date: 2/17 Administrator/IS: TG Teacher Action Plan (TAP) Goal: Writing

1. Action Steps from last datameeting 2. Feedback from previousconference 3. What worked? (Action Steps fromlast feedback session) 4. What didn’t work?5. Obstacles encountered6. Support needed

Current CWT/Video 1. Wows!2. Wonders3. Did you get intended outcome?4. Possible Root Causes5. Opportunities for improvement?6. Questions/Clarifications

RIGOR/MANAGEMENT discussion

1. Growth producing feedback• Small Concise Action Step• How will you do this?• Specific Steps• By when?

2. Questions for us? Support neededfrom us?

Previous Current (Video Reflection) Lesson Plan Reflection

Next Steps

Action Step: (Teacher Will:)

Will ask JoAnn to help on thecarpet whenever possible,especially when working onexit tickets

Changing to making kidsreally earn positive rewards,not being a “softie.”

Being positive but firm,consequences areconsequences

Discuss lesson plans- going tolook at their plans NEXTFriday

No worksheets- only incenters

By (date) Support Needed From Facilitator: Support with changes

• Likes how the kids talk toeach other and arecomfortable with each other

• Asks if she’s helping them toomuch

• Asks a lot of questions, uses alot of nonverbal cues

• Transitions were great• Dig in a little bit deeper• A lot happening in three

minutes- great• Likes Close reading now that

they are using big book fromScott Foresman

• Close Reading techniquesworking very well

Action Step: (Teacher Will:)

• Will try to not give as manyverbal cues next time

• Will work on digging deeperand staying with one broadquestion for a long timeinstead of moving into abunch of questions and notdigging deep enough

• Still working on not being asoftie- working on beingtouch and following TeachLike a Champion strategies

RTI: Does during bilingual centers Uses Lexia during daily five Will send home skill- builders Using Scott Foresman sight words Focuses on Lexia with Camp Columbia

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Will talk about writing thatshe’s worried about next time

How to address needs of kids that aren’t reaching writing goals

JoAnn getting better at helping with exit tickets

Not finding “no worksheets” to be difficult

By (date) Support Needed From Facilitator:

• Coaching form for Step Upfor Kinder from Suzette

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NMTEACH Closing the Knowing and

Doing Gap: Using Data to Support


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:Using Data to Support



Session Objectives

• Define the Knowing – Doing Gap

• Identify ways to implement Data Driven Instruction in your school

• Observe a School In Action

• Develop a plan for implementing Data Driven Instruction on your campus


The Knowing –Doing Gap

What is it?

– I KNOW there are data out there

– I KNOW I need to use it to inform our direction

– I KNOW my staff needs it to inform their instruction

But…

Are we DOING it?

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Schools In Action – Let’s Share Strategies!


Watching With A Purpose

• Individually collect ideas, note affirmations.

• What do you want to implement?

• What gives you further ideas for implementation?

• How can you adjust to meet the needs of your school?

• Collect your thoughts on the Graphic Organizer in your workbook.


School In Action – Drilling Down

As you watch the School in Action video, consider how the school is moving from school‐wide data to individual teacher data.

Think about how you use data at your site.

Individual Classroom Data

Content Specific

Short‐Cycle

School‐Wide

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School in Action

Rio Grande High School, Albuquerque Public Schools


As you watch the video, complete your graphic

organizer.

Ideas to Consider



Take?


School in Action

Columbia Elementary School, Las Cruces Public Schools

Tiffany Gomez, PrincipalAs you watch the video, complete your graphic

organizer.

Ideas to Consider



Take?

Page ???






• Chips are used to ensure that all table members share ideas; members will place 1 chip in the middle of the table before sharing 1 idea from the video.


• Once you have “thrown in” your 2 chips, please reserve your additional key ideas until all table members have used their 2 chips.

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Room De‐Brief

• How would you set up your data teams?

• What data can you or your district provide for them?

• How will you overcome the obstacles at your site?

• How will you monitor the progress?

• Add your table’s comments to Today’s Meet.



Focus Question

How can schools set up structures to use data to support differentiation and RTI?

Please reference the school artifacts in the Schools in Action Section of your workbook.


School in Action


Bryan Garcia, PrincipalAs you watch the video, complete your graphic

organizer.

Ideas to Consider



Take?

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Principal Syllabus

• Add to your syllabus the data you need to support your priorities

• What is accessible to you?

• Who can assist you with the preparation and distribution of the data?


What’s Your Action Plan for the Take‐Aways

From Knowing

To Doing


Put It Into ActionDevelop an Action Plan

–What actions will you take to support your priorities?

–What data do you need?

• How can you find that data/information?

• Who are the “go to” people regarding understanding that information?

–What supports/resources do you need?

– Let’s design a plan to use this information.

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Methods for Follow‐up

Using schoolwide and teacher data:

– Design a plan to see what is working and what needs to be revisited

– Determine areas of need for staff members

– Design and implement PD to meet those needs in whole and small group staff meetings

– Use data team(s) to revisit data on a regular basis

– Talk with staff members about their PDPs and update them regularly



As a table, share via Today’s Meet 1‐2 ideas that you want to try next fall.







(505) 330‐4910

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NMTEACH Serving All Student

Subgroups – Strategies to Support ELL and SWD

240



Meeting the Needs of All Diverse Learners in the

Classroom: Taking a Culturally & Linguistically

Responsive Approach

Icela Pelayo, Ph.D., Director

Kirsi Laine, BME Specialist

Bilingual Multicultural Education Bureau

New Mexico Public Education Department

NMTEACH Training January 2016


PARCC SBA

End of Course Exams

Teacher Created Student

Evaluations

Interim Assessments

Non Cognitive Measures

Teacher Effectiveness

Student Achievement

Instructional Practice

Observations with

NMTEACH Rubric

Teacher Value Added

Multiple Measures

Summative Score

Educator Support System

Theory of ActionThis presentation


Learning Objectives

Participants will be able to:• Use ELD Standards to support ELs and

Culturally and Linguistically Diverse (CLD) students

• Understand student learning needs (based on data) must drive strategies selected and applied

• Identify effective and appropriate use of instructional strategies through the observation process

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The Whole Picture

The Silver Bullet!

Magical Strategies

Actually, it’s complicated…

Framework

Standards

Data

Strategies


Beliefs We Hold

• Beliefs about Intelligence and Capacity to Learn

• Beliefs about Teaching and Learning

• Discuss your beliefs about intelligence, learning, and teaching with a neighbor for 2 minutes.

(Saphier & Gower, 1997)


Intelligence and Capacity to Learn

o One language sets you in a corridor for life. Two languages open every door along the way. (Frank Smith)

o Intelligence is not a fixed inborn limit on learning capacity. (Saphier & Gowler, 1997)

o Children’s learning is primarily determined by their effective effort and use of appropriate strategies. (Sapier & Gowler, 1997)

o Researchers found that teachers in high-poverty schools with lower-achieving students often underestimated their students’ abilities (Nieto, 2013; Wink, 2015)

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All Students Can Learn

• IQ tests can measure a person’s current skills, but who can measure someone’s potential?

• It is impossible to tell what a person is capable of in the future if they are willing to put great amounts of effort and apply themselves.

(Hopkins, 2005 Education World: Interview with Carol Dweck)


Teaching and Learning • Teachers are never finished learning (life-long learners)

• Teachers must constantly: • Enlarge their repertoire• Stretch their comfort zones• …”make choices that allow the curriculum to come to life and create meaning”..

(Schreck, 2011) • Develop their ability to match students to reach more students with appropriate

instruction (Saphier & Gowler, 1997)

“The basis for holding high expectations for all children under our care is respect for them as individuals and the belief in their unlimited range of possibility as learners.” (Schreck, 2011)

•


Culturally and Linguistically Responsive PedagogyUnderstanding the approach

Framework

Standards

Data

Strategies

243


What CLR is not

• Heroes and Holidays– Rosa Park and MLK, Jr. – Squanto and Thanksgiving– Cinco de Mayo celebrations

• International Day/Fair/Booths– Food, music, and traditional dress– “Taco Tuesdays”

• Why are these non-examples?– At Best: Superficial focus on popular culture or

folklore– At Worst: (Un)intentionally perpetuating factually

inaccurate information about a group’s history, language, culture, or traditions


• …“is the validation and affirmation of the home (indigenous) culture and home language for the purposes of building and bridging the student to success in the culture of academia and mainstream society.” (Hollie, 2012, p. 23)

Culturally and Linguistically Responsive Pedagogy - CLR


• Validation – the intentional and purposeful legitimatization of the home culture and language of the student

• Affirmation – the intentional and purposeful effort to reverse the negative stereotypes of nonmainstream cultures and languages portrayed in historical perspective.

(Hollie, 2012, p. 23)

CLR

244


What CLR is

• Culturally and linguistically responsive teaching is the teaching that helps children build bridgesbetween what they already know about something to what they need to know about it.

• Culturally and linguistically responsive teaching practices are the tools that teachers use to build those bridges.

• Culturally and linguistically responsive teaching does not necessarily have to focus on culturally relevant content. It can, but it doesn’t have to.

Lucas, Villegas & Freedson- Gonzales, 2008; Villegas & Lucas, 2002


WIDA’s CAN DO Philosophy


Linguistic AssetsContributions• Knowledge of multiple

languages, varying representation of ideas, metalinguistic and language learning.

• Diné• Jicarilla• Keres• Tewa• Tiwa• Towa• Zuni• Spanish• Vietnamese • Russian• Arabic• Chinese

Potential • Bi- or multilingual practices, abilities

which learners utilize to communicate effectively across multiple contexts, multiple ways of expressing their thinking.

NMTEACH 1D, 1E, 2A

245


Cultural AssetsContributions• Different perspectives, practices,

beliefs, social norms, ways of thinking.

• Transnational/Global perspectives

• Family/Elders

• Community

• Schooling

• Education

• Teachers/educators

Potential • Bi- or multicultural practices was well

as unique and varied perspectives, ability to develop relationships in a global society, ability to navigate a variety of sociocultural context.

NMTEACH 1D, 1E, 2A


Experiential Assets

Contributions• Varied life and educational

experiences, exposure to unique topics, diverse approaches to learning and expressing content knowledge.

• Native Americans

• New Mexicans

• Immigrants – North America (Canada & Mexico)

– Central & South America

– Europe

– Africa

– Asia

Potential • Enrichment of the school curriculum,

extracurricular, and community opportunities, success in school and beyond.

NMTEACH 1D, 1E, 2A


Social and Emotional Assets

Contributions• Personal interests and needs,

awareness of and empathy for diverse experiences, knowledge and enrichment of community resources.

Potential • Ability to form and sustain positive

relationships, and broker meaningful interactions among peers and others within and beyond school.

NMTEACH 1D, 1E, 2A

246


• Educators to unleash learners’ potential and serve as their advocates in culturally responsive ways, to continue to grow their capacities by learning from their students, to inspire active engagement of students and families, and to collaborate to promote effective strategies and seek solutions together.

• Administrators to build systems uniting schools and communities with a vision, time, and space for meaningful collaboration in support of language development and academic achievement of language learners.

To Empower…


Reframe Challenges as Opportunities

Deficit Thinking

• These kids can’t…• These kids have

no…• You can’t expect

me to…because these kids…

• I tell the parents but they don’t…

• There’s no way…• This is the way

we’ve always done….

Can Do Philosophy• My students can do…

– My students are not yet…

• My students need more of…

• I need to help my students develop…

• How can I better communicate…

• I engage my students’ families by…

NMTEACH 2C


English Language Development (ELD) StandardsAcademic language development for all

Framework

Standards

Data

Strategies

247


Left Elbow Partner

• How do you describe academic language?


Academic Language…

• As a table group choose 2 specialists below and describe the yucca as those specialists:– Poet

– Mathematician

– Scientist

– Historian


CCSS Connections

• Emphasis on text complexity and language

– Academic Vocabulary and Function

• Increased emphasis on building knowledge from informational text

• Expectation that students will produce and use evidence in text to justify their views

NMTEACH 1A

Santos, M., Darling‐Hammond, L. & Cheuk, T. (2012). Teacher development to support English language learners in the context of Common Core State Standards. Understanding language, Stanford University.

248


Language & Content

• Language proficiency involves the language associated with the content areas.

• Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content.


2012 WIDA ELD Standards were formally adopted and are effective as of August 29, 2014.

www.wida.us

http://ped.state.nm.us/ped/Bilingual_WIDA.html


ELD Standards• ELs needs social, instructional, and

academic language to engage peers, educators and the curriculum in schools.

The Five Standards:

• ELDS 1: Social & Instructional Language

• ELDS 2: The Language of Language Arts

• ELDS 3: The Language of Mathematics

• ELDS 4: The Language of Science

• ELDS 5: The Language of Social StudiesNMTEACH 1C

249


ELD Standards• Discourse Level

– Linguistic Complexity

• Amount of speech/written text

• Organization and cohesion of ideas

• Sentence Level

– Language Forms and Conventions

• Types of grammatical structures

• Match of language forms to purpose

• Word/Phrase Level

– Vocabulary Usage

• General, specific and technical language

• Multiple meanings of words and phrases, nuance and shades of meaning Idiomatic expressions

NMTEACH 1C


ELD Standards• Discourse Level

– Linguistic Complexity

• Amount of speech/written text

• Organization and cohesion of ideas

• Sentence Level

– Language Forms and Conventions

• Types of grammatical structures

• Match of language forms to purpose

• Word/Phrase Level

– Vocabulary Usage

• General, specific and technical language

• Multiple meanings of words and phrases, nuance and shades of meaning Idiomatic expressions

NMTEACH 1C


A Math Example

250


What is a cell?


WIDA Performance Definitions

• Outline how ELs process and use language for each level of language proficiency in grades

K-12

NMTEACH 3A


Receptive Language: Listening and Reading

251


Expressive Language: Speaking and Writing


Data For Planning, Teaching, and LearningUnderstanding students’ learning needs

Framework

Standards

Data

Strategies


Right Elbow Partner

• What is data?

• What data do you frequently use to support the success of ELs and SwD?

252


New Mexico StudentsAll:

338,000All:

338,000

CLD: 71% CLD: 71%

ELs: 16%

BME: 17%

ELs: 16%

BME: 17%

ELs in BME

48%

ELs in BME

48%


Data: Further Statistics- Students with Disabilities (SWD)

SWD are 12.7% of total student population…

Gen. Pop

Els

SWD

But SWD are 20% of the EL

population


Data: Further Statistics -English Learners

ELs are 16% of the total student population…

But ELs are 24% of the SWD population

253


Federal Requirements around ELs• Federal Law (Title VI of the 1964 Civil Rights Act)

requires that all ELs receive appropriate instruction that meets their learning needs

• District and School requirements:– Process for identifying ELs – Structures and programs in place to support ELs– School/Instructional plan designed with ELs in mind– Teachers and aides prepared to work with ELs– ELs are integrated into larger school community– Entire school staff engages ELs and their families in a

positive and meaningful way


Twice Protected

• ELs with disabilities are federally protected, twice:

• Title VI of the 1964 Civil Rights Act

• IDEA 2004


EL Identification Process

NMTEACH 1E

254


WIDA ACCESS for ELLs© Reports

NMTEACH 1D, 1F


WIDA ACCESS for ELLs© Reports

NMTEACH 1D, 1F


Identifying ELs in RostersACCESS for ELLs© data

Overall Composite ScoreEL Status

NMTEACH 1D, 1E, 1F

255


Teacher “Need-to-Haves”

• Quantitative data• Assessment data:

• SBA/PARCC• ACCESS for ELLs© (if student an EL)• Short-Cycle Assessment

• IEP goals and short-term objectives

• Accommodations vs. Modifications

• Demographic data

NMTEACH 1D, 1E, 1F, 3A


Other data to consider?

• Qualitative data– Student interests, learning preferences

(styles), hobbies, experiential background, etc.

– Student’s disability category


Strategies To Support All LearnersWhat to look for in the observation process

Framework

Standards

Data

Strategies

256


Table Talk

• What are some strategies you expect to see when you go into a teacher’s classroom?– methods

– approaches

– supports

– activities

NMTEACH 1B, 1D


CLR Teaching Practices• Based on constructivist approach to teaching

and learning• Build on students’ cultural and linguistic

resources by accessing prior knowledge and relevant experiences

• Funds of Knowledge (Gonzales, Amanti & Moll, 2005)

• Help students examine curriculum from multiple perspectives

• Use a variety of assessment practices that promote learning

• Make the classroom culture inclusive of all students Lucas, Villegas & Freedson- Gonzales, 2008; Villegas & Lucas, 2002

NMTEACH 1B, 1E, 1F, 3A


Help students constructknowledge

Build on students’ cultural and personal strengths

Help students learn goals from multiple perspectives

Use a variety of assessment practices that promote learning

Make classroominclusive of all students

•Self-inquiry•Problem-solving•Instructionalconversations•Balancebetween teacher-student talk time•Purposeful grouping

•Examples from students’ lives•Build on students’ interests•Tap into prior knowledge•Real-world connections & application

•Explore subject matter from different views•Use multiple languages•Primary sources•15% NM CCSS

•Formativelanguage assessment•Use of rubrics •Student data folders•Integrated presentations•Portfolios•Data analysis

•Open-door policy•Speak students’ home language•Create a culture of collaboration and support•Invite community in

Culturally & Linguistically Responsive Teaching Practices

NMTEACH 1E, 2A

257


Help students construct knowledge

•Self-inquiry•Problem-solving•Instructional conversations•Balance between teacher-student talk time•Purposeful grouping

CLR Teaching Practices

NMTEACH 1E


Build on students’ culturaland personal strengths

•Examples from students’ lives•Build on students’ interests•Tap into prior knowledge•Real-world connections & application


NMTEACH 1E, 3A


Help students learn goals from multiple perspectives

•Explore subject matter from different views•Use multiple languages•Primary sources•15% NM CCSS


NMTEACH 1E

258


Use a variety of assessment practices that promote learning

•Formative language assessment•Use of rubrics •Student data folders•Integrated presentations•Portfolios•Data analysis


NMTEACH 1E, 1F


Make classroom inclusive of all students

•Open-door policy•Speak students’ home language•Create a culture of collaboration and support•Invite community in


NMTEACH 1E, 2A


A CLR StrategyScaffolding for Language Learners

NMTEACH 1B

259


Six Essential Understandings of Second Language Learning

• Conversational vs. Academic Language• Access to/use of comprehensible input • Develop academic language through social

interaction• Strong L1 Skills Stronger L2 Skills• Lower anxiety in classroom• Explicit attention to linguistic form

– Not just vocabulary!

NMTEACH 1E, 2A, 3C

Lucas, Villegas & Freedson-Gonzalez, 2008


Planning for Success: Before Instruction

• Learn about the academic & language background of your language learners

• Identify language demands of classroom tasks—consider linguistic abilities

• Minimize the potential for anxiety in the classroom

NMTEACH 1B, 1C, 1E, 2A, 3A, 3C



Lesson Planning Discussion

• When observing in classroom, what questions come to mind if/when you see some students using different learning materials compared to rest of the class?

260


What is a Scaffold?

• Hint:

• A temporary support

• Once the skill is learned, the support is no longer needed

NMTEACH 1E, 3B



Using extra-linguistic supports

•Visual tools (pictures, illustrations, maps, videos)•Graphic organizers (graphs, timelines, Venn diagrams)

Scaffolding for Language LearnersCLR Practices (p. 10)

NMTEACH 1E



Supplementing and modifying WRITTEN TEXT

•Develop study guides•Adapt or rewrite text•Textbooks with added notes in margins•Highlight text to signal central concepts & key vocabulary

CLR Practices – Scaffolding (p. 10)

NMTEACH 1E


261


Supplementing and modifyingORAL LANGUAGE

•Minimize use of idiomatic expressions•Pause more frequently & for longer periods•Provide outlines of lessons•Repeat key ideas•Establish classroom routines


NMTEACH 1E



Giving clear and explicit instructions

•Provide clear and explicit instructions for how to get the work done•Write instructions on board & give them orally•Ask students to take notes and/or have them repeat instructions back to teacher•Have students refer to detailed written instructions•Whatever methods used, be attentive to using language that is comprehensible to ELs


NMTEACH 1E, 2D



Facilitating and encouraging the use of students’ native languages

•Ask bilingual students to provide formal & informal assistance to ELs•CAUTION: Teachers must think carefully about the nature of support provided this way•With beginning ELs, allow first drafts in L1•Provide materials in other languages to supplement course materials


NMTEACH 1E


262


Engaging ELs in purposeful activities to interact and negotiate meaning

•Simply grouping students does NOT help•Focus and nature of interaction are important•Substantial and equitable opportunities •Interactions involve negotiation of meaningo Teacher ask how/why questionso Teacher responds with non-evaluative commentso Teacher as facilitator, not questioner•Allow use of native languages for problem-solving among students who speak same language

CLR Practices – Scaffolding (p.11)

NMTEACH 1E



Minimizing anxiety associated with being an EL in mainstream classroom

•Support ELs’ linguistic and cognitive growth by preventing harassment•Establish and enforce classroom rules that:o Respect all studentso Minimize competitiono Encourage cooperation•Give newly arrived ELs time before requiring them to speak English


NMTEACH 1E



Scaffolding vs. Differentiation?

Scaffold = Supports

• “Variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process.”

Differentiation = Changes

• “Wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse group of students, with diverse learning needs, in the same course, classroom, or learning environment.”

http://edglossary.org

NMTEACH 1C, 3A, 3B, 3C

263


Accommodations & Modifications

• An accommodationdoes not fundamentally alter the content and/or performance expectation for a student.

• Accommodations must be determined on an individual basis and reflect the true needs of the student without regard for ease of delivery or availability.

• A modificationfundamentally alters the content and/or performance expectation for a student.

• Modifications must be determined on an individual basis and reflect the true needs of the student without regard for ease of delivery or availability.


Accommodations

adapted from Wood, 2006

Required by IEP

Access to instruction and activities

Preplanned

DuringInstruction

Respond to student need to access instruction and activities

Spontaneous


Contextualized Use of Strategies

• Intentional use of instructional supports and strategies

• Strategies selected should address student needs based on data!!!

• Strategies must support the learning goals

• Grouping strategies must be consistent with learning goals– Heterogeneous groups: language development

– Homogeneous groups: discrete skill development

– Groupings not to be permanent!

NMTEACH 1B

264


Instructional Strategies to Connect Language to Content

• From everyday, familiar, and concrete To subject specific, unfamiliar, and abstract

• Connect students’ real world experiences to school experiences

• Plan teaching and learning experiences to move toward specialized written texts (don’t start there)

• Create engagement and discussion opportunities to bridge to written text

NMTEACH 1B, 3A


Increasing Interaction to Build Fluency with Target Language

• Model the language and interaction expectations• Create opportunities for students to process

information: – individually– in pairs– in small groups

• Compare/contrast information to source– reading (other texts)

• Apply information/new learning to task – writing (other tasks)

NMTEACH 1B, 3B


Examples of Sensory, Graphic and Interactive Supports

NMTEACH 1B, 3B

Sensory Supports Graphic Supports Interactive Supports

•Real-life objects (realia)•Manipulatives•Pictures & photographs•Illustrative, diagrams & drawings•Magazines & newspapers•Physical activities•Video & films•Broadcasts•Model & figures

•Charts•Graphics organizers•Tables•Graphs•Timelines•Number lines

•In pairs or partners•In triads or small groups•In a whole group•Using cooperative groupstructures•With the Internet (Websites) or software programs•In the native language (L1)•With mentors

2007 WIDA ELP Standards Frameworks

265


Examples of Sensory Supports across ELDS

NMTEACH 1B, 3B

Supports related to the language of Language Arts

Supports related to the language of Mathematics

Supports related to the language of Science

Supports related to the language of Social Studies

•Illustrated word/phrase walls•Felt or magnetic figures of story elements•Sequence blocks•Environmental print•Posters or displays•Bulletin boards•Photographs•Cartoons•Audio books•Songs/charts

•Blocks/cubes•Clocks, sundials, and other timekeepers•Number lines•Models of geometric figures•Calculators•Protractors•Rulers, yard/meter sticks•Geoboards•Counters•Compasses•Calendars•Coins

•Scientific instruments•Measurement tools•Physical models•Natural materials•Actual substances, organisms or objects of investigation•Posters or illustrations of processes or cycles

•Maps•Globes•Atlases•Compasses•Timelines•Multicultural artifacts•Arial & satellite photographs•Video clips

Adopted from Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.


Connections to NMTEACH Domain 1:Lesson Plan Activity

Background Context• Teacher:

– 6th grade English Language Arts– 3 years (1st year in your school)

• Students:– Total: 30 in this class period– 80% Hispanic students– 2 Students with specific learning disabilities: one

in reading, other in writing – 8 Long-term ELs


Connections to NMTEACH Domain 1:Lesson Plan Activity

• Review Lesson Plan

• Use the CAN DO philosophy – Think: Assets, Contributions & Potential

• NMTEACH Rubric is not a checklist!– Preponderance of Evidence

266


Providing Constructive and Specific Feedback to Teachers

• How is this lesson CLR?• How would you coach and support this

teacher to move him/her to the next level?• Pluses (+): Areas of Strength

– What is effective about this lesson?• Deltas (Δ): Areas of Growth

– What are some changes you would like to see?• Recommendations:

– What recommendations do you have?• Questions for this teacher?

– What clarifying questions do you have?

267