Meeting 9.24.12

September 24, 2012

In attendance:  Pam Benton, Esther Gonzalez-Wright, Linda Santiago, Marlene Ricalde, Jane Cato

Book chat highlights chapters 7, 8 & 9

1. Many of our questions were answered in these chapters.  It is reassuring to know that most of the discussions, potential problems and solutions that we came up with are so similar to the suggestions of the authors of the book.  
2. We had a good discussion of the difference between simple flipping and the flipped mastery model.  The basic difference is that in a simple flip, content is delivered in an alternative way outside of class (through videos, for example or inquiry) and then the entire class proceeds at the same rate with the teacher as a facilitator.  In the flipped mastery model, the content is still delivered in an alternate way outside of class, but every student may proceed at his or her own pace and teachers group the students according to their needs in order to deliver “just in time” instruction, re-instruction and remediation.  This model works very well for those who are PEAK trained and use the parallel assessments and the fact that we have already developed parallel assessments will make further use of this process in the future much easier for us than it was for the book’s authors. 
3. Many of the subjects that had come up naturally in our discussions of previous chapters were addressed in these chapters.  First, the issue of test integrity.  We have already discussed this issue and in our 1 unit flip, we’ll use the parallel assessments to ensure test integrity.  For those who will do the Flipped Mastery Model, we may password protect the tests so that teachers must put in the passwords in order for the students to take them.  Second, the issue of some students who don’t engage or who choose not to watch the videos at home.  We discussed alternatives for in class viewing for those students.  Each school has its’ own unique set of procedures and ways this might be addressed. 
4. We liked the challenge at the end of the book that encourages us to go forth and change the face of education. 

Other discussion

1. The district is requiring some extensive paperwork that Pam is filling out for the group.  She hopes to complete the packet this week and have it ready for submission.  She’ll share it with Jan when she’s done.  As soon as Jan’s edits have been made, she’ll sign it as our sponsor and we’ll send it in.  Although the county has some strict guidelines about project submission, etc., we hope to be able to start our Flips in early December or even a little earlier if possible.  All units should be completed before the end of February. 
2. One of the concerns of the district is the student data and how it will be handled, reported, protected and destroyed.  Because we don’t anticipate sharing individual student data, this should not be a major concern of the district.  Each teacher will compare her flipped class data with another class that isn’t flipped—whether it be her own class, another class at the same school or at another school.  Teachers should not need to share any individual student data.  We may use quotes from students in our presentation or paper, but they will not be identified with names or schools.  In fact, Pam is asking that teachers not even report names and schools to her when they provide work samples and quotes.  They’ll be identified by grade level and level of study only.  For example:  “Student A, a 7th grader in Spanish 1 says, …” You’ll note that the Cornell Notes samples provided by Marlene were scanned so that student identifying information was simply not scanned.  Although we were unconsciously doing this already, we’ll continue consciously competent in the protection of our students’ personal information. 
3. Pam asked for the level and period that each teacher plans to flip for inclusion in the packet.  Although Pam will participate in all the groups, she may or may not have the opportunity to participate in the flips depending on what students are assigned to her and when.  She hopes to be able to visit each Flipped classroom at least once to gather her own impressions and observations.  As of now the plans are to flip the following:
1. Level 2 either unit 7 or 8 (Marlene & Esther & Pam)
2. Level 3 unit 3  (Linda & Jane & Pam)
3. Level 1 unit 3 (Laura & Linda & Pam)
4. One of the items requested in the paperwork is any surveys that will be conducted.  Pam will complete a tech survey this week and distribute to the group for feedback so that we can go ahead and administer it and choose which classes lend themselves most readily to participation in the project.  This tech survey will be included in the packet Pam sends to the district. 
5. The letters to the principal and to parents must follow a strict template from the district, so the letters Pam wrote before will be discarded and new letters following the district template will be written by Pam.  Pam asked teachers to provide her with some info about the schools. 
6. Pam will devise a survey given to the teachers participating in the study to report (without individual student info) about the demographics of the students participating in the study.  This survey will also be attached to the paperwork. 

Next Monday the focus of our meeting will be gathering in our level groups and working with the Curriculum Guides and Standards to: 

1.  Articulate the Learning Objectives for the unit that will be flipped.  We want to look carefully at the primary goals of each unit as well as the sprinkles, splashes and drips so that all are captured in what we are providing for the students.
2. Decide on the summative assessments that will be used to demonstrate mastery of each objective.  We discussed choice boards as a possible assessment tool.  Pam & Linda will each share some differentiation info and we may ask Robbye Griet to share how she uses Choice Boards in her classes. 
3. Decide on Formative assessments that will be used and how.
4. Decide what resources will be provided for students to use in order to master the objectives.  Begin to gather those resources.
5. Write a very detailed week-long lesson plan.  Include specific questions to ask the students to check for learning and mastery.  Remember to include checking the Cornell notes from student video watching, provide for flexible grouping, etc. Think through any problems, issues, difficulties that may be encountered.  Modify the plan.    
6. Begin to build the “packet” that will be provided to students (and parents) for this unit. 

That’s a lot and won’t be accomplished in one session, of course.  We’ll also need to discuss how we proceed as a group from here.  It may be that each subgroup will choose to meet together a couple of times before we come back as a whole group again.  We’ll discuss this at the next meeting.