Connecting the Dots

1. Connecting the Dots BISD’s Learning platform and establishing expectations for learning rubric

2. Leaders of Learners

3. Learning Outcomes

5. 1. What do students need to know and be able to do? • Examine the curriculum documents • Determine how to bundle standards within the lessons (leading standard, process skills, partner standards) • 2. How will we know when they’ve learned it? • Develop common assessments aligned to the unit standards (both formative and summative) • Use formative and summative data to monitor student progress • 3. What instruction must take place to ensure students learn? • Design instruction in alignment with the cognitive rigor, content, and context of the standard by using the Clarifying Documents in eduphoria! • Design student tasks that are aligned to the standards and prepare students to demonstrate mastery • Select strategies that will cause students to engage in the thinking required of the standard • Review data from assessments and make instructional decisions based upon the findings • 4. What will we do if they haven’t learned it? • Plan for re-teaching of standards that students did not master at the advanced level • Select appropriate interventions for students struggling to achieve mastery • 5. What will we do if they already learned it? • Plan for extending learning for those who have achieved mastery Educators in Birdville ISD will… Roles and Responsibilities: Teachers as members of Professional Learning Communities

6. 1. What do students need to know and be able to do? • Examine the curriculum documents • Determine how to bundle standards within the lessons (leading standard, process skills, partner standards) • 2. How will we know when they’ve learned it? • Develop common assessments aligned to the unit standards (both formative and summative) • Use formative and summative data to monitor student progress • 3. What instruction must take place to ensure students learn? • Design instruction in alignment with the cognitive rigor, content, and context of the standard by using the Clarifying Documents in eduphoria! • Design student tasks that are aligned to the standards and prepare students to demonstrate mastery • Select strategies that will cause students to engage in the thinking required of the standard • Review data from assessments and make instructional decisions based upon the findings • 4. What will we do if they haven’t learned it? • Plan for re-teaching of standards that students did not master at the advanced level • Select appropriate interventions for students struggling to achieve mastery • 5. What will we do if they already learned it? • Plan for extending learning for those who have achieved mastery Educators in Birdville ISD will… Roles and Responsibilities: Teachers as members of Professional Learning Communities

8. Connecting the Dots

9. Observable Evidence Assign each person from your table to a rubric category. All categories must be covered by your group, but multiple people can be assigned to the same category.

10. Observable Evidence

11. Observable Evidence

12. Observable Evidence

13. Observable Evidence

14. Observable Evidence

15. Campus Commitment Moving from theory to practice. After thinking about observable evidence for each indicator… Which level is your campus on now? Which level will you commit to reaching this year? Actions and Support.

16. Next Steps PASS OUT COLOR STRIPS

17. After the Break… Sit at the table with the same color as the strip you receive. Do NOT lose your color strip! The # will determine your grouping for the next step of the activity.

18. Best Practice Book Study and application

19. Learning Outcomes

20. Define and discuss. At your table, on a sticky note, write what you think Best Practice is. Shoulder share at your table. Discuss as a big table group. As you think about Best Practice….what would that look like in a classroom? What is Best Practice?

21. Best Practice

22. Student Centered: Challenging Authentic Experiential Holistic Big Three Cognitive: Constructivist Reflective Expressive Developmental *Student Centered *Cognitive *Interactive Interactive: Democratic Collaborative Sociable

23. Gradual Release of Responsibility Classroom Workshop Strategic Thinking Collaborative Activities Integrative Units Representing to Learn Formative-Reflective Assessment Seven Structures of Best Practice Teaching

24. The Seven Structures of Best Practice Teaching

25. The Seven Structures of Best Practice Teaching

26. The Seven Structures of Best Practice Teaching

27. Best Practice Reflection Can teachers still “teach?” Discuss! EXIT TICKET How will you implement learning from today to improve student learning on your campus?

28. Section II of the book is Chapters 3-7. Over the next few months, we will send an activity to do as an LOL for each of the chapters. Chapter 3 and 4 will be read in October. Chapter 5 and 6 will be read in November and December. Chapter 7 will be read in January prior to LOL. During LOL we will tie the chapters together. Next Steps in Book Study

29. Additional Items • OHI Post-Assessment – October 10 • Report to campus @ 8am • Report to District PD @ 9am • Proctor Training Dates Sept. 29thor Oct. 2nd. W.G. Thomas on 9/29 or BCTAL on 10/2 from 4:00-4:30 either day. • October 13 Flex Day • Policy • Approval Forms • Secondary Curriculum Preview Survey