INV 2 Investment Reflecting Adjusting Looking Ahead Do

INV 2: Investment – Reflecting, Adjusting, Looking Ahead Do Now: Complete Investor Quiz at tables

INV 2: Session Objectives Corps members will renew and deepen their commitment to Investing Students! Corps members will… • Be motivated and equipped to learn how invested their students are. • Celebrate Investment successes (and their contributing teacher actions), and identify areas on which to focus and improve. • Adjust and generate strategies to: a) improve student Investment levels in order to ensure that each individual summer school student is invested. b) prepare for investing students in the region. 2

• I can + I want = INVESTMENT 3

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INV 2: Session Agenda Area of Focus Opening: Kudos to You! Investment Data: Celebrating Successes Investment Data: Responding to Challenges Investment Case Study: Adjusting Strategies to Address Gaps Closing: Next Steps & Inspiration 6

REFLECT • Write down the names of 2 students you teach. 1 - You feel good about 1 - You find particularly challenging Handout 2 pg. 188 7

Repeat Key Point from INV 1: Highly Invested Students Highly invested students are inspired, motivated, self-monitoring, and ‘on a mission. ’ They own the Big Goal, work with urgency and focus, and the high expectations they have developed for themselves come to transcend any specific class or school year. Reflection Questions 1. Do you know if your students are developing this level of investment? 2. How are students feeling about your class? 3. How are they feeling about themselves, their abilities, and about the future? 8

Key Point #1: Being Data-Driven Be ‘data-driven’ when it comes to Student Investment, too: • Keep a pulse on Investment levels through watching and listening to students, talking with their influencers, and occasionally asking them direct questions about how invested they are. • Adjust your actions to strategically respond to this data. Handout 1 pg. 597 -: Classroom Culture Inventory (Investment Section) Fill out twice: • Star answers for a student you think is doing well all-around • Circle answers for student who does not seem to be thriving 9

Key Point #2: Teacher Actions Your teacher actions directly impact Student Investment levels. • Celebrate the successes! Maintain (and expand) strategies that are working well. • Own the gaps! It is your responsibility to figure out what will ‘light the fire’ of each disinvested student. • YOU are the instructional LEADER in your classroom! Partner Discussion (based on Investment Inventory) • What would you like to celebrate? (Be very specific about the teacher actions that led to this success!) • What do you still need to work on? 10

INV 2: Session Agenda Area of Focus Opening: Kudos to You! Investment Data: Celebrating Successes Investment Data: Responding to Challenges Investment Case Study: Adjusting Strategies to Address Gaps Closing: Next Steps & Inspiration 11

Key Point #2: Two Stories – Terrance and Joseph • Celebrate the successes! Maintain (or expand) strategies that are working well. • Own the gaps! It is your responsibility to figure out what will ‘light the fire’ of each disinvested student. 12

Key Point #3: High-Stakes Work Student Investment is high-stakes work. It is often hard, but almost always worth it. When faced with Investment challenges, pause to consider the price (in terms of a student’s future) of not effectively investing him or her. 13

Working on Investment: Teacher Reflections First: Use Handout 2 pg. 603 to record your response to the questions below while watching the video Then: Read the story of Cortez and answer the same questions on Handout 2 pg. 603 1. What kind of pulse does it seem like these teachers had on their students’ Investment levels? 2. Do these teachers seem to you like they ‘owned the gaps’ when it came to Student Investment? Do you think they felt responsible for figuring out what would ‘light the fire’ for each and every student? 3. What additional thoughts to you have about the price (in terms of a students’ future) of not effectively investing him or her? 4. What did these teachers do to figure out how to really tap into students’ motivation and desire? 14

INV 2: Session Agenda Area of Focus Opening: Kudos to You! Investment Data: Celebrating Successes Investment Data: Responding to Challenges Investment Case Study: Adjusting Strategies to Address Gaps Closing: Next Steps & Inspiration 15

Key Point #4: Available Resources You are not alone in your challenges to deeply invest every student. To help you figure out how to do this, consult: • Students themselves (and their families and other influencers). This is often the key to learning what makes a student ‘tick. ’ • Colleagues and the strategies and resources they’ve developed (being careful to adopt only approaches you can authentically implement). • The Teaching As Leadership framework, for guidance on the essential Investment actions and criteria they should meet. 16

Name Student 1: G Student 2: S Why in Summer School? class. course and the assessment. Case Study: Reflecting & Adjusting Barely missed passing the Presumably failed the Confident, constantly participating. Will mock me in a joking way when What do I know about this I’m giving instructions child’s sense of “I Can”? during activities, constantly smiling but on task. Wants to achieve. Wants What do I know about this to get 100% on each students sense of “I assessment. Want”? Does this student know that I believe in them? Not confident in self, very shy and doesn’t want to participate. Cody’s Investment Reflection Use this information to fill out Handout 4 in small groups. You have 5 minutes. Not a lot of desire to achieve seems to want to do the bare minimum. Not inspired. Yes. It is clear the way she I’ve told her multiple times participates that she trusts I know she is smart and Be prepared to me and believes that I can do this but is still share your know she can do it. reluctant to trust me. top strategy Diagnostic Score 32. 1 20. 5 Results on end-of-Wk-2 Exit Ticket 100% 50% 17

Student 1: Quinterria Student 2: Taylor Case Study: Reflecting & Adjusting Name To pass the 9 th grade. What do I know about this child’s sense of “I Can”? She works diligently on her exit ticket most does and sets a personal goal for herself to get a 100 on the postassessment. Minimal- he gives very short answers to questions in class and rarely attempts to answer the essay questions on his exit tickets. What do I know about this students sense of “I Want”? She wants to learn more and is attentive in class. She has articulated desire to go to college and knows it takes hard work. He is constantly disruptive in class, distracting other students and losing focus easily. He slouches often in his seat and doesn’t do the work. Yes, we have discussed her growth goal for the summer and I articulated my confidence in her ability to achieve those goals through hard work. 46 Yes, I have had individual conferences with him about my belief in his ability to succeed. 1 0 Why in Summer School? Does this student know that I believe in them? Diagnostic Score Results on end-of-Wk-2 Exit Ticket 13 Ben’s Investment Reflection Use this information to fill out Handout 4 in small groups. You have 5 minutes. Be prepared to share your top strategy 18

Case Study: Reflecting & Adjusting Each group will share out their top strategy recommendations. 2 minutes Be sure to record strategies that you might want to use on your Handout of Investment Power! 19

Case Study: Reflecting & Adjusting Use the next 7 minutes to reflect individually on your own 2 students (that you reflected on earlier using the Investment Inventories) using the Handout of Investment Power. Be sure to use strategies from today, from any of the videos or from your investor profile! 20

Immediate Next Steps: Reflecting & Adjusting As a collaborative: • Evaluate what in your Investment Plan is working well for investing students. • Determine where there are Investment gaps – both for the whole-class and for individual students. • Generate and prioritize needed adjustments and additions to your Investment Plan. • Revise your Collaborative Investment Calendar (with changes highlighted) for the rest of Week 3 and for Weeks 4&5. (Submit by 8 am Wednesday. ) As individuals: • Plan how and when you will implement these decisions in a way that is authentic to you and that leverages your natural strengths. (Submit revised Individual Investment Calendar by 8 am Wednesday. ) 21

INV 2: Session Agenda Area of Focus Opening: Kudos to You! Investment Data: Celebrating Successes Investment Data: Responding to Challenges Investment Case Study: Adjusting Strategies to Address Gaps Closing: Next Steps & Inspiration 22

Key Point #1: Being Data-Driven B e ‘data-driven’ when it comes to Student Investment, too: • Keep a pulse on Investment levels through watching and listening to students, talking with their influencers, and occasionally asking them direct questions about how invested they are. • Adjust your actions to strategically respond to this data. 23

Next Steps for Next Week: Collecting Data From Students Wed/Thurs. of Week Four • Administer Classroom Culture Inventory to students. Each teacher must administer their own inventory • Give students 7 minutes to complete – make this the DO NOW – or whatever else fits in Thursday of Week Four • CMA-supported Work-Time to analyze and reflect on the results of your Classroom Culture Inventory. Friday of Week Four • Make sure your adjusted Investment Calendar is in your observation binder 24

Closing: Why Investment is Important Handout 5 pg. 6 0 8 Angela’s Speech • When you see students tomorrow how will this session make you a stronger teacher? 25

Closing: The Bottom Line Student Investment is high-stakes work. Never, ever give up on it! 26