WELCOME Total Instructional Alignment TIA Based on the work of Lisa Carter Facilitator Training

1. 1 WELCOME!Total Instructional Alignment(TIA)(Based on the work of Lisa Carter)Facilitator Training How many of you know why you are here? Ask for responses if everyone is quiet. We’re here to provide a consistent curriculum and instruction for all kids; many of our students are “school dependent learners”…if they are to learn, they will learn it from us because they don’t have the support at home…for whatever reason. That’s why the Supts. of the 16 districts of NWA committed to this initiative. We all share children who move around and we want to minimize the gaps and overlaps in our delivery of instruction so that the “school dependent” children will have a chance to be successful. In January, 2007, 160 teachers from all 16 districts worked for 5 days with Lisa Carter to clarify and align the ELA and Math frameworks. Work has continued as the documents are being edited and refined. We learned the process and have a good start on the Science frameworks and are beginning on the Social Studies frameworks. We hope to proceed with all of our content areas. The ADE has been supportive and has provided staff, money and support in this process…we expect this will be a model for the state. Your role is to facilitate the teacher learning of this process and how to use the alignment documents in designing lessons in your district. You were selected to be a facilitator because you are a natural leader and learner. How many of you know why you are here? Ask for responses if everyone is quiet. We’re here to provide a consistent curriculum and instruction for all kids; many of our students are “school dependent learners”…if they are to learn, they will learn it from us because they don’t have the support at home…for whatever reason. That’s why the Supts. of the 16 districts of NWA committed to this initiative. We all share children who move around and we want to minimize the gaps and overlaps in our delivery of instruction so that the “school dependent” children will have a chance to be successful. In January, 2007, 160 teachers from all 16 districts worked for 5 days with Lisa Carter to clarify and align the ELA and Math frameworks. Work has continued as the documents are being edited and refined. We learned the process and have a good start on the Science frameworks and are beginning on the Social Studies frameworks. We hope to proceed with all of our content areas. The ADE has been supportive and has provided staff, money and support in this process…we expect this will be a model for the state. Your role is to facilitate the teacher learning of this process and how to use the alignment documents in designing lessons in your district. You were selected to be a facilitator because you are a natural leader and learner.

2. 2 Diamond Reflection I came expecting… Take the “Diamond Reflection” sheet out and fill in the first section that reads, “I came expecting…”Take the “Diamond Reflection” sheet out and fill in the first section that reads, “I came expecting…”

3. 3 Purpose Logistics Agenda Breaks as needed individually Cell phones off or on vibrate Purpose: The purpose of training facilitators for TIA and Lesson Design is to build the capacity of each school to engage in collaborative processes – TIA and Lesson Design – to improve student achievement. The focus of TIA and Lesson Design is for teachers to work together to develop units and lessons and have reflective conversations about the impact of their work…a continuous improvement model. Logistics: Restrooms; snacks/drinks; breaks as needed individually Agenda: Review agendaPurpose: The purpose of training facilitators for TIA and Lesson Design is to build the capacity of each school to engage in collaborative processes – TIA and Lesson Design – to improve student achievement. The focus of TIA and Lesson Design is for teachers to work together to develop units and lessons and have reflective conversations about the impact of their work…a continuous improvement model. Logistics: Restrooms; snacks/drinks; breaks as needed individually Agenda: Review agenda

4. 4 Facilitator Tool Orientation: The Big Eight (page 167) Welcome and purpose Introductions Logistics Mixer/get acquainted Intended results Agenda Review Norms/ground rules Agreement Facilitator tools will be labeled throughout the document. The facilitator tools will help you as you roll this out in your building. This tool came from Sharon Williams who is from the State of Arkansas. Facilitator tools will be labeled throughout the document. The facilitator tools will help you as you roll this out in your building. This tool came from Sharon Williams who is from the State of Arkansas.

5. 5 Intended Outcomes - TIA Understand the three components of Total Instructional Alignment and how they all fit together Understand Total Instructional Alignment and be able to use alignment document/pacing guide to develop units/lessons. Understand the power of collaborative processes and be able to collaboratively design lessons. If you are not familiar with Understanding by Design you will be by the end of tomorrow. If you are not familiar with Understanding by Design you will be by the end of tomorrow.

6. 6 Intended Outcomes: Facilitation of TIA Define role of TIA Facilitators Equip facilitators with knowledge, skills and resources to facilitate the implementation of TIA in their buildings Create a community of TIA leaders for ongoing support and collaboration Professional development is successful when it is done collaboratively and about the work that you do everyday. You will get tools to help with the collaboratively process. You will learn how to create lessons by using UBD Professional development is successful when it is done collaboratively and about the work that you do everyday. You will get tools to help with the collaboratively process. You will learn how to create lessons by using UBD

7. 7 Progress Indicators Participants will know and be able to: Explain the role of TIA facilitators Use collaborative processes to facilitate adult learning Design an initial TIA Implementation Plan Access and use resources to support TIA implementation You are not the expert….you have tools/skills to facilitate the process, access and use resources to help with the process. Give 3 minutes for each table to introduce selves and share something about their life. When timer goes off talk about the timer tools and where they can be purchased. You are not the expert….you have tools/skills to facilitate the process, access and use resources to help with the process. Give 3 minutes for each table to introduce selves and share something about their life. When timer goes off talk about the timer tools and where they can be purchased.

8. 8 Introductions Check-in Who you are… What’s going on… 3 minutes Check-Ins Give People Space to Get Present When people come to a meeting of any sort they bring with them a full load of previous experiences, often still circulating around in their feelings and imaginations. This is true in meetings at work, and each day during an offsite meeting. To help people get present in your meeting, have everyone “check in” and share what is going on for them. This can be personal or professional information, depending on the trust level of the group. It is a sign of respect for the larger lives we lead to simply ask people to reflect on what they would like to share that will help others understand what is going on. Suggest that it would be good to take a bit of time and find out what is going on with everyone before starting work. 2. Set a rough timeframe Start the check-in yourself. Be sure everyone has a chance to talk Record the information if people are raising concerns or items that need attention. Check-Ins Give People Space to Get Present When people come to a meeting of any sort they bring with them a full load of previous experiences, often still circulating around in their feelings and imaginations. This is true in meetings at work, and each day during an offsite meeting. To help people get present in your meeting, have everyone “check in” and share what is going on for them. This can be personal or professional information, depending on the trust level of the group. It is a sign of respect for the larger lives we lead to simply ask people to reflect on what they would like to share that will help others understand what is going on. Suggest that it would be good to take a bit of time and find out what is going on with everyone before starting work. 2. Set a rough timeframe Start the check-in yourself. Be sure everyone has a chance to talk Record the information if people are raising concerns or items that need attention.

9. 9 Facilitator Tool Table-Talk Roles Facilitator Keeps the group on task Makes sure everyone has a chance to participate Recorder Writes down key points on newsprint Spelling and handwriting don’t count in round one Write quickly to keep up with ideas Time Keeper Periodically reminds team members of time constraints Keeps team meetings focused on the tasks at hand Identifies when more time is needed for discussion Runner Gathers/distributes materials as needed Reporter Synthesizes, with the help of group members, key points and summarizes them for the whole group Ask tables to determine roles at this time. Roles should be rotated to that all team members can become more skillful in each area.Ask tables to determine roles at this time. Roles should be rotated to that all team members can become more skillful in each area.

10. 10 Facilitator Tool Development of Group Norms Seven Norms of Collaborative Work* (front pocket of Facilitator Manual – yellow; save for tomorrow) Promoting a Spirit of Inquiry Pausing Paraphrasing (p. 28) Probing (p. 29) Putting Ideas on the Table Paying attention to Self and Others Presuming Positive Intentions *Toolkit on page 195. Seven Norms documents are on the tables…1 for each person. Front side is an explanation of the 7 norms and back side is a group self assessment. Group will conduct the self assessment after lunch or at the beginning of the 2nd day of training if it is a 2-day training. You might request that group members bring their copy of 7 norms with them each time, or have them on the tables OR post a large copy in the room. Effective groups address the Norms as a part of opening and closing most meetings. Consistent use of these norms enhances the quality and productivity of all forms of conversation in any group. Paraphrasing and probing are skills that might take some practice; might provide time for participants to learn/practice these communication skills. Use toolkit on page 195 of your facilitator manual. Might want to ask Counselor to help with this. Seven Norms documents are on the tables…1 for each person. Front side is an explanation of the 7 norms and back side is a group self assessment. Group will conduct the self assessment after lunch or at the beginning of the 2nd day of training if it is a 2-day training. You might request that group members bring their copy of 7 norms with them each time, or have them on the tables OR post a large copy in the room. Effective groups address the Norms as a part of opening and closing most meetings. Consistent use of these norms enhances the quality and productivity of all forms of conversation in any group. Paraphrasing and probing are skills that might take some practice; might provide time for participants to learn/practice these communication skills. Use toolkit on page 195 of your facilitator manual. Might want to ask Counselor to help with this.

11. 11 Facilitator Tool Development of Group NormsSeven Norms of Collaborative Work Which of these norms might be most important for your full participation in the group?1 minute self-reflection2 minutes group processing Popcorn report out STOP Processing break S – Stop T – Think individually about which of these norms might be most important for your full participation in this group. O – Observe/note how using this norm might affect your group behavior P – Process with other members of your group This tool gives the opportunity for group members to be reflective before they begin talking…short periods of individual reflection before a group begins processing increases the quality of the discussion. STOP Processing break S – Stop T – Think individually about which of these norms might be most important for your full participation in this group. O – Observe/note how using this norm might affect your group behavior P – Process with other members of your group This tool gives the opportunity for group members to be reflective before they begin talking…short periods of individual reflection before a group begins processing increases the quality of the discussion.

12. 12 Facilitator Tool  Development of Group NormsSeven Norms of Collaborative Work Considering these seven norms, which might you find most challenging?What strategies might you use to focus in on the ones you might find most challenging? STOP Processing break S – Stop T – Think individually about these 2 questions – 1 minute O – Observe/note how using this norm might affect your group behavior P – Process with other members of your group - 2 minutes Popcorn report out This tool gives the opportunity for group members to be reflective before they begin talking…short periods of individual reflection before a group begins processing increases the quality of the discussion. STOP Processing break S – Stop T – Think individually about these 2 questions – 1 minute O – Observe/note how using this norm might affect your group behavior P – Process with other members of your group - 2 minutes Popcorn report out This tool gives the opportunity for group members to be reflective before they begin talking…short periods of individual reflection before a group begins processing increases the quality of the discussion.

13. 13 What is a facilitator? (Pages 4 – 10) Table Discussion Timer: 2 minutes Facilitator Tools – Timer Tools / Selector Tools Report Out Explain the use of “Selector Tools” in creating higher engagement and on-task participation. From Kagan…software tools. Along with Timer Tools. Directions are with tools. On selector, be sure to select number of individual first, give the group time to be sure the one selected knows how to respond (that’s their collective task). THEN, select the team/table number. It increases engagement. Your were selected because the people in your district felt like you could help lead the process in your school. Refer to page 4 in Facilitator Manual. The facilitator is not the content expert…don’t feel like you must know all the answers…you are facilitating the process. Give the members of the group the responsibility for learning / discovering an answer when no one seems to know….don’t become the “go to” person. Explain the use of “Selector Tools” in creating higher engagement and on-task participation. From Kagan…software tools. Along with Timer Tools. Directions are with tools. On selector, be sure to select number of individual first, give the group time to be sure the one selected knows how to respond (that’s their collective task). THEN, select the team/table number. It increases engagement. Your were selected because the people in your district felt like you could help lead the process in your school. Refer to page 4 in Facilitator Manual. The facilitator is not the content expert…don’t feel like you must know all the answers…you are facilitating the process. Give the members of the group the responsibility for learning / discovering an answer when no one seems to know….don’t become the “go to” person.

14. 14 How is facilitation different than what you do now? Table Discussion Timer: 2 minutes Popcorn report. It’s what you do everyday….good teachers facilitate everyday! Remember, the facilitator is not the content expert…that’s why the Co-op is providing support from Lisa Carter throughout the year. When questions come up, give them back to the group…you want to help the groups be responsible for their own learning.. It’s what you do everyday….good teachers facilitate everyday! Remember, the facilitator is not the content expert…that’s why the Co-op is providing support from Lisa Carter throughout the year. When questions come up, give them back to the group…you want to help the groups be responsible for their own learning..

15. 15 Facilitator Tool Orientation: The Big Eight Quick Check Page 167 Check power point to see if/where the components of The Big Eight are included. Were any of the Big 8 components missing? Answer: Yes, #8 was missing…getting agreement. Ask if everyone is willing to work on using the 7 Norms of Collaboration…thumbs up if yes. Were any of the Big 8 components missing? Answer: Yes, #8 was missing…getting agreement. Ask if everyone is willing to work on using the 7 Norms of Collaboration…thumbs up if yes.

16. 16 Facilitator Tool Decision Making – Consensus Review Step-by-Step Process on page 173. In what situations is consensus the most appropriate decision-making tool? Why not just vote? - -- -

17. 17 Facilitator Tool Decision Making – Consensus Consensus Everyone can “live with” the decision Establish and use evaluative criteria Accept conflict as part of the process Encourage negotiation and collaboration Emphasize fact over opinion Not about winning or losing Don’t give in just to avoid conflict Flipping coins and voting are not viable alternatives Consultative Key decision-maker accepts input and advice, then acts Executive Decisions designated to a single person or team Voting Majority or 2/3 “yes” can make decision The research is clear…..in order for students to succeed they need access to a guaranteed and viable curriculum…-bob Marzano (aligned curriculum, instruction and assessment) .we will speak about the research and fact not just from opinion…. Everyone gives and takes and comes up with “what we can live with”.The research is clear…..in order for students to succeed they need access to a guaranteed and viable curriculum…-bob Marzano (aligned curriculum, instruction and assessment) .we will speak about the research and fact not just from opinion…. Everyone gives and takes and comes up with “what we can live with”.

18. 18 Three Components of Total Instructional Alignment (TIA) Lisa Carter Video 1. Alignment of the System Alignment of the Curriculum and Assessments 3. Alignment of the Instructional Practices in the Classroom (page 59) Lisa provided this over our compressed video system; the image is a little distorted but the message is what’s important. Get to the alignment process….Lisa Carter talks about the alignment of the System, the Curriculum/Assessment and the Instructional Practices in the Classroom. One of these is the easiest to do….listen for what she says is the easiest to align… We have no common language in education about what Total Instructional Alignment really is…… Is there a logical sequential progression as students move from grade-to-grade or course to course? – This is the SYSTEMS Do we have a system in place in schools and in the classroom that is flexible enough to align to the learning needs of students or are we still requiring students to align to the system. (Student passes Algebra exam and pass it do we allow them credit for the course and move to Algebra II). Second area – standards, curriculum and assessment – is the easiest – the State give us Last - Alignment of Instructional practices – what the teacher does when the door closes….are you will to change what you do ….writing the standard in the lesson plan book doesn't do it…. Lisa provided this over our compressed video system; the image is a little distorted but the message is what’s important. Get to the alignment process….Lisa Carter talks about the alignment of the System, the Curriculum/Assessment and the Instructional Practices in the Classroom. One of these is the easiest to do….listen for what she says is the easiest to align… We have no common language in education about what Total Instructional Alignment really is…… Is there a logical sequential progression as students move from grade-to-grade or course to course? – This is the SYSTEMS Do we have a system in place in schools and in the classroom that is flexible enough to align to the learning needs of students or are we still requiring students to align to the system. (Student passes Algebra exam and pass it do we allow them credit for the course and move to Algebra II). Second area – standards, curriculum and assessment – is the easiest – the State give us Last - Alignment of Instructional practices – what the teacher does when the door closes….are you will to change what you do ….writing the standard in the lesson plan book doesn't do it….

19. 19 Overview of Total Instructional Alignment (TIA) Reflection How is TIA different than what we are now doing in terms of alignment? Popcorn report. Validate responses. If we’re not clear about WHAT students are to learn, then when we do it or how we do it doesn’t matter much.Validate responses. If we’re not clear about WHAT students are to learn, then when we do it or how we do it doesn’t matter much.

20. 20 Overview of Total Instructional Alignment (TIA) Reflection Why do you think that Lisa said that of the three areas of TIA, “the easiest is alignment of standards, curriculum and assessments”? Popcorn report. Validate responses… The other two (Alignment of the System; Alignment of Classroom Instruction) require PEOPLE to change. Alignment of Standards, Curriculum and Assessment is about documents.Validate responses… The other two (Alignment of the System; Alignment of Classroom Instruction) require PEOPLE to change. Alignment of Standards, Curriculum and Assessment is about documents.

21. 21 Facilitator Tool Jigsaw (p. 189) Pull Out Negativity By Its Roots by Rick and Becky DuFour At your table: Determine who will read each section Introduction Weed 1 Weed 2 Weed 3 Weed 4 To Build A Culture & Conclusion Read and highlight key ideas - 6 minutes Each person share main points - 1 minute each person At your tables, create a one-sentence “moral of the story” and put on Chart Paper and Post– 4 minutes Look at front of binder and pull our the article by Rick and Becky DuFour. Decide who will read what part of the article, highlight key areas and be ready to share with your table. Have reporter from each table read the ONE SENTENCE “moral of the story”. Thank the group for their thoughtful work. Look at front of binder and pull our the article by Rick and Becky DuFour. Decide who will read what part of the article, highlight key areas and be ready to share with your table. Have reporter from each table read the ONE SENTENCE “moral of the story”. Thank the group for their thoughtful work.

22. 22 Unpacking the Frameworks Bloom’s Taxonomy K – W – L Complete K and W What you KNOW… What you WANT to Know… A blank KWL chart is part of their participant materials. Ask each individual participant to complete the K and W.A blank KWL chart is part of their participant materials. Ask each individual participant to complete the K and W.

23. 23 Unpacking the Frameworks Lisa Carter Video Bloom’s Taxonomy

24. 24 Unpacking the Frameworks Bloom’s Taxonomy (Pages 73 – 75) K – W – L Complete “L” – What you Learned… Ask for some responses in L; then, what do they still want to know? Just nod, say ok and move on to next video… (Don’t say this, but they will have another chance to fill out the L after they learn to use Bloom’s in constructing a learning objective)Ask for some responses in L; then, what do they still want to know? Just nod, say ok and move on to next video… (Don’t say this, but they will have another chance to fill out the L after they learn to use Bloom’s in constructing a learning objective)

25. 25 Unpacking the Frameworks Lisa Carter Video Constructing a Learning Objective Z Chart (Pages 76-78) We’ve never really provided the training and follow-up with support on how to write behavioral objectives – learning objectives. Teachers are doing the best they know how to do. If we want to change what the teachers do…we have to change what they know….this z chart will give them an understanding on how to construct a learning objective. That is what this next piece is! Show video.We’ve never really provided the training and follow-up with support on how to write behavioral objectives – learning objectives. Teachers are doing the best they know how to do. If we want to change what the teachers do…we have to change what they know….this z chart will give them an understanding on how to construct a learning objective. That is what this next piece is! Show video.

26. 26 Practice: Constructing a Learning Objective Divide chart paper into 4 sections; list everything you recall that goes in each of the four boxes. When completed, compare with two other tables. (6 minutes) Blooms translates into writing clear learning goals for students….the box…cut into four sections….every objective has 4 major sections….behavior and a learning from being very general to becoming specific Bx 1 General Behavior- thinking box-at what level do I want my students thinking – only words in box one are blooms words Bx 2 General Learning – Unit/Strand…broader area with the course area…mammals…government…fraction…comprehension Bx 3 Specific Behavior – “doing” box…what do I want my students doing that show what they are thinking…..VERBS only – when students “do the verb” it shows they can do it at the appropriate level Bx 4 Specific Learning – specific content within the strand – what about __fractions___ are students to know, understand, apply Z chart – goes from Bx 1>2>3>4…..if Bx 1 changes then so must the verb in Bx 3…box 4 learning won’t change…the level of thinking will Ex The learner will demonstrate their knowledge of mammals by listing 5 characteristics of mammals. When Box 1 changes…Box 3 must change! Boxes 2 and 4 remain constant.Blooms translates into writing clear learning goals for students….the box…cut into four sections….every objective has 4 major sections….behavior and a learning from being very general to becoming specific Bx 1 General Behavior- thinking box-at what level do I want my students thinking – only words in box one are blooms words Bx 2 General Learning – Unit/Strand…broader area with the course area…mammals…government…fraction…comprehension Bx 3 Specific Behavior – “doing” box…what do I want my students doing that show what they are thinking…..VERBS only – when students “do the verb” it shows they can do it at the appropriate level Bx 4 Specific Learning – specific content within the strand – what about __fractions___ are students to know, understand, apply Z chart – goes from Bx 1>2>3>4…..if Bx 1 changes then so must the verb in Bx 3…box 4 learning won’t change…the level of thinking will Ex The learner will demonstrate their knowledge of mammals by listing 5 characteristics of mammals. When Box 1 changes…Box 3 must change! Boxes 2 and 4 remain constant.

27. 27 Practice: Constructing a Learning Objective Page 77 For the Learning Objectives listed on this page, write (on large chart paper) in Z-square format, the corresponding word/phrase in each of the 4 boxes. (5 minutes) Check your work! Compare to table next to you. Questions? Uses the Learning Objective page from Lisa’s handout. Bx 1 Synthesis Bx 2Nutrition Bx 3 Design Bx 4 Well balanced meal Do the same thing for each one listed Note the one that reads “Create a model of the solar system”…what did everyone put in boxes 1 & 3? Discussion that you can’t always just go by the verb… Talk about if there were any differences…….box two…is broad so it is interpreted differently…nutrition could be health or science Q differences in box one or three….solar system – knowledge…based on ordering planets versus know anything about it…just replicating? Can’t just go by the “verb” but must look at the rest of the objective to determine the level of blooms! It’s not about who is right; it’s about the teachers looking at the frameworks/verbs and having discussions like this…to create a deeper understanding of what our students are to learn and the complexity to which they are to learn it. Uses the Learning Objective page from Lisa’s handout. Bx 1 Synthesis Bx 2Nutrition Bx 3 Design Bx 4 Well balanced meal Do the same thing for each one listed Note the one that reads “Create a model of the solar system”…what did everyone put in boxes 1 & 3? Discussion that you can’t always just go by the verb… Talk about if there were any differences…….box two…is broad so it is interpreted differently…nutrition could be health or science Q differences in box one or three….solar system – knowledge…based on ordering planets versus know anything about it…just replicating? Can’t just go by the “verb” but must look at the rest of the objective to determine the level of blooms! It’s not about who is right; it’s about the teachers looking at the frameworks/verbs and having discussions like this…to create a deeper understanding of what our students are to learn and the complexity to which they are to learn it.

28. 28 Practice: Constructing a Learning Objective W.4.3.11 Edit for spelling of appropriate words, usage, punctuation, capitalization, and sentence structure. Format on Page 78 Use large chart paper; put the corresponding words/phrases in each Z-Chart box. Is this a clear learning objective? If not, then rewrite as a learning objective. Post then Facilitator Carousel W – Writing; 4 – Strand; 3 – Grade; 11 – number of specific SLE Facilitator asks what everyone has in box 2, then box 4…the general and specific learning; then box 1 and box 3. Ask how many teams felt that the SLE was written as a clear, measurable objective; then how many re-wrote it. Get some feedback as to why some re-wrote it…have a table or two read what they re-wrote. Then, can take a look at this SLE in the new ELA alignment doc to see what the alignment team did with this SLE. A good time to talk about the work of the NWA alignment teams – that the alignment docs are a “work in progress”; we’ll want to gather feedback throughout the year for revisions. Not everyone agreed with everything; it was a consensus process…what we could all live with so that students would have consistent curriculum. **Point out that a team did this for every SLE for LA, Math and Sci ….came to consensus about what they could live with…..look at what the group said about that SLE – Note teacher aligned with convention standards left as it was...and wrote a task analysis….check to see how many agreed that it could be left as written….you will come up with the same type of disagreement… We’re going to go with them as they are in the document this year…teachers should keep notes so we can look at this again at the end of the year….this is a continuous Improvement Cycle! W – Writing; 4 – Strand; 3 – Grade; 11 – number of specific SLE Facilitator asks what everyone has in box 2, then box 4…the general and specific learning; then box 1 and box 3. Ask how many teams felt that the SLE was written as a clear, measurable objective; then how many re-wrote it. Get some feedback as to why some re-wrote it…have a table or two read what they re-wrote. Then, can take a look at this SLE in the new ELA alignment doc to see what the alignment team did with this SLE. A good time to talk about the work of the NWA alignment teams – that the alignment docs are a “work in progress”; we’ll want to gather feedback throughout the year for revisions. Not everyone agreed with everything; it was a consensus process…what we could all live with so that students would have consistent curriculum. **Point out that a team did this for every SLE for LA, Math and Sci ….came to consensus about what they could live with…..look at what the group said about that SLE – Note teacher aligned with convention standards left as it was...and wrote a task analysis….check to see how many agreed that it could be left as written….you will come up with the same type of disagreement… We’re going to go with them as they are in the document this year…teachers should keep notes so we can look at this again at the end of the year….this is a continuous Improvement Cycle!

29. 29 Unpacking the Frameworks Bloom’s Taxonomy (Pages 73 – 75) K – W – L Add to “L” if you learned more… Bloom’s taxonomy was revised after his death…basically they have taken the levels and used verbs…instead of knowledge it’s knowing>. Etc/ Also, “Evaluation” was switched with “Synthesis”; we’ll be using the original version of Bloom’s, but wanted everyone to know that there are other versions out there. Bloom’s taxonomy was revised after his death…basically they have taken the levels and used verbs…instead of knowledge it’s knowing>. Etc/ Also, “Evaluation” was switched with “Synthesis”; we’ll be using the original version of Bloom’s, but wanted everyone to know that there are other versions out there.

30. 30 Unpacking the Frameworks Lisa Carter Video Task Analysis (Pages 79-81) After the video… Task analysis is a lost skill….it is basically a “learning ladder”….what the STUDENT needs to know and be able to do…NOT what the TEACHER does….. Task Analysis is not a new term. Madeline Hunter – take a broad goal and break it down into the necessary. Unpacking standards, de-constructing standards…what do students need to know and be able to do to understand that SLE. Essential things that must take place and what order must they happen. TA is NOT what the TEACHER DOES or ACTIVITIES! TA is sequencing the knowledge and skills students will need to achieve the objective. It can be used as a diagnostic tool during instruction. Step 1 – Formulate objective - make sure you have a good instructional goal that is written in behavioral/measurable goal. Step 2 Clarification – make sure we all have a clear understanding of the objective…common understanding of what the SLE means and what a student would be able to demonstrate if they had met that expectation Step 3 Brainstorm - the essential learning pieces leading up to being successful in accomplishing the SLE (goal/obj) Step 4 Sequence – of those essential learning tasks in order of simple to more complex **We don’t drop down below the grade level that you are working on….you can put in prerequisite knowledge skills that kids would have to have to be successful on the concept. If a new teacher didn’t know these it might not get addressed. After the video… Task analysis is a lost skill….it is basically a “learning ladder”….what the STUDENT needs to know and be able to do…NOT what the TEACHER does….. Task Analysis is not a new term. Madeline Hunter – take a broad goal and break it down into the necessary. Unpacking standards, de-constructing standards…what do students need to know and be able to do to understand that SLE. Essential things that must take place and what order must they happen. TA is NOT what the TEACHER DOES or ACTIVITIES! TA is sequencing the knowledge and skills students will need to achieve the objective. It can be used as a diagnostic tool during instruction. Step 1 – Formulate objective - make sure you have a good instructional goal that is written in behavioral/measurable goal. Step 2 Clarification – make sure we all have a clear understanding of the objective…common understanding of what the SLE means and what a student would be able to demonstrate if they had met that expectation Step 3 Brainstorm - the essential learning pieces leading up to being successful in accomplishing the SLE (goal/obj) Step 4 Sequence – of those essential learning tasks in order of simple to more complex **We don’t drop down below the grade level that you are working on….you can put in prerequisite knowledge skills that kids would have to have to be successful on the concept. If a new teacher didn’t know these it might not get addressed.

31. 31 Practice: Task Analysis Complete a Task Analysis for the example on page 80 OR one of the examples on page 81. Follow the steps on page 79. Begin each task with a MEASURABLE verb. Conduct a task analysis for this one or for one of those listed on page 81. Formulate Objective > Clarify the Objective > Brainstorm all essential leanings > Sequence leanings…the last one would repeat the actual objective. Conduct a task analysis for this one or for one of those listed on page 81. Formulate Objective > Clarify the Objective > Brainstorm all essential leanings > Sequence leanings…the last one would repeat the actual objective.

32. 32 Practice: Task Analysis Was this easy or hard? Why? Allow time for responses. Allow time for responses.

33. 33 More Practice: Task Analysis Following the steps on page 79, complete a Task Analysis for an SLE in your content area. Put on chart paper and post. 13 minutes. Remember, the task analysis is not what the TEACHER is going to do; it is also NOT a list of activities. It’s the order of learning/knowledge and skills. Each task must begin with a measurable verb. Remember, the task analysis is not what the TEACHER is going to do; it is also NOT a list of activities. It’s the order of learning/knowledge and skills. Each task must begin with a measurable verb.

34. 34 Task Analysis Why is a Task Analysis important? Table Discussion Popcorn Report REMEMBER: We don’t drop below our grade level in the Task Analysis. We might note the essential prerequisite knowledge and skills needed from prior grades, but these don’t go in TA. TA can be used as a diagnostic tool, a connector, scaffolding.REMEMBER: We don’t drop below our grade level in the Task Analysis. We might note the essential prerequisite knowledge and skills needed from prior grades, but these don’t go in TA. TA can be used as a diagnostic tool, a connector, scaffolding.

35. 35 Unpacking the Frameworks SLE Alignment Activity K-5 Teams 6-12 Teams (HINT-be sure there is an ELA teacher on each of the secondary teams!) Baggie of ELA SLEs per team Group consensus on alignment SLEs Glue SLEs to on the agreed upon grade-level chart Pick up correct alignment sheet and count up number your team has correct How many teams with 100%? Time: 12 minutes Unpacking the Frameworks activity…need: 13 posters (Large Post-It chart Paper) posted around the room…each with a grade level at the top (1st, 2nd, 3rd, etc), Correct sheet for each person) with correct sle for each grade level K-12 Who got them all right? I want to make sure my grandkids are in your class! Was this easy or hard? Why? We will have this in TRIAND in electronic format so that teachers will not be using hard copies all year. Our vision has always been to have this in electronic format for teachers to access the document and lesson plans. We need to provide the clarity on the WHAT. Debbie Coffman from ADE recognized that work needs to be done on our ELA frameworks. The alignment docs you receive will not be perfect…we will continue to edit and revise as we get input from teachers. We’ll review/revise annually. Take teachers back to this kind of activity in their own content area to provide clarity and appreciate the value of this kind of work.…the objectives should be clear…. Time: 12 minutes Unpacking the Frameworks activity…need: 13 posters (Large Post-It chart Paper) posted around the room…each with a grade level at the top (1st, 2nd, 3rd, etc), Correct sheet for each person) with correct sle for each grade level K-12 Who got them all right? I want to make sure my grandkids are in your class! Was this easy or hard? Why? We will have this in TRIAND in electronic format so that teachers will not be using hard copies all year. Our vision has always been to have this in electronic format for teachers to access the document and lesson plans. We need to provide the clarity on the WHAT. Debbie Coffman from ADE recognized that work needs to be done on our ELA frameworks. The alignment docs you receive will not be perfect…we will continue to edit and revise as we get input from teachers. We’ll review/revise annually. Take teachers back to this kind of activity in their own content area to provide clarity and appreciate the value of this kind of work.…the objectives should be clear….

36. 36 Rotate Table-Talk Roles Facilitator Keeps the group on task Makes sure everyone has a chance to participate Recorder Writes down key points on newsprint Spelling and handwriting don’t count in round one Write quickly to keep up with ideas Time Keeper Periodically reminds team members of time constraints Keeps team meetings focused on the tasks at hand Identifies when more time is needed for discussion Runner Gathers/distributes materials as needed Reporter Synthesizes, with the help of group members, key points and summarizes them for the whole group 1 minute Roles should be rotated to that all team members can become more skillful in each area.1 minute Roles should be rotated to that all team members can become more skillful in each area.

37. 37 Alignment Documents English Language Arts Mathematics Hand out samples of the ELA and Math document…give time to look at…check to see if there are questions. 2nd grade English Language Arts 5th grade Mathematics (On the training day, teachers will receive their own grade level TIA Document(s) Subjects that do not have documents…. Enduring Understanding: What will stick with the kid forever Essential Q Why are we doing this In some cases the SLEs were identical to another level…that’s why we have to clarify the SLE (re-write the objective) and conduct a Task Analysis.Hand out samples of the ELA and Math document…give time to look at…check to see if there are questions. 2nd grade English Language Arts 5th grade Mathematics (On the training day, teachers will receive their own grade level TIA Document(s) Subjects that do not have documents…. Enduring Understanding: What will stick with the kid forever Essential Q Why are we doing this In some cases the SLEs were identical to another level…that’s why we have to clarify the SLE (re-write the objective) and conduct a Task Analysis.

38. 38 Evaluating TIA Documents Objective Is it at the correct level of Bloom’s ? Is it clear and in Z format? Task Analysis - Does each step… Begin with an action verb Remain on grade level Sequence is correct Final step is repeat of the objective Have groups evaluate 5 SLE’s (ELA) Have 1 group report on 1st SLE – ask who might have something different or novel, etc. Next group on 2nd SLE – ask for who might have something different or novel., Etc. until all 5 have been reported. Assign a second set of SLEs (Math) Remind the group that teachers created these documents after they had 3 hours of training on Lisa’s TIA tools. We know a lot more now and will be revising prior to June.Have groups evaluate 5 SLE’s (ELA) Have 1 group report on 1st SLE – ask who might have something different or novel, etc. Next group on 2nd SLE – ask for who might have something different or novel., Etc. until all 5 have been reported. Assign a second set of SLEs (Math) Remind the group that teachers created these documents after they had 3 hours of training on Lisa’s TIA tools. We know a lot more now and will be revising prior to June.

39. 39 REVIEWWhat is Total Instructional Alignment?Create a graphic.Post / Carousel Groups will synthesize information into a graphic organizer. Have each group post their organizer, then carousel from organizer to organizer. 1 minute at each station/clockwise. Use timer. Show Umbrella organizer.Groups will synthesize information into a graphic organizer. Have each group post their organizer, then carousel from organizer to organizer. 1 minute at each station/clockwise. Use timer. Show Umbrella organizer.

40. 40 For Day 2Can leave “stuff” on tables.Keep Seven Norms handout for Day 2.

41. 41 Reflection: Day 1Complete pink T-Chart andleave on your table.Front Pocket of BinderSee you tomorrow!

42. 42 Welcome to Day 2!What have we learned?Chart PaperGroup Consensus3 main learnings from day 1.Post.Facilitator Carousel Briefly review some of the learnings…note similarities and differences.Briefly review some of the learnings…note similarities and differences.

43. 43 Day 1 – Focused on basics of TIA along with some facilitator tools.Day 2 – Focus is on facilitating the implementation process through Learning Teams at your school.(Learning Team Guide pages 19-26;Adult Learning pages 9 & 10)

44. 44 Seven Norms of Collaborative Work* Complete Group Self-Assessment (on back of handout) (Review Consensus process on page 173.) 3 minutes Promoting a Spirit of Inquiry Pausing Paraphrasing (p. 28) Probing (p. 29) Putting Ideas on the Table Paying attention to Self and Others Presuming Positive Intentions *Toolkit on page 195. 5 minutes As a table group, complete the self-assessment through group consensus process. Rate yourselves…where are you. ASK: What was your groups highest norm? What was your group’s lowest norm? Paraphrasing…clarify what is being said…use natural language…not “do I hear you saying that…” . Way to overused! Instead, “Let’s see if we all understand,” etc. Remember, we are looking for progress…not perfection! Note: Consistent use of these norms enhances the quality and productivity of all forms of conversation in any group. 5 minutes As a table group, complete the self-assessment through group consensus process. Rate yourselves…where are you. ASK: What was your groups highest norm? What was your group’s lowest norm? Paraphrasing…clarify what is being said…use natural language…not “do I hear you saying that…” . Way to overused! Instead, “Let’s see if we all understand,” etc. Remember, we are looking for progress…not perfection! Note: Consistent use of these norms enhances the quality and productivity of all forms of conversation in any group.

45. 45 When implementing TIA, what do you see as the top 2 challenges?Quick popcorn report. This is a transition to the topic of Change. Allow wait time for participants to respond. Comments: Keep it simple; TIA and UBD will give us a common understanding of WHAT students are to learn…in the case of ELA, Math, and Science, the alignment process has been completed. We know the alignment process now and can apply it to other content areas. UBD provides a process for designing lessons that puts the focus on learning and the learner…rather than activities and coverage. UBD is actually a UNIT DESIGN process; however as daily instruction is planned, the backwards design and 3 stages are used as well. Validate what each person reports; then spring into the next slide. This is a transition to the topic of Change. Allow wait time for participants to respond. Comments: Keep it simple; TIA and UBD will give us a common understanding of WHAT students are to learn…in the case of ELA, Math, and Science, the alignment process has been completed. We know the alignment process now and can apply it to other content areas. UBD provides a process for designing lessons that puts the focus on learning and the learner…rather than activities and coverage. UBD is actually a UNIT DESIGN process; however as daily instruction is planned, the backwards design and 3 stages are used as well. Validate what each person reports; then spring into the next slide.

46. 46 Facilitator Tool Change Process Tools Critical Elements Page 11 Reasons for Resistance Page 12 Managing Complex Change Pages 13-14 Implementation Dip Pages 15-16 Change as Loss Pages 17-18 Many of you have seen these tools that can be used to help everyone understand the change process. As a facilitator, it might me important to show the “Implementation Dip” to the group so that they recognize it when it happens.Many of you have seen these tools that can be used to help everyone understand the change process. As a facilitator, it might me important to show the “Implementation Dip” to the group so that they recognize it when it happens.

47. 47 Facilitator Tool Change Process Tools As a facilitator, it might me important to show the “Implementation Dip” to the group so that they recognize it when it happens. As a facilitator, it might me important to show the “Implementation Dip” to the group so that they recognize it when it happens.

48. 48 Concerns-Based Adoption Model C-BAM is a useful tool when Planning and Implementing New Practices(Innovations) How many have heard of this model…C-BAM? C-BAM will help us recognize where we might need to intervene in the change process and help us determine where we are with actual implementation. A C-BAM kit can be purchased from SEDL for $91.00. It includes the questionnaire, etc.How many have heard of this model…C-BAM? C-BAM will help us recognize where we might need to intervene in the change process and help us determine where we are with actual implementation. A C-BAM kit can be purchased from SEDL for $91.00. It includes the questionnaire, etc.

49. 49 Facilitator ToolConcerns-Based Adoption Model Change Process Understanding the change process and how not to get stuck. Read pages 135 – 136 As a table group, write five sentences or less to summarize what you read about C-BAM. Put on chart paper. Post. 10 minutes to read and summarize. Have the reporter from one table report out; then the next table report anything different on their list, next table, etc.10 minutes to read and summarize. Have the reporter from one table report out; then the next table report anything different on their list, next table, etc.

50. 50 Identifying Stages of Concern (SoC) The bottom three are about the individual person; how does it affect me? If we don’t take care of these, then we won’t move up on the stages and get to the point where our work is having an impact.The bottom three are about the individual person; how does it affect me? If we don’t take care of these, then we won’t move up on the stages and get to the point where our work is having an impact.

51. 51 Stages of Concern (SoC)  35-Item Questionnaire (Pages 140-143) Valid and reliable instrument SoC Quick Scoring Device Technical manual to assist in scoring and interpreting information Capability of developing concern profile over time Hall & Hord, p. 69; Hall et al., 1979 This questionnaire can help us understand where individuals are and where we are as a grade-level / content team with regard to the change process. We can use an online survey tool (Survey Monkey, Zoomerang, Snap…there are several of these.) We’ll need to administer the SoC about 3 weeks after the initial introduction of TIA and UBD.This questionnaire can help us understand where individuals are and where we are as a grade-level / content team with regard to the change process. We can use an online survey tool (Survey Monkey, Zoomerang, Snap…there are several of these.) We’ll need to administer the SoC about 3 weeks after the initial introduction of TIA and UBD.

52. 52 Stages of Concern What are your thoughts/questions/ideas about the Stages of Concern tool?

53. 53 Levels of Use (LoU) Additional C-Bam tool to identify if person is a user or nonuser: Three non-use levels Five use levels When attempting to evaluate the impact of PD, it’s very difficult unless it can be determined to what level participants are actually using the innovation. This LoU tool is a self-report from teachers about their use of the innovation. Another tool that will go hand in hand with the self-reporting LoU, is CWT. We’ll need to develop “look fors”: UBD lessons posted on TRIAND. Stage 1: Clear learning objective – measurable, grade level, aligned to pacing guide Stage 2: Assessment aligned to Stage 1. Stage 3: Learning experiences include: Appropriate student grouping Opportunity for student interaction Research-based strategies Engaging student work Higher order thinking skills (Not all inclusive, but a place to start…) When attempting to evaluate the impact of PD, it’s very difficult unless it can be determined to what level participants are actually using the innovation. This LoU tool is a self-report from teachers about their use of the innovation. Another tool that will go hand in hand with the self-reporting LoU, is CWT. We’ll need to develop “look fors”: UBD lessons posted on TRIAND. Stage 1: Clear learning objective – measurable, grade level, aligned to pacing guide Stage 2: Assessment aligned to Stage 1. Stage 3: Learning experiences include: Appropriate student grouping Opportunity for student interaction Research-based strategies Engaging student work Higher order thinking skills (Not all inclusive, but a place to start…)

54. 54 Which level would be a reasonable goal for us to set for this first semester?Which level would be a reasonable goal for us to set for this first semester?

55. 55

56. 56 Facilitation of TIA Facilitation is the art of leading people through processes toward agreed-upon objectives in a manner that encourages participation, ownership and creativity from all involved. Table discussion: What knowledge, skills, resources, support and tools will be needed? Timer: 3 minutes “Spinner report out” Validate all responses. Try not to use evaluative language: Great response! Etc. Instead, say “thank you” or “thanks for your thoughts” … something more like a validation rather than agreeing or disagreeing. One supporting resource will be quarterly meetings of facilitators to share, problem-solve, get new information and resources.Validate all responses. Try not to use evaluative language: Great response! Etc. Instead, say “thank you” or “thanks for your thoughts” … something more like a validation rather than agreeing or disagreeing. One supporting resource will be quarterly meetings of facilitators to share, problem-solve, get new information and resources.

57. 57 Facilitation of TIA Facilitation seeks to create the conditions that bring out the best in people. Table discussion: What conditions must be created? What are the things that facilitators do that create the conditions for group collaboration? How do you create a “risk-taking” environment? What are the things that facilitators do that create the conditions for group collaboration? How do you create a “risk-taking” environment?

58. 58 The reason we don’t see implementation as a result of our PD efforts is because we rarely create the conditions and provide the support for Type 4 professional development. Setting up learning teams…grade-level / content teams and providing them the time to create lessons, deliver the lessons and then discuss/refine lessons is Type 4 PD. We can’t just set up the teams, provide the time, then do nothing more. As leaders, we must attend their meetings, require products (lessons, plans for students, assessments, etc.), so that there is an accountability in place. Bruce Joyce and Beverly Showers wrote a book, Student Achievement through Staff Development; it details Type 4 PD. The book doesn’t call it Type 3…it talks about setting up peer coaching and all of the elements of what we have called Type 4.The reason we don’t see implementation as a result of our PD efforts is because we rarely create the conditions and provide the support for Type 4 professional development. Setting up learning teams…grade-level / content teams and providing them the time to create lessons, deliver the lessons and then discuss/refine lessons is Type 4 PD. We can’t just set up the teams, provide the time, then do nothing more. As leaders, we must attend their meetings, require products (lessons, plans for students, assessments, etc.), so that there is an accountability in place. Bruce Joyce and Beverly Showers wrote a book, Student Achievement through Staff Development; it details Type 4 PD. The book doesn’t call it Type 3…it talks about setting up peer coaching and all of the elements of what we have called Type 4.

59. 59 Facilitation of TIA Table Discussion What is the role of the TIA Facilitator? Table Carousel Ask participants to think about this as we work through implementation/evaluation plan.Ask participants to think about this as we work through implementation/evaluation plan.

60. 60 Implementation of TIA Documents What’s the plan? Review Implementation Plan – Page 118 What in this plan would work for your schools? What would need to be changed? Provide time for participants to develop and action plan for the implementation of TIA. Resources needed: At-a-glance action planning templateProvide time for participants to develop and action plan for the implementation of TIA. Resources needed: At-a-glance action planning template

61. 61 Implementation of TIA and Lesson Design What’s the plan? REVISE DISTRICT PLAN Evaluation Plan – Page 127 Provide time for participants to develop and action plan for the implementation of TIA. Resources needed: At-a-glance action planning templateProvide time for participants to develop and action plan for the implementation of TIA. Resources needed: At-a-glance action planning template

62. 62 Implementation of TIA School / District Plan Develop an initial plan for the implementation of TIA in your school/district. (Use white At-a-Glance Implementation Planner in back pocket of Facilitator Manual.) Provide time for participants to develop and action plan for the implementation of TIA. Resources needed: At-a-glance action planning templateProvide time for participants to develop and action plan for the implementation of TIA. Resources needed: At-a-glance action planning template

63. 63 Next Steps Complete implementation plan Feedback from Building Leadership Team ? Support and Resources for Facilitators Follow-up dates -prior to “back to school”? -Monthly? Materials online and CD/DVD Ongoing communication (Google Group) Revision Process: How to get everyone involved

64. Revision Process Not ALL Teachers involved in the development process Year One: A gift to all teachers “Buy In” from all participation by using the Revision Process District must commit to year long professional development to TIA 64 A very small percentage of teachers developed the TIA documents. They were selected by their districts to be “The Best of the Best” and dedicated their time and knowledge to the development. It is impossible to get all teachers involved but as teachers use the document the revision process begins…they will take notes on what works and doesn’t work in their classrooms. As the document is used other teachers will see revisions that need to be made and this will help make the document better. Their must be a commitment from the participating districts to ensure the implementation of TIA through professional development. The tools of TIA can be used throughout the year to help teachers. Show Lisa Carter’s videos and provide training . One elementary school made copies of the Z-Chart, laminated it and put it in each classroom. The teachers just filled in the boxes! Students were also taught the use of the Z-Chart…the importance of the verbs and preparing for students understanding of the verbs on the Benchmark exam. The revision process must be communicated to get buy in from teachers AND to provide opportunities for conversations/decisions at the district level. See next slide/graphic of NWA revision process. A very small percentage of teachers developed the TIA documents. They were selected by their districts to be “The Best of the Best” and dedicated their time and knowledge to the development. It is impossible to get all teachers involved but as teachers use the document the revision process begins…they will take notes on what works and doesn’t work in their classrooms. As the document is used other teachers will see revisions that need to be made and this will help make the document better. Their must be a commitment from the participating districts to ensure the implementation of TIA through professional development. The tools of TIA can be used throughout the year to help teachers. Show Lisa Carter’s videos and provide training . One elementary school made copies of the Z-Chart, laminated it and put it in each classroom. The teachers just filled in the boxes! Students were also taught the use of the Z-Chart…the importance of the verbs and preparing for students understanding of the verbs on the Benchmark exam. The revision process must be communicated to get buy in from teachers AND to provide opportunities for conversations/decisions at the district level. See next slide/graphic of NWA revision process.

65. Get Everyone Involved The TIA Revision Process Grade level/Subject teachers come to consensus on revision and submit one list of request per school. (one submission per grade/content per campus) provide suggested changes to district committee. District Committee determines the necessary revisions. The District Committee submits suggested revisions to the Co-op Revision Panel. Contents specialists will review submissions and determine final revisions for upcoming year. Revisions made to the document. 65 The TIA document is a “work in progress”. To make it better we need the help of teachers using it in the classroom. However, there must be a system in place to ensure the quality of the revision and use time/resources effectively. The conversations surrounding the revision process will be powerful! At the campus level, teachers will be discussing their work and how to improve it. The district level will be aware of the concerns of their teachers. All stake holders will have an opportunity to improve the work that was developed by a few. The Co-ops may want to share what they have learned with each other. The TIA document is a “work in progress”. To make it better we need the help of teachers using it in the classroom. However, there must be a system in place to ensure the quality of the revision and use time/resources effectively. The conversations surrounding the revision process will be powerful! At the campus level, teachers will be discussing their work and how to improve it. The district level will be aware of the concerns of their teachers. All stake holders will have an opportunity to improve the work that was developed by a few. The Co-ops may want to share what they have learned with each other.

66. 66 Diamond Reflection Please complete Diamond Reflection and leave on registration table. Thank you! Thank participants for their attention and participation; assure them that you will be helping support their implementation.Thank participants for their attention and participation; assure them that you will be helping support their implementation.