Writing Rationales

1. Writing Rationales For Program Reviews

7. Toulmin Model of Rationale Writing • Claim • Grounds • Warrant • Backing • Rebuttal/Reservation • Qualification

8. Claim • What we scored • State the following: • Standard • Demonstrator • Characteristics • The Revision: • For Standard 3, Professional Development and Support Services: Demonstrator 1: Opportunity, _____ School scored a proficient in all four characteristics.

9. Grounds • Why you made the claim • Use this sentence • The Revision: • This is based upon the rubric for the Arts/Humanities Program Review for Standard 3, Demonstrator 1: Opportunity.

10. Warrant • Chain of reasoning for the claim

11. The Revision • We qualify for a Proficient in characteristic A because the professional development plan is tied to our CSIP. The master schedule demonstrates that our CSIP supports appropriate Arts instruction. We qualify for a Proficient in characteristic B because each teacher has received embedded professional development during the Artist in Residence programs. We qualify for a Proficient in characteristic C because each lesson taught is grounded in best practices for the content and age. Artist and teachers are provided with documents and multimedia files for use with students which demonstrate best practices. We qualify for a Proficient in characteristic D because during PLC, teachers have the opportunity to collaborate and exchange ideas.

12. The Revision • We qualify for a Proficient in characteristic A because the professional development plan is tied to our CSIP. The master schedule demonstrates that our CSIP supports appropriate Arts instruction. We qualify for a Proficient in characteristic B because each teacher has received embedded professional development during the Artist in Residence programs. We qualify for a Proficient in characteristic C because each lesson taught is grounded in best practices for the content and age. Artist and teachers are provided with documents and multimedia files for use with students which demonstrate best practices. We qualify for a Proficient in characteristic D because during PLC, teachers have the opportunity to collaborate and exchange ideas.

13. Backing • Support for the warrant

14. The Revision • During this year, we have had ___ Artist in Residence. Teachers in grades ______ worked with Artist AB in jewelry making for grades ______. Artist CD worked with the ___ grades constructing _______. During all of the artist in residence time, time was provided in the schedule for each artist to meet with the PLC’s to discuss techniques and best practices and next steps for teacher to have “follow up” on her residency. Weekly PLC meetings provided an opportunity for teachers to collaborate and share ideas. Two programs that was a result of these PLC discussions was _______________ and _______________ programs.

15. Rebuttal/Reservation • Exceptions to the claim • Counter agreement • Optional – do not use if proficient or distinguished in all areas • The Revision: • Example to be shown

16. Qualification • Limits to the claim, warrant, and backing • The degree of conditionality or certainty • The Revision: • There is unconditional support for the designation of proficient for characteristics A, B, C, and D for the opportunity demonstrator.

17. Lets shine a light on another example Look at the Original rationale for Example 2 (Blue paper)

18. Example 2 - Revised For Standard 3, Professional Development and Support Services: Demonstrator 1: Opportunity, _______ School scored a proficient in characteristics A, C, and D and Distinguished in characteristic B. This is based upon the Writing Program Review Rubric. The school qualifies for a proficient in Characteristic A because the professional development plan is tied to our CSIP. In Characteristic C, the proficient score is based upon the professional development opportunities which demonstrate best practices and are tied to the professional growth plans. In characteristic D, PLC’s and the master schedule provide regular opportunities for collaboration and exchange of ideas. Characteristic B is scored a distinguished because of the variety of job embedded professional development opportunities which allow all teachers to continue to grow as individual educators thereby meet the all needs of all students.

19. Example 2 For Standard 3, Professional Development and Support Services: Demonstrator 1: Opportunity, _______ School scored a proficient in characteristics A, C, and D and Distinguished in characteristic B. This is based upon the Writing Program Review Rubric. The school qualifies for a proficient in Characteristic A because the professional development plan is tied to our CSIP. In Characteristic C, the proficient score is based upon the professional development opportunities which demonstrate best practices and are tied to the professional growth plans. In characteristic D, PLC’s and the master schedule provide regular opportunities for collaboration and exchange of ideas. Characteristic B is scored a distinguished because of the variety of job embedded professional development opportunities which allow all teachers to continue to grow as individual educators thereby meet the all needs of all students.

20. Example 2 For Standard 3, Professional Development and Support Services: Demonstrator 1: Opportunity, _______ School scored a proficient in characteristics A, C, and D and Distinguished in characteristic B.This is based upon the Writing Program Review Rubric. The school qualifies for a proficient in Characteristic A because the professional development plan is tied to our CSIP. In Characteristic C, the proficient score is based upon the professional development opportunities which demonstrate best practices and are tied to the professional growth plans. In characteristic D, PLC’s and the master schedule provide regular opportunities for collaboration and exchange of ideas. Characteristic B is scored a distinguished because of the variety of job embedded professional development opportunities which allow all teachers to continue to grow as individual educators thereby meet the all needs of all students.

21. Example 2 For Standard 3, Professional Development and Support Services: Demonstrator 1: Opportunity, _______ School scored a proficient in characteristics A, C, and D and Distinguished in characteristic B. This is based upon the Writing Program Review Rubric. The school qualifies for a proficient in Characteristic A because the professional development plan is tied to our CSIP. In Characteristic C, the proficient score is based upon the professional development opportunities which demonstrate best practices and are tied to the professional growth plans. In characteristic D, PLC’s and the master schedule provide regular opportunities for collaboration and exchange of ideas. Characteristic B is scored a distinguished because of the variety of job embedded professional development opportunities which allow all teachers to continue to grow as individual educators thereby meet the all needs of all students.

22. During this year, the CSIP was monitored for implementation by the principal. Writing and professional development was addressed in Goal ___ Objective __ Strategy __. # Teachers participated in district sponsored professional development provided by Angela Hilterbrand. Following the workshop, these teachers worked with all staff during PLC’s to share the information obtained. Ms. Hilterbrand also visited our school to work with all ELA teachers in grades 3 – 6. This information was shared with primary teachers in the PLC setting. Primary teachers received additional training through the Elgin Initiative. Renee Smith, ELA District Content Coach, provide regular individualized professional development. Three teachers attended the ELA Laying the Foundation training for grades 4 – 6. PLC agendas, sign-in sheets and notes provide details of the job embedded professional development and collaboration. One example of the collaboration is the incorporation of writing in other content areas, such as the science research papers. When examining the evidence and rubric traits, the score of Proficient for characteristics A, C, and D are warranted. The score of Distinguished for characteristic D is warranted.

23. During this year, the CSIP was monitored for implementation by the principal. Writing and professional development was addressed in Goal ___ Objective __ Strategy __. # Teachers participated in district sponsored professional development provided by Angela Hilterbrand. Following the workshop, these teachers worked with all staff during PLC’s to share the information obtained. Ms. Hilterbrand also visited our school to work with all ELA teachers in grades 3 – 6. This information was shared with primary teachers in the PLC setting. Primary teachers received additional training through the Elgin Initiative. Renee Smith, ELA District Content Coach, provide regular individualized professional development. Three teachers attended the ELA Laying the Foundation training for grades 4 – 6. PLC agendas, sign-in sheets and notes provide details of the job embedded professional development and collaboration. One example of the collaboration is the incorporation of writing in other content areas, such as the science research papers.When examining the evidence and rubric traits, the score of Proficient for characteristics A, C, and D are warranted. The score of Distinguished for characteristic D is warranted.

25. Example 3 – (green paper) • For Standard 3, Professional Development and Support Services: Demonstrator 1: Opportunity, _____ School scored a proficient in characteristics B, C, and D and Limited/No Implementation in characteristic A. This is based upon the Writing Program Review Rubric. We qualify for Proficient in Characteristic B because of the variety of job embedded professional development opportunities are available to all teachers. In Characteristic C, the proficient score is based upon the professional development opportunities which demonstrate best practices and are tied to the professional growth plans. In characteristic D, PLC’s and the master schedule provide regular opportunities for collaboration and exchange of ideas. Characteristic A is scored a limited/no implementation because there is not a link between the CSIP professional development plans.

26. During this year, the CSIP was monitored for implementation by the principal. Writing and professional development was addressed in Goal ___ Objective __ Strategy __. # Teachers participated in district sponsored professional development provided by Angela Hilterbrand. Following the workshop, these teachers worked with all staff during PLC’s to share the information obtained. Ms. Hilterbrand also visited our school to work with all ELA teachers in grades 3 – 6. This information was shared with primary teachers in the PLC setting. Primary teachers received additional training through the Eligin Initiative. Renee Smith, ELA District Content Coach, provide regular individualized professional development. Three teachers attended the ELA Laying the Foundation training for grades 4 – 6. PLC agendas, sign-in sheets and notes provide details of the job embedded professional development and collaboration. One example of the collaboration is the incorporation of writing in other content areas, such as the science research papers.

27. Teachers did participate in writing professional development; however, this was not specifically link to the CSIP or professional growth plans. This oversight will be addressed in the upcoming SCIP and professional growth plans. When examining the evidence and rubric traits, the score of Proficient for characteristics B, C, and D are warranted. The score of Limited/No implementation for characteristic A is conditionally awarded.

29. Next Steps: 1) Rewrite a rationale 2) Share with your group for feedback