Connecting the DotsBISD’S LEARNING PLATFORM AND

ESTABLISHING EXPECTATIONS FOR LEARNING RUBRIC

Leaders of Learners

Learning Outcomes

Establish a clear vision regarding teaching and learning in Birdville ISD

Explore Birdville ISD’s Learning Platform

Make connections between the learning platform and the rubric for establishing

learning expectations

Generate ideas for observable teacher and student evidence for each component of the

rubric

Educators in Birdville ISD will…

Roles and Responsibilities:

Teachers as members of Professional Learning Communities

1. What do students need to know and be able to do?• Examine the curriculum documents• Determine how to bundle standards within the lessons (leading standard,

process skills, partner standards) 2. How will we know when they’ve learned it?• Develop common assessments aligned to the unit standards (both formative

and summative)• Use formative and summative data to monitor student progress

3. What instruction must take place to ensure students learn?• Design instruction in alignment with the cognitive rigor, content, and context

of the standard by using the Clarifying Documents in eduphoria!• Design student tasks that are aligned to the standards and prepare students to

demonstrate mastery• Select strategies that will cause students to engage in the thinking required of

the standard• Review data from assessments and make instructional decisions based upon

the findings4. What will we do if they haven’t learned it?• Plan for re-teaching of standards that students did not master at the advanced

level• Select appropriate interventions for students struggling to achieve mastery

5. What will we do if they already learned it?• Plan for extending learning for those who have achieved mastery

Educators in Birdville ISD will…

Roles and Responsibilities:

Teachers as members of Professional Learning Communities

1. What do students need to know and be able to do?• Examine the curriculum documents• Determine how to bundle standards within the lessons (leading standard,

process skills, partner standards) 2. How will we know when they’ve learned it?• Develop common assessments aligned to the unit standards (both formative

and summative)• Use formative and summative data to monitor student progress

3. What instruction must take place to ensure students learn?• Design instruction in alignment with the cognitive rigor, content, and context

of the standard by using the Clarifying Documents in eduphoria!• Design student tasks that are aligned to the standards and prepare students to

demonstrate mastery• Select strategies that will cause students to engage in the thinking required of

the standard• Review data from assessments and make instructional decisions based upon

the findings4. What will we do if they haven’t learned it?• Plan for re-teaching of standards that students did not master at the advanced

level• Select appropriate interventions for students struggling to achieve mastery

5. What will we do if they already learned it?• Plan for extending learning for those who have achieved mastery

• Where does each rubric indicator fit on the learning platform?

• Discuss the REASONING behind each connection.

Step 1

• What parts of the learning platform remain? • How does it meet and go beyond the rubric?

Step 2

• How are these qualities SIMILAR and/or DIFFERENT from what you already see in classrooms?

Step 3

Connecting the Dots

Observable Evidence

Assign each person from your table to a rubric category.

All categories must be covered by your group, but multiple people can be assigned to the same category.

Observable Evidence

Communication of Standards

Student Understanding of

Learning Expectations

Student Self-Evaluation

Feedback Based Upon Student Performance

Tasks and Work Products

Observable Evidence

Communication of StandardsSplit into 2-3 groups

Student Understanding of

Learning Expectations

Split into 2-3 groups

Student Self-Evaluation

Split into 2-3 groups

Feedback Based Upon Student PerformanceSplit into 2-3 groups

Tasks and Work Products

Split into 2-3 groups

• Examine the level indicators for your category. • What do you currently see on your campuses?

• In which areas do you feel teachers will need the most support?

• WHY will intentional practice around this category improve LEARNING?

Step 1

Observable Evidence

• Discuss each level for your category – what would you see the teacher doing? What would you see the students doing?

• Type on your group’s slide in the Google Doc

• Be as detailed as possible. Always discuss the WHYs.

Step 2

Observable Evidence

• Return to your campus table. Each person shares evidence generated by expert group.

• Group discussion around each component:• How does this compare to what we see? • How can our identification of the observable

evidence support the work of teachers/leaders? • What questions do we have to help us grow in

our ability to lead the shift from teaching to learning?

Step 3

• Whole group discussionStep 4

Observable Evidence

Campus Commitment

Moving from theory to practice.

After thinking about observable evidence for each indicator…

Which level is your campus on now?

Which level will you commit to reaching this year?

Actions and Support.

Next Steps

PASS OUT

COLOR STRIPS

After the Break…

Sit at the table with the same color as the strip you receive.

Do NOT lose your color strip! The # will determine your grouping for the next step of the activity.

Best PracticeBOOK STUDY AND APPLICATION

Learning Outcomes

Generate ideas for what we should see more of and less of as we

transform to a platform of learning

Explore the seven structures of best practice teaching

Reflect upon learning and make plans for implementation

What is Best Practice?

Define and discuss. At your table, on a sticky note, write what you

think Best Practice is. Shoulder share at your table. Discuss as a big table group. As you think about Best Practice….what would

that look like in a classroom?

Best Practice

More

Less

..

Big Three

*Student Centered

*Cognitive

*Interactive

Student Centered:ChallengingAuthenticExperientialHolistic

Cognitive:ConstructivistReflectiveExpressiveDevelopmental

Interactive:DemocraticCollaborativeSociable

Seven Structures of Best Practice Teaching

Gradual Release of Responsibility

Classroom Workshop Strategic Thinking Collaborative Activities Integrative Units Representing to Learn Formative-Reflective

Assessment

The Seven Structures of Best Practice Teaching

• READ section for your expert group structure

Step 1

• Expert Groups• Move to assigned area• Discuss your assigned structure: what does it

involve? WHY does it contribute to learning?

Step 2

1 – Gradual Release of

Responsibility

2 – Classroom Workshop

3 – Strategic Thinking

4 – Collaborative Activities

5 – Integrative

Units

6 – Representing to Learn

7 – Formative-Reflective

Assessment

The Seven Structures of Best Practice Teaching

• Create• Collaborate to create a poster that

illustrates the following about your structure:• Qualities• Purpose• Examples

• Each group member will need to be the EXPERT on this structure for their home group.

Step 3

The Seven Structures of Best Practice Teaching

• Go back HOME to your color groupStep

4

• Gallery Walk• Home group travels together• Expert(s) for each structure present/lead

discussion as you visit each poster• Use GRAPHIC ORGANIZER to take notes on

each structure

Step 5

Best Practice Reflection

How will you implement learning from today to improve student learning on your campus?

EXIT TICKET

Can teachers still “teach?” Discuss!

Next Steps in Book Study

Section II of the book is Chapters 3-7. Over the next few months, we will send an activity

to do as an LOL for each of the chapters. Chapter 3 and 4 will be read in October. Chapter 5 and 6 will be read in November and

December. Chapter 7 will be read in January prior to LOL. During LOL we will tie the chapters together.

Additional Items

• OHI Post-Assessment – October 10• Report to campus @ 8am• Report to District PD @ 9am• Proctor Training Dates Sept. 29th or Oct. 2nd. W.G.

Thomas on 9/29 or BCTAL on 10/2 from 4:00-4:30 either day.

• October 13 Flex Day• Policy• Approval Forms

• Secondary Curriculum Preview Survey