TPEP Professional Learning Module 2017Connections, Coherence and Convergence: Seeing the Forest through the Trees of WSLS, SBA and TPEP

Facilitator’s AgendaTime Frame: (One 5 ½ to 6 Hour Session, Two 3 hour Sessions, or Four Sessions)

Learning Target:Understand how each item below relates to impactful instructional practices and to one another:

1. College and Career Readiness Standards (CCRs) and the Washington State Learning Standards (WSLS)2. Smarter-Balanced Assessment (SBA) Resources3. Teacher-Principal Evaluation Protocol (TPEP) Criteria

Success Criteria:By the end of the session, participants will:

Build a “convergence model” reflecting how CCRs/WSLS, SBA Resources, and TPEP Criteria relate to one another Use the convergence model to identify and create a plan to implement impactful instructional practices

Note: The Connection, Coherence and Convergence module uses the Fundamentals of Learning to guide how participants would engage in this work. Fundamentals of Learning (FOL): http://www.csai-online.org/sites/default/files/resources/3040/FundamentalsOfLearning_0.pdfKey: MM = Making Meaning

PC= Participating and ContributingML= Managing Learning

TimeNeeded

Action Materials and Slide #s Learning Target

Fundamental of Learning

Welcome, Introductions, and Setting the Stage for Connections, Coherence and Convergence

15 min Activator: The activator activity is intended to provide a “What we think now” starting point so that when attendees conclude the session, they can compare their thinking before vs. after.

Slide 2: Directions for Activator

Post It Notes

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After the activator, the facilitator can decide how to best introduce those in the room. Suggested protocol would be to have participants share their thinking from activator and provide a personal introduction at the same time. If the group is large and there are teams from districts attending, one spokesman from a district or table team could provide introductions.

Setting the Stage: Facilitator will introduce the Learning Targets and Success Criteria. The facilitator should also be ready with a “sales pitch” to get the audience excited about the relevance and applicability of the day’s learning. Here is a sample: “Today’s session will be both relevant to teachers, building administrators and district-level decision makers and applicable to classroom instruction as soon as you walk out the door.”

Learning Targets

Success Criteria

Slide 5 provides a graphic of the three initiatives and their relationship to student learning. The point of today’s session is to take the time to think about how they relate to one another. Discuss the current world where each item independently relates to instruction, but we don’t often think about how they relate to one another. Reference HB 1541, Part II, Section 201 and 202 that provides an expectation that professional learning for school board members, superintendents, principals, administrators and teachers include the foundational elements of cultural competence aligned with the standards for cultural competence developed by the professional educator standards

Chart PaperState 8 Criteria Cards on tables

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board. Those standards are available here: https://drive.google.com/file/d/0ByGlqpe9SoFGSUd3NEliU2NxRGM/viewWe will be using the Cultural Competency Lens as we move through this work.

Slide 6 provides a different graphic illustrating the exciting part about today’s session that participants will work at building connections, coherence and convergence between the three initiatives that will have an impact on student learning.Note the through line cultural competency and racial equity. This lens will be used throughout the session.

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Part 1: Standards45 minutes

Slide 8 serves as a reminder of why the standards movement in education began and why it continues. Facilitator can read or have participants read the reasons for standards and then invite participants to think of any other reasons they would add to the list.Background Information: Starting with the Civil Rights Act of 1965, the Federal government took an active role in championing equity in public education. The Elementary and Secondary Education Act (ESEA) was a cornerstone of President Lyndon B. Johnson's “War on Poverty”. ESEA is an extensive statute that provides federal funding for primary and secondary education, emphasizing high standards and accountability.ESEA was rewritten as NCLB which required states to adopt standards and assessments in order to access Title One funds. In December of 2015, ESSA was adopted and replaced NCLB, but there is still a requirement for state standards. Washington State has had grade level standards since the Commission on Student Learning established ELRS in 1995. Our state

Slide 7: Introduces new section

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standards are now known as the Washington State Learning Standards. Given that the history of the standards movement was based on equity of outcomes for students in public education, this is yet another link the recent work on Cultural Competency and Racial Equity.

Slide 9 serves as a reminder of why College and Career Readiness Standards were first introduced.

Slide 10 serves as a reminder of our state’s vision for using the standards and makes an explicit connection from CCR to WSLS

Slide 11 This slide represents current language from the state legislature that reminds all of us what the term “Every student” means. It is the full intent of our state to provide excellence and opportunity for all, not just some. And with this language our state commits itself to a cultural competency and racial equity lens. The Washington State Learning Standards serve as a vehicle to provide equity in education.

Slide 12 serves as a reminder of the broad scope the Washington State Learning Standards address across multiple disciplines.

Slide 13 serves as a reminder of the implementation plan for CCSS and NGSS. Facilitator may ask participants to reflect on where their district is regarding implementation. If there is only one district present, then the question becomes, “Where are we and do we all agree on where we are?”

Slide 14 serves as a reminder of the key content shift in ELA. The Power Point notes provide a summary of these key shifts but the intent is not to

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Slide 10Handout Conley’s 4 Keys to CCR

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spend too much time with the shifts, but to remind participants of them and that the ELA standards also address reading and writing in social studies, science and other technical subjects.

Slide 15 addresses the content shifts in mathematics. Background is provided on the Power Point notes.

Slide 16 addresses the key content shifts in Science. This information may be new for some participants and the facilitator could use the Power Point slide notes to provide clarity about these shifts.

Slide 17 provides participants a chance to reflect on the standards information from the previous slides. Each participant receives a copy of the Standards comparison handout and is asked to look over the first three columns of the chart and find relationships between the standards. After a short amount of time participants are asked to share their findings with a partner.

Slide 18 introduces Stanford’s work on finding convergence zones with the standards for ELA, Math and Science. Their work was based solely on a language match between the standards. Our goal today is to also make classroom connections.

Slide 19: Part 1 ReflectionFacilitator provides time for participants to think and respond in writing to the prompts.

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Handout “Placemat”- the large sheet that compares the Math/Science/ELA practice standards in long columns.

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Slide 19Handout Reflection SheetThe * on the reflection sheet indicates the key reflection question, but participants can choose to do more then one.

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Break – Determined by facilitator: 10-15 minutesPart 2: Smarter Balanced Assessment System Resources45 minutes

Slide 21: The facilitator asks participants to discuss possible answers to the prompt with a partner or table. Facilitator may ask for three or four responses to be shared with the whole group.

Slide 22 is a brief reminder of the three components of the Smarter Balanced Assessment system.

Slide 23 provides a reminder of what the summative part of the system includes and the slide includes a question for participants to answer as a group. After the answers are shared, the facilitator can make explicit links to TPEP’s State 8 Criteria. Note: The Performance Tasks in the summative section of the SBA ask students to apply their knowledge. All three instructional frameworks and the State 8 highlight the role of the student in the learning and assessment process. Many connections can be made here with the frameworks and the state criteria.

Slide 24 provides a reminder of the interim assessments and provides question prompts for participants to ponder. Facilitator again makes connections to the TPEP Criteria. Smarter Balanced designed the interim assessments for instructional use

Slide 20 introduces new sectionParticipants will need to use their laptops or tablets for this activity and they will need to log in to the Washington Comprehensive Assessment Program portal (WCAP)

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Slide 23Refer to State 8 Criterion Cards

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to support learning and teaching throughout the school year in order to-allow teachers to check student progress -provide information to improve classroom instruction-provide practice with accessibility tools used on the summativeImportant to know:Designated as “non-secure* and non-public*”*Non-secure means access to the items, answers, and student responses – for educators and students (also not intended for accountability purposes)*Non-public means they are not be posted publicly (such as a district website)Optional to allow Local districts establish timeframe, policies around usage, and scoring practicesImportant that districts/schools/teachers use discretion to check progress of specific concepts at strategic points during the yearComprehensive – ICAs – same content and report scores and scale as summativeBlocks – IABs – focus on related concepts; provide detailed information for instructional purposes

Slide 25 provides a description of the Digital Library and an observation from teachers who have been learning more about the digital library. No need to make TPEP criteria connections here.

Slide 26 provides the five attributes of formative assessment. It is a synthesis of a large body of work attributed to Dylan Wiliam, James Popham and Rick Stiggins. Participants could be asked what connections can be made between the State Criteria (or their instructional frameworks) and the five attributes.

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Slide 27 provides a quote from Dylan Wiliam about the impact formative assessment can have on student learning. Stiggins quote emphasizes the greatest gains for historically underserved populations.

Slide 28 provides information on the Digital Library. Resources:Instructional resources – activities, tools, lessons that teachers can use in classroomsProfessional learning – resources to use in professional learning communities (PLSs), teacher mentoring, professional growthVetting process is used to judge how well a resources does the following: connects to the Formative Assessment Process, provides opportunities for all students to learn, aligns with research on best practices, aligns to the CCSS.In order for a resource to post to the DL, 3 reviewers must review with criteria mentioned above and agree unanimously (or go to arbitration) for it to post to the DL.State Network of Educators (SNEs) are trained educators who submit and/or review resources.

Slide 29 introduces a new feature in the Digital Library- Connections Documents. The Digital Library Connections documents are NEW and will be an on-going release as more are created. Background: these documents were created collaboratively by educators and Smarter Balanced to link student performance on the Smarter Balanced blocks to resources in the Digital Library. The process involved educators reviewing data on the interim blocks, identifying the skills and content students are likely to know and/or be able to do at each level

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(above, at/near, below), and then searching the Digital Library for resources to support instruction and extend student learning to the next level.

Slide 30 explains how educators use the DL Connections. These documents are intended to assist educators with next steps after the interim blocks.

Slide 31 is a sample of an 8th grade Digital Library Connection. Sample from ELA: Grade 8 ResearchThis is just one performance level – there are three levels: above, at/near, belowTop shows the student learning objectiveLeft side shows the descriptions of skills for students above standardRight side shows the educator-recommended next steps and Digital Library resources (if available) with link to the resource. Hovering your mouse over the hyperlink will provide a short description of the resource.Note: you will still need to log into the DL to access the resource.

Slide 32 is a screen shot of how to access the Digital Library Connections from the Digital Library. Educators can find these documents inside the Digital Library in the “Resource Type” filter under the new category of “PLAYLISTS.”

Slide 33 is a screen shot of how to access the Digital Library Connection from the Smarter Balanced website. Educators can also find these documents on the Smarter Balanced website. They can be found in the section “About the Assessments” and between the Formative Assessment/Digital Library section and the Interims sections. This is

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purposeful since they are intended to link the interims to resources in the DL.At this time there are 4 connection documents: Grade 5 Fractions, Grade 7 Read Lit Texts and Ratios/Proportions, Grade 8 Research. More in the development process.

Activity #1 – Have participants access a Digital Library Connection from either the Digital Library or the Smarter Balanced website.

Slide 34: Part 2 Reflection Slide 34Reflection Sheet

Part 3: Teacher –Principal Evaluation Project (TPEP) Criteria60Minutes

Slide 36 asks participants to brainstorm how TPEP was first implemented in their districts, what strategies they have employed to address TPEP and how the role of students has changed. Facilitator poses questions and facilitates responses charting responses on chart paper.

Slide 37 is a reminder of the three frameworks and the distinctive terminology each one uses. In order to have a common language we will be using “The Fundamentals of Learning” by Heritage et al.

Activity #2: The Fundamentals of LearningDirect participants to read pages 5-6 and discuss the three fundamentals making connections to their instructional frameworks or the State 8 Criteria. When they are done reading and reflecting, debrief with the

Slide 35 introduces new section

Slide 36Chart Paper

Slide 37Handout: Fundamentals of Learning

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whole group what the three fundamentals are and what each one looks like in a classroom.

Slide 38 shows graphic representation of the Fundamentals

Activity #3 - Slide 39 provides directions for observing the three fundamentals in a classroom. The lesson is taken from the Teaching Channel and features a math lesson in which students are solidifying their understanding of perimeter and area. The guiding questions are on the slide.

Slide 40: Facilitate a whole group debrief of the math lesson and the three fundamentals: Meaning Making, Managing Learning, Participating and Contributing.

Slide 41: Part 3: ReflectionParticipants are asked to reflect upon a lesson they commonly teach and to identify where they incorporate the three fundamentals of learning.

Slide 42: Morning Wrap-UpHave participants complete the directions on the slide and use their reflection sheet to fill in the sentence prompt.

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Slide 39https://www.teachingchannel.org/videos/real-world-geometry-lesson

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Slide 41Reflection Sheet

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LUNCHPart 4: Creating Coherence and Constructing Convergence120Minutes

Embed 10-15 minute

Slide 44: 10-15 without the optional activityHave participants think about the prompt first, have them talk with table teams, have group share out. Big Ideas can be charted on poster paper per

Slide 43 Introduces the new section

Slide 44 Chart Paper-Several pieces for Big Ideas

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break during work time

table team and posted around the room. Optional Activity: Have participants get up join others participants at posters around the room. Have them share big ideas with those they have not worked with yet. Allow them 10 minutes of discussion and ask them to list the big ideas on the posters. Have instructor take them and simply post them in front of the room or in a location easily seen. Instruct participants to refer back to their thinking during the next activity titled Convergence.

Slide 45: Step OneInstructions: 30 minutes• Have participants working in groups of 2,3, or 4 find connections as

a group between the CCR/WSLS and SBA/Resources. • Provide time for individual participants to think and record their

connections first. • Provide them with helpful visual organizers if needed

• I.e. - Graphic Organizers• Example: 3 Circle Venn Diagram

• Then provide them group time to debrief their connections and dig deeper into other possible connections.

• As a group they should record what connections they came up with• Encourage them to use this time to explore the digital library and

WSLS resources to include in those connections. • Provide 30 minutes for this exploration and creation.

Slide 46: Step TwoSimilar to step 1.

Have participants working in groups of 2, 3, or 4 take their recently developed thinking around the previous connections and SBA/ Resources and try to connect it with the language or thinking of TPEP and other Instructional practices.

Provide think time for participants to make connections first and

Slide 45Handout Stanford’s Relationship and Convergences diagramOptional Graphic OrganizersChart paper

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write down their thoughts before sharing with their teams. Participants can use one of the optional graphic organizers to do record their work individually.

The three circle Venn diagram works well for this activity, but participants may create their own visual.

Then provide them time to debrief their connections and explore deeper connections.

Allow for participants to discuss ways that they can support each other and what this could mean for their classrooms.

Encourage them to look deeper into language of Margaret Heritage’s FoL and see connections with TPEP language as well. (Making Meaning, Managing Learning, and Participating and Contributing)

What intersections are they seeing? Allow them to discuss connections that are prominent now.

Slide 47: Step ThreeInstructions: 15-30 minutes

Similar to Step 1 and 2 We are now asking participants to take the time and look at the

language and expectations of TPEP and FOL then compare them to the WSLS and CCR.

Provide individual think and note taking time first and then debrief time with their group.

This will hopefully allow them to see all connections and help us create a convergence visual on step 4.

Encourage participants to refer to WSLS and or CCR documents if they desire

Slide 48: Step Four: Convergence

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Instructions: 30 minutes• Tell your audience – Now that you’ve had a lot of practice making

connections. • You and your group will now need to converge the three big

initiatives we have been exploring. Refer to the Stanford model as a visual model of convergence.

• Teams create a final graphic to represent the convergence between the three initiatives: TPEP, SBA and WSLS. Some ideas can be shared here for example – a road map, a Venn diagram, triangle, a table, etc

• Provide time for teams to create a poster sixed convergence graphic.

• Option: If working with a large group of teachers, they may choose to look through their grade level lens. (This may be more comfortable for educators in their realm)

• At the End: Groups will share out in a way the facilitator sees fit. IE Gallery walk, poster reflection activity, etc.

• Allow groups to comeback and revise, edit, add to, or more if they desire.

Slide 49: Convergence and Instructional Application PracticeInstructions:One hour of work time Provided. For Teachers:• Instruct teachers to think of broadly applicable instructional

practices that I can use in my classroom that will yield CCR. • Possible promotion of ways they can be a critical consumer of their

districts adopted curriculum materials. For Administrators: • Have Administrators think of Observable instructional practices

that will lead to CCR for all students.

Slide 48Optional Graphic OrganizersChart Paper

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• Encourage admin to brainstorm options of supporting teachers in learning new ways to help classroom practice. (Areas of Growth and Strength)

Have them come together with their thinking and add to their convergence document on how this impacts their professional practice. Connections can also be made to Instructional Frameworks:

1. Danielson’s Productive Instructional Routines/Best Practice/Good Teaching (Components)

2. Marzano’s High Yield Strategies3. CEL’s Foundational Ideas

Slide 50: Step Five: Convergence and Instructional Practice- Public EpiphanyInstructions for Debrief: Depending on the size of the group-

1. If the group is small enough- • Individuals can share out.• Small Group Share out

2. If hosting a large group here are options: • Team table share out• Three word summary• Poster protocol• Bumper sticker protocol.

The goal will be for participants to summarize the learning of the day and share the impacts of these experiences on their own practice. Frame it around title using Connections, Coherence, and Convergence

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Closing, Reflection and Feedback15 minutes Slide 52

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• Give participants the opportunity to complete the last reflection for the session. This is the last entry on the session’s reflection sheet.

Slide 53: Did We Accomplish What We Set Out to Do Today? Review Learning Targets and Success Criteria for the session and ask for input from participants on whether the goals were met.

Slide 54: Thank participants for their work today in making connections, coherence and convergence happen. Participants’ survey can be added here and/or Clock Hour survey.

Slide 55: Other Resources for Creating Connections, Coherence and Convergence.

Slide 52Reflection Sheet

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