Prepared especially for the Instructional Coaches PLN of ATLANTA PUBLIC SCHOOLS

1. Qualitative Data-Driven Opportunities to Focus the 2014 – 2015 Academic Year R4 Prepared especially for the Instructional Coaches PLN of ATLANTA PUBLIC SCHOOLS by Dan Mulligan, flexiblecreativity.com April 2014 The vision of Atlanta Public Schools is to be a student-centered, high-performing urban school district, where all students become successful, life-long learners and leaders.

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3. 4 – second partner Create cooperative pairs at your table. If there are an odd number of people, form one team of three.

4. Essential Question • THINK: • On your THINK PAD, think…then…record your response to this question: • Based on your experience as a coach.. • What are the primary areas to improve student achievement in your school next year? • PAIR/SHARE: • Using your notes on the THINK PAD: • Share your insight with your team to the question: • What are the primary areas to improve student achievement in your school next year?

5. Opportunities based on Qualitative Data • Revisit the efficacy of staff to unpack the standard in execution of the standard rather than just planning for the standard; • Reinforce staff capacity to tie Depth of Knowledge to student engagement; • Establish and expect a school-wide approach to reading (annotating/referencing the text to support conclusions); • Determine the current state of note-taking strategies compared to the expectations of college and career readiness and act accordingly; • Strengthen staff craft to provide each student with effective feedback (is it compliance or authentic); • Bolster staff mastery of cooperative learning versus group work; and • Recommit staff to consistently using research-based learning strategies. If opportunity doesn’t knock… …build a door!

6. SPREAD the LOVE Form a team of four to six coaches…

7. Bolster staff mastery of cooperative learning versus group work pages 27 – 28

8. ThrowbackTHURSDAY

9. Stacking Cups Challenge

10. The Challenge • Essential Question: • Can the team work collaboratively to develop and execute a strategy to stack the cups into a pyramid without anyone touching the cups using only the string and rubber band? • Scatter the cups on the table or floor. • Remember your goal is to build a tower with the 10 cups. Four cups should be used to form the base, with the remaining cups stacked to form a pyramid shape. In the end, the top of the tower should have one cup. • Here are the rules: • each member of the team needs to control at least one string • everyone must be involved in moving each and every cup • you can only use the rubber band & string to get the job done • you may not tie the string to the rubber band • if anything or anyone touches the cups with hands or body the team must start from the beginning • Everyone must understand the rules • You will have 15 minutes to complete the task. Good luck…. GO!

11. page 26 • With a partner: • Determine the status of your staff in each element of the comparison chart. • What are some resources that can be used to assist your staff?

12. pages 4 - 5 Revisit the efficacy of staff to unpack the standard in execution of the standard rather than just planning for the standard

13. It’s All About: The Second Question

14. 4 – second partner Did you bring your handout with you? I just love these Dan Mulligan workshops! Find a new friend in the room. Introduce yourself and share one great thing about your school. Find 2 comfortable seats and relax.

15. Reinforce staff capacity to tie Depth of Knowledge to student engagement There are two different tools to describe cognitive rigor. Each addresses something different. RBT (Revised Bloom’s Taxonomy) – What type of thinking (verbs) is needed to complete a task? DOK (Webb’s Depth of Knowledge) – How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content?

16. Bloom’s Taxonomy (1956) &Bloom’s Cognitive Process Dimensions (2005) Knowledge– Define, duplicate, label, list, name, order, recognize, relate, recall Comprehension—Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translate Application– Analyze, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, write Analysis– Analyze, appraise, explain, calculate, categorize, compare, criticize, discriminate, examine Synthesis– Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write Evaluation– Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value Remember– Retrieve knowledge from long-term memory, recognize, recall, locate, identify Understand – Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict Apply – Carry out or use a procedure in a given situation; carry out or use/apply to an unfamiliar task Analyze – Break into constituent parts, determine how parts relate Evaluate – Make judgments based on criteria, check, detect inconsistencies/fallacies, critique Create – Put elements together to form a coherent whole, reorganize elements into new patterns/structures. page 6

17. How the Experts Define Cognitive Rigor… • Rigor is … • Quality of thinking, not quantity, and can occur in any grade at any subject (Bogess, 2007) • Deep immersion in a subject and should include real-world settings (Washor & Majkowki, 2006) • Thoughtful analysis with sufficient attention to accuracy and detail (Beane, 2001) • Helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging (Strong, Silver, & Perrini, 2001)

18. What is DOK? Let’s watch a video • Webb’s Depth-of-Knowledge Levels • DOK-1 – Recall & Reproduction– Recall of a fact, term, principle, concept; perform a routine procedure; locate details • DOK-2 – Basic Application of Skills/Concepts– Use of information; conceptual knowledge; select appropriate procedures for a given task; two or more steps with decision points along the way; routine problems; organize/ display data; interpret/use simple graphs; summarize; identify main idea; explain relationships; make predictions • DOK-3 – Strategic Thinking– Requires reasoning, or developing a plan or sequence of steps to approach problem; requires decision making or justification; abstract, complex or non-routine; often more than one possible answer; support solutions or judgments with text evidence • DOK-4 – Extended Thinking– An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations; synthesize information across disciplines/content areas/multiple sources.

19. page 23 DOK is about depth & complexity – Not difficulty! • The intended student learning outcome determines the DOK level. What mental process must occur? • While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level. • Describethe process of photosynthesis • Describe how the two political parties are alike and different • Describethe most significant effect of WWII on the nations of Europe

20. Hess’s Cognitive Rigor Matrix: Applies Webb’s DOK to RBT Cognitive Process Dimensions pages 38 - 40

21. Story: Little Red Riding Hood pages 38 - 40 Where do these questions fit into the matrix?

22. SpintheWord modified • Remove the cards from the bag. • Place the deck of cards face down in the center of the table. • Determine the order of playing by each person rolling the die. • Each card contains: • Math vocabulary word, and • Method of giving clues • Remember: • Each person has a turn, • Each person has a lifeline! • Enjoy!

23. Directions: Form communities of three table teams. Send a representative from each table in a community to obtain a different zip lock bag (this person will be the guardian of the zip lock). Number off in your table team. Work with your current team until requested to switch table teams within your community. Have fun while sharing…

24. Click on the arrow to start and stop spinner.

26. Self Reliance There are three types of baseball players—those who make it happen, those who watch it happen, and those who wonder what happened. Tommy Lasorda teachers/administrators

27. Create and Use Rubrics A rubric is a coherent set of criteria for students’ work that includes descriptions of levels of performance quality on the criteria. They are descriptive rather than evaluative. Of course, rubrics can be used to evaluate, but the operating principle is to match the performance to the description rather than to “judge” it.

28. Multiply My Thinking • Listen for the topic and the amount of time; • Silently mix around the room; • When directed, pair up with person closest to you; • In pairs, Partner A shares and Partner B listens; • Partner B responds to what he/she heard by paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”; • Record summary of partners response; then • Switch Roles

30. SharingYour Expertise What is one of your goals for your staff next year? Why is it important? What is one initiative (action) conducted this year with staff that you are most proud as an instructional coach? Why was it effective? What is one way this training (over the past two years) has assisted you in refining your craft as an instructional coach? Why is this significant?

31. SharingYour Expertise What is one initiative (action) conducted this year with staff that you are most proud as an instructional coach? Why was it effective? What is one of your goals for your staff next year? Why is it important? What is one way this training (over the past two years) has assisted you in refining your craft as an instructional coach? Why is this significant?

32. Establish and expect a school-wide approach to reading (annotating/referencing the text to support conclusions);Determine the current state of note-taking strategies compared to the expectations of college and career readiness and act accordingly

33. Establish and expect a school-wide approach to reading (annotating/referencing the text to support conclusions);Determine the current state of note-taking strategies compared to the expectations of college and career readiness and act accordingly

34. Establish and expect a school-wide approach to reading (annotating/referencing the text to support conclusions);Determine the current state of note-taking strategies compared to the expectations of college and career readiness and act accordingly

35. pages 30 - 31 Recommit staff to consistently using research-based learning strategies

36. Organizing Theme: Things someone would say… Famous Americans of the 20th Century Trivia Triangle Mohammad Ali 200 POINTS Aretha Franklin Bill Clinton 100 POINTS 100 POINTS Elvis Mickey Mouse Madonna 50 POINTS 50 POINTS 50 POINTS

37. Organizing Theme: Teaching/Learning Strategies Trivia Triangle Relationships 200 POINTS Formative Assessment Relevance 100 POINTS 100 POINTS Critical Thinking Collaboration Rigor 50 POINTS 50 POINTS 50 POINTS

38. Strengthen staff craft to provide each student with effective feedback (is it compliance or authentic) page 25

39. KEY QUESTION: Why are common assessments so important? WHY do we ASSESS: 1. INFORM INSTRUCTIONAL DECISIONS 2. ENCOURAGE STUDENTS TO TRY “You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” Rick Stiggins, Assessment Trainers Institute

40. Form a team of two (2) people… • Determine the person with the most sisters and send them to pick-up a grid sheet for each person. • Distribute a grid sheet to each team member. • One team-member will face the screen and give directions. The other team member will have their back to the screen and follow the verbal clues provided by their partner (clarifying questions are encouraged). • NOTE: Team members should NOT be able to see what each other is drawing. Talk to Me

42. Follow-up Debriefing • Each pair should share with your other team members the method you used to graph the figure. • Discuss with your team: • Which method appeals to you? • Is there another method that you would prefer? • Prepare for a “pairs choice of method” with a new graph.

44. Key Question Did your performance on the second attempt to complete the grid exercise improve after having an opportunity to self-assess your initial strategy?

45. 4 – second partner Did you bring your handout with you? I just love these Dan Mulligan workshops! Find a new friend in the room. Introduce yourself and share what you ‘do’. Find 2 comfortable seats and relax.

46. Advanced Organizers Use Visuals Advanced organizers help students organize the information and retain 5 times more of the information.

47. VENN DIAGRAMS Your school in 2013 - 2014 Your school in 2014 - 2015