PTs: Please sit with your SP. If your SP is not here, be sure to sit at a table where there is at least one other SP 1 Welcome to BTSA Inquiry Training!

Private Lessons by Joy Jones

ACTIONThose who can, teach!

Today’s Lesson:Just like any other artist, I practice and

polish the art and craft of teaching.

How do you think this will relate to our work today?

Objectives for Today

Understand the 6 steps of Module 3- Inquiry and the forms that will capture your conversations

Develop your Inquiry focusDraft your Individual Induction Plan (cells

1-8 of form C-1)Review and personalize the CVUHSD

FACT suggested timeline for the Inquiry Module

Let’s Get Everyone on The Same Page…

In PT/SP teams take time now to:

Note your remaining “To Dos” for modules 1 and 2Refer to the CVUHSD FACT suggested

timelineSubmit to Dropbox now any completed

documents that have not already been submitted

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BTSA and FACT Year 1

A. Context for Teaching & Learning

B. Assessment of Teaching & Learning

C. Inquiry into Teaching & Learning

D. Summary of Teaching & Learning

We are here!

Inquiry

What:

An inquiry is a structured series of teaching activities in which a teacher explores a specific aspect of teaching practice.

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Inquiry

Why: An inquiry can serve as the analysis of

current practice, investigation of new strategies, and application of new learning, to ultimately improve classroom practice and student achievement.

Inquiries lead to autonomous, self-reflective practitioners who continue to grow and improve throughout their career.

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Inquiry

HowAn Inquiry provides the participating

teacher with an opportunity to:Gather information about their practice Identify an area of focus/goalResearch information related to the goalDevelop and implement an action planReflect on collected evidenceApply new learning to future practice

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Inquiry

MORE Why:

Teacher inquiry is a logical mechanism with which teachers and administrators can gain insights into the CCSS, what they mean for teachers and students, and how the Common Core can be actualized within the reality of teachers’ everyday work with students in the classroom.

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Inquiry

MORE How

One instructional approach that holds great potential to actualize the Common Core in classrooms is student inquiry.

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Inquiry

MORE HowAccording to Steven Wolk (2008), “Inquiry-

based teaching transforms the aims of school from short-term memorization of facts into disciplined questioning and investigating” (p. 116). As such, engaging students in inquiry is consonant with the Common Core’s focus on preparing students for college and the workforce through the development of higher order and critical thinking skills.

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Inquiry: Purpose Statement

Read and highlight key points in the purpose statement for the Inquiry (User’s Guide p. 42)

Share insights (SP/PT team)

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Understanding the Big Picture of the Inquiry Process in FACT:

Step One: Determining the Focus of the Inquiry

Step Two: Developing the Action Plan

Step Three: Preparing for Instruction

Step Four: Observation and Analysis of Student Work

Step Five: Summative Assessment

Step Six: Reflection and Application

Connecting Big Picture to IIP (C-1)

Cells 1 – 4: “Plan” phase Determine a Focus question Identify CSTP elements to be addressed Anticipate outcomes for student learning

Cells 5 – 8: “Plan/Teach” phase Document research and create an action plan Apply the learning to classroom practice Determine results

Cell 9: “Reflect” phase Reflect on the teaching plan, student work, and observation results Examine the impact on student achievement

Cell 10: “Apply” phase Describe the application to future practice Consider implications for a future focus question

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Determine Focus of Inquiry

Read and highlight the key points in “Step One: Determine the Focus of the Inquiry” directions. (User’s Guide P. 41)

Talk to your partner about the purpose of an Inquiry.

Partners share out key points, questions, or concerns, to the group.

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To begin, you need:

•FACT Documents (Especially B-2, B-3, B-4)

•CSTP Booklet

•FACT Document C-1 IIP (UG 4)

•Induction Standards 5 & 6 (FACT Document E-3)

•STULL Goals & Objectives

•Completed Action Research Sentence Stems

Note: Focus questions need to be deep enough to sustain a 6-8 week investigation. Questions with a “yes”

or “no” answer will not work.

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NOTE:

Focus questions need to be deep enough to sustain a 6-8

week investigation. Questions with a “yes” or “no” answer will

not work.

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Determine Area of Focus

One way to approach developing Cells 1-4:

1. Start with your area of focus (Cell 1)

2. Use CSTP booklet to find related standard and element(s) (Cell 3)

3. Select related Induction Standard (Cell 3)

4. Develop a focus QUESTION (Cell 2)

5. Determine a measurable outcome (how will you know if you achieved your learning goal? (Cell 4)

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Determine Area of Focus

Other ways to approach developing Cells 1-4:

• Start with one of your STULL goals

• Determine if one of your completed sentence stems can connect to an Induction Standard

• Consider possible connections to work you are doing in a degree program, i.e., TPAs, PACT, master’s thesis, etc.

• Others???

Work Time!

Work Time: Fill in the top and the “plan” cells 1-4 on your computer!

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Share cells 1-4 with another PT/SP team

Will it sustain a 6-8 week Inquiry process?

Is there alignment with previous FACT work?

Is there alignment with focus question, CSTP, and Induction standards?

Is it measurable?

Editing required?AdditionsDeletionsSubstitutionsRe-arrangement

of words

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Developing the Action Plan




Step Four: Observation and Student Analysis



You are here!

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Developing the Action Plan

Read and highlight the key points in the Step 2 directions: Developing an Action Plan. (UG 43)

PT/SP teams talk about the purpose of Step 2.

Share key points, questions, or concerns with your table group.

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Step 2 – Developing the Action Plan

5. Date 6. Research 7. Application 8. Results

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Work Time!

(Cell 5) Insert timeframes– “When action will happen.” (Later these can be made the actual dates it occurred.)

(Cell 6) Research to be conducted– “Steps to gain new knowledge”: Be specific within these categories and add others…

Consulting Colleagues Observing Classrooms Professional Journals Internet Research Professional Development (conferences or classes) Observation by Support Provider

(Cell 7) Application- Record how the new knowledge was implemented (state each action taken). You may have some already or this can be completed ongoing…

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Developing the Action Plan – Cell 8Review IIP Cell 8 Record (possible) specific examples of

classroom changes, as a result of implementation of new knowledgeExample: (Cell 8)

“My students are able to establish and articulate their progress on a daily basis, using student grade logs and rubrics for self-assessment.”

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Preparing for Instruction




Step Four: Observation and Student Analysis



You are here!

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Connecting Big Picture to Forms

Step Three:

Preparing for InstructionEssential Components for Instruction (C-2)Entry Level Assessment (C-3, Parts1 & 2)Focus Student Selection (C-4)Lesson Series BeginsLesson Plan (C-5)

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Read and highlight the key points in the Step 3 directions: “Preparing for Instruction.” (UG 44)

Talk to your SP/PT about the purpose of Step 3.

Share out key points, questions, or concerns, to your table group.

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Review Essential Components for Instruction (C-2)

Discuss the key words in each box SP/PT Talk: As you discuss and record in

each box, pay attention to which components are connected with the Induction Standards and/or focus questions documented on the IIP

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SEQUENCE:1. Essential Components for Instruction (C-2)

2. Entry-Level Assessment & Reflection (C-3, Parts 1 & 2)

3. Selecting 3 Focus Students (C-4)

4. Lesson Series (Lesson Plan C-5)

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Table Talk:What is the purpose of an Entry-

Level Assessment?How is an Entry-Level Assessment

diagnostic?What can be most challenging about

an Entry-Level Assessment?

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• Entry-Level Assessment Resource (C-3, Part 1)

• FIRST: Sort student work into 2 levels of performance –

• THEN: Divide the 2 levels of performance into 4 levels of performance

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Refer to the User’s Guide page 51 to locate the Entry-Level Assessment Reflection C-3, Part 2

Note: This becomes the documentation of the next steps that need to be taken, as a result of the entry-level assessment

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SEQUENCE:

1. Essential Components for Instruction (C-2)

2. Entry-Level Assessment & Reflection (C-3, parts 1 & 2)



You are here!

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Refer to the User’s Guide pg. 52 to locate the Focus Student Selection (C-4)

Note: Select 1 English Learner Select 1 Special Population student

(IEP, RSP, 504, GATE, . . .)Select 1 Focus Student of Choice (Should

complete the range of abilities in the classroom not represented by EL or Special Populations)

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Teams complete Focus Student Selection Information (C-4)

“How does selecting focus students help PT(s) to shift from a focus on teaching to a focus on learning?”

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Refer to the Lesson Plan Template (C-5) in your User’s Guide pg 53

The Lesson Plan Template (C-5) includes these essential components:

Introduction Direct Instruction Modeled Instruction Guided Practice / Checking For Understanding Independent Practice

Note: PTs may choose to use C-5 or another lesson plan template.

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Work Time!

SEQUENCE

1. Essential Components for Instruction (C-2)

(Discuss and draft yours!)

2. Entry-Level Assessment & Reflection

(C-3, parts 1 & 2) (Determine yours!)


(Chat and complete yours!)


(Chat about timeline and # in series?)

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Observation




Step Four: Observation & Student Analysis


Step Six: Reflection & Application

You are here!

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Step Four:

Observation Pre-Conference (Review C-2 thru C-5) Observation (C-6) Post-Observation (Individual Induction Plan,

C-1, Action Plan, cell 8) Analysis of Student Work (C-7)

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Observation

Read and highlight the key points in the Step 4 Observation directions.

Review Observation Tools (UG 54-55 and 77-79)


Analysis of Student Work

Following the observation, PTs with SPs review student work (monitoring assessment) collected during the lesson (attach copies of the 3 focus students’ work)

PTs (with SPs) analyze results, and describe achievements in relation to standards and learning goals, using C-7 Analysis of Student Work for the:

Class English Learner (Focus Student 1) Special Populations (Focus Student 2) Choice (Focus Student 3)

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Summative Assessment


Step Two: Developing the Action PlanStep Three: Preparing for InstructionStep Four: Observation and Student

Analysis Step Five: Summative Assessment


You are here!

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Step Five:Summative Assessment (C-8 Part 1)

Summative Assessment Reflection (C-8 Part 2)

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Summative Assessment

• At the conclusion of the lesson series, a summative assessment is given to all students. Participating teachers and support providers analyze the work of the three focus students, and the whole class, in order to document how effectively the students met their learning goals.

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Summative Assessment Feedback

TimelyTimely – students should receive timely feedback on all assessments to impact future learning

SpecificSpecific – student assessment criteria should be used to identify strengths and weaknesses

CorrectiveCorrective – students should know how to correct what is incorrect Students should be encouraged to self-assess and

monitor their own progress

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Reflection and Application


Step Two: Developing the Action PlanStep Three: Preparing for InstructionStep Four: Observation and Student

Analysis Step Five: Summative Assessment

Step Six: Reflection and Application You are here!

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Read and highlight the key points in the Reflection directions.

Talk to your SP/PT about the purpose of the Reflection Activity, parts 1-4.


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Walk-Through Sequence for Step 6

I. End of Inquiry Self-Assessmento Review all evidence collected during the Inquiryo Use the Continuum of Teaching Practice to mark

placement on E-2 documento Mark E-2 for all CSTP elements for which there is evidenceo Update E-3-6 Induction Standards

II. Reflection IIP(C-1) Cell 9o List specific evidence that impacted instruction/classroom

practice and student achievement, on Individual Induction Plan (C-1), Cell 9

III. Application IIP (C-1), Cell 10o Describe how new learning is applied to future practice, on

Individual Induction Plan (C-1), Cell 10


Review Cells 9 and 10 on IIP (C-1)Discuss:

How are Cells 9 and 10 connected to Cells 1-8? (And to Module E?)

What types of evidence will you use to document outcomes in Cell 9?

Discuss the application to future practice that will be identified in Cell 10.

What challenges do you anticipate as you complete Cells 9 and 10?

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Closure

Take a few moments to think about what we did today…Work with your SP/PT and record your next steps or your “to do’s”

Your “Exit Ticket” is your completed evaluation for today’s learning opportunity!

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A Closing Note

Please refer to your email for a Survey Monkey link and provide feedback on last week’s Inquiry

training. Thank you!