Revisiting the Blended Learning Rubric

1. Revisiting the Blended Learning Rubric October 14, 2013

2. Learning Targets: • I can identify PD areas of strength and areas for improvement as evident in my school’s blended learning rubric data.

3. Process for Self-Assessment: Review • PL teams received training on the BL rubric at the BLLA in August • Teachers received training on the BL rubric in August/September at respective secondary schools. • BLCs gave feedback to include rubric variables in the electronic self-assessment to aid in teacher understanding. • The Evaluation Group (TEG) created and administered the survey in September • Connects to SOW as major milestone.

4. Remember: • The BL rubric is NOT evaluative. • Data will be used by BLCs and PL teams to help move teachers to seamless implementation of BL. • Teachers will take the self-assessment again in April 2014 to show progress in their implementation of BL and to give feedback for summer PD needs. • The rubric data will also help us identify effective teachers, which touches on several key initiatives in the IMPACT grant.

5. How data was collected • Survey was created and administered by TEG (external evaluators for the grant) • Integrity of the self-assessment survey would’ve been compromised if individual names had been shared with individual responses. (OFI) Note: When TEG administers surveys, we are given a report with an analysis of their findings. We use this to impact our decisions and direction.

6. Data Analysis Expectation: • Each PL team will complete an analysis of the BL rubric data specific to its school (data analysis document provided) • The data analysis document will be saved in your SCHOOL’S DROPBOX folder. (name: SchoolName_BLRanalysis_Oct2013) • Note: We will use the data analysis to create a differentiated yearlong PD plan in a later activity.

7. A Look at the Data District report: • Shows “mean” for each of the 5 DOMAINs of the BLR • Shows “avg. proficiency” for overall BLR • Shows “group assignment criteria” for each school based on responses School report: • Shows mean for “frequency” of engagement in different variables/indicators associated with each DOMAIN (scale of 1-4) • Shows mean and a percentage of responses for each level (beginner, intermediate, proficient, advanced) under each domain’s STRAND. • Shows graph with percentages correlating to 16 different strands

8. A Look at the Data (cont’d) Teacher report: • Shows a code for each teacher who responded to the survey (no names) • Shows the mean for each of the 5 DOMAINs for each teacher. • Tells you the GROUP to which the teacher has been assigned (Group 1, 2 or 3) • Note: Use your school’s list of names for GROUP ASSIGNMENTS to correlate which teachers are in each group and to see their gaps in each of the 5 domains.

9. Using the Charts For each teacher who responded, these 5 columns show the mean for each domain in the Blended Learning Rubric. Rydell High School Unknown Unknown Bob Barker Fred Flintstone Dwayne Johnson Lisa Simpson SpongeBob Squarepants

10. Revisiting the Yearlong PD Plan October 14, 2013

11. Learning Targets: • I can use the data from the blended learning rubric self-assessment to map out a plan for differentiated professional development at my school. • I can identify professional development resources in the PD Toolkit to create personalized PD for teachers at my school.

12. Review: Using Data to Drive Our Direction

13. Building Capacity

14. Blended Learning PD: REVIEW August: Intro. to IMPACT October: How to manage groups October: How to form groups November: How to create differentiated groups October: How to use data to form groups Note: Content overlaps with strands in the BLR.

15. Where We’re Going Note: Tentative. Could change based on data/feedback. November: • Creating differentiated groups/HomeBase • Digital Ethics December: • Innovation Showcase Spring: • LMS • Digital Content (district) • Device PD • Continued PD onBL

16. Next Steps: • Teams will use BL rubric self-assessment data analysis to create or edit yearlong PD plan (PDSA). • This will be school-basedPD that school teams will administer between ERPD sessions, although they could be the “school-based” portion (not district) on the site-based ERPD days. • Plan must show how the PD will be differentiated based on teacher need. • PL Teams can plan together (optional)

17. Next Steps (cont’d) • Use Ed. Elements (Schoology) modules as a resource toolkit when creating PD for your school • Leverage the teacher leaders in your building who can model or assist with PD • Consider: • Using videos of exemplar teachers (based on data) • Using instructional rounds/peer coaching • Best practices from digital resources and tools • RESA (best practices from other districts)

18. PDSA • Create a PDSA that outlines actionable steps for growing your teachers toward BL implementation • You will do the PLAN and DO for Cycle 1 (Oct 2013 - Jan. 2014) • Your DO can have multiple/mini-deployment plans embedded to show how your plan will be differentiated. Examples: • a deployment plan for each of the 3 groups of teachers • a deployment plan for specific DOMAINS of the rubric • This will be your yearlong PD plan (SOW 2.1.2)

19. The Cycles: • Cycle 1: Oct. 2013 - Jan. 2014 • Cycle 2: Feb. 2014 - July 2014 • Cycle 1 plan is due Oct. 24. • We have tentative plans to share at the Oct. 24 IF/BLC PLC. Save your PDSA for your PD plan in your school’s DROPBOX folder. Name it: SchoolName_PD Plan_2013