We are all Scientists

Did you know that you are a Scientist?  Everyday you are using the steps of the Scientific Method and you may not even realize it! I know that until this week I had not made the connection that what I am doing everyday can be correlated to the Scientific Method.  I was asked to read the book A Framework for Understanding Poverty by Ruby K. Payne, Ph.D. If you have a "to read" list, I would recommend this book for you. There is a wealth of information and insight that I have learned from reading this book, and making the connection to Science is what I took away from my reading this week. Let me show you how it relates!

Ask a Question:  Why are my benchmark scores ______ (so low, not what I expected, different from the other teacher...You choose what you think)

Background Research:  Looking at Data, researching the data, connecting the TEKS, lessons and content.

Hypothesis: I think my scores are low because I need to teach _____ and students need to know more about ____.

Experiment:  This is our reteaching, the changes we are making for instruction, small groups, interventions, and all those other awesome ideas you have for helping your students!  Are the "experiments" I have in place working? Do I need to try something different or are the students on the right track?



Record Data:  We know about data collection! How are your students responding to your instruction, the interventions and how can we keep track of that? How did they perform on the reassessment?

Analyzing Data and Drawing Conclusions:  What are we going to do with the information we collected? Nothing, the student is more successful, SST/RTI because the student is still struggling, or do we need to communicate with parents? How can we use this data to improve instruction and facilitate conversations during planning?

Communicate Results:  How can we share with others?  Can we call on our peers to help us in areas that our students are struggling?  Sometimes I need help with content knowledge or instructional strategies. Our campus is amazing at helping one another and I sometimes ask 3rd grade or 5th grade teachers for help.  Megan and Amy help me understand what they teach in 3rd grade that my students have been exposed to and Tracie and Courtney help me understand where students are headed and what is very important for students to know when they leave 4th grade. We have adjusted the amount of time we spend in some standards based on feedback from these other grade levels. I encourage you to talk the the grade levels you are next to and have those conversations about your "Data Results". Anytime we can collaborate with others we have an opportunity to learn something new.

Our job is so important and each day we are helping students build Cognitive Strategies that help them learn.  According to Ruby Payne, Ph.D., there are three stages to the learning process. Those are input, elaboration, and output. I have listed a few cognitive strategies that students need to build in each category below, but if you would like to see them all you can find that information on page 93 in her book.

• Input: Explore Data, Organize Data and be able to consider two sources of information at once.
• Elaboration: Build inferences, make a plan using the data, and use appropriate labels.
• Output: Communicate clearly the labels and process and visually transport data correctly.

If we can help build these strategies in students, then it helps them become better learners. We are already doing this when we ask students to make connections to prior knowledge, when we ask higher level questions, and when we ask students to compare and contrast information. Another way we are helping students build cognitive strategies is when we ask them to use the Scientific Method. If we can tie this method to our teaching practices, can we tie this method into all content areas? Can we change the way we look at instruction to facilitate cognitive growth within ourselves and our students?  Deep down we are all scientist and each one of you are doing amazing things in each part of this Scientific Process.

Share some ways you are using the Scientific Method for instruction in other content areas beyond Science.

-Blog post written by guest blogger Nicole Young

Moving Forward on a Line of Progression

There has been a lot of discussion and "look fors" that have been shared over the course of the last twelve weeks. At times it seems as though there is only more to do and no progress forward. Unfortunately, that is the myth learners believe if moments are not taken to reflect on the goals set or note the steps made toward progress.

When looking at the campus problem of practice, what gains have we made? Looking at the progress of our campus as a whole we are already making steps forward. We have many things we have put in place and our doing with fidelity (noted by the green arrow). There are things that we are moving towards and are making steps toward doing as part of our common practice (noted by the yellow arrow). Then there are things we have set as goals, plan to achieve, yet have not put into place (noted in red).

Some may look at this and see all the red. That would be an unfair assessment of our growth. What would be a fair assessment is to look at the green AND the yellow. When this Problem of Practice was set in motion, it was done with the knowledge that what we set before us, was a goal that would not be met overnight or even in a year's time. If it was, the expectation was set too low. The teacher leaders that help craft this knew what the teachers and students of our campus could do. Would it be easy? No. Would it take time? Yes. Would it make us uncomfotable? More than likely. Would it be worth it? Most definitely.

This progress has been one step at a time. For some, slower than they would like. For others not slow enough. One would argue, though, that regardless of how one feels about the pace of our progression, upon reflection, progress has been made. 

It is with this idea of reflection and really looking at where one is, that we ask you to evaluate your team and yourself in regards to your lesson planning. What is the progress of your team and yourself in this area? How have you grown? What have you already changed to deepen the process of planning and lesson preparation?

A line of progression helps us determine where we are individually and as a team. It isn't about making it to the finish line, but that you are moving forward... one step at a time. Looking at the "Lesson Plan Look Fors Guide" and reflecting both on your growth and your team's growth... where do you and your team fall on the "Lesson Planning Line of Progression?"

Here is an example of how a teacher might have reflected on where he/she was both individually and as a team in the area of lesson planning with a "Line of Progression" at the beginning of the year:

Here is what a line of progression might look like for this same teacher 12 weeks into the school year:

Using a red pen to determine- not yet doing, a yellow pen- in process or starting to do, and a green pen- doing with fidelity; the teacher was able to assess where he/she was, the progress being made and next steps both individually and for the team.

A line of progression doesn't have to be on a fancy template or for anyone else to see. It is for you to assess where you are and see where you have grown. It is designed to celebrate the progress and determine your next steps. If you are one that would like to use a "Line of Progression" guide as provided in the examples here are a couple of docs you can utilize as resources:

BOY Line of Progression (Where I was when the school year began)

Line of Progression Ongoing (Where I am at any given date)

To help you determine where you fall in the "Lesson Planning Line of Progression" a few questions are provided to guide you.

As a team: 

• Are you unpacking the TEK(s) tied to each lesson and identifying the verb and the mastery that should be demonstrated when this standard is taught? 
• Are you collaborating and aligning the student friendly learning target?
• Are you together generating 2-3 Higher Level Questions and/or determining ways to get students to ask higher level questions?
• Are you determining places throughout the lesson that lend themselves to opportunity for student to student communication?
• Are you discussing where learning misconceptions may occur?
• Are you determining way to create literacy rich opportunities via journals, digital projects, speaking opportunities, etc? (are tasks just part of literacy or are they stretching and growing your students and ARE literacy RICH)
• Are you talking together what the key learning you want students to have at the closing?
• Are you considering where in the lesson are opportunities for "Quad D" moments? 

Individually:

• Before planning with the team have you familiarized yourself with the scope and content that you will be discussing during planning?
• Have you familiarized yourself with the TEK(s) to the point you have a general understanding of how it would be unpacked?
• Do you come to planning with ideas and an open mind to other ideas for how lessons can be delivered?
• After planning and before instruction do you read over the lesson and look for opportunities to craft "moments" of purposeful talk? 
• After planning and before instruction do you read over the lesson and look for opportunities to do in the moment formative assessments throughout the lesson?
• After the lesson, do you reflect on the lesson and what went well, what you would revise? Where did your student's misconceptions occur?

There are so many celebrations for where we are as a campus. Every PLC agenda notes, every individual conversation, every walkthrough shows this. One of the key elements of this growth is the authentic way in which you interact with one another, your students and your instructional leaders. You are transparent in your practice and eager to continually fine tune your instruction. We are as lead learners moving forward on a line of progression.

Please feel free to leave comments and/or share your thoughts on the Campus' line of progression, your teams or your own individual growth.

Our Journey With Planning

The journey with lesson planning and transparency in our practice, for us, started in late July with our Leadership Academy Team's determination to make this a focus on our campus Problem of Practice. We have had our leadership team, vertical PLCs, and grade level PLCs review, discuss and provide feedback. Now we move forward in action.

We have in place a lesson planning guide to direct our discussions in planning and drive our plans for instruction deeper in collaboration and independently. To see what we are doing, and encourage as well as sharpen our practice, we have designed a focused walkthrough form for peer to peer walkthroughs.

There are a few questions that continue to circle and the hope is that this blog post answers those questions.

• Is the Lesson Planning Guide going to be a "gotcha?"
• Not at all, this is designed to be used as an accountability piece among your team as you plan and as a way for us as a campus to be able to move forward and grow together. It is a way to identify components of lesson planning that are effective and encourage those practices to be the expectation as we continually improve together.
• What evidence are we looking for?
• We are looking for lessons that are warm to you. When you deliver a lesson it is already been discussed deeply with your team, reflected on by you and shows evidence of that. Evidence of that could be shown in the format like what was presented to the leadership team with the Origo lesson (pictured here).

Or it can be notes added to a lesson via post its and/or the actual artifacts and teacher model journals (also pictured below). 

• How will accountability remain if the expectation for turning lesson plans is no longer in place?
• The question that we asked ourselves was what was the purpose of "turning in lesson plans" and who was it for? The overwhelming answer... it was for administration. We want your planning to be about the intentional planning and delivery of instruction for the LEARNERS in your classroom. How will we know planning is being done? It goes right back to good teaching... it must be planned. We will be looking for alignment with learning targets, CBAs will help us see alignment and hold accountable your instruction. Additionally, we want to see your plans in your hands in use as we walk in and observe you instructing your learners. They should not look pristine and untouched but have evidence of your thoughts, reflections and the components from the the lesson planning guide.
• This is also where the walkthroughs indirectly hold each other accountable. The walkthroughs are designed for us to learn from each other and the root of our instruction comes from our planning.
• What is the expectation/philosophy for Learning Targets?
• Our lesson guide speaks to this. We also believe that as teams/content areas plan together their Learning Targets should be created together and be aligned to the standards. (Learning Targets should look the same in each grade level, each content area.)
• We do want to revisit and tighten up our understanding of Learning Targets at a later date. For now, our approach is to have alignment both to the standard and with your team/content partner(s) and is it "kid-friendly" in that the students understand and own it.
• What is the expectation for "turning in" lesson plans with T-TESS?
• Of course with T-TESS the plans should be brought to the pre-conference with a copy for your evaluator. Providing a copy ahead of time is helpful but not required. Using the T-TESS Pre-Conference form is also a guide... teachers can use the form or just a lesson plan that you are able to show how the lesson plan addresses the components of the pre-conference form.

We look forward to the growth, discussions and continued progress we make as a campus and as individuals in this journey. What are your thoughts on this? Please comment below.

-John and Kirsten

Lesson Planning: Process over Product

As a first grade team sat before the district's AP PLC, the team lead, in a matter-of-fact demeanor shared, "We thought we were rocking the planning. We were checking off boxes, getting our learning targets written, addressing the standard, handing out planned activities and sharing what would be the student products. Then we met with our ICLE coach and everything changed." 

The team lead then shared that the team realized they were simply sharing a guide, not going beyond the scope/curriculum to deeply understand the why of the instruction. As a team they were not utilizing the power of collaboration to strengthen their questioning, nor were they utilizing their CIR Rigor and Relevance rubrics to empower the planning to bump up their daily lessons.

This strategic shift in mindset has enhanced and enriched an already efficient, high-performing team. As a dynamic, growth focused team they were able to strategically move from the idea of a product approach for lesson planning to focusing on the process. 

In addition to this shift, the team also shared that in order for this mind shift to successfully occur they worked from a closely adhered to set of norms. These norms included:

• Come Prepared- each team member looks at the scope for all content teaching to familiarize and anticipate what is being planned; each team member has content responsible for planning ready with skeleton plan that anticipates where the rigor and relevance of the lesson falls as well as ideas for student product, but not finalized and ready for input: questions, learning target, opening, work period, closing and student product
• Stay Focused- silence digital tools not pertaining to planning/stay off cell phones; limit side conversations and personal conversations not pertaining to planning
• Keep Each Other Accountable- team members ok with ideas not being utilized; listen to others; have plans ready by Wednesday and be ready/open to modify lessons as needed up until instruction is delivered
• Stay Professional- keep focus on why we do what we do; keep it about the kids... kids come first; resolve problems within the team and keep the concerns/differences between the team with intent to resolve

With these norms in place and coming with the expectation of focusing on the process, they were able to bring in the CIR Rigor and Relevance rubrics with ease finding opportunities within each lesson and each content area to bump up instruction and student learning.

It can be overwhelming when a mind shift occurs with lesson planning. This is an area that reflects the most personal part of a teacher's craft. However, taking steps to challenge oneself and one's team can bring about the most rewarding results. In addition to being privy to an amazing conversation with a first grade team as they went through this mind shift, a recent article titled "Start With Higher Order Thinking" in the October 2016 Educational Leadership, provides an excellent model on how to utilize three strategies to incorporate into lessons to encourage students to think deeply. This article is an excellent read either for individual professional development or as your team expands their understanding of lesson planning. Article: https://drive.google.com/a/nisdtx.org/file/d/0B719zui4hJZHMHJRR1ZONFpIRWs/view?usp=sharing

As we move forward here is the Lesson Planning Look For/Template we, as a campus have collaborated together on and created:

https://docs.google.com/document/d/1-83qjtHzpOOtRy9PT-EZf26ebCSTAsuOVzXhhxc1B5M/copy 

You do not have to use as a template for planning. However, this is intended, as designed by our campus, to be used as a guide as you and your team plan, along with the CIR Rigor and Relevance Rubrics. (Remember this is a living document and can change as we grow and determine need.)

The challenge? It will take time... at first it will more than likely take more time than what you presently use to plan. Our highly efficient first grade team even said it took a bit of time to change from a product approach to a process approach. However, now the team is finishing planning within approximately the same time frame as they did before they implemented these purposeful, strategic and transformative changes to their planning. Do they follow their norms with fidelity? "We cannot afford not to, we have kids we can't let down," responded the first grade team lead with conviction.

What are your next steps in moving from product to process in your planning?

Does your team rotate who plans what content throughout the year to ensure depth of understanding regarding the district resources and processes in place to ensure successful lesson planning?

How can this article move your team forward in this shift?

How will your team utilize the Lesson Planning Look For/Template and CIR Rigor/Relevance Rubrics as you plan together?

Please share your thoughts in the comments below. Let's begin a conversation together that brings greater depth to our planning.

Resource: Brookhart, Susan M. "Start with Higher-Order Thinking." Educational Leadership:Powerful Lesson Planning:. ASCD, Oct. 2016. Web. 14 Oct. 2016.

Thank you for reading this week's SRE Longhorn Learning Post.

John and Kirsten

In Student-friendly Terms...

Before the kids walked through our doors to begin the 2016-17 school year, we, as a campus, had a vision for what this year would look like for all learners. Our Problem of Practice, while heavy with content and intent, needed to be in kid-friendly language if it would be meaningful for students. As teams we wrote kid-friendly POPs that could become part of the everyday foundational focus for learning.

As we reflect, consider:

• How are we bringing those kid-friendly POPs into our everyday learning focus? 
• Is it read, reviewed and reflected upon with the students? 
• Is the kid-friendly POP accessible for reference by students at any time? 
• Do the students see themselves as part of the vision to move forward as learners?

Here are the student-friendly POPs that were written before the start of the school year:

“Longhorns encourage one another to give our best effort and hold each other accountable by communicating our learning.”

 -created by GLAMP plus Intervention Specialist Team

 As Longhorns, we will be responsible for challenging and helping each other to grow in our learning.

2^nd  and 3^rd grade

  

Mrs. Webster and Mrs. Aslin will work together, and with your classroom teachers, to create lessons and activities that will challenge you and encourage you to grow in your learning.  You will work with your friends and challenge each other to create your own thoughtful work in Language Arts, Social Studies, Math, and Science.

Teachers check in with each other to help each other reach goals. Students work together and challenge each other in a positive way.

Teachers will provide opportunities to read, write, and communicate in all classes. Students will actively participate to develop quality work in all classes.

Teachers and students will be partners in learning.

4^th and 5^th grade

Longhorn Learning Goal…Kinder and 1st

We will…

1      Work together as a team

2       Help others

         Work hard to do our best

4.     Make connections and share ideas

   Share in the comments how you and/or your team are being intentional in fostering student ownership of our campus Problem of Practice (kid friendly version)?
 
    Sendera Elementary 2016-17 Problem of Practice

    "Longhorn Master Builder News September 19, 2016"