Do the Hustle

 

The Hustle is an American dance which originated in the 1970's.  It is traditionally danced to club hits from the 1970s through current times.  The dance is designed to be highly dynamic, flashy, and powerful.  Although it's movement history is rooted in in 6 count basic, the final form of the dance is a 3 count basic with some extended patterns and syncopations.  I remember dancing to this throughout the 70's and 80's.  I also see it in many dance programs at basketball and football games.  Writing the blog this week I was inspired by the word hustle and how much we all do each day.  I also thought of the hustle we do to accelerate achievement before the next MAP testing window.  

Hustle in terms of our school improvement plan is going to be centered for the next several months on Differentiation and Feedback.  I wanted to kick off this cycle of professional development with a description of what it is, when it takes place and how we are going to do it.  When we get it going you will notice the difference in achievement.  Without 80% of you differentiating with fidelity we will continue to see flat achievement.  Fidelity will be measure through feedback from one another and from me.   

So...Let's get it started!

What is Differentiation?

Differentiation means tailoring instruction to meet individual needs.  Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes it successful.

When do we Differentiate?

We use the instructional model found in the gradual release of responsibility or GRR.  

 Show me, Help me, Let me

It is critical that you release students at a level of assurance that 80% can work on the instructional target using success criteria independently or in small groups.  By the end of the workshop 80% (or more) of the kids should be able to do the target independently.  Differentiation can happen within every aspect of the workshop but most specifically in guided instruction.  This means that the kids must be released within 15 minutes so you are available to provide the required instruction to those who need it.   We also differentiate through product (student work) and environment.  

How do we Differentiate?

Guided Instruction is not guided practice.  It's an instructional plan with "teaching" and monitoring at the center.  This can be in the form of a small group or in conferring structures.  The frequency and duration of the group is based on student need.   We will be working together to get the how done!  In PD Julie and 
Bri will be sharing how to maximize differentiation using our structures. 

So is the Hustle working?

You will know if it's working when you start to see the needle of achievement move.  You will also know through the feedback structures I use each week.  You have been experiencing these for the past quarter.  

Element's I and II 2-3 times a week (Formative)

You can plan on getting formative feedback from this model at least twice each week.  You receive this blog as a form of collective feedback.  When you read it and then act upon what it says it creates the conditions for improvement.  In addition, you get feedback each week during your PLC.  Feedback given during this time is meant to support your chosen common challenge and designed to create action around implementation.  Every three weeks (at minimum) you will get face to face feedback based on a focused walkthrough that is based on your PLC work or individual need.   Again the purpose of this type of feedback is to positively influence your practice and increase student achievement.

Element III 3-4 times a year (Summative)

The feedback you receive here is quantitative and lets you know how the building is doing around our initiative.  For example, the study I did of your lesson plans and observations indicated that 100% of your are delivering a mini lesson/focus lesson.  About 80% of your are doing it consistently within 15 minutes.  100% of you have learning intentions/Success Criteria posted or clearly shared with about 85% fidelity of using them accurately and clearly.  Currently, I'm compiling  your answers from the PGS observations we just did and will share that data at PD on the 14th.  

Element IV 4-8 times a year (Summative)

The feedback you receive in this element is directly from our system of evaluation.  Your score is derived from collaborative conversations about your work.  It's a rubric that measures performance.  

Our environment is rich in feedback and requires all of us to work together to realize our goals and to create a community of learning.    

So are you ready? 

You are capable and intelligent!

Do the Hustle!