WELCOME Total Instructional Alignment TIA Based on the work of Lisa Carter Facilitator Training

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WELCOME!Total Instructional Alignment(TIA)(B
ased on the work of Lisa Carter)Facilitator
Training
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• Diamond Reflection
• I came expecting

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• Purpose
• Logistics
• Agenda
• Breaks as needed individually
• Cell phones off or on vibrate

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• Facilitator Tool
• Orientation The Big Eight (page 167)
• Welcome and purpose
• Introductions
• Logistics
• Mixer/get acquainted
• Intended results
• Agenda Review
• Norms/ground rules
• Agreement

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• Intended Outcomes - TIA
• Understand the three components of Total
  Instructional
• Alignment and how they all fit together
• Understand Total Instructional Alignment and be
  able to use alignment document/pacing guide to
  develop units/lessons.
• Understand the power of collaborative processes
  and be able to collaboratively design lessons.

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• Intended Outcomes
• Facilitation of TIA
• Define role of TIA Facilitators
• Equip facilitators with knowledge, skills and
  resources to facilitate the
  implementation of TIA in their buildings
• Create a community of TIA leaders for ongoing
  support and collaboration

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• Progress Indicators
• Participants will know and be able to
• Explain the role of TIA facilitators
• Use collaborative processes to facilitate adult
  learning
• Design an initial TIA Implementation Plan
• Access and use resources to support TIA
• implementation

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• Introductions
• Check-in
• Who you are
• Whats going on
• 3 minutes

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• Facilitator Tool
• Table-Talk Roles
• Facilitator
• Keeps the group on task
• Makes sure everyone has a chance to participate
• Recorder
• Writes down key points on newsprint
• Spelling and handwriting dont count in round one
• Write quickly to keep up with ideas
• Time Keeper
• Periodically reminds team members of time
  constraints
• Keeps team meetings focused on the tasks at hand
• Identifies when more time is needed for
  discussion
• Runner
• Gathers/distributes materials as needed
• Reporter
• Synthesizes, with the help of group members, key
  points and summarizes them for the whole group

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• Facilitator Tool
• Development of Group Norms
• Seven Norms of Collaborative Work
• (front pocket of Facilitator Manual yellow
  save for tomorrow)
• Promoting a Spirit of Inquiry
• Pausing
• Paraphrasing (p. 28)
• Probing (p. 29)
• Putting Ideas on the Table
• Paying attention to Self and Others
• Presuming Positive Intentions
• Toolkit on page 195.

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Facilitator Tool Development of Group
NormsSeven Norms of Collaborative Work Which
of these norms might be most important for your
full participation in the group?1 minute
self-reflection2 minutes group processing
Popcorn report out
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Facilitator Tool Development of Group
NormsSeven Norms of Collaborative Work
Considering these seven norms, which might you
find most challenging?What strategies might you
use to focus in on the ones you might find most
challenging?
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• What is a facilitator?
• (Pages 4 10)
• Table Discussion
• Timer 2 minutes
• Facilitator Tools Timer Tools / Selector Tools
• Report Out

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• How is facilitation
• different than what you do now?
• Table Discussion
• Timer 2 minutes
• Popcorn report.

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• Facilitator Tool
• Orientation The Big Eight
• Quick Check
• Page 167
• Check power point to see if/where the components
  of The Big Eight are included.

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Facilitator Tool Decision Making Consensus
Review Step-by-Step Process on page 173.

• In what situations is consensus the most
  appropriate decision-making tool?
• Why not just vote?

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Facilitator Tool Decision Making Consensus

• Consensus
• Everyone can live with the decision
• Establish and use evaluative criteria
• Accept conflict as part of the process
• Encourage negotiation and collaboration
• Emphasize fact over opinion
• Not about winning or losing
• Dont give in just to avoid conflict
• Flipping coins and voting are not viable
  alternatives
• Consultative
• Key decision-maker accepts input and advice, then
  acts
• Executive
• Decisions designated to a single person or team
• Voting
• Majority or 2/3 yes can make decision

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Three Components of Total Instructional
Alignment (TIA)

• Lisa Carter Video
• 1. Alignment of the System
• Alignment of the Curriculum and Assessments
• 3. Alignment of the Instructional Practices
• in the Classroom
• (page 59)

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Overview of Total Instructional Alignment (TIA)

• Reflection
• How is TIA different
• than what we are now doing
• in terms of alignment?
• Popcorn report.

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Overview of Total Instructional Alignment (TIA)

• Reflection
• Why do you think that Lisa said that of the three
  areas of TIA, the easiest is alignment of
  standards, curriculum and assessments?
• Popcorn report.

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Facilitator Tool Jigsaw (p. 189)

• Pull Out Negativity By Its Roots
• by Rick and Becky DuFour
• At your table
• Determine who will read each section
• Introduction
• Weed 1
• Weed 2
• Weed 3
• Weed 4
• To Build A Culture Conclusion
• Read and highlight key ideas - 6 minutes
• Each person share main points - 1 minute each
  person
• At your tables, create a one-sentence moral of
  the story and put on Chart Paper and Post 4
  minutes

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Unpacking the Frameworks

• Blooms Taxonomy
• K W L
• Complete K and W
• What you KNOW
• What you WANT to Know

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Unpacking the Frameworks

• Lisa Carter Video
• Blooms Taxonomy

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Unpacking the Frameworks

• Blooms Taxonomy
• (Pages 73 75)
• K W L
• Complete L What you Learned

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Unpacking the Frameworks

• Lisa Carter Video
• Constructing a
• Learning Objective
• Z Chart
• (Pages 76-78)

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Practice Constructing a Learning Objective

• Divide chart paper into 4 sections list
  everything you recall that goes in each of the
  four boxes. When completed, compare with two
  other tables. (6 minutes)

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2
4
3
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Practice Constructing a Learning Objective

• Page 77
• For the Learning Objectives listed on this page,
  write (on large chart paper) in Z-square format,
  the corresponding word/phrase in each of the 4
  boxes.
• (5 minutes)
• Check your work!
• Compare to table next to you.
• Questions?

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Practice Constructing a Learning Objective

• W.4.3.11 Edit for spelling of appropriate words,
  usage, punctuation, capitalization, and sentence
  structure.
• Format on Page 78
• Use large chart paper put the corresponding
  words/phrases in each Z-Chart box. Is this a
  clear learning objective? If not, then rewrite
  as a learning objective.
• Post then Facilitator Carousel

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Unpacking the Frameworks

• Blooms Taxonomy
• (Pages 73 75)
• K W L
• Add to L if you learned more

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Unpacking the Frameworks

• Lisa Carter Video
• Task Analysis
• (Pages 79-81)

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Practice Task Analysis

• Complete a Task Analysis
• for the example on page 80
• OR
• one of the examples on page 81.
• Follow the steps on page 79.
• Begin each task with a MEASURABLE verb.

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Practice Task Analysis

• Was this easy or hard?
• Why?

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More Practice Task Analysis

• Following the steps on page 79, complete a Task
  Analysis for an SLE in your content area.
• Put on chart paper and post.
• 13 minutes.

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Task Analysis

• Why is a Task Analysis important?
• Table Discussion
• Popcorn Report

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Unpacking the Frameworks

• SLE Alignment Activity
• K-5 Teams
• 6-12 Teams
• (HINT-be sure there is an ELA teacher on each of
  the secondary teams!)
• Baggie of ELA SLEs per team
• Group consensus on alignment SLEs
• Glue SLEs to on the agreed upon grade-level
  chart
• Pick up correct alignment sheet and count up
  number your team has correct
• How many teams with 100?

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• Rotate Table-Talk Roles
• Facilitator
• Keeps the group on task
• Makes sure everyone has a chance to participate
• Recorder
• Writes down key points on newsprint
• Spelling and handwriting dont count in round one
• Write quickly to keep up with ideas
• Time Keeper
• Periodically reminds team members of time
  constraints
• Keeps team meetings focused on the tasks at hand
• Identifies when more time is needed for
  discussion
• Runner
• Gathers/distributes materials as needed
• Reporter
• Synthesizes, with the help of group members, key
  points and summarizes them for the whole group

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Alignment Documents

• English Language Arts
• Mathematics

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• Evaluating TIA Documents
• Objective
• Is it at the correct level of Blooms ?
• Is it clear and in Z format?
• Task Analysis - Does each step
• Begin with an action verb
• Remain on grade level
• Sequence is correct
• Final step is repeat of the objective

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REVIEWWhat is Total Instructional
Alignment?Create a graphic.Post / Carousel
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For Day 2Can leave stuff on tables.Keep
Seven Norms handout for Day 2.
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Reflection Day 1Complete pink T-Chart
andleave on your table.Front Pocket of
BinderSee you tomorrow!
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Welcome to Day 2!What have we learned?Chart
PaperGroup Consensus3 main learnings from day
1.Post.Facilitator Carousel
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Day 1 Focused on basics of TIA along with some
facilitator tools.Day 2 Focus is on
facilitating the implementation process through
Learning Teams at your school.(Learning Team
Guide pages 19-26Adult Learning pages 9 10)
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• Seven Norms of Collaborative Work
• Complete Group Self-Assessment (on back of
  handout)
• (Review Consensus process on page 173.) 3
  minutes
• Promoting a Spirit of Inquiry
• Pausing
• Paraphrasing (p. 28)
• Probing (p. 29)
• Putting Ideas on the Table
• Paying attention to Self and Others
• Presuming Positive Intentions
• Toolkit on page 195.

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When implementing TIA, what do you see as the
top 2 challenges?Quick popcorn report.
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Facilitator Tool Change Process Tools

• Critical Elements Page 11
• Reasons for Resistance Page 12
• Managing Complex Change Pages 13-14
• Implementation Dip Pages 15-16
• Change as Loss Pages 17-18

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Facilitator Tool Change Process Tools
Where were going..
Where we started.
When NOT to get discouraged. Valley of Promising
Practice
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Concerns-Based Adoption Model C-BAM is a useful
tool when Planning and Implementing New
Practices(Innovations)
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Facilitator ToolConcerns-Based Adoption Model

• Change Process
• Understanding the change process
• and how not to get stuck.
• Read pages 135 136
• As a table group, write five sentences
• or less to summarize what you read
• about C-BAM. Put on chart paper. Post.

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Identifying Stages of Concern (SoC)
IMPACT
TASK
SELF
Hall Hord, p. 63
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Stages of Concern (SoC)

• 35-Item Questionnaire (Pages 140-143)
• Valid and reliable instrument
• SoC Quick Scoring Device
• Technical manual to assist in scoring and
  interpreting information
• Capability of developing concern profile over
  time
• 
  
• 
  Hall Hord, p. 69 Hall
  et al., 1979

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Stages of Concern

• What are your thoughts/questions/ideas about the
  Stages of Concern tool?

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Levels of Use (LoU)

• Additional C-Bam tool to identify if person is a
  user or nonuser
• Three non-use levels
• Five use levels

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Hall Hord, p. 82
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Intensive Interventions
Tier 3
Individual Interventions (TAT)
Tier 2
Communication
Universal Interventions
Tier 1
Classroom Instruction (TIA/UBD/Research-based
Practices) 85 of Students
Pyramid of Interventions
Response to Intervention
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• Facilitation of TIA
• Facilitation is the art of leading people through
  processes toward agreed-upon objectives in a
  manner that encourages participation, ownership
  and creativity from all involved.
• Table discussion
• What knowledge, skills, resources,
• support and tools will be needed?
• Timer 3 minutes
• Spinner report out

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• Facilitation of TIA
• Facilitation seeks to create the conditions
• that bring out the best in people.
• Table discussion
• What conditions must be created?

Timer 3 minutes Spinner report out
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Types of Professional Development and Classroom
Implementation Synthesis of Student Achievement
Through Staff Development (Pages 71 113) Bruce
Joyce and Beverly Showers ASCD 2002
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• Facilitation of TIA
• Table Discussion
• What is the role of the TIA Facilitator?
• Table Carousel

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• Implementation of TIA Documents
• Whats the plan?
• Review Implementation Plan Page 118
• What in this plan would work for your schools?
• What would need to be changed?

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• Implementation of TIA
• and Lesson Design
• Whats the plan?
• REVISE DISTRICT PLAN
• Evaluation Plan Page 127

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• Implementation of TIA
• School / District Plan
• Develop an initial plan for the
• implementation of TIA in your school/district.
• (Use white At-a-Glance Implementation Planner
• in back pocket of Facilitator Manual.)

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• Next Steps
• Complete implementation plan
• Feedback from Building Leadership Team
• ?
• Support and Resources for Facilitators
• Follow-up dates
• -prior to back to school?
• -Monthly?
• Materials online and CD/DVD
• Ongoing communication (Google Group)
• Revision Process How to get everyone involved

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Revision Process

• Not ALL Teachers involved in the development
  process
• Year One A gift to all teachers
• Buy In from all participation by using the
  Revision Process
• District must commit to year long professional
  development to TIA

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Get Everyone Involved

• The TIA Revision Process
• Grade level/Subject teachers come to consensus on
  revision and submit one list of request per
  school. (one submission per grade/content per
  campus) provide suggested changes to district
  committee.
• District Committee determines the necessary
  revisions.
• The District Committee submits suggested
  revisions to the Co-op Revision Panel.
• Contents specialists will review submissions and
  determine final revisions for upcoming year.
• Revisions made to the document.

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• Diamond Reflection
• Please complete Diamond Reflection and leave on
  registration table.
• Thank you!