Professional Development Agenda

Action Plan Goal (same as in action plan): By 2017, Kountze High School will achieve an Exemplary campus rating.
Action Plan Objective (same as in action plan): By 2014, 75% of all sub groups testing in grade 9 will meet or surpass the state standard for Math TAKS.
Topic of professional development: 5E Model of Instruction
Subtopics (if applicable): Designing rigorous, inquiry-based instruction to maximize student engagement and achievement in Mathematics.
Grade Level: 9-12	Facilitator: Janna Smith: Region 5 ESC Math Coordinator	Location: Kountze High School Library	Start Time: 8:00 a.m.	End-Time: 3:30 p.m.
Strategy/ Activity	Purpose	Description	Steps	Estimated Time
Welcome and introduction	To familiarize staff with the necessity, purpose, and goals of the staff development session.	In this section the facilitator will introduce herself and describe the agenda and goals of the day.	1. Short welcome by Kountze administrator 2. Facilitator and participant introductions and agenda for the day 3. Discuss goals of the 5E Model of Instruction Training: become familiar with the 5E Model of Instruction from the viewpoint of teacher and student, discover the power of the 5E Instructional Model, discover how differentiation and resources work with 5E, and plan a 50 minute lesson for the first unit.	8:00-8:20
Engage in the 5E:	To understand the “Engage” stage of the 5E Model of Instruction	The participants will watch a short video showing the nature of change and answer a series of discussion questions designed to get teachers thinking about the day’s training.	1. Watch youtube video, “Did You Know? 3.0.” 2. Ask the following questions: How has technology changed in the last 20 years? What change has taken place in communications? What is something you have now that you couldn’t live without? Was that object around 20 years ago? How has your job changed? 3. Read the following quote by Charles Darwin and ask the participants to discuss at the table what the quote means: “It is not the strongest that survive, nor the most intelligent, but the one most responsive to change.” 4. Facilitate a discussion regarding the need for change within the classroom.	8:20-8:40
Introduce 5E Model through Research	To understand the origin of and research behind the 5E Model	The facilitator will share a series of facts regarding the beginnings of the 5E learning cycle and discuss the power of the 5E Model.	1. Share the following facts with the participants: 5E Model is based from the SCIS Model of Instruction by researchers Atkins and Karplus in 1967, 5E was originally proposed by the Biological Science Curriculum Study (BSCS) in the late 1980’s, James Barufaldi introduced 5E to University of Texas education students, sometimes called the inquiry method. 2. Discuss the following powerful reasons for using 5E in the math class: effective teaching strategy in enhancing students understanding and achievement, helps students develop their own frames of thought, uses collaboration and cooperative groups to aid in student learning, places teacher in more of a facilitator role, puts the responsibility for learning on the shoulders of the students, facilitates learning more effectively for a broader range of students that traditional “lecture-first” strategies, promotes greater retention of subject matter than traditional strategies.	8:40-9:00
Explore the 5E Model of Instruction	To understand the “Explore” phase of the 5E Model of Instruction	The participants will play the role of students in a 5E classroom by “exploring” the 5 components of the 5E Model and what that looks like in instruction.	1. Break session participants into 10 small groups, divided 5 groups on each side of the room. 2. Each group will get a file folder with information and research about one of the 5E’s on the left. One group will have Engage, one will have Explore, etc. The right side of the folder will have several pieces of scratch paper stapled in. 3. Each group will read the folder information as a group and respond by writing reflections, activities for the phase, etc. 4. After 10 minutes, the group will pass their folder to another group and receive a new folder. Group members will respond the same as the previous step. Groups are not allowed to write “ditto,” but can say, “We agree because…” The group will repeat the process until it has seen each stage of the 5E Model. 5. Each group keeps the last folder they were passed.	9:00-10:00
Break	Break	Break	Break	10:00-10:15
Explain the 5E Model of Instruction	To understand the “Explain” phase of the 5E Model of Instruction	The participants will play the role of students in a 5E classroom by “explaining” the 5 components of the 5E Model and what that looks like in instruction.	1. Each group should still have the last folder from the “Explore” phase of the activity. Two groups will have Engage, two will have Explore, etc. 2. Each group will find the other group that has the same component and form one large group. 3. Each large group will decide the purpose of the “E,” activities that can be used, and why it is important. 4. Each group will create and present a presentation to teach the whole room about the “E” they are working on. 5. Facilitator will fill in any gaps made throughout the presentations.	10:15-11:15
Lunch	Lunch	Lunch	Lunch	11:15-12:45
Elaborate on the 5E Model of Instruction	To understand the “Elaborate” phase of the 5E Model of Instruction	Participants will come together in subject area groups to create a 5E lesson for their first unit of instruction.	1. Sit in subject area groups, i.e. math with other math teachers. 2. Participants will individually create a 5E lesson for their first unit of instruction. 3. When complete, content area groups will share their lesson ideas with each other. 4. Each group will pick one lesson out of the group to share with the whole room.	12:45-2:45
Evaluate Understanding of the 5E Model of Instruction.	To understand the “Evaluate” phase of the 5E Model of Instruction	Participants will complete a foldable to assess their learning of information provided during the 5E Model training.	1. Ask participants to each get three different color pieces of construction paper (found on the tables). 2. Participants will complete the “Layered Look Book Foldable” using directions located in the middle of the tables. 3. Stack three sheets of paper (8 ½” x 11”) together, placing each consecutive sheet around ¾ of an inch higher than the sheet in front of it. Bring the bottom of both sheets upwards and align the edges so that all of the layers or tabs are the same distance apart. When all of the tabs are equal distance apart, fold the papers and crease well. Open the papers and glue them together along the valley/center fold. 4. On the title page, label “5E Model of Instruction.” Each of the five pages that follow will be labeled with the 5E’s of the 5E Model. On each of the pages, participants will provide specific information learned throughout the day’s session. This can be used as a reference tool throughout the year.	2:45-3:15
Putting It All Together	To examine importance of having all stages of the 5E Model in place	Facilitator will share specific data gathered regarding student achievement while using the 5E Model.	1. Share the following information with session participants: Overall achievement is 15% higher with 5E Model Minority achievement is 16% higher with 5E Model Research from BSCS 5E Instruction, 2006 2. Provide time for questions and comments. 3. Closing statements.	3:15-3:30

Campus Action Plan: EDLD 5333

S.M.A.R.T. Goal (long range,3-5 years): By 2017, Kountze High School will achieve an Exemplary campus rating.
S.M.A.R.T. Objective (What we can accomplish in one school year): By 2014, 75% of all sub groups testing in grade 9 will meet or surpass the state standard for Math TAKS.
Target Population(s):
Activity/ Strategy (Include 3)	Person(s) Responsible	Timeline	Resources/Estimated Cost	Formative Evaluation
1. Provide professional development about and implement Professional Learning Communities throughout the high school, each group consisting of at least one administrator or curriculum leader and teachers of the same subject area.	Mike Sims—District Curriculum Director Kountze administrators and curriculum leaders Janna Smith—Region 5 Secondary Math Coordinator	August 2013-May 2014 Initial training will occur during staff development week (August 19-23), with continuing training and/or collaboration during monthly PLC meetings.	Half-day training (print and materials included) from Region 5 Secondary Math Coordinator— $500.00 Building a Professional Learning Community at Work: A Guide to the First Year by Richard and Rebecca DuFour—one per each PLC facilitator/administrator $29.95 x 4 = $119.80 Free team tools and reproducibles available at go.solution-tree.com/PLCbooks   Total: $619.80	Minutes from weekly PLC meetings and submission of data analysis tools reflect high levels of collaboration in the area of math instruction, curriculum and assessment.
2. Provide professional development about and implement various formative assessment methods within the math classroom.	Mike Sims—District Curriculum Director Math Department Chair—Dianne Guillory Janna Smith—Region 5 Secondary Math Coordinator	August 2013-May 2014 Initial training will occur during staff development week (August 19-23), with continuing training and/or collaboration during monthly PLC meetings.	Half-day training (print and materials included) from Region 5 Secondary Math Coordinator— $500.00	Lesson plans, formal PDAS evaluations, informal walk-through visits, and minutes from PLC meetings will reveal increased knowledge and application of formative assessment within the mathematics classroom.
3. Provide professional development about and implement the 5E Model of Instruction within the mathematics classroom.	Mike Sims—District Curriculum Director Math Department Chair—Dianne Guillory Janna Smith—Region 5 Secondary Math Coordinator	August 2013-May 2014 Initial training will occur during staff development week (August 19-23), with continuing training and/or collaboration during monthly PLC meetings.	Full-day training (print and materials included) from Region 5 Secondary Math Coordinator— $750.00	Lesson plans, formal PDAS evaluations, informal walk-through visits, and minutes from PLC meetings will reveal a higher level of rigorous, inquiry-based instruction in the application of the 5E Model of Instruction within the mathematics classroom.
4. Provide a math teacher for tutoring services during after-school support program 4 days a week, Monday-Thursday.	All teachers in KHS Math Department will rotate weeks.	August 2013-May 2014	One highly-qualified math instructor--$75/Week for 36 Weeks $2,700	Improved six weeks grades and benchmark scores for students in all subgroups per disaggregated data reports.
5. Conduct a book study with the math department on Steven Leinward’s book Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement. Implement the 10 High Leverage Mathematics Instruction Practices discussed in the book.	Math Department Chair—Dianne Guillory KHS Math Teachers	August 2013-May 2014 The book study will be completed by the end of October; however, teachers will implement two of the 10 High Leverage Mathematics Instruction Practices between each PLC meeting.	Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement by Steven Leinward for each PLC member. $31.20 x 6 = $187.20	Lesson plans, formal PDAS evaluations, informal walk-through visits, and minutes from PLC meetings will reveal knowledge and application of the 10 High Leverage Mathematics Instruction Practices within the mathematics classroom.