BCCS/ANet Tuning Protocol, REVISEDTuning Protocol Purpose: To provide Transition Fellows with an opportunity to examine lesson plans and/or assessments to

establish common CCSS expectations. Presenter Preparation: Select 1, no more than 2, Common Core Standards on which to focus Select a lesson or part of lesson, an assessment or portion of assessment, to share with peers Write a 1-page Problem of Practice that explains your attempt at including CCSS in a previously

designed lesson/activity/assessment and/or a newly created one. Narrate your process, and any problems you encountered while crafting it. It’s imperative that you include at least a draft of corresponding documents.

Include 1 specific guiding question that you would like the group’s feedback on Disseminate your lesson/activity/assessment and Problem of Practice using a link to the Google Drive

to the group prior to the meetingGroup Preparation: Review the lesson/activity/assessment and Problem of Practice shared by the presenter. Annotate the

work and come prepared with clarifying questions and warm/cool feedback to share with your triads.Protocol Group Goals: Provide feedback on the warm and cool feedback as outlined in the Problem of Practice Assist in unpacking standards (when necessary) Norm expectations in relation to CCSS Protocol Roles: Presenter Facilitator and Timekeeper (shared role) Board Scribe (if necessary)

Protocol Steps: Total time = 25 minutes

Activity Role Time LimitPresentation:The presenter gives a quick overview of the lessons/assignment/assessment and corresponding standard(s). The presenter gives any context or content explanation if needed. S/he highlights the major issues or concerns, and frames a question for the group to consider. The group unpacks the CCSS standard, with the presenter leading and sharing his/her own interpretation of the standard. .

Presenter 5 minutes

Clarifying QuestionsGroup asks laser-like clarifying questions that adhere closely to the materials, standard (s), and question presented. Clarifying questions are questions that have brief, factual answers.

Group, Facilitator leads

2 minutes

Trio Prep and Group FeedbackIn sets of 3, the group then begins a conversation around “warm” feedback––answering questions like: “What are the strengths in this assignment?” “What Common Core attributes do you see in the

assignment?” The group narrows down to 2-3 pieces of warm

feedback, totalThe group then moves on to cooler feedback –– answering questions like: “Where are the gaps in meeting the CCSS?” “What isn’t the presenter considering?” “What do areas for further improvement or

investigation seem to be?” The group narrows down to 2-3 pieces of cool

feedback, total Specifically with cool feedback, groups should use sentence starters such as:

Presenter X should consider ____________. An area of improvement for X is

___________________. I see a gap in Standard X here ____________ .

Trios 6 minutes

Group FeedbackWith trios, share warm and cool feedback, with a representative sharing for the group if possible.

Trios, Facilitator Leads

6 minutes

Presenter ResponseThe presenter responds to what he/she heard and states his/her focus areas.

Group, Facilitator leads

2 minutes

Open SeasonThe group provides open advice and suggestions to the presenter about next steps and possible resources. This is an optional step and the group may not get to every suggestion.

Group, Facilitator leads

3 minutes