Today AtaGlance

1
Today At-a-Glance
Welcome
Opener Small Schools Project
Data Analysis CLICCCK Survey
Analysis of Assessments- Practice
Looking back Looking forward
Sampling, Extended Activities
R4
Structured Team Planning
2
Small Schools Project
http//www.smallschoolsproject.org/index.asp?sitel
octeachingsectionpp-cbl
3
After viewing the video clip, individually think
about and record What conditions were present
in the Picturing the Possibilities Learning to
Serve video clip that most likely contributed to
student engagement?
4
Group yourselves according to the color of the
sheet that you hold.
Together discuss your responses to the
processing question and relate each to
corresponding elements of human motivation
theory. (CLICCCK)
5
CLICCCK
A Look at the Data Human Motivation Theory Survey
6
CLICCCK
Compare YOUR schools data with the total for all
R4 High Schools for both Teachers and Students
7
CLICCCK
8
CLICCCK
Question 8 Students
9
CLICCCK
Question 8 Teachers
10
As you go to break Use 3 or 4 post-it notes to
vote for which elements of CLICCCK, you think
should be incorporated into EVERY lesson that is
taught?
11
Time for a break?
12
CLICCCK
What does the data seem to say?
Are there any surprises?
Might these elements be considered
non-negotiables in every teachers
instructional practices?
13
CLICCCK
What thoughts do you have about the process used
to analyze the survey data?
What, if anything, would you like to share from
your analysis?
14
Relationships
CLICCCK
Advisor/Advisee/Homeroom
How are they alike?
How are they different?
Conclusions or Interpretations
15
Consider the following questions
If an educational program provides high levels of
rigor but not relevance, what are the results?
1.
If an educational program provides high levels of
relevance, but not rigor, what are the results?
2.
If an educational program provides high levels of
rigor and relevance, but not relationships, what
are the results?
3.
16
Analyzing Teacher Assessments for Rigor and
Relevance
17
Second Mentally tally the levels of rigor mark
the predominant level at the top of the
assessment.
1,2
Match- YES
Assessment
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
1
4
2
Match the predominant level of rigor to the
recommended assessment type
18
Third Insights Conclusions?
1,2
Match- YES
fjlskdjf ef kowi kk f a lf fdka e lkef jwe
e wke k fa
Assessment
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
1
4
Fourth Predominant level of relevance?
2
Fifth Which Quadrant- A,B,C,D?
Knowledge in one discipline
19
With your partner Use the tool to analyze the
Western Civilization assessment for Rigor
Relevance.
20
Large Group Discussion Analysis of the
Western Civilization Assessment

• Find a partner from another school.
• Individually, analyze your own assessment, using
  the Analysis Tool.
• Swap your assessment with your partners
  assessment.
• Use the tool to analyze your partners
  assessment.
• Bring out both assessments and one at a time,
  compare your analysis with your partners
  analysis using the slips provided.
• Discuss

21
Individual reflection
Professional Learning Log of_________
One can learn from experience. It is with
conscious reflection on the experience that the
learning is deepened.
Did your thinking match your partners thinking?
What is the value in assessing the rigor and
relevance in your own assessment?
What is the value in assessing the rigor and
relevance in someone elses assessment?... Or in
having someone else assess your assessment?
22
For teachers who are interested two additional
resources for increasing the level of rigor in
assessments
Applying Bloom's Taxonomy- http//www.teachers.as
h.org.au/researchskills/dalton.htmEvaluation Bl
oom's Revised Taxonomy- PPT http//www.kurwongbss.
qld.edu.au/thinking/Bloom/blooms.htm Choose -
Bloom's Revised Taxonomy PowerPoint Presentation
(start at slide 12)
23
Time for Lunch!
24
Learning to Serve If your staff watched this
video clip, how would they respond to the
following questions?
Would you like to teach in an environment where
teachers are supported in doing this type of
teaching? WHY? Would you like for your
children, grandchildren, nieces/ nephews- to
attend a school that supported teachers in
teaching this way? WHY?
25
Learning to Serve If your staff watched this
video clip, how would they respond to the
following question?
What are the barriers that would prevent us from
teaching this way?
Make a list
26
Potential Barriers
What are the barriers that would prevent us from
teaching this way?
27
YEAR 2
R4
will explore WHAT could be changed to increase
the levels of rigor, relevance, relationships and
reflection
4 sessions (not including the HS Summit)
Similar format to Year 1
28
YEARS 3-5
R4
will explore HOW changes can be made full staff
PD on strategies for increasing the 4 Rs
4 sessions (not including the HS Summit)
Similar format to Year 1 2 for Leadership Teams
29
http//www.youtube.com/watch?vj8kydGYJP4Imodere
latedsearch
30
Extended Activities/ Team Planning
Continue analyzing the motivation survey data
Review past capacity-building efforts
Plan for future capacity-building
Set meeting schedule for 07-08
31


Building Capacity for Change 2007-2008
32
Time for a Quiz!
33
Sampling Cedar Falls Region
56
49
39
34
See you next year!
Monday, October 1, 2007 Cedar Falls R4
35
Sampling Clear Lake Region
48
36
See you next year!
Tuesday, October 2, 2007 Clear Lake R4
37
Team Feedback
Using a rising scale of 1 to 5, rate today. 4 or
5 The day was meaningful and relevant, and you
enjoyed the collaboration with others. 1, 2, or
3 The day did not meet your needs. Please
provide feedback as to what could have made the
day better.
38
How is the following video clip like the work of
your R4 Leadership Team?