Focusing+the+Work+9.23


 * Suggested topics/questions of interest**
 * Clarify best SBL practices and understanding of SBL. What is the support in the district for this?
 * How do we use data to improve instruction for all students?
 * SB grading exists in grades 3 and 4 and somewhat in middle school. What does the data say from the standards based assessments?
 * Elementary/Middle transitions from 5-6, and 6-7. What SB practices provide optimal conditions for successful transition? What is successful transition?
 * What PD has been offered, currently exists? How do we prioritize and sustain PD (teacher turnover and getting new teachers up to speed?
 * How are we using data with teachers within PD, within PLCs? How can we develop more inquiry-based teaching/learning?
 * How do we identify ways of getting teachers for longer periods of PD?
 * Do we ALL know what has happened K-8 with SB initiatives? Where do we continue to focus? What does it look like?

PD – subset of many topics, what is it that teachers need to know and be able to do. Suggestions - An Atlas exemplar of a SB unit of study, or a Moodle course? How can we design staff development so that it supports the instruction of students? (BLC) How can we figure this out?

How do we educate all teachers so that we are consistent in our SB practices and philosophy? How do you get teachers to believe in SBL – collect data, pd, plc experiences, timeline of SB activities (what is accomplished?, what needs to be done?) How do we ensure that teachers see this as enduring and not another initiative? Additionally, how do we ensure that teachers understand that the work is ongoing--that part of the work is to continue working on ones units, lessons, assessments, etc? (TG)
 * What is the question? The problem?** (do we need more of these? please contribute!)


 * What are the causes of the problem?** (This needs your input/editing. Not sure we addressed this. Was I sleeping?)

If we educate all teachers in SB practices and they are implemented and supported consistently, student learning will improve. I f teacher's knowledge of SB education increases, then teacher support for it will increase (BLC and KH) If teacher's are given more common planning time to work on SB education, then teacher support will increase. (BLC) (5-6 ? 6-7? where will we focus the question? grade level? curriculum area?) IF we provide ongoing staff development for SB instruction, then teacher support will increase. (BLC) If teachers view district/school leadership as knowledgeable and expert in SBE, then teacher buy-in will increase. (TG)
 * Hypothesis - If, Then** (Maybe we need more of these)

Possible Solutions, Desired Outcome of Problem to Pursue** Implementation and support will result in less resistance and the ability to operationalize. More education, clarity - strategies – differentiation Drill into data – why are some schools/grade levels doing well on MCAS? in transitional grades? Is this related to any SB practices? Gather data to find out what teachers know How do we communicate standards based curriculum, grading, assessments?
 * 10.14.09 notes
 * What are next steps for leadership? What are the holes, how do we fill them?
 * Confusion about vocab
 * Matching report cart - grade, skill, standard.
 * What comprises the sets of assessments in SBL?

Focus to a subset - transition, new teachers

Get the data to find out what teachers actually know about SBI? Able to do? What do they know? Teachers do not get the scaffolding of knowledge (Mary) Do they know how to write a SB unit plan? How do we know, what they know? Big picture? – language? What comprises the sets of assessments? Do they understanding the process? The assessments are a series of snapshots towards accomplishing the standard.


 * Develop and implement an action plan based on the available resources**


 * Identify the data needed to answer your question and ensure that your data will be triangulated (three independent sources of data to establish the accuracy of your hypothesis?**


 * Commit to a timeline that includes actions/activities as well as roles and responsibilities.**


 * Decide how you will report out your findings (and to whom outside of the DLT).**


 * Summarize your findings, pose additional questions, and outline possible next steps.**