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Instances of output and interaction were during the small group debrief, the small group synthesizing of information, and  the large group presentation
Using a protocol assured there were more interactions because there was a clearly articulated task, roles, and a target goal

Unstructured conversation could have been an open forum without a target goal for outcome of task

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The output was assured by the responses of the group, the structure of the groups and the fact that everyone contributes to the activity. The interactions can be modified to the situation (more discussion/less discussion), based on the comfort and knowledge of the topic.

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The outputs would be the post-its and prompts.  The protocol provided structure to the activity, which ensured less unstructured conversations and more time on task.. 

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The outputs would be the post-its and prompts.  The protocol provided structure to the activity, which ensured less unstructured conversations and more time on task.. 

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Have conversations with teachers about where these items exist within a daily lesson and/or unit

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The six strategies support students in acquiring the skills to be both college and career ready. The 6 skills are supportive regardless of the student's track

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These conversation can take place in TBT meetings, as well as, OTES conferences.

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These conversation can take place in TBT meetings, as well as, OTES conferences.

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Introducing the matrix to teachers also provides an opportunity to perform an inventory assessment of institutional offerings and programming, as well as, provide direction and purpose.

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The six strategies are universally applicable across any post-secondary pathway.

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The six strategies are universally applicable across any post-secondary pathway.

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Working with teachers to develop lesson plans that are standards based but strategy driven. Our teachers are struggling with incorporating strategies that allow them to teach the content without losing time. I want to continue working with them to develop ways to cover the same amount of content, but incorporating strategies to cover that content even deeper.

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Utilizing the rubric to help teachers focus on the actions of the students, utilizing the released test items to help teachers develop lessons that guide students through the process of answering questions, both with familiar and unfamiliar information, strategy matching activity

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Make sure everyone understands what the mission and goals of the building/district are.
Help teachers during TBTs connect strategies with their content.

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Sharing with teachers observations of when they are using the CIF strategies, but may not recognize the strategy and may not be using the term with the class.

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Sharing with teachers observations of when they are using the CIF strategies, but may not recognize the strategy and may not be using the term with the class.

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WHS First building relationships and trust. By encouraging universal best practices and supporting teachers when I see them. By encouraging collaboration in our TBT and other PD's. v

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Talk about how to use CIF strategies to implement lessons to teach different content and concepts within units. Great pre- and post-conference conversations.