1 BUZzzz Summer Institute: FundamentalsBE UNITED in the ZONE Learning, Family Engagement, Data-Informed Decision Making BUZ z z z BUZzzz Summer Institute: Fundamentals Day 1 Session 1 Getting Started NOTEBOOK: Getting Started Welcome to the Be United in the Zone for Learning, Family Engagement, and Data-Informed Decision Making (BUZzzz). Each of the small z’s have a meaning. The first ”z” stands for Learning. The second one refers to Family Engagement followed by the last “z,” Data-Informed Decision Making. As you progress through the Online Learning Events (OLEs), you will be learning about the BUZzzz initiative and participating in simulation activities to develop understandings of practices for implementation in your classes. One of those practices, the Team-Based Cycle of Instruction (TBCI), will be used to guide learning activities. We will be doing a number of interactive activities and have many opportunities to get to know you over the duration of the Institute. That said, let’s take a quick poll to see who is in our community. How many general educators are there? (If appropriate, have them stand and give name. If group is too large…don’t have them share name.) How many special educators are there? Are there any paraeducators? Are there administrators with us today? Are there content specialists/coaches here? Did we miss anyone? Well, it’s great to have all of you here today as we begin expanding our BUZzzz Learning Community. Let’s get started! Powered by Boundless Learning ©

2 BE UNITED in the ZONE Learning, Family Engagement, Data-Informed Decision MakingBUZ z z z Objectives Participants will: Identify the core components of the BUZzzz initiative. Describe how Family Engagement will be addressed within routine instruction. Identify Principles of High Performance Teaming. Describe key practices for building productive learning groups and High Performance Learning Teams. Use the basic 12-to-Excel Management Strategies. Describe the Team-Based Cycle of Instruction stages and how UDL is addressed. Understand how to develop daily Challenge Questions. NOTEBOOK: Getting Started For the next couple of days, you will be presented with a great deal of information and engaging practices for building highly productive learning environments for virtually all students, particularly those students with special needs. By the end of the Institute, you will be able to: Identify the core components of the BUZzzz initiative. Describe how Family Engagement will be addressed within routine instruction. Identify principles of High Performance Teaming. Describe key practices for building productive learning groups and High Performance Learning Teams. Use the basic 12-to-Excel Management Strategies. Describe the Team-Based Cycle of Instruction stages and how UDL is addressed. Understand how to develop daily Challenge Questions. For this BUZzzz Summer Institute, you will participate in a simulation professional learning experience to develop understandings of and skills in practices that you will implement in your classes next year. One of those practices, the Team-Based Cycle of Instruction (TBCI): A UDL Approach, will be used as the instructional delivery system for all learning activities at the Summer Institute. Each day you will engage in several TBCI experiences from the initial to the final stage of instruction. So, let’s take a quick look at what constitutes the TBCI. Powered by Boundless Learning ©

3 TEAM-BASED CYCLE OF INSTRUCTIONSET-Up Prompt students to be organized, ready to learn, activate prior knowledge, and predict answers to the Challenge Question. Check for completion of family connection tasks. Presentation Implement a wide-range of strategies that stimulate interest in and understanding of the content being presented and the accompanying Challenge Question. Learning Together Facilitate productive group work as students review content and apply understandings. Just For Me Provide students opportunities to practice independently and determine what they understand and where they need further support. Assessment Assess students’ understanding of key concepts and answers to the Challenge Question. WRAP-Up Organize resources for transition, record homework assignments, decide what is to be shared with the family team member and determine performance ratings for the instructional period. Remind team members to complete family connection tasks. NOTEBOOK: Getting Started & Resources There are six stages within the TBCI. They are as follows: SET-Up: To prompt students to be organized, ready to learn, activate prior knowledge, review vocabulary and predict answers to the Challenge Question. Check for completion of family connection tasks. Presentation: To implement a wide-range of strategies that stimulate interest in and understanding of the content being presented and the accompanying Challenge Question. Learning Together: To facilitate productive group work as students review content and apply understandings. Just for Me: To provide students opportunities to practice independently and determine what they understand and where they need further support. Assessment: To assess students’ understanding of key concepts and answers to the Challenge Question. WRAP-Up: To organize resources for transition, record homework assignments, decide what is to be shared with the family team member, and determine performance ratings for the instructional period. Remind team members to complete family connection tasks. Powered by Boundless Learning ©

4 TEAM-BASED CYCLE OF INSTRUCTION: A UDL ApproachTBCI Stages of Instruction UDL* Present information and content in different ways* Differentiate the ways that students can express what they know* Stimulate interest and motivation for learning* SET-Up  Presentation Learning Together Just For Me Assessment WRAP-Up NOTEBOOK: Getting Started It is important to emphasize that the TBCI is a UDL approach. At each stage of instruction, teachers seek to include strategies for: presenting information and content in different ways, differentiating ways that students can express what they know, and stimulating interest and motivation for learning. Now, we are going to move into the initial stage of the TBCI, which is SET-Up, to begin the BUZzzz training. *CAST.org Powered by Boundless Learning ©

5 SET-Up Sit and organize materials. Examine and follow directions: STake a seat in the Community Forum. Greet your colleagues. E Examine and follow directions: Review the honeycomb/hexagon graphic (next slide), which portrays the key components of the BUZzzz initiative. Reflect on why the components are illustrated as linked hexagons. Be ready to share your ideas. T Take the Challenge! Review and think about the Challenge Question: What aspects of community building are essential for creating a positive, inclusive learning environment in the beginning of the school year? DATE 8/4/15 NOTEBOOK: Getting Started As mentioned, the first stage of TBCI is SET-Up. It is during the SET-Up stage of TBCI that time is allotted for teachers to introduce instructional resources, frame the lesson by stating the Challenge Question, and provide a set amount of time for students to activate prior knowledge and organize their team for learning. Today we are going to begin with a brief SET-Up. Look at its parts. There are three categories represented by the three letters: S-E-T. Each letter stands for a particular action. There is also the date as well as the Ready to Learn Time, which is the time that all SET-Up activities are to be completed. You have already completed the first SET-Up action—you are seated in a Community Forum. So, now take a few minutes, greet your colleagues, follow the SET-Up directions, and reflect on why hexagons were chosen to illustrate the BUZzzz components. Be ready to share your ideas with the Learning Community at the Ready to Learn Time of_____. Also, review and think about the Challenge Question: What aspects of community building are essential for creating a positive, inclusive learning environment in the beginning of the school year? Notes: Check in with participants to see if they have completed SET-Up directions. Debrief and move to Presentation. READY TO LEARN TIME: Powered by Boundless Learning ©

6 BE UNITED in the ZONE Learning, Family Engagement, Data-Informed Decision MakingBUZ z z z Team-Based Cycle of Instruction MD College & Career-Ready Standards in Mathematics Structured Cooperative Learning Universal Design for Learning Family Engagement Data-Informed Decision Making Evidence-Based Practices In Mathematics Coaching Implementation Science Inclusive Practices NOTEBOOK: Getting Started & Resources Notes: This Honeycomb will be used during SET-Up. Powered by Boundless Learning ©

7 ACTIVITY Community Forum Question From what you know at this point, explain what aspect of this initiative is most interesting or intriguing to you? NOTEBOOK: Getting Started Notes: Explain to participants that they are participating in a Community Forum simulation. Community Forum Before we begin, let’s review an important management protocol, the Zero-Noise Signal. In your Learning Community setting, it is critical that when this signal is introduced, it is explicitly taught and linked immediately to the BUZzzz community recognition protocol: The Hive. Remember to fill in the HP-Hive. So, let’s do a little practice (Count off by 2’s starting with the person closest to you): ACTIVITY: Think-Pair-Share Question: *From what you know at this point, explain what aspect of this initiative is most interesting or intriguing to you? DIRECTIONS: Count off by 2’s. Select a pair of a 1 and 2 as the initial partnership. Continue clockwise forming remaining partnerships. Turn to your colleague. Share a good morning greeting and your name. #2s - Share your answer to the question with the colleague on your right. #1s – Share your answer with your partner. Be prepared to share your answer with the Learning Community. Notes: Use Popcorn method to hear three responses. Debrief and continue Presentation. Recommended time for this activity is: 5 minutes. Powered by Boundless Learning ©

8 BUZzzz: The FundamentalsPRESENTATION BUZzzz: The Fundamentals Program Overview Family Engagement Structured Cooperative Learning Team-Based Cycle of Instruction NOTEBOOK: Getting Started The next stage of TBCI is Presentation. During the presentation today, we will provide an overview of BUZzzz , that is: WHAT is the vision/mission of BUZzzz? HOW we are accomplishing it? WHY we are doing it? We will identify the key components of BUZzzz and provide some examples of the actions in each component. And finally, we will dive deeper into two of the BUZzzz components – Family Engagement and Structured Cooperative Learning – to gain more understanding of the practices included within each area. Powered by Boundless Learning ©

9 BE UNITED in the ZONE Learning, Family Engagement, Data-Informed Decision MakingBUZ z z z What’s the BUZzzz? Working together to increase system capacity to strategically build, implement, and facilitate high performing teams of expert learners in mathematics. NOTEBOOK: Getting Started The BUZzzz vision is embodied in this sentence. What does this sentence really mean? Let’s examine it together: System – What system are we talking about? The State Personnel Development Grant has taken a systemic approach that includes stakeholders from all levels of the education system – State, district, school, classroom and family. However, BUZzzz is specifically focused on the individuals that are part of the teaching and learning system within your district. This system is made up of families, teachers, paraprofessionals, coaches, specialists, principals, administrators, and any others involved with developing effective teaching and learning environments at home and in school. Capacity – What capacity are we trying to build and implement? That depends on the team. If it is a family team, we are trying to increase the capacity to implement effective school outreach strategies to engage families, develop learning activities for home, encourage family engagement at schools, and work with families to provide continuous support for student learning and high expectations. If it is an instructional team, we are trying to increase the capacity to implement rigorous mathematics instruction that can be accessed and learned by all students, especially students with special needs. If it is a student team, we are trying to increase the individual and team capacity to function as a Learning Community of expert learners. If it is an implementation team, we are trying to increase the capacity to develop an implementation infrastructure that provides ongoing support to practitioners as they work to integrate new strategies into their instructional repertoire. High Performance Learning Teams – a High Performance Learning Team is a group of people with a shared purpose, team goals, and team vision; they have specific roles and responsibilities, team procedures, and core work processes; they trust and respect one another, communicate with each other, and are committed to a common purpose; and exhibit high levels of collaboration and innovation that are focused on producing superior results. Expert Student Learners – are resourceful and knowledgeable, strategic and goal directed, and purposeful and motivated. You are on a mission with your colleagues to realize this vision within your Learning Community, which includes your class and school. Powered by Boundless Learning ©

10 BE UNITED in the ZONE Learning, Family Engagement, Data-Informed Decision MakingBUZ z z z How Are We Doing It? Implementing a systematic approach when teaching MD College & Career Ready Standards that includes evidence-based strategies in combination with : TAP-IT: Data–Informed Decision Making Process Structured Cooperative Learning Team-Based Cycle of Instruction: A UDL Approach Family Engagement NOTEBOOK: Getting Started So, how are we doing it? Implementing a systematic approach when teaching MD College & Career Ready Standards in Mathematics that includes evidence-based strategies in combination with: TAP-IT: Data–Informed Decision Making Process Structured Cooperative Learning Team-Based Cycle of Instruction: A UDL Approach Family Engagement Foundational to this systematic approach is the Team-Based Cycle of Instruction (TBCI). As mentioned earlier, the TBCI assists student learning because it allows a seamless integration of the principles and practices of Universal Design for Learning (UDL) and Structured Cooperative Learning into your MDCCR mathematics instruction. During these BUZzzz professional learning experiences, you will learn how to integrate UDL principles and practices that reflect the what of learning, the how of learning, and the why of learning. The expectation is that during instruction with your students, you will routinely present information and content in different ways, differentiate the ways that students can express what they know, and stimulate interest and motivation for learning. Remember, the infusion of UDL offers equal opportunities for all students to become expert learners. TBCI also allows for a seamless integration of Structured Cooperative Learning. The infusion of Structured Cooperative Learning into TBCI provides the structure and resources for teachers to build learning communities, comprised of interdependent, productive learning teams that include students with disabilities who support the learning of all members. Powered by Boundless Learning ©

11 BE UNITED in the ZONE Learning, Family Engagement, Data-Informed Decision MakingBUZ z z z Why Are We Doing It? To narrow the achievement gap in mathematics for students with disabilities. NOTEBOOK: Getting Started Quite simply, we can’t argue with the facts. Statewide, we are trending upwards when it concerns the math achievement gap for students with disabilities. This trend is based on five years of data from through Over time, the higher the grade level, the larger the increase. In Grade 3 the Gap increase over five years was 11.60% In Grade 4 the Gap increase over five years was 13.80% In Grade 5 the Gap increase over five years was 14.20% This isn’t the case in Dorchester County Public Schools. Although the gap has increased over time, a larger increase wasn’t reflected at the 5th Grade level. In Grade 3 the Gap increase over five years was 4.50% In Grade 4 the Gap increase over five years was 11.80% In Grade 5 the Gap increase over five years was 5.60% Powered by Boundless Learning ©

12 BE UNITED in the ZONE Learning, Family Engagement, Data-Informed Decision MakingBUZ z z z Team-Based Cycle of Instruction MD College & Career-Ready Standards in Mathematics Structured Cooperative Learning Universal Design for Learning Family Engagement Data-Informed Decision Making Evidence-Based Practices In Mathematics Coaching Implementation Science Inclusive Practices NOTEBOOK: Getting Started Let’s take a broad view of the project. The project components are organized within 10 areas (hexagons): MD College & Career-Ready Standards in Mathematics; Team-Based Cycle of Instruction (TBCI); Universal Design for Learning (UDL); Structured Cooperative Learning, including online, project-based learning experiences called TeamQuests; Evidence-Based Practices in Mathematics (EBP). Inclusive Practices; Family Engagement; Coaching; Data-Informed Decision-Making, incorporating the TAP-IT process; and Implementation Science Each component includes specific actions related to professional development and implementation strategies to be carried out by teachers, administrators, parents, and students respective of their roles and responsibilities. Powered by Boundless Learning ©

13 BUZzzz Fundamentals Learning, Family Engagement, Data-Informed Decision MakingTeam-Based Cycle of Instruction Structured Cooperative Learning Universal Design for Learning Family Engagement Data-Informed Decision Making Evidence-Based Practices In Mathematics MD College & Career-Ready Standards in Mathematics NOTEBOOK: Getting Started During these initial stages of working together, we will focus specifically on the following areas within the honeycomb and demonstrate how they are integrated into instructional delivery: Universal Design for Learning (UDL); Family Engagement; Data-Informed Decision Making; Evidence-Based Practices in Mathematics; Structured Cooperative Learning; Team-Based Cycle of Instruction: and, of course, the MD College & Career-Ready Standards in Mathematics. Powered by Boundless Learning ©

14 BUZzzz ‘N Learning, Family Engagement, Data-Informed Decision MakingNOTEBOOK: Getting Started As you “fly” deeper into the “honeycomb,” each of these hexagons contain greater specificity about a particular BUZzzz component. Powered by Boundless Learning ©

15 Structured Cooperative LearningBUZzzz ‘N BUZ z z z Family Engagement Structured Cooperative Learning NOTEBOOK: Getting Started Today, will be BUZzzz ‘N into two hexagons—Family Engagement and Structured Cooperative Learning. Powered by Boundless Learning ©

16 BUZzzz ‘N FAMILY ENGAGEMENT NOTEBOOK: Getting StartedLet’s first “BUZzzz” into the Family Engagement hexagon for a quick stop. Frequently, Family Engagement is either an add-on to instruction or, unfortunately, in many instances not included as a primary function of teaching. In BUZzzz, Family Engagement plays a primary role in helping teachers to close the achievement gap. You will have numerous opportunities over these next two days and throughout the year to see and experience how Family Engagement activities can be seamlessly integrated throughout instructional activities. You will experience, first hand, how Family Engagement is part and parcel of daily instructional delivery. Powered by Boundless Learning ©

17 BUZzzz ‘N Family Engagement School Outreach For Life Family EngagementNOTEBOOK: Getting Started Keeping the school—home connection in the forefront is an important theme that will be emphasized throughout the institute and subsequent professional development. The four areas of Family Engagement that have been identified to reinforce this theme are: 1). School Outreach 2). At Home 3). At School 4). For Life These areas have been identified through research and practice as being essential for providing quality Family Engagement activities that improve achievement and performance among children and youth. At School At Home Powered by Boundless Learning ©

18 BUZzzz ‘N Family Engagement School Outreach At Home At School For LifeFrequent 2-way communication activities that allow children to show families what they learn School Outreach Everyday activities that support the curriculum (playing games, making change, cooking, gardening, etc.) At Home Valuing all families as partners within the school learning community At School Supporting learning and high expectations continuously For Life NOTEBOOK: Getting Started The first area addresses School Outreach to Engage Families, which stresses the importance of frequent 2-way communication activities that allow children to show families what they learn. The next area, Learning Activities at Home, describes everyday activities that support the curriculum. At Home activities, such as playing games, making change, cooking, or gardening, can enrich the curriculum or content being covered at school. Family Engagement at School is the third area which underscores the importance of valuing all families as partners within the school learning community. Administrators and teachers at school are responsible for creating an environment that reflects that the school community values families as partners. Just as school leaders should put forward efforts to engage families, it is expected that parents, guardians, and caregivers demonstrate their support for learning and achievement, so that their children embrace high expectations for continuous learning. Consequently, the final area For Life encourages supporting learning and high expectations continuously. Powered by Boundless Learning ©

19 Technology OptimizationHP Teaming POWER UP Technology Optimization Family Engagement Video: NOTEBOOK: Getting Started To reinforce the importance of Family Engagement in helping children to excel, we are going to Power Up with technology. Powering up with technology is a core principle for creating a high performance, 21st century Learning Community. Here is a compelling video in which a parent and child express their thoughts and feelings regarding the positive impact of home-school connections. Powered by Boundless Learning ©

20 THINK NOTES THINK Note Think About:What are the benefits of building a positive relationship with parents? THINK Note Name_____ Date_____ Response________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ NOTEBOOK: Getting Started - Resources ACTIVITY: Think Notes DIRECTIONS: As you watch the video, jot down your responses on the Think Notes handout. While you are watching think about: What are the benefits of building a positive relationship with parents? Recommended time for this activity is: 5 minutes. Powered by Boundless Learning ©

21 THINK NOTES THINK Note Think About Name_____ Date_____Response________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ NOTEBOOK: Getting Started & Resources Powered by Boundless Learning ©

22 Community Forum Community Forum ACTIVITY NOTEBOOK: Getting StartedNotes: Explain to participants that they are participating in a Community Forum simulation. Remember: Use Zero-Noise Signal, Talk Moves (Prompting Students For Further Participation), and HP-Hive. ACTIVITY: Community Forum with Talk Moves DIRECTIONS: Review your responses on your Think Notes. Say, “Let’s hear some of your responses. Is there a volunteer?” “Would someone like to add on?” Continue asking for further responses for no more than 2 minutes and then summarize. Remind participants that Prompting Students for Further Participation is one of the Talk Moves. Recommended time for this activity is: 3 minutes. Next, as a community, we are going to take our “deep dive” into another hexagon--Structured Cooperative Learning. Community Forum Powered by Boundless Learning ©

23 Building the BUZzzz Learning CommunityBE UNITED in the ZONE Learning, Family Engagement, Data-Informed Decision Making BUZ z z z BUZ z z z Building the BUZzzz Learning Community LEARNING COMMUNITY BUZzzz NOTEBOOK: Getting Started As we collaborate, we will learn about Structured Cooperative Learning and protocols and methods for establishing a vibrant, inclusive Learning Community. Powered by Boundless Learning ©

24 STRUCTURED COOPERATIVE LEARNINGBUZzzz ‘N BUZ z z z STRUCTURED COOPERATIVE LEARNING NOTEBOOK: Getting Started In the Structured Cooperative Learning hexagon, we will discover rich practices for creating a team-centered learning environment that embraces the wide-range of diversity in today’s classroom. Keep in mind that Structured Cooperative Learning maximizes interactive learning time for all students, including those with disabilities, by the methodical implementation of learning groups; high performance teaming; protocols, including those for management, recognition, teambuilding, instruction, and conflict resolution; technology; and cooperative learning. Specific protocols are utilized by teachers and students routinely to advance learning among all students, including those with special needs. Powered by Boundless Learning ©

25 Building the Team-Based Learning CommunityStructured Cooperative Learning BUZ z z z Building the Team-Based Learning Community High Performance Teaming Principles Teacher Expectations Learning Community Standards Management Strategies 12 to Excel NOTEBOOK: Getting Started Implementing Structured Cooperative Learning necessitates setting clear Teacher Expectations, establishing a set of Learning Community Standards for students to strive toward, implementing key principles that promote high performance teaming, and executing Management Strategies designed to boost engagement, efficiency, and productivity. These aspects of the BUZzzz initiative are fundamental to creating an atmosphere that welcomes a wide range of diverse learning needs and promotes high performance team learning. So, how do you begin creating this type of learning environment? Powered by Boundless Learning ©

26 Structured Cooperative LearningBUZ z z z Structured Cooperative Learning Set Clear Expectations Teachers Define What Should/Will Happen “What you expect, is what you get!” (Saphier, Haley-Speca, Gower, & Platt, 2008) NOTEBOOK: Getting Started The first step is for the teacher to clearly communicate the expectations for the Learning Community. Expectations reflect the teacher’s beliefs and define particular actions for guiding the community toward being successful, expert learners. From the teacher’s perspective, these expectations are actions that he or she thinks should or will happen. In other words, “What you expect is what you get!” (Saphier & Gower, 2008). You might also consider that expectations, similar to rules, are “non-negotiables.” Reference: Saphier, J. & Haley-Speca, M., Gower, R., Platt, A.  (2008). The skillful teacher: Building your teaching skills (6th ed.).          Acton, MA: Research for Better Teaching. 2015 Powered by Boundless Learning ©

27 BE UNITED in the ZONE Learning, Family Engagement, Data-Informed Decision MakingBUZ z z z Expectations Arrive to the community on time for all activities. Keep team space and resources organized. Complete tasks on time. Produce quality work. Maintain Learning Community Standards and rules. Answer the Challenge Question and share with family. NOTEBOOK: Getting Started & Resources The Expectations for our community as we learn and interact over the next two days are as follows: Arrive to the community on time for all activities. Keep team space and resources organized. Complete tasks on time. Produce quality work. Maintain Learning Community Standards and rules. Answer the Challenge Question and share with family. These Expectations are to be utilized within the student learning communities. Qualities of expectations should be direct, specific, repeated, positive--“you can do it” tone, modeled (demonstrated and practiced), and reinforced with tenacity. 2015 Powered by Boundless Learning ©

28 Establish Learning Community StandardsStructured Cooperative Learning BUZ z z z Establish Learning Community Standards Teachers Define What Students Should Be Working Toward to Become Expert Learners within the Learning Community NOTEBOOK: Getting Started Next, the teacher addresses the standards needed to support the Learning Community in functioning smoothly. For many teachers, Standards and Expectations are interchangeable. However, within the BUZzzz Learning Community, the terms are different. As you just heard, Expectations are what teachers think students will do. On the other hand, Learning Community Standards are what teachers want students to be working toward-that is, what do they need to attain so that all students are on the path to become expert learners. Standards define acceptable behavior and are associated with levels of quality, such as from low to high. In the BUZzzz Learning Community, standards are in place to foster pro-social norms and build a positive, inclusive learning community characterized by effective collaboration and achievement among all students. Typically, schools identify standards and rules for the entire student body, laying a strong foundation for an effective school community. Our BUZzzz Learning Community is smaller and closely knit, thereby necessitating specific operating standards that foster mutual understanding and attention to personalized needs. Students work daily toward maintaining the defined Learning Community Standards. After each lesson, students use a simple rating system and determine how well they maintained the standards. 2015 Powered by Boundless Learning ©

29 Learning Community StandardsBE UNITED in the ZONE Learning, Family Engagement, Data-Informed Decision Making BUZ z z z Learning Community Standards Listen actively to understand. Engage with enthusiasm. Appreciate differences– “Put-Ups Only.” Offer help willingly. Check performance routinely. Explain what you’ve learned to your Family Team Member. NOTEBOOK: Getting Started & Resources 2015 Powered by Boundless Learning ©

30 Structured Cooperative LearningBUZ z z z High Performance Teaming Principles Guide Actions to Build: Productive Team Learning Positive, Inclusive Learning Communities NOTEBOOK: Getting Started Before examining the Learning Community Standards more closely, let’s review several of the six foundational Principles for High Performance Teaming. High Performance Teaming Principles are the underpinnings for building and implementing productive team learning within an inclusive learning community. The BUZzzz program delineates six HP Teaming Principles. At this point, we will focus on three so, we can “sail” smoothly through these next simulation activities. 2015 Powered by Boundless Learning ©

31 Positive InterdependenceHP Teaming Principle SINK or SAIL TOGETHER High Performing NOTEBOOK: Getting Started The first Principle for High-Performance Teaming is Positive Interdependence. It is important to understand that to sail efficiently requires a commitment among all members of the community toward fulfilling individual roles, so to reach one or more common goals. In other words, the group is structured for Positive Interdependence, which includes common goals and well-specified roles. In a well-functioning Learning Community, members hold the belief that the quality of individual work and learning is better as a result of collaborating. They recognize that one group member cannot succeed unless all group members succeed. But, if goals and roles are loosely defined, the Learning Community is at risk for not completing their tasks successfully. Unfortunately, in this circumstance, the community ship may sink. Put simply, communities will either “Sink or Sail Together” depending upon how well the group is structured for Positive Interdependence. Positive Interdependence Powered by Boundless Learning ©

32 Communicate, Appreciate, Problem-Solve Collaborative CompetenceHP Teaming Principle CAP: Communicate, Appreciate, Problem-Solve NOTEBOOK: Getting Started Positive interdependence unites group members around a common goal, providing a specific reason for working together. Yet, positive interdependence does not by itself ensure successful group work. To maximize the group effort, individuals need to communicate effectively to share resources and encourage each other to achieve. Collaborative interactions among group members should incorporate skills to effectively communicate so that individuals express their ideas clearly, appreciate the qualities and contributions of one another, and solve problems through purposeful discussions. This Principle of High-Performance Teaming – Collaborative Competence – is referred to as CAP (Communicate, Appreciate, Problem-Solve). Collaborative Competence Powered by Boundless Learning ©

33 Individual AccountabilityNO FREE RIDERS HP Teaming Principle NO FREE RIDERS NOTEBOOK: Getting Started This next basic tenet of effective collaboration comes as no surprise---Individual Accountability, or in other words, No Free Riders allowed! Consequently, each member of a high performance Learning Community fulfills specific roles, completes assigned tasks, and engages in structured procedures that promote individual accountability. To summarize, Sink or Sail Together, CAP (communication, appreciate, problem-solve), and No Free Riders are core cooperative principles for building a Learning Community oriented toward high performance. These three are the first among six basic High Performing Teaming Principles that will be addressed during the Institute. We will be focusing on these three as we engage in the following simulation activity. Individual Accountability Powered by Boundless Learning ©

34 TT-CHART STANDARD: Listen actively to understand. LOOKS LIKESOUNDS LIKE FEELS LIKE Eyes on speaker One person talking Calm Head nodding Quiet Still No fidgeting No calling out Confident that my ideas are being heard Taking notes No interruptions Respectful NOTEBOOK: Getting Started - Resources As mentioned previously, besides having clear expectations, it is equally important to establish Learning Community Standards to promote mutual concern and to guide the community toward learning, achievement, and productivity. Basically, these standards set norms within the learning community for fostering positive interactions, engagement, and inclusiveness among its members. Central to any well-functioning Learning Community is that individuals listen to one another to gain new insights and understandings. Take a moment and review the “Double T” chart, which portrays characterisitics of one of the key BUZzzz Learning Community Standards: Listen actively to understand. Powered by Boundless Learning ©

35 Inside/Outside CircleACTIVITY Inside/Outside Circle NOTEBOOK: Getting Started So, let’s get ready and start the next activity. Remember to Listen Actively to Understand and keep in mind the three HP Principles: Sink or Sail Together No Free Riders CAP Notes: Remember to use the 12 to Excel Management strategies: Give time limits for each task—Use the Clock Demonstrate Zero-Noise Signal Use Think Time Use Thumbs Up/Down management strategy Use H-0-T Performance Rating Refer to the HP Teaming Principles—Sink or Sail, CAP, and No Free Riders Refer to the Learning Community Standard—Active Listening ACTIVITY: Inside-Outside Circle DIRECTIONS: Form two concentric circles using numbers. Inside circle: Turn to the person directly behind you. Greet your partner. Inside Circle: Review the three HP Principles and share with your partner, Give a Thumbs-Up when finished. Outside Circle: Review the Learning Community Standard—Active Listening. Share what it Looks Like, Sounds Like, Feels Like. For the 2nd question, etc., have inside circle turn so that their left shoulder is facing the outside circle. Pass 4 people. Be ready for the next question. Questions: 1. Share one reason why you enjoy teaching math. 2. Share a positive experience that connected families to their child’s learning. 3. Share one expectation that you have for your students. Recommended time for this activity is: minutes. Community Forum Powered by Boundless Learning ©

36 Performance MonitoringHP Teaming Principle CHECK IT OUT  How are we doing? NOTEBOOK: Getting Started Processing how well we worked together is another essential aspect of effective collaboration. In the BUZzzz community, it is routine to stop and assess if everyone fulfilled expectations, completed tasks, and maintained Learning Community Standards. In other words, time is set aside to Check It Out. This is a rapid method for determining the level of engagement and maintenance of HP Teaming Principles across a set of tasks. Notes: Process the performance of the Learning Community activity (Inside/Outside Circle) by asking the following questions: How well did you actively listen to understand? How well as a learning community did we actively listen to understand? How well did we complete the tasks included in the Inside/Outside Circle activity? Did you use the management protocol, thumbs up/down? Performance Monitoring Powered by Boundless Learning ©

37 H-O-T Performance RatingHigh Performing H On Track O Target Improvement T NOTEBOOK: Getting Started & Resources The BUZzzz Program uses the H-O-T Performance Rating method to rate your performance as partners, groups, teams, and learning communities. Talk with your current partner to determine your H-O-T performance rating using the question below. Would you rate our engagement as High Performing/On Track/ or Target Improvement? Notes: Have participants return to their seat in the Community Forum after HOT Processing. After processing the Community Forum activity introduce the HP-Hive and shade in a portion, if appropriate. Powered by Boundless Learning ©

38 High Performing Learning CommunityBE UNITED in the ZONE BUZ z z z High Performing Learning Community NOTEBOOK: Getting Started & Resources The HP-Hive represents excellence across the Learning Community as a whole. Teachers shade in a portion of the hive when the students have assessed their Learning Community performance and determined it was at the high performance level. These H-O-T Performance Ratings always depend on teacher approval. When introducing the HP-Hive, students are given multiple opportunities to be recognized for high performance. Practicing 12 to Excel Management Signals, rehearsing the HP Teaming Principles, and reviewing Learning Community Standards are effective ways to spark enthusiasm among the students for working toward a fully-shaded hive. Since these are relatively low-risk tasks, the class is able to earn “H” ratings quickly, allowing them to instantly view the results of their efforts as portions of the HP-Hive are shaded. Fill in the HP-Hive as soon as possible so students realize the benefit of working toward excellence as a community of learners. In the beginning of the school year, teachers may reward the Learning Community with an incentive after each ring is shaded. The incentives may be visually represented on the HP-Hive to motivate students toward earning them. Powered by Boundless Learning ©

39 Learning Community Standards12 to Excel Zero-Noise Use the Clock Expectations Learning Community Standards Family Connections H-O-T Rating Roles Think Time Thumbs Up/Down Number Students Stand & Deliver 1-2-3 Transition NOTEBOOK: Getting Started & Resources This graphic illustrates the 12 to Excel Management Protocol, which includes 12 specific strategies for effectively facilitating your Learning Community, groups, and HP Learning Teams. We will be using a number of these strategies as we engage in the next activity. Over the past hour, we already have used seven of these strategies: Zero-Noise, Use the Clock, Expectations, Learning Community Standards, H-O-T Rating, Think Time, and Thumbs Up/Down. You can see how easy it is to integrate these practices into instruction. Powered by Boundless Learning ©

40 STRUCTURED COOPERATIVE LEARNING Learning Community StandardsBUZzzz BUZ z z z STRUCTURED COOPERATIVE LEARNING LEARNING TOGETHER Learning Community Standards NOTEBOOK: Getting Started As a Learning Community, we have moved through two stages of the Team-Based Cycle of Instruction (TBCI): SET-Up and Presentation. Now, we are ready to engage in the Learning Together stage as partners to learn more about the Learning Community Standards. Powered by Boundless Learning ©

41 Engagement and MomentumHP Teaming Engage Let’s Go! NOTEBOOK: Getting Started In the next stage of the Team-Based Cycle of Instruction (TBCI)-Learning Together, you will be working as partners. Keep in mind the Principles of High Performance Teaming – Sink or Sail Together, No Free Riders, CAP. Also, remember to Engage. This principle reminds students to participate and engage in learning with a high level of enthusiasm and a commitment to maintain momentum until completion. These principles are a resource to guide you as you complete the assigned learning activities. Engagement and Momentum Powered by Boundless Learning ©

42 Learning Community StandardsACTIVITY Learning Community Standards Think Share NOTEBOOK: Getting Started Notes: Explain to participants that they are participating in a Think/Pair/Share simulation. The Double TT charts needed for this activity are within the ppt. Refer to the Learning Community Standards poster. Remind participants that the purpose of the Learning Community Standards is to help your students build understanding and expertise for how to learn together within partnerships, groups, and the learning community. ACTIVITY: Think-Pair-Share DIRECTIONS: Assign partners if necessary. Count off by 2’s. Select a pair of a 1 and 2 as the initial partnership. Continue clockwise forming remaining partnerships. Have partners greet one another. Assign a Recorder for each partnership. Assign one standard to each partner pair. Give them a Double TT Chart with the assigned standard. Have partners review the standard and Double TT Chart. Recommended time for this activity is: 15 minutes. Notes: Part 1 - Double TT chart: Use T-P-S to have partners complete the Double TT Chart together. (Structure T-P-S using the clock—set time for Think, set time for Pair, set time for Share). Use Stand and Deliver for reporting out. Pair Powered by Boundless Learning ©

43 Learning Community StandardsBE UNITED in the ZONE Learning, Family Engagement, Data-Informed Decision Making BUZ z z z Learning Community Standards Listen actively to understand. Engage with enthusiasm. Appreciate differences– “Put-Ups Only.” Offer help willingly. Check performance routinely. Explain what you’ve learned to your Family Team Member. NOTEBOOK: Getting Started The BUZzzz Learning Community Standards are: Listen actively to understand. Participate with enthusiasm. Appreciate differences– “Put-Ups Only.” Offer help willingly. Check performance routinely. Explain what you’ve learned to your Family Team Member. Typically, schools identify standards and rules for the entire student body, laying a strong foundation for an effective school community. Our BUZzzz Learning Community is smaller and more closeknit necessitating specific operating standards that foster mutual understanding and attention to personalized needs. Powered by Boundless Learning ©

44 TT-CHART STANDARD: Listen actively to understand. LOOKS LIKESOUNDS LIKE FEELS LIKE Eyes on speaker One person talking Calm Head nodding Quiet Still No fidgeting No calling out Confident that my ideas are being heard Taking notes No interruptions Respectful NOTEBOOK: Getting Started Notes: Refer to the Listen Actively to Understand Double TT chart activity. Powered by Boundless Learning ©

45 TT-CHART ACTIVITY STANDARD: Engage with enthusiasm. LOOKS LIKESOUNDS LIKE FEELS LIKE NOTEBOOK: Getting Started - Resources Powered by Boundless Learning ©

46 TT-CHART ACTIVITY STANDARD: Appreciate differences— “Put Ups Only.”LOOKS LIKE SOUNDS LIKE FEELS LIKE NOTEBOOK: Getting Started - Resources Powered by Boundless Learning ©

47 TT-CHART ACTIVITY STANDARD: Offer help willingly. LOOKS LIKESOUNDS LIKE FEELS LIKE NOTEBOOK: Getting Started - Resources Powered by Boundless Learning ©

48 TT-CHART ACTIVITY STANDARD: Check performance routinely. LOOKS LIKESOUNDS LIKE FEELS LIKE NOTEBOOK: Getting Started - Resources Powered by Boundless Learning ©

49 ACTIVITY TT-CHART STANDARD: Explain what you’ve learned to your Family Team Member. LOOKS LIKE SOUNDS LIKE FEELS LIKE NOTEBOOK: Getting Started - Resources A blank Double TT chart should be added to the Resources section in the back of the notebook. Powered by Boundless Learning ©

50 TT-CHART STANDARD: LOOKS LIKE SOUNDS LIKE FEELS LIKENOTEBOOK: Getting Started & Resources Powered by Boundless Learning ©

51 STRUCTURED COOPERATIVE LEARNINGBUZzzz BUZ z z z STRUCTURED COOPERATIVE LEARNING JUST FOR ME NOTEBOOK: Getting Started The Just For Me stage provides time to think about and/or study concepts presented during SET-Up, Presentation and Learning Together. Powered by Boundless Learning ©

52 STRUCTURED COOPERATIVE LEARNINGBUZzzz BUZ z z z STRUCTURED COOPERATIVE LEARNING JUST FOR ME Topic Description BUZzzz Learning Community Family Engagement Area: School Outreach Frequent two-way communication activities that allow children to show families what they’ve learned. Expectations – Answer the Challenge Question and share with family Standard – Explain what you’ve learned II. UDL Present information and content in different ways Differentiate the ways that students can express what they know Stimulate interest and motivation for learning Different grouping structures Structured Think-Pair-Share Provided Multiple Means of Expression Utilized technology Structured Cooperative Learning Team-centered learning community that embraces a wide range of diversity. Expectations, Learning Community Standards, Management Protocols, Community Forum, Partners NOTEBOOK: Getting Started – Resources Review the table for one (two) minutes. You will be able to use this information as you answer the Challenge Question. Powered by Boundless Learning ©

53 STRUCTURED COOPERATIVE LEARNING Answer the Challenge QuestionBUZzzz BUZ z z z STRUCTURED COOPERATIVE LEARNING ASSESSMENT Answer the Challenge Question NOTEBOOK: Getting Started This next stage, Assessment, is an opportunity for formative assessment that is implemented each day. Various methods of assessing individual responses to the Challenge Question may be provided. Powered by Boundless Learning ©

54 Challenge Question Check #1Answer the Challenge Question: What aspects of community building are essential for creating a positive, inclusive learning environment in the beginning of the school year? Challenge Question Check Name_____ Date_____ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ NOTEBOOK: Getting Started – HANDOUT ACTIVITY: Challenge Check DIRECTIONS: Answer the Challenge Question. Review your answer with your partner. Be prepared to share your answer with the Learning Community. Select 2-3 individuals to share their answer. Collect all Challenge Checks when finished. Recommended time for this activity is: 3 minutes. Powered by Boundless Learning ©

55 Performance MonitoringHP Teaming Principle CHECK IT OUT  How are we doing? NOTEBOOK: Getting Started Now, we are going to implement WRAP-Up, which includes the HP Teaming Principle, Check It Out. Remember, “Check It Out!” is when the level of engagement and individual accountability across a set of tasks is monitored and assessed. Performance Monitoring Powered by Boundless Learning ©

56 H-O-T Performance RatingHigh Performing O On Track T Target Improvement NOTEBOOK: Getting Started You will use the H-O-T Performance Rating to assess your own performance for this session during the WRAP-Up stage. Powered by Boundless Learning ©

57 WRAP-Up Date______ W Write down on the Post-It one example of how UDL was demonstrated and post on UDL Poster. R Return and /or organize supplies. A Assess how well you worked in our community and within your partnership: Did I/we maintain Learning Community Standards? Did I/we complete tasks? Rate our community performance using H-O-T. P Prepare to transition. NOTEBOOK: Getting Started Remember, WRAP-Up is the protocol to bring closure to the lesson, organize resources for transition, record homework assignments, and determine performance ratings for the instructional period. Follow WRAP-Up procedures and prepare to transition to break. Preparation: Post the Where Did You Find UDL? chart. DIRECTIONS: Have each participant identify one UDL strategy or activity that was used and write it on a Post-It. Place the Post-it under the appropriate label on the Where Did You Find UDL? chart: Present information and content in different ways Differentiate the ways that students can express what they know Stimulate interest and motivation for learning Complete the remaining WRAP-Up procedures. Provide feedback to the community on their work quality and group work and determine an H-O-T Rating for the Learning Community. Recommended time for this activity is: 5 minutes. READY TO EXIT TIME Powered by Boundless Learning ©

58 BUZzzz BREAK “Bee….” Back in 15 Minutes! BUZ z z z Powered byBoundless Learning ©