MAY 2012 MTL MEETING

LAURA MALYBERNARD RAHMING

CYNTHIA CUELLAR RODRIGUEZ

Connecting the Pieces!

Learning IntentionSuccess Criteria

Learning Intention We are learning to make connections among CMSP

tools

Success Criteria We will know we are successful when we can

effectively incorporate CMSP tools with our existing initiatives

Overcoming Resistance(Ann Kilcher and Lawrence Ryan, Padaia Group, 1996)

People don’t know what to do (lack of knowledge).

People don’t know how to do it (lack of skills/ abilities).

People don’t know why they are doing it (the purpose).

The workload and work pressure are increasing.

People can’t see the benefits of changing.

People are not involved in decision making.

People don’t experience support.

The innovation conflicts with the school culture.

People are worried about failure.

People are satisfied with the way things are.

People don’t see the change agent or advocate as credible.

People have a negative past experience with change.

3

Two Stars and a Wish

Move back in groups, Launch , Explore, Summarize, and Apply

Discuss and refresh ideas about the lesson and your areas of focus

Share ideas about the area assignedShare lessons from last meeting

Audience will provide two stars and a wish feedback List two things that were great about the presentation Identify one thing that you wish was different

Lesson Planning Last Month

Materials Needed Pacing Guide Curriculum Guide Textbook Instructional Design template

Primary focus of your planning should be according to your assigned group Group A: Launch Group B: Explore Group C: Summary Group D: Apply

Group presentation What grade level is the lesson for? Where in the unit would this lesson fit? Share things you may have previous done to prepare for this

lesson Share Learning Intention and Success Criteria

Refresh Lesson Planning

Prepare an upcoming lesson that you will model, share and debrief with a teacher

Primary focus of your planning should be according to your assigned group Group A: Launch Group B: Explore Group C: Summary Group D: Apply

Group presentation Where in the unit would this lesson fit? Share things you may have previously done to prepare

for this lesson Share Learning Intention and Success Criteria

Group Presentations

What grade level is the lesson for?Where in the unit would this lesson fit?Share things you may have previously done to

prepare for this lessonShare Learning Intention and Success

Criteria

Debriefing of a Mathematics Lesson

Review the debriefing handout

As you reflect on the debriefing conversation you engaged with your teacher Highlight areas/discussion questions you

used in the debriefing of the lesson List some challenges and successes you

had around the area of reflection on the template

Debriefing Directions

Choose an area from the Debriefing handout that you debriefed with a teacher about

Record two key points for successes and challenges from the group discussion

When prompted individually rotate to another area from the Debriefing handout

Continue with the same process

Reviewing the Instructional Design Lesson Planning Template Textbooks

Guide

Each table should select the youngest person as the recorder

As a table choose a textbook guide template to review

Discuss the template and the componentsProvide feedback

Things to change-- Things to add---- Things to take out –

Be prepared to share out

Alignment of Principles of Formative Assessments

to the Learning Team Continuum of Work for Mathematics

Principles of Assessment for Learning

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(1) Prior to teaching, teachers study and can articulate the math concepts students will be learning. (2) Teachers use student-friendly language to inform students about the math objective they are expected to learn during the lesson.

(3) Students can describe what mathematical ideas they are learning in the lesson. (4) Teachers can articulate how the math lesson is aligned to district learning targets, state standards, and classroom assessments (CABS), and fits within the progression of student learning.

(5) Teachers use classroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes. (6) Teachers use assessment information to focus and guide teaching and motivate student learning.

(7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective. (8) Students actively and regularly use descriptive feedback to improve the quality of their work.

(9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work. (10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement.

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Learning Targets

Stage 2 Align State Framework

and Math Program

Stage 3 Common CABS

Stage 4 Student Work on CABS

Stage 5 Descriptive Feedback

on CABS Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program.

Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program.

Provide a measure of consistency of student learning based on standards/descriptors and targets.

Examine student work to monitor achievement and progress toward the targets and descriptors.

Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.

Note: Even though the continuum and principles of assessment are described as stages, each previous stage needs to be continuously embedded in subsequent stages. Each stage highlights the focus or foreground for professional development and classroom practice as schools and teachers move along the continuum.

References: The MMP assessment principles are adapted from the work of Rick Stiggins and colleagues

Chappuis, S., Stiggins, R., Arter, J., & Chappuis, J. (2005). Assessment for learning: An action guide for school leaders (2nd ed). Portland, OR: Assessment Training Institute.

Transfer to Classroom Practice

Percent of Participants Attaining Transfer

Theory/Information Only 5%Demonstration10%Practice20% Peer Coaching 90%

Joyce & Showers, 2001

Reflection Question

As you reflect on the support you have provided teachers this year, describe how you have engaged teachers in the process of incorporating the tools of the CMSP to enhance on-going math initiatives.

Learning IntentionSuccess Criteria

Learning Intention We are learning to make connections among CMSP

tools.

Success Criteria We will know we are successful when we can

effectively incorporate CMSP tools with our existing initiatives