WELCOME Total Instructional Alignment TIA Based on the work of Lisa Carter

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WELCOME!Total Instructional Alignment(TIA)(B
ased on the work of Lisa Carter)
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• Diamond Reflection
• I came expecting

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• Purpose
• Logistics
• Agenda
• Breaks as needed individually
• Cell phones off or on vibrate

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• Facilitator Tool
• Orientation The Big Eight (page 167)
• Welcome and purpose
• Introductions
• Logistics
• Mixer/get acquainted
• Intended results
• Agenda Review
• Norms/ground rules
• Agreement

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• Intended Outcomes - TIA
• Understand Total Instructional Alignment and be
  able to use alignment document/pacing guide to
  develop units/lessons.
• Understand and be able to evaluate the three
  stages of Understanding by Design (UBD).
• Understand the power of collaborative processes
  and be able to collaboratively design lessons.

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• Intended Outcomes
• Facilitation of TIA
• Define role of TIA Facilitators
• Equip facilitators with knowledge, skills and
  resources to facilitate the
  implementation of TIA in their buildings
• Create a community of TIA leaders for ongoing
  support and collaboration

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• Progress Indicators
• Participants will know and be able to
• Explain the role of TIA facilitators
• Use collaborative processes to facilitate adult
  learning
• Design an initial TIA Implementation Plan
• Access and use resources to support TIA
• implementation

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• Introductions
• Check-in
• Who you are
• Whats going on
• 3 minutes

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• Facilitator Tool
• Table-Talk Roles
• Facilitator
• Keeps the group on task
• Makes sure everyone has a chance to participate
• Recorder
• Writes down key points on newsprint
• Spelling and handwriting dont count in round one
• Write quickly to keep up with ideas
• Time Keeper
• Periodically reminds team members of time
  constraints
• Keeps team meetings focused on the tasks at hand
• Identifies when more time is needed for
  discussion
• Runner
• Gathers/distributes materials as needed
• Reporter
• Synthesizes, with the help of group members, key
  points and summarizes them for the whole group

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• Facilitator Tool
• Development of Group Norms
• Seven Norms of Collaborative Work
• (front pocket of Facilitator Manual yellow
  save for tomorrow)
• Promoting a Spirit of Inquiry
• Pausing
• Paraphrasing (p. 28)
• Probing (p. 29)
• Putting Ideas on the Table
• Paying attention to Self and Others
• Presuming Positive Intentions
• Toolkit on page 195.

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Facilitator Tool Development of Group
NormsSeven Norms of Collaborative Work Which
of these norms might be most important for your
full participation in the group?1 minute
self-reflection2 minutes group processing
Popcorn report out
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Facilitator Tool Development of Group
NormsSeven Norms of Collaborative Work
Considering these seven norms, which might you
find most challenging?What strategies might you
use to focus in on the ones you might find most
challenging?
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• What is a facilitator?
• (Pages 4 10)
• Table Discussion
• Timer 2 minutes
• Facilitator Tools Timer Tools / Selector Tools
• Spinner report out

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• How is facilitation
• different than what you do now?
• Table Discussion
• Timer 2 minutes
• Popcorn report.

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• Facilitator Tool
• Orientation The Big Eight
• Quick Check
• Page 167
• Check power point to see if/where the components
  of The Big Eight are included.

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Facilitator Tool Decision Making Consensus
Review Step-by-Step Process on page 173.

• In what situations is consensus the most
  appropriate decision-making tool?
• Why not just vote?

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Facilitator Tool Decision Making Consensus

• Consensus
• Everyone can live with the decision
• Establish and use evaluative criteria
• Accept conflict as part of the process
• Encourage negotiation and collaboration
• Emphasize fact over opinion
• Not about winning or losing
• Dont give in just to avoid conflict
• Flipping coins and voting are not viable
  alternatives
• Consultative
• Key decision-maker accepts input and advice, then
  acts
• Executive
• Decisions designated to a single person or team
• Voting
• Majority or 2/3 yes can make decision

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Overview of Total Instructional Alignment (TIA)

• Lisa Carter Video
• Alignment of the System
• Alignment of the Curriculum and Assessments
• Alignment of the Instructional Practices
• in the Classroom
• (page 59)

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Overview of Total Instructional Alignment (TIA)

• Reflection
• How is TIA different
• than what we are now doing
• in terms of alignment?
• Popcorn report.

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Overview of Total Instructional Alignment (TIA)

• Reflection
• Why do you think that Lisa said that of the three
  areas of TIA, the easiest is alignment of
  standards, curriculum and assessments?
• Popcorn report.

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Facilitator Tool Jigsaw (p. 189)

• Pull Out Negativity By Its Roots
• by Rick and Becky DuFour
• At your table
• Determine who will read each section
• Introduction
• Weed 1
• Weed 2
• Weed 3
• Weed 4
• To Build A Culture Conclusion
• Read and highlight key ideas - 6 minutes
• Each person share main points - 1 minute each
  person
• At your tables, create a one-sentence moral of
  the story and put on Chart Paper and Post 4
  minutes

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Unpacking the Frameworks

• Blooms Taxonomy
• K W L
• Complete K and W
• What you KNOW
• What you WANT to Know

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Unpacking the Frameworks

• Lisa Carter Video
• Blooms Taxonomy

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Unpacking the Frameworks

• Blooms Taxonomy
• (Pages 73 75)
• K W L
• Complete L What you Learned

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Unpacking the Frameworks

• Lisa Carter Video
• Constructing a
• Learning Objective
• Z Chart
• (Pages 76-78)

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Practice Constructing a Learning Objective

• Divide chart paper into 4 sections list
  everything you recall that goes in each of the
  four boxes. When completed, compare with two
  other tables. (6 minutes)

1
2
4
3
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Practice Constructing a Learning Objective

• Page 77
• For the Learning Objectives listed on this page,
  write (on large chart paper) in Z-square format,
  the corresponding word/phrase in each of the 4
  boxes.
• (5 minutes)
• Check your work!
• Compare to table next to you.
• Questions?

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Practice Constructing a Learning Objective

• W.4.3.11 Edit for spelling of appropriate words,
  usage, punctuation, capitalization, and sentence
  structure.
• Format on Page 78
• Use large chart paper put the corresponding
  words/phrases in each Z-Chart box. Is this a
  clear learning objective? If not, then rewrite
  as a learning objective.
• Post then Facilitator Carousel

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Unpacking the Frameworks

• Blooms Taxonomy
• (Pages 73 75)
• K W L
• Add to L if you learned more

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Unpacking the Frameworks

• Lisa Carter Video
• Task Analysis
• (Pages 79-81)

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Practice Task Analysis

• Complete a Task Analysis
• for the example on page 80
• OR
• one of the examples on page 81.
• Follow the steps on page 79.
• Begin each task with a MEASURABLE verb.

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Practice Task Analysis

• Was this easy or hard?
• Why?

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More Practice Task Analysis

• Following the steps on page 79, complete a Task
  Analysis for an SLE in your content area.
• Put on chart paper and post.
• 13 minutes.

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Task Analysis

• Why is a Task Analysis important?
• Table Discussion
• Popcorn Report

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Unpacking the Frameworks

• SLE Alignment Activity
• K-5 Teams
• 6-12 Teams
• (HINT-be sure there is an ELA teacher on each of
  the secondary teams!)
• Baggie of ELA SLEs per team
• Group consensus on alignment SLEs
• Glue SLEs to on the agreed upon grade-level
  chart
• Pick up correct alignment sheet and count up
  number your team has correct
• How many teams with 100?

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Alignment Documents

• English Language Arts
• Mathematics
• Science

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• Rotate Table-Talk Roles
• Facilitator
• Keeps the group on task
• Makes sure everyone has a chance to participate
• Recorder
• Writes down key points on newsprint
• Spelling and handwriting dont count in round one
• Write quickly to keep up with ideas
• Time Keeper
• Periodically reminds team members of time
  constraints
• Keeps team meetings focused on the tasks at hand
• Identifies when more time is needed for
  discussion
• Runner
• Gathers/distributes materials as needed
• Reporter
• Synthesizes, with the help of group members, key
  points and summarizes them for the whole group

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Lesson DesignUnderstanding by Design (UBD)

• Article Backward Design
• (front pocket green)
• Facilitator Tool
• 4 As Process (Page 190)
• Everyone read and highlight.
• Consensus on 4 As.
• Chart paper Post - Carousel
• What is important about
• the three stages of UBD?
• Spinner Report Out

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Lesson DesignUnderstanding by Design (UBD)

• Treasure Hunt
• In the power point handout for todays session,
  determine if / where (which slides) each of the 3
  stages is addressed.
• Stage 1 Desired Results
• Stage 2 Assessment Evidence
• Stage 3 Learning Plan/Experiences

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TIA and UBD Lesson Design

• From what youve learned about TIA and Lesson
  Design, develop a set of quality indicators
  which could be used to guide Lesson Design work.
• Stage 1Stage 2Stage 3
• Brainstorm Prioritize Non-Negotiables
• Record 3 non-negotiables
• for each stage on chart paper. Post.

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Lesson DesignUnderstanding by Design (UBD)

• Use the Quality Indicators to assess the
  lessons in your grade band the lessons are
  located in the back of your Facilitator Manual.
• 3 for all three stages evident.
• 2 for two stages evident.
• 1 for one stage evident.
• 0 for no stages evident.
• Facilitated report.
• What AHAs?

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Lesson DesignUnderstanding by Design (UBD)

• With this SLE,
• design a lesson using the UBD Framework.
• M.13.2.2 Tell time
• to the nearest five-minute interval.
• Include Level of Blooms
• Objective Z Chart
• Task Analysis
• Post on chart paper.
• Group carousel.
• Feedback on small post its.

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Lesson DesignUnderstanding by Design (UBD)

• Select an SLE from your own frameworks.
• As a table group, design a lesson using the 3
  stages of UBD.
• Include Level of Blooms
• Objective Z Chart
• Task Analysis
• Post on chart paper.
• Group carousel.
• Feedback on small post its.
• Check feedback on your tables lesson.

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For Day 2Can leave stuff on tables.Keep
Seven Norms handout for Day 2.
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Reflection Day 1Complete pink T-Chart
andleave on your table.Front Pocket of
BinderSee you tomorrow!
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Welcome to Day 2!What have we learned?Chart
PaperGroup Consensus3 main learnings from day
1.Post.Facilitator Carousel
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Day 1 Focused on basics of TIA and UBD Lesson
Designand some facilitator tools.Day 2 Focus
is on facilitating the implementation process
through Learning Teams at your school.(Learning
Team Guide pages 19-26Adult Learning pages 9
10)
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• Seven Norms of Collaborative Work
• Complete Group Self-Assessment (on back of
  handout)
• (Review Consensus process on page 173.) 3
  minutes
• Promoting a Spirit of Inquiry
• Pausing
• Paraphrasing (p. 28)
• Probing (p. 29)
• Putting Ideas on the Table
• Paying attention to Self and Others
• Presuming Positive Intentions
• Toolkit on page 195.

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When implementing TIA and UBD Lesson Design,
what do you see as the top 2 challenges?Quick
popcorn report.
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(No Transcript)
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Facilitator Tool Change Process Tools

• Critical Elements Page 11
• Reasons for Resistance Page 12
• Managing Complex Change Pages 13-14
• Implementation Dip Pages 15-16
• Change as Loss Pages 17-18

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Facilitator Tool Change Process Tools
Where were going..
Where we started.
When NOT to get discouraged. Valley of Promising
Practice
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Concerns-Based Adoption Model C-BAM is a useful
tool when Planning and Implementing New
Practices(Innovations)
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Facilitator ToolConcerns-Based Adoption Model

• Change Process
• Understanding the change process
• and how not to get stuck.
• Read pages 135 136
• As a table group, write five sentences
• or less to summarize what you read
• about C-BAM. Put on chart paper. Post.

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Identifying Stages of Concern (SoC)
IMPACT
TASK
SELF
Hall Hord, p. 63
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Stages of Concern (SoC)

• 35-Item Questionnaire (Pages 140-143)
• Valid and reliable instrument
• SoC Quick Scoring Device
• Technical manual to assist in scoring and
  interpreting information
• Capability of developing concern profile over
  time
• 
  
• 
  Hall Hord, p. 69 Hall
  et al., 1979

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Interpreting Concern Profile

• Identify the peaks and valleys . . .
• Peaks intense concerns
• Valleys little or no concerns
• Identify potential intervention activities . .

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Consequence
Collaboration
Refocusing
Personal
Management
Informational
Awareness
100
Relative Intensity
80
60
40
20
0
0
1
2
3
4
5
6
Stages of Concern
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Consequence
Collaboration
Refocusing
Personal
Management
Informational
Awareness
100
Relative Intensity
80
60
40
20
0
0
1
2
3
4
5
6
Stages of Concern
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Interventions
Hall, George, Rutherford, 1986
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Stages of Concern

• What are your thoughts/questions/ideas about the
  Stages of Concern tool?

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Stages of Concern
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Levels of Use (LoU)

• Additional C-Bam tool to identify if person is a
  user or nonuser
• Three non-use levels
• Five use levels

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Hall Hord, p. 82
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Assessing Individuals Level of Use

• Level of Use Survey (Page 144)
• Quick assessment of a persons LoU
• Any thoughts/concerns/ideas about the LoU Survey?
• Popcorn Report Out

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Comparison of SoC and LoU

• Stages of Concern (SoC) addresses the affective
  side of change peoples reactions, feelings,
  perceptions, and attitudes.
• Levels of Use (LoU) has to do with behaviors
  and portrays how people are acting with respect
  to specified change.
• 
  Hall Hord, p. 81

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Communication
Intensive Interventions
Tier 3
Communication
Individual Interventions
Communication
Tier 2
Communication
Universal Interventions
Communication
Communication
Classroom Instruction
Communication
Pyramid of Interventions -
Response to Intervention
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• Facilitation of TIA
• Facilitation is the art of leading people through
  processes toward agreed-upon objectives in a
  manner that encourages participation, ownership
  and creativity from all involved.
• Table discussion
• What knowledge, skills, resources,
• support and tools will be needed?
• Timer 3 minutes
• Spinner report out

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• Facilitation of TIA
• Facilitation seeks to create the conditions
• that bring out the best in people.
• Table discussion
• What conditions must be created?

Timer 3 minutes Spinner report out
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• Facilitation of TIA
• Table Discussion
• What is the role of the TIA Facilitator?
• Table Carousel

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• Three Key Questions
• What does TIA / UBD look like when it is in use?
• What would we see in classrooms where it is used
  well?
• Not so well?
• What will teachers and students be doing when TIA
  / UBD is in use?

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Types of Professional Development and Classroom
Implementation Synthesis of Student Achievement
Through Staff Development (Pages 71 113) Bruce
Joyce and Beverly Showers ASCD 2002
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• Implementation of TIA
• and Lesson Design
• Whats the plan?
• Implementation Plan Page 118
• 1. What does TIA / UBD look like when it is in
  use?
• 2. What will we see in classrooms where it is
  used well (and not so well)?
• 3. What will teachers and students be doing
• when TIA / UBD is in use?

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• Implementation of TIA
• and Lesson Design
• Whats the plan?
• Evaluation Plan Page 127

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• Implementation of TIA
• and UBD Lesson Design
• School Plan
• Develop an initial plan for the
• implementation of TIA at your school.
• (Use white At-a-Glance Implementation Planner
• in back pocket of Facilitator Manual.)

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• Next Steps
• Complete implementation plan
• Feedback from Building Leadership Team
• ?
• Support and Resources for Facilitators
• Follow-up dates
• -prior to back to school?
• -Monthly?
• Materials online and CD/DVD
• Ongoing communication (Google Group)
• ?

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• Diamond Reflection
• Please complete Diamond Reflection and leave on
  registration table.
• Thank you!