Support Provider
Workshop #3
2008-09
East Bay BTSA Induction
Consortium
1
Session Outcomes
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Overview of Inquiry Module
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Developing the IIP
Steps in the Inquiry Process
Updating the IIP and Inquiry Question
Revisiting the Assessment Toolbox
Demonstration
Sample Schedule
2
FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT)
CONTEXT FOR
TEACHING
INITIAL ASSESSMENT
OF TEACHING PRACTICE
Return to Context for Teaching and Initial Assessment
• Class, School,
District, and
Community
• Conversation Guides
• Teacher Preparation Information
• CA Standards for the Teaching
Profession and Induction
Standards-Based
• Informal Classroom Observation

Selection of Focus
for Induction
Standards Program
Level Decision
Assessment Toolbox / Reflective Conversation
I
I
P
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•
•
•
•
•
INQUIRY
Inquiry Focus
Action Plan
Essential Component for
Instruction
Observation
Analysis of Student Work
Summative Assessment
Reflection

Inquiry Focus and
Number /Year
Program Level Decision
Assessment Toolbox / Reflective Conversation
SUMMARY OF TEACHING
PRACTICE
• Reflection on Teaching, Student
and Personal Growth
• Future Considerations for Study

Use of Summary of Teaching Practice
In Year 1 Program Level Decision
3
3
Inquiry
What:
Why:
How:
4
Apply
START
Application (IIP)
Self Assessment
Impact (IIP)
Self-Assessment 
Focus Question
CSTP Focus
Induction Standard
Expected Results
IIP
Action Plan
(Steps/Results)
PD/Research
Reflect
Student Work
Summative
Assessment
Reflection
Professional
Developmen
t Bookmark
Lesson Plan
Observation
Lesson Study
Book Study
Internet
Workshop
Plan
Essential Components
Entry Assessment
Focus Students
Lesson Plan
Teach
Observation
Student Work
Summative Assessment
5
Importance of the IIP
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Guiding the work in
Identifies professional development
Revisited often
Document results
Used to reflect
6
Handout Pg. 5
Blank Practice IIP on Pg. 18
I
I
P
INQUIRY
• Inquiry Focus
• Action Plan
• Essential Component for
Instruction
• Observation
• Analysis of Student Work
• Summative Assessment
• Reflection
Step One:
Inquiry Focus
Step One Documents:
IIP Cells 1-4
7
Handout Pg. 5
Year One = Equity
Year Two = Special Populations
From Initial Assessment
From Initial Assessment
What the PT wants to learn
Pre/Post assessment data- what students
achieve
PD 2 hr.
8
Connecting Big Picture to IIP (C-1)
Plan
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Cells 1 – 4:
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Teach
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Reflect
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Apply
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Determine a Focus question
Identify CSTP elements to be addressed
Anticipate outcomes for student learning
Cells 5 – 8: “Plan/Teach” phase
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Document research and create an action plan
Apply the learning to classroom practice
Determine results
Cell 9: “Reflect” phase
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Reflect on the teaching plan, student work, and observation
results
Examine the impact on student achievement
Cell 10: “Apply” phase
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Describe the application to future practice
Consider implications for a future focus question
9
I
I
P
INQUIRY
• Inquiry Focus
• Action Plan
• Essential Component for
Instruction
• Observation
• Analysis of Student Work
• Summative Assessment
• Reflection
Step One:
Inquiry Focus
Step One Documents:
IIP Cells 1-4
•Year One Focus Area: Pedagogy and Equity
•Year Two Focus Area: Pedagogy and Special Populations
•Early Completion: Two Inquiries to complete
Pedagogy and Equity
ELL and Special Populations
•New Year Two: Specific to their needs
10
Step One:
Inquiry Focus
Step One Documents:
IIP Cells 1-4
Preparing to Complete Cell 1:
Review evidence collected during Modules
A and B:
Context for
Teaching
Initial
Assessment
11
Step One:
Inquiry Focus
Step One Documents:
IIP Cells 1-4
Cell 1
What might a participating teacher
identify as an area of focus in Cell-1 on
the IIP (C-1)?
• Write a focus area on your practice IIP
• Share out group examples
12
Handout pg. 7-8
Step One:
Inquiry Focus
Step One Documents:
IIP Cells 1-4
Cell 2
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With a partner, review sample focus questions
→ What are the characteristics of a well written
focus question?
Possible Answers:
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Question is narrow enough to measure results
Question is broad enough to last at least 2 months
Question is directly related to the Focus Area in Cell 1
13
Step One:
Inquiry Focus
Step One Documents:
IIP Cells 1-4
Cell 2
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The CSTP questions may be used to help
write a strong focus question for Inquiry.
Refer to the questions located on pages
24-29 in the CSTP booklet.
Discuss: How might these questions be
used to assist in the development of an
Inquiry focus question?
14
Step One:
Inquiry Focus
Step One Documents:
IIP Cells 1-4
Cell 2
With a partner:
• Read the focus questions you’ve crafted
• Discuss which might need to be rewritten
and how they might be improved.
15
Step One:
Inquiry Focus
Step One Documents:
IIP Cells 1-4
Note: Focus questions need to be
deep enough to sustain a 6-8 week
investigation. Questions with a “yes” or
“no” answer will not work.
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Individual Induction Plan
Cells 3-4 Practice
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Using your Focus Question, identify all
CSTP Elements (Cell 3) that will be
addressed during the course of the
Inquiry.
Using your practice IIP, review cells 1 3, and identify appropriate Outcomes
for Student Learning (Cell 4).
17
I
I
P
INQUIRY
• Inquiry Focus
• Action Plan
• Essential Component for
Instruction
• Observation
• Analysis of Student Work
• Summative Assessment
• Reflection
Step One:
Inquiry Focus
Step One Documents:
IIP Cells 1-4
Step Two:
Action Plan
Step Two Documents:
IIP Cells 5-8
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18
Step Two:
Action Plan
Step Two Documents:
IIP Cells 5-8
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(Cell 5) Dates Action Taken
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(Cell 6) Research conducted
“Steps taken to gain new knowledge:”
 Consulting Colleagues
 Observing
Classrooms
 Professional Journals
 Internet Research
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(Cell 7) Application
Record how the new knowledge was
implemented (state each action taken).
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Handout Pg. 9-10
Professional Development
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Review the criteria for PD and
suggested options
Review the PD Rationale
PTs will need to complete a PD
Rationale and submit it as part of their
Inquiry folder in May
20
Step Two:
Action Plan
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Step Two Documents:
IIP Cells 5-8
Review IIP Cell 8
Continue using the practice IIP to record
specific examples of (possible) classroom
changes, as a result of implementation of
new knowledge
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Example: (Cell 8)
“95% of my students are able to establish and
articulate their progress on a daily basis, using
student grade logs and rubrics for selfassessment.”
21
I
I
P
INQUIRY
• Inquiry Focus
• Action Plan
• Essential Component for
Instruction
• Observation
• Analysis of Student Work
• Summative Assessment
• Reflection
Step One:
Inquiry Focus
Step One Documents:
IIP Cells 1-4
Step Two:
Action Plan
Step Two Documents:
IIP Cells 5-8
Step Three:
Preparing for
Instruction
Step Three Documents:
C-2 Essential Components
C-3 Entry Level Assessment
C-4 Focus Students
C-5 Lesson Plan Template
22
22
Artifact Pkt.
Step Three:
Preparing for
Instruction
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Step Three Documents:
C-2 Essential Components
C-3 Entry Level Assessment
C-4 Focus Students
C-5 Lesson Plan Template
Review Essential Components for
Instruction (C-2)
Discuss which components (boxes 1-14)
may be connected with the Induction
Standards and/or focus questions
documented on the IIP?
23
Artifact Pkt.
Step Three:
Preparing for
Instruction
Step Three Documents:
C-2 Essential Components
C-3 Entry Level Assessment
C-4 Focus Students
C-5 Lesson Plan Template
Review Lorey’s Artifact – Essential
Components for Instruction (C-2)
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What clarifying questions would you ask
Lorey?
What connections are you able to make
between the IIP (C-1) and Essential
Components for Instruction (C-2)?
24
Artifact Packet
Flip page
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Step Three:
Preparing for
Instruction
Step Three Documents:
C-2 Essential Components
C-3 Entry Level Assessment
C-4 Focus Students
C-5 Lesson Plan Template
What can be most challenging about
an Entry-Level Assessment?
25
Step Three:
Preparing for
Instruction
Step Three Documents:
C-2 Essential Components
C-3 Entry Level Assessment
C-4 Focus Students
C-5 Lesson Plan Template
• Sort student work into 2 levels of performance:
1. basic / proficient or advanced
2. below basic / far below basic
• Divide the 2 levels of performance into:
1. far below basic
2. below basic
3. basic
4. proficient or advanced
26
Artifact Pkt.
Step Three:
Preparing for
Instruction
•
Step Three Documents:
C-2 Essential Components
C-3 Entry Level Assessment
C-4 Focus Students
C-5 Lesson Plan Template
Based on the results of this assessment,
describe the conversation you would have
with Lorey before she begins her lesson
series.
27
Artifact Pkt.
Step Three:
Preparing for
Instruction
Step Three Documents:
C-2 Essential Components
C-3 Entry Level Assessment
C-4 Focus Students
C-5 Lesson Plan Template
Note:
Select 1 English Learner
 Select 1 Special Population student
(IEP, RSP, 504, GATE, . . .)
 Select 1 Focus Student of Choice
(Should complete the range of abilities in
the classroom not represented by EL or
Special Populations)
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28
Artifact Pkt.
Step Three:
Preparing for
Instruction
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Step Three Documents:
C-2 Essential Components
C-3 Entry Level Assessment
C-4 Focus Students
C-5 Lesson Plan Template
The Lesson Plan Template (C-5) includes
these essential components:
Introduction
 Direct Instruction
 Modeled Instruction
 Guided Practice / Checking For
Understanding
 Independent Practice
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Criteria for Lesson Series
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PT Submits
5 lessons
for review
Same content area for all lessons
Cover 6-8 week timeframe
Beginning, middle, end
Allow for application of learning from
professional development in Action Plan
One lesson must include use of
technology
30
Artifact Pkt.
Step Three:
Preparing for
Instruction
Step Three Documents:
C-2 Essential Components
C-3 Entry Level Assessment
C-4 Focus Students
C-5 Lesson Plan Template
What questions or clarifications would you
want to discuss with Lorey, based on her
plan?
31
I
I
P
•
•
•
•
•
•
•
INQUIRY
Inquiry Focus
Action Plan
Essential Component for
Instruction
Observation
Analysis of Student Work
Summative Assessment
Reflection
Step Four:
Observation
Step Five:
Summative
Assessment
Step Six:
Reflection and
Application
Step Four Documents:
Review: C2, C4, C5
C6: Observation Record
Standard 5/6 Observation
C7: Student Work Analysis
IIP: Cells 5-8
Step Five Documents:
C8: Summative Assessment
Step Six Documents:
E-2.1 CSTP Self Assessment
E-2.2 Std. 5/6 Self-Assessment
E-3 Reflective Conversation
IIP Cells 1-10
32
Artifact Pkt.
Step Four:
Observation
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Step Four Documents:
Review: C2, C4, C5
C6: Observation Record
Standard 5/6 Observation
C7: Student Work Analysis
IIP: Cells 508
Review (C-6, Parts 1 & 2)
Identify the information to be completed
prior to the observation, including:
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Participating Teacher Name
Date of Observation
Support Provider Name
Content Standard to be Observed
Focus Question and related CSTP
Induction Standard and Focus
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Handout Pg.11-16
Step Four:
Observation
Step Four Documents:
Review: C2, C4, C5
C6: Observation Record
Standard 5/6 Observation
C7: Student Work Analysis
IIP: Cells 508
Additional Observation Records
Review and discuss:
•C-6a – Equity Observation Record*
•C-6b – ELL Observation Record*
•C-6c – Special Populations Observation Record*
*Available on eastbaybtsa.org
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Inquiry Folders
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Review the outside cover
Review the inside information
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As you complete and review documents,
share the Standard connections with your
PT
Be sure that PT’s documents address
Standard language.
Review the back page
35
Handout Pg. 17
Sample Inquiry Schedule
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Review the sample schedule
What questions do you have about the
Inquiry module?
36
What Else?
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Complete Mid Year Review online
eastbaybtsa.org – Support Provider tab
Preparation for Mid Year checks
Preparation for Dist. #2 – PRINT
Turn in Monthly Accountability Logs
Session Evaluation
37