[A. CALL TO ORDER]
[00:00:05]
AND THIS ACADEMIC WORKSHOP IS NOW IN SESSION.
PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE AND THE TEXAS PLEDGE.
ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.
TONIGHT IN ATTENDANCE WE HAVE TRUSTEE WEIR, TRUSTEE WEI, DOCTOR AZAIEZ, MYSELF, TRUSTEE MARKUM, TRUSTEE LANDRUM, AND TRUSTEE ROSS.
[D. ACADEMIC WORKSHOP]
WE HAVE NO PUBLIC COMMENTS TONIGHT, SO WE WILL GO STRAIGHT TO D1.THE ACADEMIC WORKSHOP AND DOCTOR AZAIEZ I WILL LET YOU DIRECT THAT.
YES. THANK YOU, PRESIDENT HARRISON, BOARD MEMBERS, STAFF, THANK YOU SO MUCH.
I HOPE YOU ALL HAD A GREAT THANKSGIVING BREAK.
SO WE WANT TO SHARE WITH YOU SOME GREAT WORK THAT OUR TEACHERS, OUR STAFF, OUR COACHES, EVERYONE IS WORKING AGAIN TO HELP IMPROVE OUR STUDENT OUTCOMES AND OUR CAMPUSES. SO WITH NO DELAY, I WANT TO THANK DOCTOR NICHOLS WHO WILL BE TAKING OVER.
I HAVE THE GREAT TO BE ABLE TO START OUR TEAM OFF FOR TODAY.
A LOT GOING ON, A LOT OF HARD WORK ALWAYS.
AND WE'RE EXCITED TO BE ABLE TO SHARE THIS SMALL PIECE OF THE THINGS THAT WE'RE DOING BEFORE WE GET STARTED AS WE USUALLY DO IN ACADEMIC WORKSHOPS, EACH AND EVERY BOARD MEMBER WILL HAVE A BUDDY.
HAFEDH AZAIEZ, SUPERINTENDENT OF SCHOOLS.
AND MY BUDDY SUPER EXCITED ABOUT IT IS TRUSTEE WEIR.
IT'S A PLEASURE TO BE HERE WITH ALL OF YOU.
I'M DOCTOR NANCY GUERRERO, THE AREA SUPERINTENDENT FOR THE CEDAR RIDGE LEARNING COMMUNITY.
AND THIS EVENING I'M DELIGHTED TO PARTNER WITH ALL OF YOU, OUR EXCEPTIONAL.
BUT I GET TO PARTNER TODAY WITH ALICIA MARKUM.
WAY TO BRING THE ENERGY, I LOVE IT.
[LAUGHTER] GOOD EVENING EVERYONE.
I'M THE ASSISTANT SUPERINTENDENT FOR ACADEMICS.
AND TODAY I'M PARTNERING UP WITH DOCTOR WEI.
THIS IS WHY I LIKE SPEAKING AT ELEMENTARY SCHOOLS.
I HAD TO PUT ON A MICROPHONE THERE.
I AM SUNNY WREN, I'M DIRECTOR OF ACADEMICS, AND I AM PARTNERED WITH TRUSTEE ZÁRATE.
SO IF HE DOES SHOW UP, I WILL JOIN HIM.
ALL RIGHT. AND WE'LL GO AHEAD AND GET STARTED.
AND I AM DOCTOR NATALIE NICHOLS.
I HAVE THE PLEASURE OF SERVING AS THE SENIOR CHIEF OF SCHOOLS AND INNOVATION.
[00:05:03]
WE LOVE BEING ABLE THEN TO MEET THEM WHERE THEY ARE AND REALLY EXPLAIN OUR WORK AND THE WHY BEHIND IT.AND OFTENTIMES ONE OF THE THINGS THAT I DON'T LIKE IS WE WILL PUT A BIG WORD ON SOMETHING THAT REALLY AND TRULY, WHEN YOU BREAK IT DOWN, IS A VERY NOT A VERY COMPLEX PROCESS.
IT DOESN'T MEAN IT'S EASY TO PUT IN PLACE.
SO LESSON INTERNALIZATION AND WHY THIS IS IMPORTANT.
NOW KNOW THAT WE'RE GOING TO GIVE YOU AN OVERVIEW, A CONCEPTUAL OVERVIEW.
SO PLEASE, FOR THE AUDIENCE AND FOR THE PEOPLE IN HERE WITH US TODAY, IF WE'RE NOT UNDERSTANDING EVERYTHING IMMEDIATELY AS WE GO THROUGH, KNOW THAT THERE'S A TIERED PROCESS FOR US TO COME TO THAT UNDERSTANDING.
WHAT THIS TRULY MEANS IS HOW DO I, AS A TEACHER, WHEN I MEET TOGETHER WITH MY OTHER GROUP OF TEACHERS WHO ARE TEACHING THE SAME THING, COME TO REALLY INTIMATELY UNDERSTAND THE LESSON SO THAT I KNOW HOW TO TEACH IT.
SO PART OF THE PROCESS IS LESSON INTERNALIZATION.
IT'S NOT JUST ME UNDERSTANDING THE CONTENT AND WHAT IT MEANS AND BEING ABLE TO SOLVE IT FOR MYSELF AS AN ADULT, BUT ALSO WHAT IT MEANS TO TEACH IT AND BREAK THAT SKILL DOWN AND DELIVER IT TO SOMEONE ELSE SO THAT THERE IS UNDERSTANDING.
BECAUSE TEACHING IS NOT SOMETHING THAT IS STAYED OR IT'S A SET PROCESS, YOU'RE DOING IT IN CONCERT WITH THE STUDENT BASED ON WHAT THEY GIVE YOU OR DON'T GIVE YOU. YOU KNOW THEN WHAT TO DO DIFFERENTLY WITHIN THAT SPACE AND BEING ABLE TO REALLY, TRULY UNDERSTAND THE LESSON LETS YOU KNOW WHAT KIND OF FLEXIBILITY YOU HAVE IN THE CLASSROOM AND THE DIFFERENT MOVES THAT YOU CAN MAKE.
IT GIVES YOU OWNERSHIP OF THE LESSON.
WE KNOW THAT PREVIOUSLY THAT AS A DISTRICT WE DID NOT DO DAILY LESSON PLANS.
WE PROVIDED A LOT OF DIFFERENT RESOURCES.
WE UNDERSTAND, AND WE'LL GO INTO THIS IN A LITTLE BIT MORE INTIMATELY AS WE HAVE MORE TEACHERS IN OUR MIDST WHO ARE NOT CERTIFIED AND OR THEY'RE IN THE PROCESS OF GOING THROUGH CERTIFICATION AND OR THEY'RE NEW TO TEACHING THAT WE WANTED TO REALLY, AS A DISTRICT, MAKE SURE THAT WE'RE HELPING THEM TO REALLY UNDERSTAND THE CONCEPT. WITHIN THIS PROCESS IT ALSO ALLOWS US TO EMBED DIFFERENT DIFFERENTIATION.
WELL WITHIN THIS PROCESS IT ALLOWS US TO PLAN FOR THAT.
WHAT HAPPENS FOR OUR STUDENTS WHO MAY HAVE SPECIAL NEEDS, WHATEVER THOSE NEEDS MAY BE, AND HOW DO WE MAKE SURE THAT WE ACCOUNT FOR THAT WITHIN THE LESSON PLANNING PROCESS? IT INCREASES THE EFFECTIVENESS OF THE TEACHER, AND IT ALSO REALLY HELPS TO DEEPEN PROFESSIONAL GROWTH.
LET'S SEE. AND SO CAN WE GO AHEAD AND QUEUE UP THE VIDEO.
I'M NOT SURE IF I HAVE THE ABILITY TO PLAY THAT.
THEY'RE MORE LIKE LITTLE PARAGRAPHS AND A PROMPT AT THE BOTTOM.
YOU'RE GOING TO PLAN ON THE BACK, SO IT MOSTLY JUST LOOKS LIKE A BLANK PIECE OF PAPER.
BUT THAT'S WHERE YOUR PLAN IS GOING TO GO.
IT'S A LITTLE BIT OF OUTLINE PRACTICE.
YOU HAVE 12 MINUTES TO DO THIS BEGIN.
LOOKING FOR THOSE FULL HEADINGS.
DON'T FORGET THE ACT OF READING.
THE PASSAGES ARE SHORT, BUT YOU SHOULD STILL DO THAT.
[00:10:16]
AND I'M COMING AROUND NOW CHECKING FOR YOUR AUTHOR'S PURPOSE.NOTE I'LL CHECK IT OFF IF IT'S CORRECT, I'LL PUT A DOT IF IT'S NOT.
DON'T FORGET THAT NOTE. AN AUTHOR'S PURPOSE NOTE SHOULD START WITH A VERB.
THE AUTHOR IS TRYING TO DO WHAT IT COULD BE TO INFORM, TO PERSUADE ANY OF THOSE THINGS.
JUST MAKE SURE IT STARTS WITH A VERB.
YOU HAVE SEVEN MINUTES REMAINING.
YOU WANT TO BE GETTING TO THE OUTLINE WITHIN THE NEXT MINUTE.
NOW THAT I'M SEEING PEOPLE GETTING TO THE OUTLINE, I'M COMING AROUND CHECKING YOUR THESIS STATEMENT.
DON'T FORGET TO PUT QUOTES AROUND THE TITLES OF THE ARTICLES.
SO THIS IS ASKING YOU TO COMPARE.
THE KEY INFORMATION I DON'T HAVE THE KEY INFORMATION IN THE SECOND ONE IS POLAR BEARS.
SO WHAT IS THE KEY IDEA PRESENTED IN THAT SECOND ARTICLE? THE FIRST PART OF YOUR THESIS IS EXCELLENT.
NICE. I LIKE SEEING HOW THEY SHOW THE INFORMATION.
YOU HAVE FIVE MINUTES TO COMPLETE YOUR OUTLINE? I SEE STRONG THESIS? NOW I'M LOOKING FOR STRONG EVIDENCE.
AJ IS DOING A REALLY NICE JOB OF WRITING HIS EVIDENCE IN SHORTHAND.
PARAGRAPH FOUR. SENTENCE TWO DOESN'T TAKE A SUPER LONG TIME.
JUST A KEY WORD FROM THE QUOTE.
SO LET ME UNPACK WHAT EXACTLY THAT MEANS.
OFTENTIMES, IF MANY OF YOU HAVE EVER BEEN INVOLVED IN FINE ARTS, WHETHER IT'S PLAYING AN INSTRUMENT OR PLAYING A SPORT, THE IDEA OF BREAKING DOWN SOMETHING IN IT'S VERY SPECIFIC PARTS AND RECEIVING VERY DETAILED FEEDBACK IN VERY SPECIFIC SMALL CHUNKS IS SOMETHING THAT WE NATURALLY DO.
HOWEVER, IT IS NOT SOMETHING THAT IS OFTEN NATURAL TO WHEN WE ARE IN TEACHING AND LEARNING.
AND HEY, HERE'S WHAT YOU SCORED.
IT GIVES ME A SENSE OF HOW FAR I'VE GOTTEN TOWARDS MASTERY, BUT IT'S NOT FEEDBACK.
AND WHAT WE WILL EXPLAIN LATER IS THE CORE PART OF REALLY MAKING SURE THAT OUR STUDENTS ARE ABLE TO GROW AND ACHIEVE AT HIGH LEVELS IS THE IDEA OF FEEDBACK.
AND FEEDBACK CANNOT BE DONE UNLESS I BREAK DOWN THE LESSON INTO ITS CORE SKILLS, AND I'M ABLE TO GIVE FEEDBACK IN THE MOMENT BASED ON THE VERY SPECIFIC THINGS YOU NEED TO ACCOMPLISH IN ORDER TO REACH MASTERY.
AS SIMPLE AS THIS SOUNDS, IT IS A VERY DIFFICULT SKILL IN ORDER TO MASTER.
IT IS SOMETHING THAT WE ARE WORKING WITH OUR TEACHERS ON, BUT ALSO IT IS SOMETHING THAT WITHIN OUR SYSTEM, WE'RE WORKING TO BETTER OUR INSTRUCTIONAL COACHES, OUR ADMINISTRATORS AND EVEN OURSELVES WHEN WE GIVE PROFESSIONAL DEVELOPMENT.
[00:15:02]
WHERE WE ARE ALSO WRESTLING AND WORKING ON THIS VERY SPECIFIC PROCESS.SO LET ME GO DOWN AND BREAK DOWN EXACTLY WHAT YOU SAW THAT TEACHER DOING.
SHE SAID, FOR EXAMPLE, I WANT YOU TO BE ABLE TO WRITE A THESIS STATEMENT.
I WANT YOU TO DEVELOP AN OUTLINE.
I WANT YOU TO BE ABLE TO WRITE EVIDENCE.
EACH THING SHE WANTED THEM TO DO IS WHAT WE CALL A LAP.
AND EACH OF THOSE LAPS IS WHAT WE ALSO CALL A SUCCESS CRITERIA.
AGAIN, ALL THESE BIG NAMES SIMPLY TO SAY I HAVE AN ENTIRE SKILL, SOMETHING I WANT YOU TO ACCOMPLISH.
I'M GOING TO BRING IT, BREAK IT DOWN INTO SMALLER PIECES, AND EVERY TIME I'M GOING TO TEACH YOU A PIECE, AND THEN I'M GOING TO ASK YOU TO PERFORM THAT THING, AND THEN I WILL GIVE YOU FEEDBACK OF HOW CLOSE YOU ARE TO BEING ABLE TO ACCOMPLISH THAT AT A CERTAIN LEVEL.
SO WHAT THEN HAPPENS IF THE CLASS, IF I SEE WELL, I HAVE A CLASS OF 20, BUT MAYBE 15 STUDENTS AREN'T GETTING IT, THEN I KNOW IN SOME WAY, SHAPE OR FORM THERE'S SOMETHING OFF IN REGARDS TO MY TEACHING AND TO PULL THE WHOLE CLASS BACK TOGETHER AND RETEACH THAT SKILL, BECAUSE THE WAY IN WHICH I TAUGHT IT WASN'T SOMETHING THAT THE STUDENTS WERE GETTING.
AND THIS IS WHAT WE'RE GETTING AT.
OFTENTIMES WHAT WE SEE IS THAT IDEA OF I TEACH SOMETHING.
AND THAT'S WHAT WE'RE TRYING TO CHANGE WITHIN THE SYSTEM.
AND SO THERE ARE SEVERAL DIFFERENT WAYS TO DO IT.
THIS IS JUST A REPRESENTATION OF ONE OF THE WAYS WHERE I HAVE A SEATING CHART.
ONE OF THE THINGS THAT WE WORK WITH, WITH THE TEACHERS ON IS YOU GO TO YOUR FAST LEARNERS.
FIRST, YOU GIVE YOUR KIDS WHO NEED MORE TIME, MORE TIME IN ORDER TO FINISH THE SKILL.
IF YOU'VE EVER BEEN IN A CLASSROOM WHERE YOU'VE SEEN SOMEONE STOP WHAT SOMEONE THAT NEEDS EXTRA HELP AND THEY'RE STUCK THERE FOR THE ENTIRE PERIOD AND NO ONE ELSE, NO OTHER STUDENTS GET ANY HELP.
AND SO AGAIN, THERE'S VERY SPECIFIC FOR THAT REASON.
THERE'S A WAY THAT YOU DO LAPS AND YOU NAME THE LAPS.
YOU TELL THE STUDENTS HOW MUCH TIME THEY HAVE, WHAT YOU WANT TO ACCOMPLISH, AND THEN HOW ARE YOU GOING TO GIVE THEM FEEDBACK? IS IT A STAR FOR A STRONG RESPONSE, A CHECK THAT SAYS GOOD WORK, A QUESTION MARK SAYING TRY AGAIN.
AND WHAT YOU ALSO SEE IS THE TEACHER HAS THE CLIPBOARD AND WHERE HE OR SHE IS MARKING DOWN EXACTLY HOW THE STUDENT IS DOING BECAUSE THEY KNOW WHO THEY NEED TO ROTATE BACK AROUND TO AND SPEAK TO TO MAKE SURE THEY'RE GOOD TO GO IF THEY'RE ASKING THEM TO TRY AGAIN.
ALL RIGHT. SO THIS IS ONE ASPECT OF THE ACADEMIC MONITORING THAT WE TEACH INTO.
ANOTHER ASPECT OF THE ACADEMIC MONITORING IS MAKING SURE THAT WE HAVE AN EXEMPLAR.
SO WHAT IS KEY DURING THE PLANNING TIME WITH THE TEACHERS IS THEY'RE CREATING AN ANCHOR CHART, AN EXEMPLAR, WHATEVER YOU WANT TO CALL IT, WHERE THE SKILL IS BROKEN DOWN INTO ITS PARTS.
SO WHATEVER THE LAP IS THAT I HAVE NAMED IS HOW THE EXEMPLAR IS PUT TOGETHER.
HERE'S THE FIRST STEP YOU NEED TO ACCOMPLISH.
EVERYONE TO SHOW ME THEY UNDERSTAND.
WE MOVE ON TO THE SECOND STEP, SO ON AND SO FORTH.
BECAUSE THE WHOLE POINT IS THIS.
AND WE HAVE EXPERIENCED THAT EVEN AS ADULTS, SOMEONE HAS TALKING, TALKING, TALKING TO TELL US STUFF.
I UNDERSTAND IT CONCEPTUALLY, BUT IT DOESN'T MEAN I KNOW HOW TO DO IT.
UNTIL I HAVE EVIDENCE THAT A STUDENT CAN INDEPENDENTLY DO THAT WORK, AND I HAVE SEEN IT.
I REALLY DON'T KNOW WHAT MY STUDENTS KNOW AND WHAT THEY HAVE THE CAPACITY TO DO.
AND OFTENTIMES, IF YOU'VE EVER EXPERIENCED WHEN YOU SAY TO A STUDENT, WHAT DON'T YOU UNDERSTAND? AND THE STUDENT SAYS, I DON'T KNOW.
AND SO WE DON'T KNOW THE GAP IN THE STUDENT'S LEARNING.
[00:20:06]
CAN FIGURE OUT AT WHAT POINT THE STUDENT GOT STUCK.AND WE KNOW THEN TO REMEDIATE IN THE MOMENT.
THIS IS JUST ANOTHER EXAMPLE OF HOW STUDENTS MAY BE TRACKED.
I CAN JUST SIMPLY HAVE A FULL LIST OF ALL MY STUDENTS.
IN THIS WAY, AS A TEACHER, I CAN'T RELY ON MY MEMORY AND SAY, OH, I THINK EVERYONE GOT IT.
SO IT GIVES US VERY SPECIFIC INFORMATION ABOUT WHAT'S HAPPENING IN THIS INSTRUCTIONAL TIME.
WE DON'T WANT STUDENTS TO HAVE TO GO HOME AND DO THE HOMEWORK AND REALIZE THEY DON'T KNOW THE WORK IF THEY DON'T KNOW SOMETHING, WE WANT TO FIGURE THAT OUT DURING THE INSTRUCTIONAL MOMENT.
BECAUSE, FOR EXAMPLE, IN HIGH SCHOOL, WHERE YOU HAVE AN EVERY OTHER DAY SITUATION, IT'S POSSIBLE WHERE I WOULDN'T BE ABLE TO CHECK THAT WORK UNTIL WHEN? MAYBE THE NEXT SCHOOL WEEK.
AND SO A WEEK WOULD GO BY AFTER THE INSTRUCTION HAS TAKEN PLACE, WHERE I DID NOT REALIZE AS A TEACHER THAT THE STUDENT DID NOT KNOW OR UNDERSTAND THAT AS CLOSE TO THE POINT OF INSTRUCTION WE CAN GET AS FAR AS GIVING FEEDBACK, THE BETTER IT IS FOR STUDENT LEARNING AND THE BETTER IT IS FOR THE TEACHER IN ORDER TO KNOW WHAT TO DO DIFFERENTLY TO HELP THE STUDENT.
AND THAT'S WHAT THAT PROCESS IS MEANT TO ACCOMMODATE.
SO FOR THIS SCHOOL YEAR, ONE OF THE THINGS THAT WE TALKED ABOUT AND WITHIN OUR TEACHING OF THE ADULTS, WE TALKED ABOUT THE FACT THAT FEEDBACK IS THE MOST IMPORTANT THING.
IF WE REALLY WANT EACH AND EVERY STUDENT TO GROW DESPITE WHERE THEY ARE, WHETHER THEY ARE AT THE MASTER'S LEVEL, MEETS LEVEL, OR THEY ARE NOT DOING AS WELL AS WE WOULD HAVE THEM BE.
THE WHOLE POINT IS, IF I DON'T CONSTRUCT MY LESSON TO WHERE I AM ABLE TO THEN GIVE THE STUDENTS FEEDBACK WITHIN THE INSTRUCTIONAL PERIOD, THERE'S NO WAY THEN WE CAN SAY THAT WHERE THE STUDENT IS GOING TO BE ABLE TO GROW.
ONE OF THE THINGS WE'VE TALKED ABOUT FROM VERY MUCH A RESEARCH BASE IS THE WHY BEHIND FEEDBACK.
PART OF WHAT WE'VE STUDIED IS HATTIE'S WORK IN REGARDS TO IT'S CALLED VISIBLE LEARNING RESEARCH.
AS FAR AS HOW IMPORTANT FEEDBACK, IF YOU SEE ON THIS, THE EFFECT SIZE OF FEEDBACK IS ABOUT A 0.72.
IT'S ONE OF THE BEST THINGS THAT WE CAN DO FOR OUR STUDENTS.
SO FOR US THEN IT'S A MATTER NOT JUST THAT WE'RE GIVING FEEDBACK, BUT WE HAVE TO CREATE THE LESSON PLAN AND THE CONTENTS OF THE LESSON IN ORDER TO MAKE SURE THAT FEEDBACK HAPPENS WITHIN THE LESSON PLAN.
SO ONE OF THE THINGS THAT WE LOOKED AT WITHIN THE YEAR, WE'VE ALWAYS KNOWN THAT THIS IS IMPORTANT, BUT THE ISSUE IS WE HAVE NOT CREATED THE SITUATION WHERE THE CLASSROOM, TEACHING AND LEARNING MADE IT POSSIBLE FOR US TO BE ABLE TO GIVE FEEDBACK TO ALL OF THE STUDENTS IN THE CLASSROOM, AND NOT JUST THE 1 OR 2 WE HAPPEN TO CALL UPON.
SO THIS IS ONE OF THE FUNDAMENTAL REASONS BEHIND WHAT WE'RE DOING AND WHY WE'RE DOING IT.
ALSO, YOU SEE, WITH CULTURALLY RESPONSIVE TEACHING, THIS IS ALSO REINFORCED BY THE WORK OF ZARETTA HAMMOND THAT STATES THE SAME THING, THE IDEA OF WE WANTING TO GIVE FEEDBACK WITHIN THE MOMENT IT IS NOT A MATTER OF OUR STUDENTS WANT TO KNOW THAT WE HAVE HIGH EXPECTATIONS OF THEM.
AND SO THERE'S NOTHING WRONG WITH HAVING HIGH EXPECTATION AND DEMANDING EXCELLENCE.
WE CALL THAT BEING A WARM DEMANDER.
BUT AGAIN, IN ORDER TO DO THAT, YOU NEED TO STRUCTURE THE LESSON IN A WAY WHERE EVERY STUDENT KNOWS THAT THERE IS SOMETHING THAT I WILL HAVE TO DELIVER, AND I KNOW I WILL HAVE TO SHOW MY WORK. AND THE POINT OF IT IS NOT FOR SHAME OR EMBARRASSMENT, BUT I NEED TO KNOW, AS THE TEACHER IN THE CLASSROOM, WHAT YOU KNOW, WHAT YOU UNDERSTAND SO I CAN FILL THAT GAP WITHIN YOUR LEARNING.
EFFECTIVE FEEDBACK FOR US IS INSTRUCTIVE RATHER THAN EVALUATIVE.
AND FOR THAT TO HAPPEN, WE HAVE TO KNOW WHERE THEY ARE AND WHAT THEY UNDERSTAND OR DON'T UNDERSTAND.
[00:25:03]
SO LET'S GO AHEAD AND ALSO BRING THIS INTO CONTEXT IN REGARDS TO WHAT'S HAPPENING IN EDUCATION OVERALL, BUT ALSO SPECIFICALLY WITHIN OUR DISTRICT.WHY IS THE CONCEPT OF MAKING SURE THAT WE ARE WORKING ON ACADEMIC MONITORING AND ALSO LESSON INTERNALIZATION EVEN MORE IMPORTANT? WE ARE VERY AWARE WE HAVE OUR CHIEF OF HR AS FAR AS WHAT'S HAPPENING IN REGARDS TO TEACHER TURNOVER.
WE ALSO KNOW THAT EVEN WITHIN THAT TURNOVER, THAT MANY OF OUR TEACHERS ARE NOVICE TEACHERS.
SO EVEN AS WE'RE HIRING NEW TEACHERS WITHIN THE SYSTEM, MANY OF THEM ARE BRAND NEW TO EDUCATION OR ONLY WITHIN 1 TO 2 YEARS OF BEING IN TEACHERS.
WE KNOW THAT HOUSE BILL 1605 HAS SAID THAT WE WANT THAT THEY WANT THE STATE WANTS US AS A SCHOOL DISTRICT TO MAKE SURE THAT WE ARE GIVING TEACHERS LESSON PLANS AND NOT JUST RESOURCES, BUT DAILY LESSON PLANS.
SO PART OF OUR RESPONSIBILITY IS TO MAKE SURE THAT WE NOT WE HAVE CURRICULUM THAT OFFERS THE DAILY LESSON PLANS TO TEACHERS, BUT NOT JUST OFFER IT SO THAT IT'S THERE, BUT OFFER IT SO THAT THERE IS UNDERSTANDING.
SO THIS JUST IN TIME TRAINING, AS FAR AS WORKING WITH THEM WITHIN THE PLC OR PROFESSIONAL LEARNING COMMUNITY CONTEXT, IS TO MAKE SURE THAT THERE IS UNDERSTANDING OF THE LESSON. SO THAT WAY THERE IS UNDERSTANDING, TEACHING AND LEARNING HAPPENING WITHIN THE SPACE.
ALSO, ONE OF THE THINGS WE HAVE SPOKEN TO PREVIOUSLY IN REGARDS TO THAT OUR DISTRICT, WE ARE ON AN EQUITY PLAN IN REGARDS TO OUR STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED AND BLACK AND OR AFRICAN-AMERICAN, AND SPECIFICALLY WHAT IT IS WE HAVE FOUND WITHIN OUR DATA THAT IN OUR TITLE SCHOOLS, OUR SCHOOLS, WHERE WE HAVE THE HIGHEST PERCENTAGES OF STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED AND BLACK OR BROWN, IS WHERE WE HAVE THE MOST NOVICE TEACHERS. SO PART OF OUR RESPONSIBILITY IS TO MAKE SURE THAT WITHIN THE PLC PROCESS THAT THERE IS A CERTAIN LEVEL OF EXPERTISE.
WE CANNOT WAIT FOR THEM TO GET A CERTAIN LEVEL OF EXPERIENCE AND LEARN.
TAKE ALL THOSE YEARS TO LEARN ON THE JOB.
AND IT'S ASKING OUR STUDENTS TO BE ABLE TO PERFORM AT HIGHER LEVELS WITHIN WHAT THEY'RE BEING ASKED TO DO AND HOW THEY'RE BEING ASKED TO DO IT. AND AT THE SAME TIME, WE HAVE WHAT'S MOST IMPORTANT TO OUR COMMUNITY.
BEING COLLEGE CAREER AND MILITARY READY MEANS THAT OUR STUDENTS ARE ABLE TO PERFORM WITHIN MATH AND WITHIN READING LANGUAGE ARTS OR ENGLISH LANGUAGE ARTS AT A MEETS LEVEL OR HIGHER.
THAT CANNOT BE ACCOMPLISHED IF WE KNOW AT THE LOWER LEVELS THAT OUR TEACHERS DON'T HAVE THE ABILITY TO TEACH AT HIGH LEVELS, SO OUR STUDENTS HAVE THE ABILITY TO LEARN AT HIGH LEVELS. SO WHAT WE WANTED TO EXPRESS TO THE COMMUNITY AND ALSO TO OUR BOARD OF TRUSTEES IS THERE'S A VERY SPECIFIC REASON WHY WE HAVE CHOSEN THIS AS A STRATEGY THAT WE FEEL IS HIGH YIELD, HIGH LEVERAGE, AND WILL CAUSE THE GREATEST AMOUNT OF NOT JUST TEACHING AND LEARNING, BUT GROWTH FOR OUR STUDENTS WITHIN OUR SYSTEM.
SO AGAIN, LESSON INTERNALIZATION TO ACADEMIC MONITORING.
IN ORDER TO GET TO A COPIOUS AMOUNT OF FEEDBACK FOR OUR STUDENTS.
POINT OF ORDER. WHAT IS YOUR POINT? I NOTICED THAT OUR BOARD COUNCIL IS NOT HERE FOR TIMEKEEPING, SO I JUST WANTED TO MAKE A MOTION TO SUSPEND TIME LIMITS.
SECOND. ANY COMMENTS? WE HAVE A MOTION. AND A SECOND.
ALL IN FAVOR? ALL OPPOSED? MOTION CARRIES FIVE ONE.
GOOD EVENING, MADAM PRESIDENT, BOARD OF TRUSTEES.
MY NAME IS DOCTOR LAURA CARLIN-GONZALEZ, AND I'M THE EXECUTIVE DIRECTOR OF TEACHING AND LEARNING.
AND I'M SO HAPPY TO BE HERE WITH YOU THIS EVENING.
WE ARE GOING TO GO THROUGH A PLC PROCESS THAT WE HAVE BEEN WORKING ON WITH OUR TEACHERS INVOLVING LESSON INTERNALIZATION, WHICH WILL LEAD TO ACADEMIC MONITORING AND THAT STRONG FEEDBACK FOR EVERY STUDENT IN THE CLASSROOM.
[00:30:04]
MY TEAM AND I HAVE BEEN WORKING VERY DILIGENTLY TO TRAIN OUR INSTRUCTIONAL COACHES, OUR CAMPUS LEADERS BOTH ASSISTANT PRINCIPALS AND PRINCIPALS ON THIS PROCESS AND THEN SUPPORT THE IMPLEMENTATION ON CAMPUS.AND SO WE'RE VERY EXCITED TO HAVE YOU EXPERIENCE THIS TODAY ALONGSIDE US.
AND WE'RE GOING TO EXPERIENCE FOUR SUCCESS CRITERIA TODAY.
WE'RE GOING TO WATCH A VIDEO LESSON.
AND SO I'LL TALK TO YOU A LITTLE BIT MORE ABOUT WHAT THAT LOOKS LIKE WHEN WE GET THERE.
WE'RE GOING TO ANNOTATE THE EUREKA LESSON.
THE EUREKA IS THE RESOURCE THAT WE USE FOR ELEMENTARY MATHEMATICS.
WE'RE GOING TO DEVELOP AN ANCHOR CHART FOR A LESSON EXEMPLAR AND THEN USE THE EXEMPLAR AND THE EXIT TICKET, AND YOUR PARTNER WILL HELP YOU FIND ALL OF THOSE THINGS IN YOUR FOLDER. AND WE'LL GO THROUGH THAT IN JUST A SECOND TO CREATE SUCCESS CRITERIA.
SO FIRST, IF YOU'LL GO AHEAD AND OPEN YOUR FOLDERS, I'LL ORIENT YOU TO WHAT YOU HAVE IN YOUR FOLDER.
ON THE LEFT HAND SIDE YOU'LL SEE THIS DOCUMENT.
IT'S CALLED THE ROUND ROCK ISD LESSON INTERNALIZATION PROTOCOL.
THIS IS THE PROTOCOL THAT TEACHERS WERE TRAINED ON AT THE BEGINNING OF THE YEAR.
AND WE CONTINUE TO SUPPORT THE TRAINING AND IMPLEMENTATION OF IT ON CAMPUS.
SOME OF OUR CAMPUSES HAVE HAVE MADE SOME ADJUSTMENTS TO THIS WITHOUT LOSING THE INTEGRITY OF THE PROCESS, JUST TO MEET THEIR CAMPUS NEEDS AND HAVE BEEN HIGHLY SUCCESSFUL IN IMPLEMENTING.
ON THE RIGHT HAND SIDE, YOU WILL FIND THE LESSON PLAN FOR TODAY THAT WE WILL BE USING.
IT IS A FOURTH GRADE MATH LESSON ON ADDITION.
YOU WILL ALSO FIND THE PROBLEM SET AND THE EXIT TICKET.
AND SO AS I'M REFERENCING THOSE YOU HAVE THOSE IN YOUR HAND.
YOU WILL BE ASKED TO ENGAGE AND INTERACT WITH THE LESSON PLAN.
SO YOU WILL WANT THAT READY HERE IN JUST A FEW SECONDS WHEN WE TALK ABOUT THE LESSON VIDEO.
SO THE INTERNALIZATION PROCESS REALLY BOILS DOWN TO FOUR STEPS UNIT STUDY.
SO WHICH HAPPENS BEFORE THE UNIT LESSON STUDY AND LEARNING ABOUT THAT LESSON.
TODAY WE'RE GOING TO FOCUS ON THESE FOUR FIVEISH MORE LIKE FOUR AREAS ANNOTATING THE LESSON, WATCHING THE VIDEO, DEVELOPING OR CHOOSING AN EXEMPLAR, AND THEN DEVELOPING SUCCESS CRITERIA AND WHAT THAT LOOKS LIKE.
AND THEN WE'LL ENGAGE IN HOW THAT APPLIES TO ACADEMIC MONITORING.
SO ALL OF OUR TEAM INVOLVES ENGAGES IN PRE-WORK PRIOR TO THEM COMING TO THEIR WEEKLY PLC.
AND SO I WANT TO REALLY EMPHASIZE THAT PRE-WORK IS FOR TEACHERS, FOR INSTRUCTIONAL COACHES AND FOR ADMINISTRATORS, BECAUSE EVERYONE THAT IS PART OF THAT PLC AND ANY OTHER IF OUR INTERVENTIONISTS JOIN, IF ONE OF OUR ACADEMIC DIRECTORS JOINS, THEY WILL ALL ENGAGE IN THE PRE-WORK, BECAUSE THE IDEA IS THAT WE'RE BEING PREPARED FOR AND COMING TO THE PLC, READY TO DISCUSS WHAT'S GOING TO HAPPEN IN THE LESSONS FOR THE FOLLOWING WEEK.
THESE ARE GENERALLY FIVE THINGS WE DO WHEN WE'RE PLANNING.
AND PARTICULARLY YOU'LL SEE EUREKA MENTIONED A LOT BECAUSE WE'VE BEEN DOING A LOT OF WORK WITH OUR ELEMENTARY CAMPUSES ON THIS, AND THAT'S THE RESOURCE THEY USE FOR ELEMENTARY MATH. BUT THE PROCESS CAN BE APPLIED TO OTHER CONTENT AREAS AS WELL.
GENERALLY, THIS IS EITHER SENT OUT BY A TEAM LEAD OR AN INSTRUCTIONAL COACH.
THEY'RE GOING TO ANNOTATE THE LESSONS USING MARKINGS ON THE INTERNALIZATION DOCUMENTS.
SO IF YOU LOOK AT YOUR INTERNALIZATION DOCUMENT IN STEP TWO LESSON STUDY, IT GIVES A LIST OF MARKINGS THAT WE USE GENERALLY RIGHT TO ANNOTATE THE LESSON TO GAIN A BETTER UNDERSTANDING.
AND SO YOU'RE GOING TO ENGAGE IN THAT TONIGHT.
[00:35:03]
AND THAT'S OKAY.WE IDENTIFY WHAT THOSE MUST DO PROBLEMS ARE WITHIN THE TIME FRAME THAT WE ABSOLUTELY WANT STUDENTS TO BE ABLE TO GET TO, AND THEN WE'RE GOING TO ACADEMICALLY MONITOR FOR THOSE THROUGHOUT THE LESSON.
AND THEN WE ASK THEM TO LOOK AT WHAT THE EXIT TICKET IS AND THE STRATEGIES THAT ARE USED WITHIN THE LESSON, AND GO AHEAD AND SOLVE THAT EXIT TICKET TO BRING WITH THEM TO PLC, OR AT LEAST HAVE REVIEWED THE EXIT TICKETS SO THEY KNOW WHAT THE END PRODUCT IS.
SO I'M GOING TO ASK THAT YOU TAKE OUT YOUR CONCEPT DEVELOPMENT LESSON.
GENERALLY, IN OUR LESSONS FOR ELEMENTARY MATHEMATICS WE HAVE THESE DIFFERENT PARTS SPIRAL REVIEW, FLUENCY PRACTICE, APPLICATION, CONCEPT DEVELOPMENT, STUDENT DEBRIEF, AND EXIT TICKET.
IN FRONT OF YOU, YOU HAVE THE CONCEPT DEVELOPMENT THROUGH THE EXIT TICKET.
THAT'S THE NEW LEARNING THAT WE WANT TO MAKE SURE THAT WE ARE MONITORING FOR SUCCESS.
THE OTHER IS SPIRAL OR ADDITIONAL PRACTICE, AND WE MONITOR THOSE AREAS AS WELL.
SO HIGHLIGHTING ARE USUALLY MEANS THINGS TO REMEMBER.
A CHECK MARK MEANS I GOT THIS.
THIS IS CLEAR UNDERSTANDING FOR ME.
A QUESTION MARK MEANS LIKE, OH, THIS IS SOMETHING I NEED TO ASK MY TEAM ABOUT WHEN I GO TO PLC THIS WEEK, BECAUSE I'M A LITTLE BIT UNCLEAR HERE, OR HOW DOES THIS MAKE A CONNECTION TO WHAT WE'VE PREVIOUSLY LEARNED? AND THEN THE EXCLAMATION POINT IS CRITICAL UNDERSTANDING AND OR A PRIORITY CONCEPT THAT WE WANT TO MAKE SURE THAT STUDENTS UNDERSTAND BEFORE THEY LEAVE. THESE USUALLY LEAD TO OUR SUCCESS CRITERIA.
AND OR ARE HIGH LIKELIHOOD FOR MISCONCEPTIONS RIGHT.
OKAY. SO I'M NOT GOING TO HAVE YOU ANNOTATE YOUR LESSON YET.
WHAT WE'RE GOING TO DO IS WE'RE GOING TO WATCH THE EUREKA VIDEO.
NOW, LET ME TELL YOU A LITTLE BIT ABOUT WHY THESE VIDEOS WERE CREATED.
SO THESE VIDEOS WERE PUT OUT WHILE WE WERE DOING AT HOME FOR COVID.
AND THEY'RE GOING TO BE DEFINITELY FROM A TEACHER TO A STUDENT PERSPECTIVE.
SO UNDERSTAND WHY THE VIDEO WAS CREATED.
HOWEVER, WHAT WE'RE DISCOVERING WITH OUR TEACHERS AND AS WE'RE LEARNING AND IMPLEMENTING THIS, THESE SETS OF LESSONS THEY'RE VERY BENEFICIAL TO HELP OUR TEACHERS UNDERSTAND THE STRATEGIES THAT ARE BEING TAUGHT IN THE LESSON.
AND I'LL TALK TO YOU A LITTLE BIT.
THIS IS GOING TO BE A 13 MINUTE VIDEO, AND I'LL TALK TO YOU A LITTLE BIT ABOUT HOW WE CREATE SOME EFFICIENCY WITH OUR TEACHERS TO BE ABLE TO DO THIS WORK PRIOR TO COMING, BUT WE'LL TALK A LITTLE BIT ABOUT THAT.
SO RIGHT NOW WHAT YOUR JOB IS GOING TO BE IS TO HAVE YOUR CONCEPT LESSON IN FRONT.
WE'RE GOING TO LISTEN TO THE TEACHER VIDEO AND YOU'RE GOING TO FOLLOW ALONG AND MAKE ANY MARKINGS.
REMEMBER WE HAVE THE HIGHLIGHT THE CHECK THE QUESTION MARK OR THE EXCLAMATION POINT.
AND IF THERE'S OTHER I ALSO WRITE ALL OVER MINE WHEN I'M ANNOTATING AND THOSE KINDS OF THINGS.
FEEL FREE TO DO THAT. WHATEVER FEELS COMFORTABLE FOR YOU.
OKAY, WE'RE READY FOR THE VIDEO.
LET'S SEE WHAT WE'LL NEED FOR TODAY'S LESSON.
THIS IS WHAT YOU'RE GOING TO NEED FOR TODAY'S LESSON.
LET'S BEGIN. OUR FIRST PROBLEM IS 3,134 PLUS 2,493.
[00:40:05]
LET'S DRAW A STRIP DIAGRAM TO REPRESENT THIS PROBLEM.WHAT ARE THE TWO PARTS THAT MAKE UP THE WHOLE? THE FIRST PART IS 3,134, AND THE SECOND PART IS 2,493.
LET'S RECORD THIS INTO OUR STRIP DIAGRAM NOW.
IN THIS CASE, THE UNKNOWN IS THE WHOLE.
LET'S NOW MOVE INTO OUR PLACE VALUE CHART.
I'M GOING TO DRAW A PLACE VALUE DISKS TO REPRESENT THE FIRST PART 3,134 3 THOUSANDTHS.
GO AHEAD AND DRAW THE FIRST PART.
03,134 INTO YOUR PLACE VALUE CHART NOW.
LET'S NOW ADD THE SECOND PART INTO THE CHART.
YOU CAN SEE HERE THAT WE'VE WRITTEN THE PROBLEM HORIZONTALLY.
LET'S NOW WRITE THE PROBLEM VERTICALLY.
THREE TENS PLUS NINE TENS EQUALS.
WE CAN BUNDLE TEN TENS TO MAKE 100.
WE CAN ALSO SHOW THIS IN OUR WRITING.
100 PLUS FOUR HUNDREDTHS PLUS ONE MORE HUNDRED EQUALS.
3 THOUSANDTHS PLUS 2 THOUSANDTHS EQUALS 5 THOUSANDTHS.
ME AND BE SURE TO INCLUDE THE SUM.
READY 3,134 PLUS 2,493 EQUALS 05,627. GREAT WORK.
OUR NEXT PROBLEM TOGETHER IS 40,762 PLUS 30,473.
I'D LIKE YOU TO PAUSE THE VIDEO HERE TO DRAW A STRIP DIAGRAM THAT REPRESENTS THE PROBLEM.
BE SURE TO LABEL YOUR TWO KNOWN PARTS.
GO AHEAD AND TAKE A MOMENT TO COMPARE YOUR DIAGRAM WITH MINE.
NOW LET'S GO AHEAD AND LABEL THE UNKNOWN WITH AN X.
REMEMBER, WE'RE SOLVING FOR THE WHOLE.
[00:45:01]
LET'S NOW WRITE THE PROBLEM INTO OUR PLACE VALUE CHART USING PLACE VALUE DISKS.AGAIN, GO AHEAD AND PAUSE THE VIDEO HERE AND I'D LIKE YOU TO USING PLACE VALUE DISKS DRAW IN THE FIRST PART AND THEN THE SECOND PART. WE'LL COMPARE OUR PLACE VALUE CHARTS AFTER.
GO AHEAD AND TAKE A MOMENT TO COMPARE YOUR PLACE VALUE CHART WITH MINE.
READY? WE'RE READY TO ADD TWO ONES PLUS THREE ONES.
AGAIN, WE CAN BUNDLE TEN TENS TO MAKE 100.
WHEN WE CHANGE TEN TENTHS FOR 100, WE'LL STILL HAVE THREE TENS HERE.
SEVEN HUNDREDTHS PLUS FOUR HUNDREDTHS PLUS ONE MORE HUNDRED EQUALS.
AND NOW OUR TEN THOUSANDTHS FOUR TEN THOUSANDTHS PLUS 3/10,000 EQUALS 7/10,000. GO AHEAD AND SAY THE COMPLETE EQUATION WITH ME NOW.
40,762 PLUS 30,473 EQUALS 71,235.
I'D LIKE YOU TO PAUSE THE VIDEO HERE TO DRAW A STRIP DIAGRAM TO MODEL THIS PROBLEM.
THEN I'D LIKE YOU TO RECORD THE NUMBERS ONTO YOUR PERSONAL WHITEBOARD VERTICALLY.
GO AHEAD AND TAKE A MOMENT NOW TO COMPARE YOUR STRIP DIAGRAM WITH MINE.
GO AHEAD AND COMPARE YOUR WORK WITH MINE.
LET'S SAY THE COMPLETE EQUATION TOGETHER.
207,426 PLUS 128,744 EQUALS 336,170. PLEASE READ THE WORD PROBLEM WITH ME. THE LANE FAMILY TOOK A ROAD TRIP DURING THE FIRST WEEK THEY DROVE 907 MILES.
THE SECOND WEEK THEY DROVE THE SAME AMOUNT AS THE FIRST WEEK, PLUS AN ADDITIONAL 297 MILES.
HOW MANY MILES DID THEY DRIVE DURING THE SECOND WEEK? LET'S THINK ABOUT THE INFORMATION THAT WE KNOW.
WE KNOW THAT THE LANE FAMILY DROVE 907 MILES DURING THE FIRST WEEK.
WE ALSO KNOW THAT THEY DROVE 297 MILES MORE DURING THE SECOND WEEK THAN THE FIRST WEEK.
WHAT IS THE UNKNOWN INFORMATION? WE DON'T KNOW THE TOTAL NUMBER OF MILES THAT THEY DROVE DURING THE SECOND WEEK.
[00:50:16]
MORE MILES.WHAT DOES THE STRIP DIAGRAM NOW REPRESENT? IT NOW REPRESENTS THE NUMBER OF MILES THAT THEY DROVE DURING THE SECOND WEEK.
LET'S GO AHEAD AND USE THAT BRACKET AND LABEL THE UNKNOWN WHOLE.
I'LL MARK MINE WITH THE LETTER M.
WHAT DOES M EQUAL 1,204 MILES.
LET'S NOW WRITE A STATEMENT THAT TELLS OUR ANSWER TO THE QUESTION, HOW MANY MILES DID THEY DRIVE DURING THE SECOND WEEK? READ THE STATEMENT WITH ME.
THE LANE FAMILY DROVE 1,204 MILES DURING THE SECOND WEEK.
GREAT WORK FOR TODAY'S ASSIGNMENT YOUR MUST DO PROBLEMS ARE HERE ON THE SCREEN.
WATCH THE CLOCK FOR TEN MINUTES TO COMPLETE THIS WORK.
IF YOU HAPPEN TO HAVE ANY FREE TIME, GO AHEAD AND WORK THROUGH ANY OTHER PROBLEMS ON THE PAGES.
FOR TODAY WE WERE ABLE TO ADD MULTI-DIGIT WHOLE NUMBERS.
BE SURE TO CHECK IN WITH YOUR TEACHER.
AND OF COURSE I'LL SEE YOU AROUND HERE SOON FOR ANOTHER EUREKA MATH LESSON.
SO FOR OUR MATH LESSONS, WE HAVE A VIDEO LIKE THIS THAT WE ASK THAT OUR TEACHERS WATCH.
AND PART OF THAT IS BECAUSE IF YOU NOTICE, SOME OF THE STRATEGIES MIGHT BE DIFFERENT THAN MAYBE EVEN THE WAY THAT WE WERE TAUGHT, BUT WE'RE REALLY BUILDING THIS CONCEPTUAL FOUNDATION FOR THEM THAT THEY WILL TAKE, THE STUDENTS WILL TAKE WITH THEM VERTICALLY AS THEY MOVE THROUGH THEIR MATH COURSES.
AND SO IT'S A IT'S A STRATEGY THAT WE WANT TO MAKE SURE THAT THEY BUILD UPON.
WHEN I TALKED ABOUT EFFICIENCY EARLIER I SAID THERE'S A 13 MINUTE VIDEO.
RIGHT. AND IT'S TEACHERS HAVE A LOT ON THEIR PLATE AND WE UNDERSTAND THAT.
SO WE GIVE TEACHERS STRATEGIES IN WHICH TO GET THROUGH THE VIDEOS A LITTLE BIT QUICKER, BECAUSE ONCE YOU UNDERSTAND SOME OF THE STRATEGIES THAT YOU'RE GOING TO SEE OVER AND OVER AGAIN, YOU'LL SEE THEM AND YOU'LL UNDERSTAND IT AND YOU'LL BE ABLE TO MOVE THROUGH IT QUICKER.
SO FOR SOME OF THE LESSONS THAT I INTERNALIZE AS I'M SUPPORTING PLCS ON CAMPUS, I WILL WATCH THE VIDEO AT A 1.5 SPEED OR EVEN A LITTLE BIT FASTER, BECAUSE I'M ABLE TO MOVE THROUGH THE LESSON PLAN AND I'VE THEY'RE BUILDING ON EACH OTHER FROM DAY TO DAY, SO YOU'LL GET A LITTLE BIT FASTER AT THAT AS WELL.
AND SO SO THOSE ARE JUST ONE OF THE STRATEGIES THAT WE SHARE WITH TEACHERS AS THEY'RE WORKING THROUGH THE LESSONS TO REALLY HELP THEM BECOME A LITTLE BIT MORE EFFICIENT AT VIEWING THE VIDEOS AND COMPLETING THE PRE-WORK.
AND REMEMBERING THAT ALSO THAT THE.
OH, I WANT TO SAY ONE CAVEAT TOO.
WE USE THIS AS A TEACHER TOOL PRIOR.
AND SO I JUST WANTED TO MAKE THAT VERY CLEAR.
NOW PRE WORK, LIKE I SAID, ANY MEMBER OF THE PLC ENGAGES IN THE PRE WORK.
[00:55:08]
TALK ABOUT ANY MANIPULATIVES LIKE YOU SAW THE PLACE VALUE CHART IN THOSE DISCS THAT WE'RE GOING TO NEED, AND DISCUSS HOW TO USE THOSE DURING PLC.THIS IS REALLY GETTING US TO THE SUCCESS CRITERIA TODAY.
SO WE WANT TO REALLY REVIEW AND CAPTURE THAT LEARNING TARGET.
WE'RE GOING TO TALK ABOUT WHAT OUR LESSON EXEMPLAR IS.
AND IT'S IMPORTANT THAT EACH ONE OF US, WE HAVE THE SAME TEAM EXEMPLAR.
AND THAT EXEMPLAR NEEDS TO BE ALIGNED TO THE LEARNING TARGET.
SO AND ALSO TO THE EXIT TICKET.
WHAT ARE THE STUDENTS GOING TO BE EXPECTED TO DO.
AND THEN AND SO THEREFORE WHICH OF THE QUESTIONS THAT THE TEACHER GOES OVER DURING THE LESSON IS GOING TO BE AN EXEMPLAR FOR WHAT THEY'RE GOING TO BE EXPECTED TO DO BY THE END OF THAT LESSON, TO REACH THAT LEARNING TARGET.
AND WE'RE GOING TO BUILD AN ANCHOR CHART, DISCUSS AND DECIDE THE MUST DO PROBLEMS IDENTIFY CRITICAL LEARNING FOR SUCCESS CRITERIA AND THEN CHECK TO ENSURE THAT SUCCESS CRITERIA IS ALIGNED TO OUR TARGET FOR THE DAY.
TODAY WE'RE GOING TO ENGAGE IN THESE AREAS AROUND THE EXEMPLAR AND THE SUCCESS CRITERIA.
AND THEN WE'RE GOING TO TALK ABOUT HOW THAT TIES TO ACADEMIC MONITORING.
I KNEW YOU WERE THINKING THIS.
I COULD HAVE SOLVED THAT FASTER.
HERE'S HOW WE DID IT IN SCHOOL.
WHY DO THEY HAVE TO GO THROUGH ALL THOSE STEPS? WHEN YOU LOOK, AND SHE'S VERY RIGHT IN SAYING THERE'S A VERY SPECIFIC WAY, STUDENTS ARE NOW BEING ASKED THE INFORMATION AND THEY HAVE TO DELIVER BACK THE INFORMATION.
THERE ARE CERTAIN WORDS THAT ARE USED AND A CERTAIN WAYS.
AND SO IT WOULD NAME THESE STRATEGIES.
THAT'S A SKILL THAT WHEN YOU LOOK THROUGH ALL THE LESSON PLANS I'M SORRY.
YOU UNDERSTAND THAT UNKNOWN CAN BE REPRESENTED BY A LETTER.
SO I NEED EVERYONE TO UNDERSTAND THAT THERE'S A VERY SPECIFIC PURPOSE IN REGARDS TO HOW THE LESSON PLANS ARE BEING PUT OUT, THE VOCABULARY THAT'S BEING USED.
SO THIS IDEA, LIKE, CAN WE TEACH THEM HOW TO ADD AND TEACH THEM A DIFFERENT WAY AND FASTER? ABSOLUTELY. BUT THEN LATER ON DOWN THE LINE, WHAT YOU'LL SEE IS YOU WOULD HAVE MISSED THE STEP FOR SOMETHING THEY NEED TO KNOW AND A WAY SPECIFICALLY THEY NEED TO KNOW IT.
SO WE WANT TO MAKE SURE EVERYONE UNDERSTANDS THAT.
THAT'S WHY WHEN YOU'RE DOING HOMEWORK WITH YOUR KIDS, IT'S LIKE, WHAT KIND OF FUNKY MATH IS THIS? AND YOU'RE LIKE, I CAN TEACH YOU HOW TO DO IT DIFFERENTLY.
WHY ARE THEY TEACHING MATH THIS WAY? HAS IT CHANGED THAT MUCH SINCE I WAS IN SCHOOL? [LAUGHTER] I WANT EVERYONE TO UNDERSTAND THERE'S A METHOD BEHIND THE MADNESS AS FAR AS THE WHY BEHIND IT.
SO IT'S NOT JUST ABOUT SOLVING.
IT'S SOLVING WITHIN A CERTAIN CONTEXT.
AND SOMETIMES WITH CERTAIN WORDS.
AND THEY HAVE TO BE ABLE TO DO WHAT IT IS THAT WE JUST WENT THROUGH.
AND THE FIRST THING WE'RE GOING TO DO IS REVIEW AND CAPTURE THE LEARNING TARGET.
AND I BLEW IT UP A LITTLE BIT BIGGER AT THE BOTTOM SO WE COULD ALL SEE.
BUT IT'S THERE IN FRONT OF YOU IS I CAN USE PLACE VALUE UNDERSTANDING TO FLUENTLY ADD MULTI-DIGIT WHOLE NUMBERS USING THE STANDARD ALGORITHM, AND APPLY THE ALGORITHM TO SOLVE WORD PROBLEMS USING STRIP DIAGRAMS. SO THINGS THAT I WANT TO MAKE SURE THAT WE REALLY STAND OUT TO ME IS THAT WE'RE USING THE STANDARD ALGORITHM, WE'RE APPLYING IT TO WORD PROBLEMS, AND WE'RE USING A STRIP DIAGRAM BECAUSE THAT IS A STRATEGY THAT'S GOING TO TRANSCEND GRADE LEVELS.
[01:00:06]
TIGHTLY ALIGNS TO THE LEARNING TARGET AND ALSO TO THE EXIT TICKET.SO YOU HAVE THE EXIT TICKET THERE.
AND THERE ARE TWO PROBLEMS. THE FIRST PROBLEM HAS THREE DIFFERENT SIMPLE PROBLEMS THAT ARE NOT WORD PROBLEMS. AND THEN THE SECOND ONE IS A WORD PROBLEM.
SO I KNOW THAT I NEED TO PREPARE MY STUDENTS TO REACH THIS LEARNING TARGET, AND TO ALSO BE ABLE TO COMPLETE THIS ENTIRE EXIT TICKET CORRECTLY. SO WHEN I'M THINKING ABOUT ALL OF THE PROBLEMS THAT THE TEACHER WORKED TODAY AND THAT I'M GOING TO WORK AND MODEL FOR MY STUDENTS IN CLASS, THAT LAST PROBLEM, PROBLEM NUMBER FOUR, WAS A THE ONLY WORD.
PROBLEM B WE USED A STRIP DIAGRAM.
RIGHT. AND WE ALSO USED THE STANDARD ALGORITHM TO SOLVE.
SO THAT'S THE PROBLEM THAT IN MY PLC, I THINK WE'RE GOING TO DECIDE IS OUR EXEMPLAR.
NOT ONLY DID WE USE LET ME CALL ATTENTION.
EXCUSE ME TO THE USE OF THE PLACE VALUE CHART.
SO THAT IS A STRATEGY THAT WE USED AT THE BEGINNING.
AND THEN YOU SAW US KIND OF PULL BACK FROM THE PLACE VALUE CHART TOWARDS THE END OF THE LESSON, BECAUSE HERE WE'RE TALKING ABOUT PLACE VALUE UNDERSTANDING BUT NOT NECESSARILY USE OF THAT CHART IN THOSE DISKS.
BUT THAT IS A GREAT SCAFFOLD THAT IF IN MY TEACHING, ONE OF MY STUDENTS NEEDED, I WOULD CONTINUE TO HAVE THAT AS A DIFFERENTIATION METHOD WITHIN MY CLASS AS WELL.
RIGHT. THAT WOULD HAVE BEEN A LOT.
SO PROBLEM NUMBER FOUR IS GOING TO BE MY LESSON EXEMPLAR FOR TODAY.
AND SO WHAT I'M GOING TO DO IS I'M GOING TO WORK THE PROBLEM AGAIN.
AND WHAT YOU'RE GOING TO DO IS YOU'RE GOING TO FOLLOW ALONG.
I'M GOING TO TEACH IT ALMOST LIKE I WOULD TEACH IT IN MY CLASSROOM JUST TO BUILD THIS ANCHOR CHART TODAY, BECAUSE I WANT YOU TO NOW ZONE IN ON THE STEPS THAT I'M TAKING. AND WE'RE GOING TO TALK ABOUT SUCCESS CRITERIA NEXT.
SO THOSE STEPS ARE GOING TO TURN INTO OUR SUCCESS CRITERIA.
SO REALLY ZONE IN ON WHAT ARE THE THINGS THAT WE'RE DOING FIRST.
SECOND TO REALLY SET UP CRITERIA FOR SUCCESS AS I BUILD THIS ANCHOR CHART? OKAY. SO I'M GOING TO TRY TO GRAB.
IT'LL BE ALL RIGHT. THERE WE GO.
OKAY. IS IT ON? YEP. OKAY, GREAT.
OKAY, SO MY ROLE AS AN EXEMPLAR FOR TODAY IS.
THE LANE FAMILY TOOK A ROAD TRIP DURING THE FIRST WEEK.
DURING THE SECOND WEEK, THEY DROVE THE SAME AMOUNT AS THE FIRST WEEK, PLUS AN ADDITIONAL 297 MILES.
HOW MANY MILES DID THEY DRIVE DURING THE SECOND WEEK? SO WHEN I'M THINKING ABOUT WHAT I'M GOING TO DO FIRST WITH THIS PROBLEM, I NEED TO KNOW WHAT MY KNOWN IS AND WHAT MY UNKNOWNS ARE.
SO I KNOW THAT 907 MILES WERE DRIVEN THE FIRST WEEK, AND AN ADDITIONAL 297 MILES WERE DRIVEN THE SECOND WEEK.
I ALSO NEED TO KNOW WHAT IS MY UNKNOWN IN THIS PROBLEM.
WELL, WHAT I'M LOOKING FOR IS HOW MANY MILES DID THEY DRIVE DURING THE SECOND WEEK? OKAY, SO WHAT I'M GOING TO THINK ABOUT FIRST IS REPRESENTING MY PROBLEM IN A STRIP DIAGRAM.
SO I KNOW THAT IN THE FIRST WEEK THEY DROVE 907 MILES.
AND IN THE SECOND WEEK THEY DROVE AN ADDITIONAL THEY DROVE THE SAME AMOUNT THEY DID THE FIRST WEEK AND AN ADDITIONAL 297 MILES.
WHAT I DON'T KNOW IS HOW MUCH THEY DROVE TOTAL IN THE SECOND WEEK.
AND SINCE WE'RE TALKING ABOUT MILES, I'LL GO AHEAD AND REPRESENT IT WITH AN M HERE.
OKAY, SO NOW WHAT I NEED TO DO IS I NEED TO GO AHEAD AND SET UP AN EQUATION TO SOLVE THIS PROBLEM.
[01:05:04]
907 PLUS 297.AND I'M GOING TO USE A STANDARD ALGORITHM TO GO AHEAD AND SOLVE SEVEN ONES.
AND SEVEN ONES GIVES ME 14 ONES.
I KNOW THAT I CAN BUNDLE TEN TO GET AN ADDITIONAL TEN.
NINE TENS, AND 1 TEN GIVES ME TEN, TENS.
TEN TENS GIVES ME AN EXTRA, GIVES ME AN ADDITIONAL 100 THERE.
NINE HUNDREDS, TWO HUNDREDS AND ANOTHER 100 GIVES ME 1200 HUNDREDS.
SO THE LAST THING I'M GOING TO DO IS WRITE A STATEMENT THAT SAYS HOW MANY MILES THE LANE FAMILY DROVE THE SECOND WEEK. SO THE LANE FAMILY.
DROVE 1,204 MILES THE SECOND WEEK.
SO NOW WE'RE GOING TO TALK ABOUT THOSE STEPS.
REMEMBER I SAID ZONE IN ON WHAT THOSE STEPS ARE.
SO THAT'S OUR SUCCESS CRITERIA.
LIST QUALITIES THAT MUST BE PRESENT, BE IN STUDENT FRIENDLY LANGUAGE.
IT NEEDS TO ALIGN TO THE TARGET AND TO OUR LESSON EXEMPLAR.
REMEMBER, OUR LESSON EXEMPLAR ALIGNS TO THE TARGET.
BUT RATHER STEPS FOR REACHING THAT LEARNING TARGET.
SO AS I WAS MODELING WHAT I WOULD EXPECT TO SEE IN THE CLASSROOM, RIGHT WITH OUR LESSON EXEMPLAR, WHAT IS THE FIRST THING THAT I WILL WANT TO SEE MY STUDENTS DO? WHAT'S THE FIRST THING, DOCTOR OLDHAM.
[LAUGHTER] ANNOTATE THE PROBLEM WOULD BE THE FIRST THING I WOULD DO.
TRUSTEE ROSS, ARE YOU IN AGREEMENT WITH YOUR PARTNER THERE? YES. OKAY.
ANNOTATE. DOES EVERYBODY AGREE WITH ANNOTATE THE PROBLEM? I'M GOING TO PUSH YOU GUYS A LITTLE BIT.
FOR ANNOTATE, IF IT'S GOING TO BE STUDENT FRIENDLY, THAT FEELS NOT AS STUDENT FRIENDLY.
AND I KNOW THAT YOU SAID IN YOUR EXEMPLAR THAT WE WANTED TO IDENTIFY THE KNOWNS AND UNKNOWNS.
SO COULD THAT BE MORE SPECIFIC? SURE. IT'S THE SAME, BUT THAT MIGHT BE.
NO. NO. [LAUGHTER] AND HOW ARE WE GOING TO HAVE THEM IDENTIFY THE KNOWNS AND UNKNOWNS? WHAT SPECIFICALLY? BECAUSE REMEMBER I SAID WE HAVE TO HAVE IT OBSERVABLE IN OUR STUDENTS WORK.
SO WHAT IS IT THAT WE'RE GOING TO LOOK FOR WHEN THEY IDENTIFY THE KNOWNS AND UNKNOWNS? WHAT DID WE DO IN OUR EXEMPLAR? WE CIRCLED WHAT? WE CIRCLED THE KNOWNS.
AND WE DID WHAT? WITH THE UNKNOWNS.
CIRCLE THE UNKNOWNS OR CIRCLE THE KNOWNS.
OOPS. AND UNDERLINE THE UNKNOWNS.
OKAY. SO THAT'S FURTHER IDENTIFYING WHAT WE MEAN BY ANNOTATE.
WHAT'S THE NEXT THING WE WANT TO SEE OUR STUDENTS DO.
WHAT IS IT? YOU'RE GOING TO START YOUR STRIP.
WE'RE GOING TO CREATE THE STRIP DIAGRAM.
AND IS THERE SOMETHING THAT WE WANT TO SEE ON THAT STRIP DIAGRAM? SPECIFIC. WE'RE GOING TO START WITH OUR KNOWN THE FIRST KNOWN THE 907.
[01:10:04]
WE'RE GOING TO ADD OUR KNOWNS AND WE'RE GOING TO ADD OUR UNKNOWNS.SO WE'RE GOING TO SAY WE'RE GOING TO CREATE THE STRIP DIAGRAM AND LABEL RIGHT.
OKAY WHAT'S THE NEXT THING THAT WE ARE GOING TO DO.
YOU'RE GOING TO DO WHAT? WRITE THE STANDARD ALGORITHM.
SO WRITE. NOT JUST ANY WAY, VERTICALLY.
WE WERE GOING TO OBJECT TO THAT.
I'M GOING TO CATCH AND DO YOU USE THAT WORDING FOR FOURTH GRADERS? STANDARD ALGORITHM.
AND WE'LL GIVE OURSELVES A QUEUE HERE.
RIGHT. IT'S VERTICALLY BECAUSE OUR STANDARD ALGORITHM IS VERTICALLY.
SO WE LIKE TO UTILIZE THE LANGUAGE OF OUR STANDARDS, BUT ALSO USE SYNONYMOUS TERMS TO HELP ANCHOR THE LEARNING FOR OUR STUDENTS.
SO WHEN WE SAY WE'RE WRITING IT VERTICALLY, THAT ASSISTS.
OKAY. WHAT'S THE NEXT THING WE'RE GOING TO DO ONCE WE WRITE THE PROBLEM IN STANDARD ALGORITHM, WHAT'S THE NEXT THING? SOLVE. SOLVE THE EQUATION.
DOCTOR CARLIN-GONZALEZ I HAVE A QUESTION.
SO WHEN THEY INITIALLY SHOWED US HOW TO DO IT IN THE VIDEO, AND YOU TALKED ABOUT THE FACT THAT WE COULD HAVE DONE THE PLACE VALUE CHART, WOULD WE WANT TO INITIALLY HAVE WITHIN OUR ANCHOR CHART? AND THIS IS A REAL QUESTION.
DO IT WITH THE PLACE VALUE CHART AND THEN MAYBE LATER ON PULL THAT AWAY AS A STEP? WE COULD MODEL HOW WE WOULD USE IT HERE ON THE ANCHOR CHART.
IT WOULDN'T NECESSARILY BE A STEP I WOULD INCLUDE HERE, BECAUSE OUR SUCCESS CRITERIA IS GOING TO BE TIED ENOUGH TO THE LEARNING TARGET GENERAL ENOUGH TO APPLY TO ALL PROBLEMS. AND SO SINCE THE LEARNING THAT'S MORE OF A DIFFERENTIATION STRATEGY.
SO I WOULD KNOW THAT SOME OF MY STUDENTS WOULD NEED THAT, I WOULD GO AHEAD AND PROVIDE THAT AHEAD OF TIME AND SAY, SOME OF YOU MAY NEED TO OR MAY CHOOSE TO USE THIS, AND IF YOU NEED IT, GO AHEAD AND USE IT.
BUT IT WOULDN'T BE SOMETHING I'M GOING TO REQUIRE OF EVERY STUDENT.
ALL RIGHT. WHAT'S THE LAST THING? WRITE YOUR ANSWER IN A SENTENCE.
WRITE YOUR ANSWER IN A SENTENCE.
YOU KNOW, I TAUGHT OKAY, SO NOW WE HAVE OUR SUCCESS CRITERIA.
IDENTIFY THE KNOWNS AND UNKNOWNS BY CIRCLING THE KNOWNS AND UNDERLINING THE UNKNOWNS.
CREATE THE STRIP DIAGRAM AND LABEL.
WRITE THE EQUATION IN THE STANDARD ALGORITHM VERTICALLY.
SOLVE THE EQUATION AND WRITE YOUR ANSWER IN A SENTENCE.
NOW WHEN WE LOOK AT OUR LEARNING TARGET AGAIN, DOES THIS SUCCESS CRITERIA HELP US GET AND REACH THAT LEARNING TARGET? REMEMBER, IT SHOULD BE TIGHT ENOUGH TO THE TARGET, BUT ALSO GENERAL ENOUGH TO APPLY TO THE PROBLEMS THAT WE'RE WORKING FOR TODAY.
OKAY, NOW THERE ARE GOING TO BE SOME PROBLEMS THAT ARE IN WORD PROBLEM FORM.
AND IN THAT INSTANCE THIS MAY BE NUMBER ONE.
AND NUMBER 5 MAY NOT APPLY RIGHT TO THE ONES THAT AREN'T IN WORD PROBLEM FORM.
BUT OUR LEARNING TARGET SPECIFICALLY SAYS WORD PROBLEMS. SO WE WANTED TO MAKE SURE TO INCLUDE THAT IN SUCCESS CRITERIA.
NOW, WHAT I WANT YOU TO DO AND YOUR PARTNER WILL HELP YOU LOCATE IT IS.
I'M GOING TO HAVE YOU LOCATE YOUR PROBLEM SET.
SO THE PROBLEM SET IS FRONT AND BACK.
AND I WOULD LIKE YOU TO TURN TO NUMBER THREE.
[01:15:02]
AND WE ARE GOING TO APPLY OUR SUCCESS CRITERIA TO NUMBER THREE.SO MY FIRST LAP IS GOING TO BE CHECKING FOR YOU TO IDENTIFY THE KNOWNS AND THE UNKNOWNS IN THE PROBLEM BY CIRCLING THE KNOWNS AND UNDERLINING THE UNKNOWN.
YEAH. ARE YOU BOTH UP THERE? YEAH. I DON'T KNOW ABOUT YOU, BUT I HAVE AWFUL HANDWRITING.
OH, REALLY? GREAT. YOU CAN MOVE ON TO THE SECOND ONE.
[LAUGHTER] OKAY, SO WE CAN GO TO THE STRIP.
ALL RIGHT. MANY OF YOU ALREADY HAVE STEPS ONE AND TWO DONE.
SO IF YOU'RE READY, YOU CAN MOVE ON TO STEP THREE.
I'M SORRY, DOCTOR FARIS, YOU KNOW.
IF YOU MOVED ALONG TO THE SECOND STEP, YOU ARE IN GREAT SHAPE.
I'M GOING TO CONTINUE TO COME.
BUT YEAH, I LEARNED MATH LIKE VERY TRADITIONALLY.
AND MY HUSBAND JUST HOW HIS BRAIN WORKS IS MUCH MORE ABSTRACT.
AND MY KID LIKE, THAT'S NOT HOW WE TEACH ANYMORE, RIGHT? MATH CLICKED REALLY EASILY FOR ME INITIALLY, BUT I NEVER SHOW MY WORK.
AND THEN IT CAUGHT UP TO ME LIKE ALGEBRA TWO, LIKE, YOU CAN'T.
AND SO THEN I WAS REALLY IN TROUBLE.
AND SO LIKE, [INAUDIBLE] MY KIDS, I'M LIKE, SLOW DOWN.
BECAUSE IT WILL CATCH UP TO YOU EVENTUALLY, RIGHT? YOU DO? SO THE ONE THING THAT I MIGHT ASK ABOUT IS YOUR OH, THEY'RE GOING ALL THE WAY TO THE END.
MOST OF YOU HAVE COMPLETED YOUR STRIP DIAGRAM AND YOUR EQUATION.
SO THE NEXT STEP IS TO SOLVE THE EQUATION.
AND THEN SO I'M GOING TO COME AROUND AND CHECK THAT YOU'VE SOLVED ACCURATELY.
AND THEN REMEMBER THAT OUR LAST SUCCESS CRITERIA IS TO WRITE OUR ANSWER IN A SENTENCE.
THAT'S RIGHT HERE, THAT YOU'RE NOT GOING TO BE ON THE STRATEGIC BRANDING COMMITTEE I FELT LIKE IT WOULD PROBABLY BE APPROPRIATE FOR ME TO NOT.
MISS HAVING A VOICE ON THERE, THOUGH.
IT'S YOU'VE BEEN IN THE MEETINGS? YEAH. YES, MA'AM.
OKAY, NUMBER TWO IS CREATE THE STRIP DIAGRAM.
OKAY. THAT IS WRITE THE EQUATION AND STANDARD ALGORITHM.
I DID THAT. AND THEN AFTER THAT.
SOLVE IT AND THEN WRITE THE SENTENCE.
CAN YOU CHECK MY WORK? MY CHECKS.
ARE DIFFICULT TO YEAH, I TALKED TO BIG EMOTIONS.
RIGHT? WELL, IT'S SO ODD BECAUSE AGAIN, LIKE, YOU KNOW, I TAUGHT THERE LIKE, I NEVER SAW ANY OF THAT.
ALL PAIRS WERE ABLE TO APPLY OUR SUCCESS CRITERIA TO NUMBER THREE OF OUR PROBLEM SET.
WOOHOO! WE HAVE MASTERED THAT.
[01:20:03]
WHAT WE HAVE HERE IS WHAT WE'RE GOING TO MONITOR FOR IN THIS PARTICULAR LESSON FOR MASTERY.AND ALL OF THAT LEADS TO FEEDBACK.
RIGHT. SO MOST OF YOU ARE ANSWERING CORRECTLY.
BUT HAD THERE BEEN SOME MISCONCEPTIONS THAT WERE BEING DEVELOPED, I WOULD HAVE BEEN ABLE TO GIVE YOU THAT SPECIFIC FEEDBACK AS I WAS COMING AROUND AND CHECKING YOUR WORK STEP BY STEP.
SO TODAY WE ENGAGED IN THE LESSON INTERNALIZATION PROCESS.
AND WE PREPARED FOR ACADEMIC MONITORING BY DEVELOPING OUR SUCCESS CRITERIA.
AND THEN WE USED THAT EXEMPLAR AND EXIT TICKET TO WRITE OUR SUCCESS CRITERIA.
AND AT THIS TIME WE'LL ENTERTAIN ANY QUESTIONS.
DOCTOR AZAIEZ, MY QUESTION IS PROBABLY FOR DOCTOR NICHOLS OR ANY STAFF.
WHAT'S THE RECEPTION OF THE EDUCATORS AS YOU'RE COACHING THEM IN THIS PROCESS? I KNOW IT'S PROBABLY DIFFERENT THAN A PLCS IN THE PAST.
YES. IF YOU REMEMBER, I'M TRYING TO REMEMBER WHAT WAS THE NAME OF THAT BOOK THAT WE HAD IN REGARDS TO PLCS THAT WE DID FOR AN ETERNITY IN OUR DISTRICT.
DEFORE IS IT DEFORE? WE HAD DEFORE, BUT AFTER THAT, THEN WE HAD A DIFFERENT BOOK.
SO ALL OF THAT TO SAY THIS, WE HAVE BEEN TRYING ALL THESE DIFFERENT PROCESSES TO REALLY MAKE.
MARZANO, I THINK YOU'RE TALKING ABOUT THE MARZANO.
AND SO WHAT HAPPENED IS CONCEPTUALLY WE HAD A SENSE OF WHAT SHOULD HAPPEN WITHIN THE PLCS.
BUT WE DIDN'T REALLY WE WEREN'T ACCURATELY DURING PLCS.
WE LITERALLY CAN SEE THE DIFFERENCE IN THEIR DATA FROM EVERYONE ELSE.
WHY DO I HAVE TO LOOK AT THIS LESSON PLAN AND TEACH IT THIS WAY? AND OR HEY, THIS IS TAKING TOO LONG FOR ME TO TO GO THROUGH THIS AND TO TEACH THIS CONCEPT.
SO AS MANY PEOPLE WE HAVE WITHIN THE SYSTEM IS AS VARIED AS THE FEEDBACK THAT WE'RE GETTING.
BUT IT MEANS THEN AS A SYSTEM, WE HAVE TO ACCEPT THE FACT THAT IF WE HOLD THAT TO BE TRUE, THEN IT MEANS THE THING THAT MAKES THE DIFFERENCE IS HOW WE COME TO THE LEARNING AND HOW WE DELIVER IT.
THAT'S THE PIECE THAT SOME SOME OF US ARE HAVING A REALLY DIFFICULT TIME COMING TO THAT UNDERSTANDING, BECAUSE THERE'S THIS FEELING THAT IT MEANS THAT WE'RE NOT EXPERTS WITHIN OUR FIELD.
AND SO WE'RE WORKING VERY HARD TO MAKE SURE THAT OUR TEACHERS, OUR ADMINISTRATORS, ARE UNDERSTANDING THAT THIS HAS NOTHING TO DO WITH YOUR LEVEL OF EXPERTISE AND WHAT YOU KNOW, BUT JUST THERE'S A CHANGE IN WHAT WE'RE BEING ASKED TO TEACH AND HOW WE'RE BEING ASKED TO TEACH IT.
AND WE NEED TO MAKE SURE THAT WE'RE CHANGING ALONG WITH IT IF WE WANT OUR STUDENTS TO BE EXPERTS.
WHAT WE SAW IS AN AREAS WHERE WE HAVE ALREADY DONE THIS, FOR EXAMPLE, EARLY LITERACY, WHERE IT'S ALREADY A YEAR OR SO BEHIND US, TOTALLY DIFFERENT AS FAR AS HOW PEOPLE ARE FEELING WITHIN THE WORK.
FOR THE CURRICULUM THAT IS BRAND NEW THAT'S WHERE WE'RE SEEING THE MOST DIFFICULTY OR PUSHBACK.
SO IT ALL DEPENDS AS FAR AS HOW MUCH THAT TEAM THAT PLC HAS INTERACTED AND THE LEVEL OF SUCCESS.
BUT WE'RE SEEING JUST LIKE WITH EARLY LITERACY, ONCE THEY'VE GONE THROUGH IT AND GOTTEN TO THE OTHER SIDE OF IT WILDLY AND BEING VERY SUCCESSFUL AND THEY UNDERSTAND IT, IT'S NOT. I'VE GONE THROUGH IT ENOUGH.
I DON'T HAVE TO TAKE THE TIME TO CONSUME THE INFORMATION.
THEN THEY'RE FEELING VERY DIFFERENTLY ABOUT IT.
JUST WANT TO ADD SOMETHING ELSE, IF YOU DON'T MIND.
SO I KNOW, I KNOW IT'S MORE DIFFICULT.
[01:25:02]
IT'S REALLY THE MAIN THING IS THE TIME RIGHT? LIKE OUR TEACHERS WANT TO HAVE MORE TIME SO THEY CAN DO THIS GREAT WORK.I MEAN, THEY REALLY WANT TO IMPROVE STUDENT OUTCOMES.
THEY WANT TO HELP STUDENTS ACHIEVE ALL STUDENTS.
RIGHT? THE PROBLEM SOMETIMES IS THE TIME.
AND I DON'T KNOW IF I DON'T KNOW IF YOU REMEMBER, BUT WE'VE BEEN WORKING WITH SEVERAL OF OUR CAMPUSES TO INCREASE THAT PLC TIME BECAUSE REALLY MORE IT'S REALLY IN AN ELEMENTARY LEVEL BECAUSE OUR SECONDARY SCHOOLS HAVE PLENTY OF TIME TO HAVE THAT PLC AND ALSO DO OTHER THINGS AS THEY WISH.
IS THE PROBLEM HAS BEEN IN ELEMENTARY AND I THINK WE HAVE 14 SCHOOLS THAT WE WORK AT IS 14 NOW THAT WE WORK WITH TO INCREASE THE PLC TIME BY MODIFYING. IS IT 14? IF I REMEMBER CORRECTLY OR I KNOW IT'S SEVERAL OF THEM, BUT WE GIVE.
OKAY. SO 19 OUT OF 35 WE WORK WITH THEM TO ADD MORE PLC TIME, BECAUSE MOST OF THEM HAVE ONLY ABOUT 50 OR 55 MINUTES PER DAY FOR THEIR 450 MINUTES.
REMEMBER, BY LAW, WE HAVE TO GIVE THEM THAT 450 MINUTES.
AND SO IT DOESN'T ALLOW FOR MORE A LOT OF TIME FOR PLC, RIGHT, TO REALLY WORK WITH EACH OTHER.
AND THIS IS SOME OF THE, IF YOU WILL, THE BEST PRACTICES THAT THE RESEARCHERS CAME UP WITH.
RIGHT. THE FEEDBACK IS SO KEY.
RIGHT. AND I KNOW WE TALKED ABOUT FEEDBACK TO IN THIS CASE WE'RE TALKING FEEDBACK TO STUDENTS.
BUT EVEN WHEN WE ENGAGE NOW WITH ADULTS, IT'S THE SAME WAY WHEN OUR IBS OR PRINCIPALS OR OUR AREA SUPS WERE WORKING WITH OUR PRINCIPALS, WITH OUR TEACHERS, THAT EFFECTIVE FEEDBACK IS SO CRUCIAL, RIGHT? BECAUSE THAT'S HOW WE CAN IMPROVE OUR PRACTICES AS A WHOLE, AND THAT'S HOW WE CAN REALLY EVENTUALLY, IF ADULTS, AS ADULTS, WE DO A BETTER JOB AND WE IMPROVE OUR CRAFT, THEN THAT WILL TRICKLE DOWN TO OUR STUDENTS, AND THAT'S HOW WE CAN ACTUALLY MOVE THE NEEDLE WHEN IT COMES TO STUDENT ACHIEVEMENT.
I WAS CURIOUS IF YOU WERE TALKING ABOUT DATA WISE.
THAT'S WHAT IT IS. YES, MA'AM.
AND AGAIN, I WAS TELLING TRUSTEE MARKUM, IT'S IT'S NOT A FAD, RIGHT? LIKE, IT COMES TO US FROM THE SCHOOL OF EDUCATION AT HARVARD.
AND SO THAT'S THE BOOK THAT WE ROOTED A LOT OF OUR WORK IN FOR PLCS.
TRUSTEE WEIR. I GUESS KIND OF ON A FOLLOW UP AND I DON'T KNOW, DOCTOR AZAIEZ WHICH STAFF MEMBER, BUT I WAS CURIOUS BECAUSE I KNOW IN THE VIDEO THERE WAS A CLIPBOARD AND WE TALKED ABOUT ON YOUR LAPS, YOU HAD TO CHECK OFF AND WHAT WE'RE DOING TO SORT OF SUPPORT OUR TEACHERS AND PROVIDE THAT FOR THEM, LIKE THEIR CHECK OFF SHEET, JUST ALL THOSE SORT OF LITTLE THINGS THAT TAKE EXTRA TIME FOR TEACHERS TO HAVE TO DO IN ORDER TO MONITOR ALL THIS.
CERTAINLY. SO AS WE'VE BEEN DOING ROLLING OUT THE TRAINING AND WE GET BETTER AND BETTER.
RIGHT. SO YOU KNOW, WE ROLLED OUT INITIALLY WE WENT AND DID A DIPSTICK IN THE FIELD SAID HERE'S WHERE WE'RE HAVING SOME CHALLENGES. AND THEN WE GO AND WE RETRAIN WHETHER IT'S ALL CAMPUSES, ALL CAMPUS PRINCIPALS, CERTAIN CAMPUSES AND THOSE KINDS OF THINGS.
AND WHAT WE DO IS YOU'VE SEEN DOCTOR NICHOLS SHOW AN EXAMPLE OF A SEATING CHART AND MONITORING PLAN.
SO THAT'S SOMETHING WE'VE USED IN SEVERAL OF OUR TRAININGS, NOT JUST FOCUSED ON PLC, BUT ALSO FOCUSED IN AREAS OF DIFFERENTIATION FOR OUR EMERGENT BILINGUAL STUDENTS AND OUR DIRECTOR FOR BILINGUAL ESL, USING THAT IN HER TRAINING AND PROVIDING A TEMPLATE FOR THAT.
RIGHT. SO THAT WAS ONE OPTION THAT YOU SAW.
AND I WILL SAY THE WHOLE ENTIRE PROCESS.
AND SO FOR SOME CAMPUSES, WE'VE REVISITED AND RESET AND WE'VE DONE IT IN CHUNKS.
AND I JUST WANT TO MAKE SURE EVERYONE COMES WELL PREPARED.
[01:30:02]
SO THESE ARE THE ONLY THINGS I WANT YOU TO DO.NOW WE'RE GOING TO FOCUS ON DURING THE PLC AND WE'RE GOING TO GET GOOD AT THAT.
THE BRIDGE TO ACADEMIC MONITORING IS PRETTY EASY RIGHT? NOW THE LOGISTICAL PIECES WE DO NEED TO HELP WITH AND MODEL REHEARSE ALL OF THOSE KINDS OF THINGS WITH TEACHERS.
BUT WE'VE DEVELOPED WHAT OUR MONITORING LABS ARE ALREADY.
AND SO NOW WE'RE GOING TO TAKE A STEP.
THANK YOU. I HAVE A FOLLOW UP QUESTION ABOUT THE CAMPUSES THAT HAVE EXTENDED THEIR PLC TIME BECAUSE, YOU KNOW, WE RECEIVED SOME FEEDBACK FROM THOSE CAMPUSES ABOUT THE EXTRA WORK SPECIAL TEACHERS HAVE HAD TO TAKE ON.
AND THIS IS VERY VALUABLE WORK.
AND SO I'M APPRECIATIVE THAT YOU FOUND A WAY TO EXTEND THAT TIME.
ARE YOU GUYS CAN YOU TALK A LITTLE BIT ABOUT THAT PROCESS OF EXTENDING THAT TIME? AND ARE WE MONITORING FEEDBACK FROM STAFF JUST TO KIND OF CONTINUE TO WORK THROUGH MONITORING THEIR TIME AND MAKING SURE, YOU KNOW, THE BURDEN OF THAT TIME IS STILL MANAGEABLE? YEAH, OF COURSE. AND I'M GOING TO LET OUR SUPS BECAUSE REALLY, THE ARE THE ONES WHO ARE LIKE EVERY DAY INTERACTING WITH OUR STAFF AT THESE CAMPUSES.
SO WE ASKED SOME ELEMENTARY SCHOOLS, DO THEY WANT US TO LOOK AT YOUR SCHEDULE AND MAYBE ADJUST IT TO PROVIDE MORE PLC TIME? I CAN TELL YOU, AND I KNOW IT'S BEEN A WHILE, BUT AS A FORMER TEACHER, I MEAN AS A TEACHER, WHEN I WAS A TEACHER, IT MADE ME A BETTER TEACHER.
HAVING THAT PLC TIME WITH MY COLLEAGUES, I LEARNED A LOT FROM THEM AND BECAME A BETTER TEACHER THANKS TO THAT, THAT INTERACTION AND REALLY DOING SOME COLLABORATION AND I MEAN REALLY DIGGING DEEPER INTO THE WORK.
THEY TRIED IT BECAUSE WE DID NOT FORCE ANY SCHOOL TO DO IT.
AND AT THE END OF THE YEAR, NOT ONLY WE SAW A BETTER LIKE STUDENT OUTCOMES AT THESE CAMPUSES, BUT ALSO WE SAW A LOT OF POSITIVE COMMENTS. AND FROM THOSE TWO CAMPUSES AND THEIR TEACHERS AND STAFF, AS A MATTER OF FACT, THEY ARE THE ONES WHO STARTED TALKING TO OTHER TEACHERS AND OTHER PRINCIPALS AND OTHER SCHOOLS THAT NOW THEY HAD MORE WHO WANTED TO DO IT.
AND I'M AGAIN, I KNOW ONE OF THEM IS YOURS AND VOIGT IS.
VOIGT DID AN AMAZING, AMAZING WORK LAST YEAR.
AND YOU SAW YOU PROBABLY REMEMBER THE DATA, THEIR DATA.
CERTAINLY. SO VOIGT WAS AN EARLY ADOPTER, AND WE SAW NOT ONLY GROWTH IN THREE THROUGH FIVE, BUT ALSO K-2 AND EARLY LITERACY AND A LOT OF IT, THEY ATTRIBUTED TO JUST THE COMMITMENT AND THE AMOUNT OF TIME THAT WAS DEDICATED FOR PLCS.
ALSO JUST IT WAS A IT WAS SUCCESS FOR THE ENTIRE TEACHING AND STAFF COMMUNITY.
SO THEY ALL FELT VESTED IN IT.
WE KNOW THAT ALL OF OUR STUDENTS GET TO GO INTO SPECIALS.
SO THERE WERE ENRICHMENT OPPORTUNITIES, VOIGT OF COURSE, YOU KNOW IS TITLE ONE SCHOOL AND JUST THE EXPERIENCES THAT KIDS GOT TO HAVE REALLY ALLOTTED FOR JUST A VARIETY OF OPPORTUNITIES, ABOVE ALL, JUST THE SUCCESS THAT WE GOT TO SEE.
BUT PEERS STARTED TO NOTICE WHAT WAS HAPPENING AT VOIGT .
AND I CAN TELL YOU THAT BLACKLAND PRAIRIE WAS AN EARLY ADOPTER AND STARTED TO BORROW THE PRACTICES OF THAT MASTER SCHEDULE AND FLIPPED THEIR MASTER SCHEDULE MID YEAR TO REALLY TRY AND BUILD IN SOME ADDITIONAL PLC TIME.
SO WHEN WE OPEN THE DOORS TO WHO WOULD LIKE TO PARTICIPATE, I CAN TELL YOU THAT IN MY LEARNING COMMUNITY, ALL SIX ELEMENTARIES COMMITTED TOO.
AND OF COURSE WE HAD SOME CHANGES.
[01:35:02]
BUT CURRENTLY FIVE OF MY SIX ELEMENTARY SCHOOLS HAVE PRACTICES ABOUT THAT EXTENDED PLC TIME.I ALSO RECEIVED FEEDBACK ON THE AMOUNT OF EXTENDED TIME I'VE HAD SOME FEEDBACK ABOUT THE BALANCE.
IT REALLY IS COMING FROM A REALLY WONDERFUL PLACE.
OUR TEACHERS THEY COMMIT 100%.
THIS IS THESE ARE MY STUDENTS.
SO THEY KNOW ON A PARTICULAR WEDNESDAY I'M NOT GOING TO GREET MY STUDENTS.
SO IT'S A LITTLE HARD TO LET GO IN THAT WAY.
BUT I AM CONFIDENT THAT WITH OUR CLIMATE SURVEYS, WE WANT TO GET FEEDBACK.
I'M TALKING TO MY PRINCIPALS I KNOW ABOUT ENSURING THAT WE'RE GETTING FEEDBACK REGULARLY MORE INFORMALLY AS WELL, JUST DURING PLCS AND GIVING THEM THAT OPPORTUNITY AS WELL.
I JUST WANT TO ADD, I MEAN, I KNOW, I KNOW, AND YOU HEARD ME TALKING ABOUT IT.
AND I THINK THAT'S WHAT WE HEAR FROM TEACHERS.
LIKE WE NEED MORE TIME WITH THE ALL.
AS YOU KNOW, IT DOESN'T MATTER IF THEY'RE FIRST YEAR.
I MEAN, MANY OF THEM HAVE FAMILIES, LOVED ONES, OTHER THINGS YOU HAVE TO TAKE CARE OF, RIGHT.
AND SO I THINK THAT'S WHY WE TALKED ABOUT THE POSSIBILITY OF US, YOU KNOW, WORKING, GIVING THEM THIS FLEXIBILITY AND ALLOWING THEM TO GIVE A MORE PLC TIME SO THEY CAN REALLY AGAIN, BECAUSE THEY REALLY WANT TO DO EVEN BETTER THAT WE'VE BEEN DOING.
AND THE TIME IS THAT THING THAT WAS MISSING OR THEY NEED MORE OF.
SO WE'RE JUST ON A JOURNEY, AND WE ARE OKAY WITH WHERE TEAMS ARE AND HOW WE POUR INTO THEM.
THIS EXTENDED PLC TIME, THOUGH, HAS REALLY ALLOTTED US THE OPPORTUNITY TO HAVE JUST IN TIME PD FOR OUR TEACHERS AS THEY PROGRESS IN THIS PROCESS.
AND IT'S BITE SIZE, RIGHT? WE TALK ABOUT BITE SIZE FEEDBACK.
THIS IS BITE SIZE PROFESSIONAL DEVELOPMENT THAT JUST HELPS THEM TO GROW.
AND IF WE HAD TO RELY ON JUST A 45 MINUTE CHUNK OF TIME, THAT'S REALLY DIFFICULT TO ENSURE THAT WE ALLOW ENOUGH TIME FOR THEM TO GET THEIR LESSON PLAN.
AND THEY FEEL CONFIDENT ABOUT GOING BEFORE THEIR STUDENTS, AND IT LIMITS US, THEN THIS REALLY ALLOTS US THAT OPPORTUNITY TO PROVIDE THAT JUST IN TIME PROFESSIONAL DEVELOPMENT THAT OUR TEAM MIGHT NEED.
TRUSTEE LANDRUM DID YOU? NO? OKAY.
ANY OTHER QUESTIONS? ARE WE DONE? THAT'S IT.
OKAY. I DON'T SEE ANY OTHER QUESTIONS, BUT I DO WANT TO SAY THANK YOU TO THE STAFF FOR PREPARING THIS TIME AND FOR HELPING US TO UNDERSTAND BOTH THE EDUCATOR AND THE STUDENT PERSPECTIVE IN THIS ACADEMIC WORKSHOP.
DOCTOR AZAIEZ, DO YOU HAVE ANY CLOSING? NO, I JUST WANT TO THANK THE TEAM, OBVIOUSLY.
AND MORE IMPORTANTLY, I MEAN, I KNOW THEY'VE BEEN REALLY WORKING WITH OUR [INAUDIBLE] TEACHERS.
I MEAN, THE CHANGE IS ALWAYS NOT IT'S ALWAYS HARD, RIGHT? AND ESPECIALLY AGAIN, IT REQUIRES TIME.
BUT WE REALLY BELIEVE THIS WILL HELP IMPROVE OUR STUDENT OUTCOMES.
AND, YOU KNOW, CLOSE OUR ACHIEVEMENT GAP AND THINGS LIKE THAT.
THE KEY IS ALWAYS HOW CAN WE WORK IT IN A WAY THAT WE PROVIDE MORE TIME TO OUR TEACHERS? BECAUSE THAT'S REALLY KEY TO AND ALSO ACKNOWLEDGE THEM AND RECOGNIZE THEIR EFFORT AND THEIR HARD WORK EVERY DAY.
BUT NO, I MEAN, WE'RE EXCITED ABOUT THE WORK.
OBVIOUSLY WE'RE LEARNING FROM IT.
WE'RE GOING TO ASSESS, WE'RE GOING TO LEARN FROM IT, AND THEN WE'RE GOING TO COME BACK.
ABSOLUTELY. WELL, THANK YOU SO MUCH.
THANK YOU, TRUSTEES, FOR MAKING TIME.
THANK YOU, STAFF, FOR THIS EDUCATION THAT WE NEEDED.
SEEING NOTHING ELSE ON THE AGENDA.
AND WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.