MISD Instructional Process

Professional Learning Communities (PLCs)

•Focus on learning for ALL•Create a culture of collaboration•Focus on results

Collaboration

Teams use the four critical questions to guide the work of the PLC:• What do we expect our students to learn?• How will we know that they have learned it?• How will we respond when they have not learned it?• How will we respond when they know it?

Why??

Rick DuFour: Communicating Priorities by Establishing a Guaranteed and Viable Curriculum

Video: Global PD by Solution Tree

Instructional Process

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Collaborative Study of Essential Learning

• Promotes clarity• Promotes consistent priorities• Is crucial to the common pacing required for

formative assessments• Can help establish a curriculum that is viable• Creates ownership of the curriculum among those

who are asked to teach it

Identifying the Essential Standards

Identifying the Essentials

Teams at Work

Teams at Work

Instructional Process

Collaborative Study of Essential Learning

• Promotes clarity• Promotes consistent priorities• Is crucial to the common pacing required for

formative assessments• Can help establish a curriculum that is viable• Creates ownership of the curriculum among those

who are asked to teach it

Collaboration

Teams use the four critical questions to guide the work of the PLC:• What do we expect our students to learn?• How will we know that they have learned it?• How will we respond when they have not learned it?• How will we respond when they know it?

Unpacking The Standard

Why??

Video: Unwrapping Standards With Your Teacher Team Dr. Sharon Kramer

Vertical Alignment

MISD Instructional Process

Standard

5.2B Compare and order two decimals to thousandths and represent comparisons using the symbols >,<, or =.

Depth of Knowledge/Bloom’s Taxonomy

Depth of Knowledge (DOK) - Webb Type of Thinking - Bloom

Level 1 - Recall and Reproduction Remember

Level 2 - Basic Skills and Concepts Understand

Level 3 - Strategic Thinking and Reasoning Apply

Level 4 - Extended Thinking Analyze

Evaluate

Create

Creating a Learning Target

Verb (Skill) Noun (Content) Context DOK Level/Bloom’s

Compare Decimals Place value to thousandths

Level 2/Evaluate

Order Decimals Place value to thousandths

Level 2/Analyze

Represent Comparisons Symbols >,<,= Level 2/Apply

5.2B Compare and order two decimals to thousandths and represent comparisons using the symbols >,<, or =.

Learning Targets

• Compare decimals to the thousandths place. • Order decimals to the thousandths place. • Represent comparisons of decimals by using >,<,=

5.2B Compare and order two decimals to thousandths and represent comparisons using the symbols >,<, or =.

Planning

• Warm-up• Objectives• Modeling/Direct Instruction• Instructional Strategies• Academic Vocabulary• Wrap-up/Closure

Question 2: How will we know that they have learned it?

Common Formative Assessment

• CFA• Built collaboratively by the team • Assesses specific knowledge and skills as identified in

the essential standards• Assessed using mutually agreed upon protocols• Analyzed by the collaborative team• Identifies strengths and weaknesses for intervention and

enrichment

The Power of CFAs

Common Formative Assessments….

● Promote equity for students● Provide an effective strategy for determining whether the guaranteed

curriculum is being taught and, more importantly, learned● Build a team’s capacity to improve its program● Facilitate a systematic, collective response to students who are

experiencing difficulty● Offer the most powerful tool for changing adult behavior and practice

CFA Teaching Cycle

Create CFA

X day teaching period Y day re-teach period

Set date for CFA and team

data review

Re-assess those who didn’t pass

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Question 3: How do we respond if they have not learned it?

Intervention

Campus SystemsAbell- Dr. Jennifer SeybertAlamo- Leann DumasGoddard- Shelly HaneySan Jacinto- Deborah Kendrick

Intervention

Question 3: How do we respond if they have not learned it?

Response to Intervention

The 3 Tiers of RTI

● Tier 1- The Essentials- Effective Core Instruction● Tier 2- Intervention- Supplemental Interventions for Some Students● Tier 3- Remediation- Intensive Interventions for Individual Students

Response to Intervention

Enrichment

Question 4: How will we respond when they have learned it?

Enrichment

Campus Systems:Iliana Bermea - Milam ElementaryShannon Torres - Midland Freshman HSLety Amalla - Burnet Elementary

Milam Elementary

Learning Target

Deeper Knowledge

Resources

Plan in Action (WIN)

Midland Freshman HS

Professional Learning Community Rubric

Elements Learning Literal Refinement InternalizedCollaborative Culture:Educators work together in collaborative teams to achieve student learning

Teams meet regularly (weekly/ bi-weekly, monthly) during the school day.

Collaborative teams develop written norms and establish goals that clarify expectations and commitments.

Teams focus on pre-arranged topics that impact student learning, and make revisions to goals to improve team effectiveness.

Teams honor their collective commitments to each other and our students in order to maximize learning.

Guaranteed Curriculum:Educators establish what we want our students to learn.

Educators use district developed curriculum guide resources.

Educators work together to define essential learning and establish pacing.

Educators build shared knowledge of current content standards, unpack high stakes assessments to clarify essential learning, and adjust instruction based on formative assessments.

Educators continually refine essential learning and guarantee a viable instructional program for all students.

Common Assessments:Educators determine if each student has learned what we want them to learn.

Educators use benchmark assessments several times throughout the year.

Educators analyze student work and assessments and discuss common criteria.

Educators consistently apply common criteria to assess student work and discuss formative instructional practices.

Educators consistently utilize formative instructional practices, including common assessments, to gather evidence of student learning.

Ensuring Learning:Educators respond when some students have not learned it.

Educators use school/district classes, establish ‘pull out’ or after-school programs and curriculum resources when students are identified for intervention.

Educators provide students with additional time and support that does not remove the student from new direct instruction, when they experience difficulty.

Educators develop and utilize a timely, directive, and systemic plan for students when they experience difficulty.

Educators coordinate a flexible, supportive and proactive system of intervention for students who experience difficulty.

Enrich learning:Educators extend and enrich the learning for students who have demonstrated mastery.

Educators use school/district classes, establish ‘pull out’ or after-school programs and curriculum resources for identified students.

Educators provide time and support for enrichment during the school day for those who have moved beyond the essential learning.

Educators develop and utilize timely, directive, and systemic plan for students who have moved beyond the essential learning.

Educators coordinate a flexible, supportive, and proactive system for students who have moved beyond the essential learning.

Educators provide time and support for enrichment during the school day for those who have moved beyond the essential learning.

Current MFHS Strategies

Mrs. Birch - ELA I

• Use of Technology

• Think Through Math

• APEX

• Cycles

• Small Groups

Mr. Green - Alg I

Moving Forward at MFHS

• Added Value

• Deeper into Concepts

• Real-Life Applications

• Create a task force in each collaboration to plan for enrichment.

• Utilizing “experts” in each standard

Burnet Elementary

CAMPUS SUGGESTIONS• Use leveled readers• Use vocabulary to write

sentences• Free choice book reading for

points• Accelerated reader• Centers-high level• Picture/writing journal• Word creation• Enriched leveled reader-novels

• United Streaming- skills 1, 2, 3• Envision – enrichment (math)• Separate curriculum• Games• Group leaders• Peer tutoring• Take to seat centers• Independent projects• Reading buddies

PLANNING—CIA (CURRICULUM, INSTRUCTION AND ASSESSMENT)

READING

PLANNING—CIA (CURRICULUM, INSTRUCTION AND ASSESSMENT)

MATH

EXAMPLES-KINDER MATH

“We allow them the opportunity to help teach a friend. We also give them an enrichment activities to challenge them. For example instead of adding within 10, we would give them work to add within 20.”

EXAMPLES-3RD READING

EXAMPLES-3RD READING-WHAT IT SOUNDS LIKE

Enrichment

Campus Enrichment Individualization

Review Instructional Process

• What do we expect our students to learn?• How will we know that they have learned it?• How will we respond when they have not learned it?• How will we respond when they know it?

Questions?Direct to any T&L Executive Staff