East+Brooklyn+Community+High+School




 *  Our Model **
 *  8:45-10:38- Double Period **
 * **25 students organized by their advisory groups **
 * **Teachers will adapt Compass On-Line classes by selecting the segments that align to the outcomes covered in their classes and then adding their own critical thinking assessments -"challenges". **
 * **Students will be doing different on-line courses in the same room (Math, ELA, Social Studies, Science). **
 * **There will be 1 teacher assigned to facilitate the room and another 3-4 teacher who will pull kids out to help them with their "challenges." Students will be pulled out into groups according to the "challenges." **
 * **Students will only be able to take certain credits during this period, the priority should go to courses that are not part of students Regents Sequence. **

How students ask for help? What to do when you are stuck? What kinds of routine work in an on-line class? How can we prepare students or more independent work and self pace/management.
 * Group 1 Essential Question-How is facilitating an online class different then facilitating a traditional class? **


 * Role of Teacher **
 * 1) Assisting students logging into courses
 * 2) post information about how to log in with pictures
 * 3) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">uniformity of passwords and usernames
 * 4) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">repository of student information.
 * 5) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Problem Solving Strategies
 * 6) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Posters with steps
 * 7) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">establish protocol for asking questions/ contacting subject area teaching
 * 8) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">review task/EQ/ Aim
 * 9) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">rewatch/reread/review assigned reading/video/notes
 * 10) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Brainstorm Questions in Writing (possible pull out mini)
 * 11) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">ask facilitator
 * 12) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Email question to content area instructor
 * 13) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">NEED TEMPLATE FOR EMAILS
 * 14) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Mantra: Rebuttals : the goal is to become more self sufficient
 * 15) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Technological
 * 16) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Information literacy(Search Engines, Reliability, Etc.)
 * 17) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Posters with Mac shortcuts/ troubleshooting page
 * 18) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Familiarity with course-ware navigation, discussion board posting, etc.
 * 19) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Locking up computers/ ensure computers are plugged in
 * 20) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">log technical issues
 * 21) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Classroom Management
 * 22) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">food policy
 * 23) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">assign laptops to students
 * 24) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Bathroom
 * 25) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Schedule pull out sessions Reminders
 * 26) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Tracking Class progress/
 * 27) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Self Evaluation Form
 * 28) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Wall Calender
 * 29) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">teacher Observations of behavior

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Group 2 Essential Question- How are we assessing student work in an on-line class and using it to provide feedback and help student make progress?** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> How do we make sure kids are really learning?


 * 1) Our challenges need to have multi-steps/scaffolding- Anticipate the difficulties that students will face and plan steps that walk them through those difficulties
 * 2) Focus on Challenges and Pull Out
 * 3) Build in some intrinsic motivation into classes. At least one assessment be multimedia where students create content for our on-line courses so the students products will have a real audience.
 * 4) Students could create content that is used the following trimester.
 * 5) Departments grade work together and norm standards

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> How does outcome based grading work for the on-line periods?


 * 1) Use same outcome grading based system as traditional classes but they will have less pieces and evidence and need to make more revisions until they meet standards
 * 2) Make it clear which outcomes are connected to which assignments
 * 3) Have some outcomes related to problem solving/being an independent learner (email teacher for help, are they tracking their own progress on Powerschools)
 * 4) Have outcomes related to meta-cognition that they have evidence for in daily exit tickets, dicussion board, and pull out.
 * 5) Have outcome related to critical feedback- Each class have at least one challenge that and revisions involve peer editing (discussion board)

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> How do we build the process of revision into our assessments and feedback? How do we make our classes more like ELA classes?

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> What tools or system can we use to track feedback/student progress/revisions/etc?


 * 1) Use powerschools comment box to track specefic feedback
 * 2) Is there at chat feature or comment board on Compass, VLE?
 * 3) Create draft assignments in powerschools

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **Our Proposed Concrete Plan** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 1-Two common outcomes; <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Metacognition, Reflection-problem solving technical and content issues, reaching out to teachers and peers through email and chat ,self assessment, exit slips documenting progress, goal setting, accessing power schools to monitor progress Critical Feedback-peer editing, revision and participation in pull out sessions <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Pull out teachers and dept. will assess progress on these outcomes with shared input from facilitating teacher.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">2-Of the three challenges at least one, maybe the final, will have a multimedia component to be shared with students and other schools. Work might be used as content for future course instruction

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 3-In powerschools, an ongoing series of comments from facilitator and pullout teacher regarding students’ progress, to which students have access.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 4- Challenges will have multi-steps / scaffolding; anticipate the difficulties that students will face and plan mini-lessons / pullout sessions that walk them through those difficulties. After initial proposed sessions the pull out sessions can be created based on student need from ongoing 6th period assessment.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 5. Department grading will be grouped-teachers will follow a set students throughout the course.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **Questions to Answer Before September**

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 1. How does the facilitator record the in-class outcomes and challenge teachers record the other outcomes? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 3. How do we use the new features in powerschools? (Specifically; sharing of assessment feedback, using multiple drafts to evidence revisions) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 4. What will challenges and pull out lessons be? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 5. How often should students complete exit slips?

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **Next Steps:**

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 1. Lock down exact number and wording of universal outcomes. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 2. Align Challenges with outcomes. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 3. Once disciplinary Challenges have been established, determine benchmarks to track progress. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 4. Develop exit slip form to be used for focus groups.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **Group 3 Essential Question- How can we organize pull out instruction to best meet the learning needs of all our students?** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">How should students be referred to pullout? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> How do we work with students who may be at very different places in their courses? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> How can pullout teachers address skills that the students need to develop? <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> How much of pullout is skill remediation and how much is helping students work on their challenges. How do we ensure the challenges are still done independently enough to be assessed for mastery of a skill?

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **Focus Group Plan**

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 1.) Every student must be scheduled for Focus Group at least once a week.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 2.) Every department should have online log of students and track when they are pulled. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Departments will decide at the end of the day. 6 students for Focus Group and 2-4 alternates. (first come first serve, we should have a google spreadsheet with all students and we can “sign” <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> that student out)

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 3.) Students can make up Focus Group on Tuesdays and Thursdays in small group instruction.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 4.) Students who need more help should be pulled more often: if absent for a week and if behind in work.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 5.) Every classroom will have place on board where we post who has focus group that day.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 6.) After pullout teachers must type into online google log what they did, what the students can focus on next, and comments that the classroom facilitator and ACs can access.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 7.) Students evaluate focus group via Google Forms. (exit ticket)

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 8.) We should call pullout Focus Groups to eliminate any association with SPED.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 9.) To ensure students participate in and utilize Focus Group, we should either have a requirement around it built into our outcomes or into passing the challenge. For example, in order to submit a challenge as completed, you must have met with a Focus Group teacher at least twice and documented revisions to submit to the Facilitator.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 10.) Students need to constantly share their work on a challenge with teachers even when its not done so that it can be evaluated during 6th period and used to group students. Build outcome checks into the challenges so that teachers are able to assess outcomes as students move through the challenges, instead of at the end...

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 11.) Focus Group teachers need to meet regularly as a group to discuss strategies for working with students (1 time a week in 6th period?)

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 12.) Focus Group is two 50 min. periods. 10 min. of notes

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 13.) Every student in Focus Group will have an aim. This may vary student by student and may potentially be developed by students.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **Focus Group: Next Steps**

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 1.) Once we get our class lists: <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> a.) Departments need to make Google Spreadsheet with students in each class that we’ll use to schedule Focus Group, with column for comments from Focus Group teacher. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 2.) During Focus Group, students must revise each Challenges at least twice, and submit proof of these revisions to meet the Challenge requirements. When teachers write outcomes for these courses they need to include this idea of a certain number of revisions.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 3.) Create Google form to be sent to students as Exit Ticket for Focus Group.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 4.) During PD we should have role plays in different groups and have each group come up with <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> their idea of what it would look like

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 5.) Come up with a plan/schpiel of how to introduce Focus Group to students

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 6.) Talk to students about the plan and get their feedback--> students could contribute to how it looks (Aug. PD).

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 7.) Create Focus Group norms.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **What we need to know/decide**

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 1.) What the courses look like and the challenges are so we can create a system where teachers will have continual access to the work students are doing?

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 2.) How to introduce to students/strategies for when they push back?

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> 3.) Aim? Do we have a skill based or challenge related aim? Do we have individual aims or group aims?