Collaborative Teaching InitiativeJanuary 25, 2007

WelcomePlease complete teacher survey

and return to boxes by each door.

Agenda

• Snowball fight• Collaborative Teaching Rubric• Solution Focused conversation• School Team Planning• Strategy Survey• Give one, get one• Lunch Coaches lunch meeting• Expectations• Grading• Future• Evaluation

Snowball Fight

Write down on a white piece of paper at your table one great experience you have shared with one of your partners this year. Be specific. Include:

1.Exactly what it was

2. How you both felt about it

3. What you have done to replicate or expand that experience

New Groups

• Look at your name tag and locate the alphabet letter under your name

• Please move to the table matching the alphabet letter on your name tag.

• Okay go ahead and move!

Collaborative Teaching Rubric

Mark each section for:√ - Best pair experienceΧ – Most challenging pair

experienceΟ – Where building is

Solution Focus Discussion

• As a table group come to consensus on one challenge from the rubric

• Choose a recorder• Choose a facilitator• Choose a time keeper

Solution Focused Conversation Directions

Mixed Team Discussion

Solution Focus Conversation

•Large group sharing

•Summarize in 3 minutes or less your table issue and plan you choose to address it.

Back to building teams

Building Discussion

In building teams determine a day and a time when you can meet with content teachers, strategist, and administrator to discuss the rubric.

Your challenge is to develop a plan to move your building level practices from where your rubric said you were performing to the next higher level.

Use the form in your packet called “School Team Planning”.

BreakReturn in 16 minutes

Strategy Use Survey

I have used the course organizer

a. 0

b. 1

c. 2

d. 3

e. More than 3 times

I have used unit organizer

a. 0

b. 1

c. 2-3

d. 4-5

e. More than 5 times

I have used the framing routine

a. 0

b. 1

c. 2-3

d. 4-5

e. More than 5 times

I have used the text preview organizer

a. 0

b. 1

c. 2

d. 3

e. More than 3 times

I have used the Frayer model

a. 0

b. 1-2

c. 3-4

d. 4-5

e. More than 5 times

I have used the semantic feature analysis

a. 0

b. 1-2

c. 3-4

d. 4-5

e. More than 5 times

I have used KWL, KWHL, KWLR, KNWS or KWL Plus

a. 0

b. 1-2

c. 2-3

d. 4-5

e. More than 5 times

I have used the anticipation guide

a. 0

b. 1-2

c. 2-3

d. 4-5

e. More than 5 times

I have used the prediction guide

a. 0

b. 1-2

c. 2-3

d. 4-5

e. More than 5 times

Processing

Return in 1 hour

Give One, Get One Write one new idea you learned this semester Write one new idea you learned this semester

from the sessions or from one of your teaching from the sessions or from one of your teaching partners on the 3x5 index card on your table.partners on the 3x5 index card on your table.

Expectation

• Write questions on note cards– Include name for individual response– Group responses check the blog– Place in basket located in the back of the

room

New Groups

• Look at your name tag and locate the number under your name

• Please move to the table matching the number on your name tag.

• Okay go ahead and move!

Issues in Grading

Perceptions of purpose of grades

Inclusion of factors other than learning or achievement in an inconsistent manner

Parent/ student unawareness of the grading system

Weighting single factors heavily or differently for different assignments

Frequently Heard Grading Comments

• “Students with IEP’s cannot fail.” • “Modifying grading scales is not fair.”• “Teachers feel pressure to inflate grades for students

with IEP’s”• “You just tell me what grade you think they should

have.”• “Students with IEP’s getting high grades creates

difficulty for the really good students in class rank”• “We’ll just grade on effort.”• “Grades have little meaning anyway”

Purposes of Grading Survey

Directions: Rank the 12 purposes in order of importance by writing a number 1-12 next to each purpose. (1=most 12= least) 1. Te lls me whether student has improved in class. Rank ________ 2. Te lls me how to help student plan for the future. Rank ________ 3. Te lls how hard student is trying. Rank ________ 4. Te lls what student needs to do to keep or improve grade. Rank ________ 5. Te lls how well student works with classmates. Rank ________ 6. Te lls what student is good at or has difficulty with. Rank ________ 7. Te lls colleagues and students what student is good at. Rank ________ 8. Te lls how much student can do independently. Rank ________ 9. Te lls how much of the general education curriculum is mastered. Rank ________ 10. Te lls how studentÕs performance compares to peers. Rank ________ 11. Te lls what classes student should take in high school. Rank ________ 12. Provides motivation for student to try harder. Rank ________ Adapted for Dennis Munk ŅSolving the Grading Puzzle for Students With DisabilitiesÓ

Survey of Grading Purposes Part 2Directions: Transfer your rankings form Part 1 to the interpretive chart below. Sum

the rankings for the items in each Focus Area. The lower the score the more important the Focus Area.

Focus Area: Academic PerformanceItem:1. Rank ________9. Rank ________10. Rank ________8. Rank ________Focus Area: Affective and Behavioral Control5. Rank ________3. Rank ________12. Rank ________4. Rank ________Focus Area: Transition/Post Secondary Planning2 Rank ________11. Rank ________7. Rank ________6. Rank ________Adapted from Dennis Munk “Solving the Grading Puzzle for Students With Disabilities”

Grading – Group Sharing

At your table discuss :

What is your building policy on grading?

Who is responsible for grading? Whose name goes on the report card?

What changes to your grading have you made for kids?

How do you designate co-taught classes in your course of study?

What successes have you had in working out grading challenges?

What grading modifications are spelled out in IEP’s?

What will be different next year about grading in your building?

How are student IEP goals addressed in your classes?

Other discussion…..

Large Group Sharing• Share one future need that you

discussed at your table.• Leave white sheets on table, we will

collect them.

Please leave completed evaluations

on the center of your table