Draft 11/28/12 COLLABORATIVE TEAM CYCLE & RUBRIC

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1 Draft /8/ COLLABORATIVE TEAM CYCLE & RUBRIC

2 UNPACKING STANDARDS Teachers are knowledgeable about the standards and may talk about them informally during the year with the team. Our team is knowledgeable about the standards and will occasionally and informally talk about them during meetings. Our team is beginning to use a structured process for unpacking the standards in a unit of study. Our team is using an unpacking process and tailoring it to student needs for each unit of study. Our team has developed a shared understanding of what students need to know and be able to do. Our team unpacks standards in a regularly occurring cycle prior to the standards being taught. We recognize the different components (e.g. Standards, Benchmarks Indicators) of the Program of Study (POS) and set learning targets for our students. Learning targets are written in student friendly language and are displayed in the classroom. This process includes steps such as developing understanding of the Standards, Benchmarks, and Indicators (SBIs), identifying essential vocabulary, and writing the standards in student-friendly language that students routinely use as a part of their learning process and goal setting.

3 CREATING COMMON ASSESSMENTS Individual teachers may create an assessment for his or her own class or use generic assessments. The assessments that are used may not always correlate to the standards. Assessments may be driven by activities, not standards or used solely for grades. Little or no attention is paid to the quality of the items. Our team creates assessments, but they are not always consistently administered within the same parameters (e.g. manipulatives, time, notes). Assessments are made after the unit has been taught and our main focus is post-assessments. Assessments relate to the standards but there is not an intentional process for ensuring that the assessment directly addresses the essential components of the standards. Our team has begun to collaboratively develop common assessments before or during the unit of instruction, which are aligned to the unpacked standards. The outcomes for assessments have been identified. Our team regularly develops pre and post assessment that are linked to the standards. Assessments are consistently administered within the same parameters. Assessments are created before beginning instruction as part of a regularly occurring cycle. Student learning targets have been specified and rationales and feedback have been established. Our team regularly develops pre- and postassessments that are linked to the unpacked standards. These assessments provide clarity with regard to the evidence to be accepted when students demonstrate that they know, understand, and are able to do the elements contained within a standard. The process for creating assessments happens in a regularlyoccurring cycle, with development of assessments taking place prior to the teaching of the content. Only one format is used for the majority of assessments. There is intentional variation in the selection of formats (e.g. projects, essays, multiple choice, open-ended response) and Once the assessments are developed, our team develops the criteria for proficiency including rubrics and exemplars to

4 Teams may or may not use data analysis as a part of this process. thinking levels of the questions. Teams use data analysis as a part of this process. ensure consistency in grading. Items are selected or created to match the thinking level and rigor required by the standard, with more items aligned with the SBIs that are deemed to be of greatest priority. Items are designed in a variety of formats, matching the ways that students can best demonstrate their skills and knowledge. Our team regularly utilizes pre-assessment and postassessment data to guide both the prioritization of the standards to be taught and gauge the needs of students given their individual starting points.

5 IDENTIFYING EFFECTIVE STRATEGIES AND COMMITTING TO ACTION Individual teachers periodically share which strategies they use and provide resources to one another on occasion. Teachers use the textbook as a guide for instruction rather than looking at a variety of resources to determine a range of strategies to meet the needs of both students and standards. Team members regularly copy and distribute worksheets and resources to the team without discussing strategies to use with the work. Team members inconsistently focus on a formalized instructional planning model when selecting strategies (e.g. LEARN model, IBMYP Unit Planner). Team members can state which activities they use in their lessons, Teams begin to use formative assessment data to match the effective strategies to the unpacked standards and needs of student. Teams also begin to dialogue about the shared instructional strategies and make distinctions between strategies and resources. Team members may commit to try specific strategies but may not understand how to apply the strategies or why they are effective. Follow through may be inconsistent. Teams begin to formalize instructional planning (e.g. LEARN model, IBMYP Unit Teams use pre-assessment data to determine standards on which to focus and the needs of various students before instruction begins. Teams discuss the best strategies to meet the needs of students and intentionally vary these strategies. Teams use their formalized instructional planning model (e.g. LEARN model, IBMYP Unit Planner) to differentiate lessons. Team members consistently commit to use identified instructional strategies in their classrooms and begin to reflect on the effectiveness of Our team regularly utilizes pre-assessment data to guide both prioritization of the standards to be taught and the needs of students given their varying starting points. From this information and the actions of unpacking, the team identifies key strategies for teaching the standards while meeting a diversity of individual needs. The team then commits to action on the key strategies that will be implemented consistently across team members and those that will be varied intentionally by teacher to determine the relative effectiveness of these

6 but not the reasoning for the selection. Planner). Teams inconsistently reflect on the effectiveness of instructional strategies and are unaware of why they did or did not work. instructional strategies (e.g. Were students engaged? What did students learn? How did you measure student learning? Did the strategy help students meet the learning outcome? What feedback did you get from students?) approaches. Teams consistently reflect on the effectiveness of instructional strategies (e.g. Were students engaged? What did students learn? How did you measure student learning? Did the strategy help students meet the learning outcome? What feedback did you get from students?) Teams consistently participate in job embedded learning opportunities (e.g. lesson study, informal peer observation, collaborative learning visits, and share videotaped lessons). This happens in a regularlyoccurring cycle before, or near the beginning, of content instruction.

7 ANALYZING POST ASSESSMENT DATA Teachers will occasionally review data from assessments. Individual teachers do not use data to reflect on instructional practices. There is not yet much change in instruction or intervention that occurs as a result of the individual data analysis. Our team occasionally reviews data from assessments. Teams do not use data to reflect on instructional practices. Negative data is attributed to things beyond the team s control (e.g. bad questions, student behavior, class demographics). Scores are looked at as overall averages and there is little follow-up from our dialogue. Our team uses a structured process for analyzing summative assessment data. We are starting to look at student progress throughout the year. We talk about why students may or may not have been successful on particular questions, without committing to an action plan (e.g. reteaching, intervention, shared team responsibility, enrichment). Our team uses a structured process for analyzing formative and summative assessment results. We are looking at student progress throughout the year by name and by need. We include discussions focused on strategies for core instruction (Tier ) and commit to an action plan (e.g. continued instruction, re-teaching, intervention, shared team responsibility, enrichment). We share timely feedback with students to let them know what they have learned and where they need to go. Our team frequently uses a structured process for analyzing formative and summative assessment results. We also identify students by name and by need who are struggling to master content and skills. We then identify commitments to action to improve on our instruction and to target support for those students. We seek opportunities to learn from and share each others strengths. Students set goals and collaborate with us to develop strategies to meet those goals. We do this in a regularly-occurring cycle.

8 DETERMINING AND IMPLEMENTING ENRICHMENT AND INTERVENTIONS Teachers have time to provide intervention, and are still working out how to target the interventions to meet specific and varying student needs. Teachers may have thought about enrichment but haven t done anything specific to address these needs. Our team has time to provide intervention, and work independently to try and meet students needs. Our team has discussed strategies for identifying students by name and by need for intervention or enrichment based on those who meet grade level benchmarks or exceed them. We are discussing specific intervention and/or enrichment strategies and plans and have identified times to provide intervention and/or enrichment beyond class time. Our team is beginning to use a structured process for identifying students by name and by need. We understand the relevance of reviewing data to support individual student progress and are using some data to inform decision making. We are beginning to use a structured process to implement intervention and enrichment strategies and plans, and have begun to develop a process for monitoring student progress. Individual teachers from our team are responsible for their students interventions and enrichments. Our team tracks the progress of all students. We frequently use a structured process of identifying students by name and by need to implement intervention and enrichment strategies based on SMART goals we develop. We use data to inform decisions we make to support student progress more consistently. Our team knows what quality intervention is and plans purposefully to meet the needs of all of our students. It is a shared responsibility among teammates. Our team begins to differentiate among the levels of interventions and enrichments and Our team consistently tracks the progress of all students. We have processes in place to look at data over time for students (e.g. longitudinal data walls, intervention database) and identify strategies and short-term SMART goals for supporting individual student progress. We also review the relative success of different strategies to determine what enrichments and/or interventions make the biggest gains for students who have similar needs. We share this responsibility in a regularly-occurring cycle. Our team seamlessly differentiates among the

9 intentionally varies the structures in which we are using. Students are aware of their progress over time and recognize the value of additional instruction. levels of interventions and enrichments and intentionally varies the structures in which we are using. Students are monitoring their own progress and advocating for their needs.

10 CELEBRATING, REFINING, AND PRESERVING After each unit of instruction, individual teachers consider what went well and what challenges need to be addressed. They celebrate that their own students have shown growth. When our team finishes a unit of instruction, there is brief discussion about what worked well, what should be revised, and what should be preserved. Our team spends a limited amount of time reflecting on instructional strategies. Reflection time has some celebrations and is mostly focused on areas of instructional challenges. Our team has started to refine and preserve the strategies we used during the unit of study and document it. When our team finishes a unit of instruction, we celebrate student achievement, student progress, and successful strategies. We preserve these strategies by committing to future use. Our team regularly discusses ways to refine the strategies that were not as effective. Our team documents this work so that it is preserved. Our team initiates celebrations with students around their progress and achievement. Our team solicits feedback from students regarding the effectiveness and engagement of the strategies used for instruction. Our team regularly engages in strategic reflection on both the success of core instruction, as well as on the results of our intervention and enrichment practices. This reflection includes identifying and celebrating instructional strategies and structures that were most successful in terms of student outcomes. The most effective strategies and structures are then cataloged and saved for future use as well as shared with other teams that could utilize them. The team also determines those strategies and structures that most need refinement to produce greater outcomes in the future. This process is embraced as a natural part of the School

11 Improvement Plan and the process is embedded within the Collaborative Work Cycle. Students are fully engaged in celebrations around their progress and achievement. Our team solicits and incorporates feedback from students regarding the effectiveness and engagement of the strategies used for instruction.

12 USING THE CYCLE TO EVALUATE PROGRESS Teachers are aware of the cycle and may individually engage in implementing it. Our team is aware of the cycle and has discussed implementing it. Our team engages in the cycle and is starting to reflect on our degree of implementation for each element of the cycle. Our team engages in the cycle regularly and reflects on how well the implementation is going for our team. We are starting to seek information on how implementation is going for other teams. Students know their role within the cycle elements. Our team uses the Collaborative Team Cycle Rubric to assess its level of effectiveness in relation to the individual and collective elements of the collaborative cycle in order to determine areas for continued growth with implementation. The team benchmarks its proficiency with the cycle elements in order to learn from other teams and supports continuous improvement within teams, across teams and across schools. Students actively engage in the cycle and understand their role within the cycle elements.

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