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Thinking and Problem Solving

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on 26 April 2016

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Transcript of Thinking and Problem Solving

Thinking and Problem Solving
School Plan


By May 2014, 4th, 5th, 6th, and 7th grade students will increase their average proficiency level as measured by the State Benchmark Test in Math and Literacy:

Math combined class scores currently 83.5% proficiency/advanced will increase their proficiency level by 2.9%, therefore we propose 86.4% proficiency to meet and exceed Annual Measurable Objectives (AMO) by year's end.

Literacy combined class scores currently 80.75% proficiency/advanced will increase their proficiency level by 2.4%, therefore we propose 83.15% proficiency to meet and exceed AMO by year's end.

All students currently at the proficient or advanced level will maintain that status and students in the bottom quartile will increase by the number of developmental points required for AMO.
Outcome
By the end of the Cluster meeting, teachers will be able to determine the types of Thinking and Problem Solving used in the development of cluster norms and recognize the need for continued training in the TAP instructional rubric.
Process
Results or "The Product"
Objective
Members will be able to determine the types of Thinking and Problem Solving used in the development of cluster norms by completing a place-mat consensus.
What are the "BIG TAKE AWAYS" you have from the article on adult learning?
Yearly Cluster Goal
By May 2013, all students will meet or exceed growth in mathematical/reading comprehension by being able to make sense of problems/text and persevere in solving them as measured by quarterly TLI module assessments aligned to the State Benchmark test, due to teachers demonstrating proficiency in implementing the TAP Instructional rubric, as well as, teaching strategies that focus on the Common Core practices.
Cluster Cycle 1 Goal
By the end of the cluster cycle, all teachers will effectively implement indicators from the TAP Rubrics and review teacher strategies that will support improving comprehension to meet student needs. Teachers will improve performance in one or more of the following areas of the rubric: LSP, PS, QU, TH, and GRP by one level over the cluster cycle as measured by building level TAP evaluations, CWT trend data, student work, and teacher reflection.
Making Connections and Moving into New Learning
Modeling of the Place-mat Consensus Activity
When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision?
Rubric Connections
Place-mat Consensus Activity
What are the characteristics that make an effective and productive cluster meeting?
Groups Share out the consensus to develop cluster norms.
Rubric and Common Core Alignment
Reflect and Wrap Up
Objective:
Members will be able to determine the types of Thinking and Problem Solving used in the development of cluster norms by completing a place-mat consensus.
Follow-up:
Apply in your classrooms by analyzing lesson plans to determine the types of TH/PS that will be implemented in this week’s lessons.
Conduct at least one activity and determine the types of TH/PS it induced and bring two H, two M, two L student samples back to share out in cluster next week.
Full transcript