Your Facilitators for Today

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• Carole Mullins Regional Network Content Specialist, English/LA

• Mary McCloud KVEC Literacy Consultant

• Linda Holbrook KDE Literacy Consultant

• Jennifer Carroll Instructional Supervisor, Wolfe County Schools

Agenda• Today’s Learning Targets• Plan-Do-Review Reflection• CHETL: Instructional Rigor and Student Engagement

• Publishers’ Criteria• Instructional Ladder/Plan• Grade Level Groups:

Instructional Planning Formative Assessment Resources

• Descriptive Feedback• Making Connections: Standards-CHETL-Assessment-Leadership

• Leadership: Personal Goal Setting• Extended Learning and Closing

ELA NETWORK

TODAY

Today’s Learning Targets• I can develop a working knowledge of the publishers’

criteria to understand the implications for teaching and learning.

• I can make connections between the CCR embedded in my teaching task 2 and my grade level deconstructed standards.

• I can create and/or revise my instructional plan to ensure congruency to my teaching task and grade level deconstructed standards.

• I can identify and practice the five characteristics of effective feedback.

• I can set personal goals and make an action plan to advance the vision of 21st century learning.

Characteristics of Highly Effective Teaching and Learning

This document represents effective instructional practices that should be used

in every teacher’s classroom and are also one of the foundational documents for the Teacher Effectiveness Framework (new

evaluation system).

Critical Points to Discuss• Do your teachers know what these look

like in action and how to implement them into their classroom?

• Does your principal (evaluator) know what they look like?

Examining Instructional Rigor and Student Engagement for a Deeper Understanding

1. Everyone should have the IR/SE CHETL handout.2. Person in the group with the birthday closest to today will draw the

first card.(Cards indicate the characteristic that will be examined). 3. Choose any person in your group, and assign them the characteristic

to elaborate on for the group.4. The person chosen should explain what this characteristic looks

and sounds like in action. If they are unsure, they can ask for help from the group.

5. When the person has clarified the characteristic, the group must either give a thumbs up or down depending on if they agree or not, or ask further clarifying questions if they are unsure.

6. The next person, going clockwise, will draw a card and repeat the process choosing a different person to respond until time is called.

Reflection of CHETL Activity• Why is it important for teachers and

administrators to be having these kinds of discussions together?

• What kinds of conversations did your group have around these characteristics?

• How can we ensure that all teachers and administrators in your district understand the CHETL document in action?

**For subject specific characteristics, visit the KDE website.**

Publishers’ CriteriaPurpose of the document:

• Provide publishers and curriculum developers guidance with creating materials that align with the Common Core State Standards

• The document articulates criteria for ELA materials as well as materials for history/social studies, science, and technical areas and offers suggested criteria for teachers and administrators selecting materials.

• The criteria have implications for teaching and learning.

Publishers’ Criteria ActivityStep 1:

• K-2 – Read pages 1-7• 3-12 – Read pages 1-11

Step 2:• “WRITE-AROUND”

After identifying points of instructional implications, record your thoughts and/or

comments on the paper covering your table.

Step 3:• Walk around your table and read your

colleague’s comments. • Respond to comments when appropriate.

Step 4:• Return to seat and read/discuss colleagues

responses.• As a group, identify 2-3 implications per

category that impact classroom instruction .

Publishers’ CriteriaK-2 Categories

• Reading Foundations• Text Selection• Questions and Tasks

3-12 Categories• Text Selection• Questions and Tasks• Academic Vocabulary• Sources and

Research• Additional Key

Criteria

Plan-Do-Review Take a moment and add notes to your P-D-R

BREAK!

10:50 – 11:00 a.m.

Instructional Ladder/PlanWhat Skills?

Lists the skills students need to succeed on the teaching task (backward mapping)

Defines those skills as “the ability to …”

Clusters those skills in an order that makes sense for teaching

What Instruction? A mini-task to build each

skill (prompt for student work, product for students to create, scoring guide)

Instructional strategies for mini-tasks

Cluster 1: Preparing for the Task

LDC Skills Possible Strategies

LDC Mini Task Possible Strategies

• Bridging conversation

• Task engagement

• Task analysis

• Activate prior knowledge

• Set the purpose • Brainstorm/

generate questions for learning

• Preview the text and the task

• Make predictions

• Short Response with Bullets - Quick Writes

• Brainstorm concepts, key words, and ideas.

• Establish reading goals based upon purpose for reading.

• Rewrite prompt in own words

• Turn headings into questions.

• Predict and verify based on scan or preview of content.

• Identify reading strategies needed

• Construct a graphic organizer based on text structure to use during reading.

• Write in a journal, vocabulary notebook, or other forms to connect with the text to be read.

• Analyze rubric

Cluster 2: The Reading ProcessLDC Skills Possible

StrategiesLDC Mini Task Possible

Strategies• Text Selection • Active Reading• Essential

Vocabulary• Academic Integrity• Note Taking

• Questioning• Monitoring• Making

Connections• Inferring• Drawing

Conclusions• Summarizing• Visualizing• Analyzing• Synthesizing

• Note-taking• Short reflective entry

for each text• Vocabulary list • Definition and

strategies

• Find answers to self-initiated questions • Read silently. • Read with a partner. • Predict and verify. • Re-read if necessary • Note-taking •Interacting with text through Response Journals, etc.•Identify and work with vocabulary•Notetaking/Annotating text• Construct and use graphic organizers •Summarizing/paraphrasing

LDC Skills LDC Mini Task• Bridging • Reader Response Journal

• Graphic organizers to establish claims, evidence, counterclaims

• Outlining• Drafting strategies• Editing Strategies

• Bullets – Quick Writes• In a quick write, note what

you know now that you’ve read about _______(content)

Cluster 3: Transition to Writing

LDC Skills LDC Mini Task Possible Strategies• Claim • Planning • Developing• Revision• Editing • Completion

• Opening Paragraph• Outline/Organizer• Initial Draft• Multiple Drafts• Correct Draft• Final Piece

• Reflecting • Reviewing• Presenting • Writing Process

Cluster 4: Writing Process

LUNCH11:50 – 12:35

Grade Level Groups

Instructional Ladder/Plan: Connections to Grade Level KCAS

•CCSS Anchor Standards are embedded within an LDC Module for Teaching Task 2.Grade level specific KCAS must be included by the teacher.•Read through the 9 deconstructed KCAS connected to Task 2 Anchor Standards for your grade level. Pay close attention to the targets (These will become part of your instructional ladder/plan).•Audit your own Instructional Ladder/Plan: Ensure that you have included the learning target/deconstructed standard.•Address any Gaps: If any gaps are found in your current plan highlight them on the KCAS deconstructed page as a reminder.•Plan for inclusion of those learning targets/deconstructed standards not found in your current instructional ladder/plan.

Exploring The Publishers’ Criteria in English

Language Arts and Literacy• Do you address aspects of the Publishers’

Criteria in your ladder/plan?• Use the provided organizer and analyze

your ladder/plan by looking for some of the most important Publishers’ Criteria points.

Plan-Do-Review Take a moment and add notes to your P-D-R

Formative Assessment Strategies

Use post-it notes and identify 4-5 formative

assessment strategies, one strategy per post-it, that you currently use in your classroom or have

seen used in your school.

Formative AssessmentStrategy

RESEARCH BRIEF, 2007

Typology of Kinds of Formative Assessment

Type Focus Length

Long-cycle Across marking periods, 4 weeks to 1 year quarters, semesters, years

Medium-cycle Within and between 1 to 4 weeks instructional units

Short-cycle Within and between lessons

day-by-day 24 to 48 hours

minute-by-minute 5 seconds to 2 hours

Comprehensive Framework for Formative Assessment Processes:

1. Establishing where learners are in their learning

2. Establishing where they are going 3. Establishing how to get there

Aspects of Assessment for LearningWhere the learner is going

Where the learner is right now

How to get there

TEACHER Clarifying and sharing intentions and criteria for success

Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of learning

Providing feedback that moves learners forward

PEER Understanding and sharing learning intentions and criteria for success

Activating students as instructional resources for one another

LEARNER Activating students as owners of their own learning

Aspects of Assessment for LearningWhere the learner is going

Where the learner is right now

How to get there

TEACHER Clarifying and sharing intentions and criteria for success

Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of learning

Providing feedback that moves learners forward

PEER Understanding and sharing learning intentions and criteria for success

Activating students as instructional resources for one another

LEARNER Activating students as owners of their own learning

Student-friendly learning targets

Peer and self-assessment

Meaningful Feedback

Academic talkThoughtful questions

Formative Assessment Strategies

Formative Assessment

Resources for You!

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Grades 6-12 Grades K-5

Grades K-12

Break and Gallery Walk

2:25 – 2:40 p.m.

http://www.education.ky.gov/KDE/Instructional+Resources/Literacy/Kentucky+Writing+Program/Writing+and+the+Kentucky+Core+Academic+Standards+-+How+to+Set+and+Meet+Our+Goals.htm

All of the recommendations presented in Informing Writing are based on strong empirical evidence. The findings are clear: Formative writing assessment makes a difference in how well students convey thoughts and ideas through text. Writing improves when students receive feedback about writing, students evaluate their writing, and teachers monitor students’ progress. However, the trustworthiness of formative writing assessments can be compromised if careful attention is not directed at what is assessed, how it is assessed, and how it is scored.

A Few Assessment Updates…• A “sample test booklet” is being created and will

likely be distributed in March. • It will be designed to show the layout of the

tests, including how much space will be provided (and where) for responses. 

• Additionally, a ‘sampler of test items’ (reading/math/ODW) is being constructed that will include annotated student responses. 

• K-PREP tests will be timed.  Extended time will be given only to those students that have an IEP or 504 plan.

• EXTENDED RESPONSE QUESTIONS ARE THE SAME STYLE AND LENGTH QUESTIONS AS OPEN-RESPONSE QUESTIONS

• 3rd Grade: There will be no extended response only Multiple Choice and Short Answer

• Science and Social Studies: There will be no short answer questions only Multiple Choice, Extended Response/Open Response

Proposed Changes That Govern Accommodations

•Remove use of readers for K-PREP reading test •Remove use of calculator on non-calculator portion of the K-PREP•Prompting and Cueing: Can have only verbal •Extended time: IEP, 504, PSPs

Recommendation:•Develop a plan to fade the routine use of accommodations that are no longer permitted

Extended Learning for January• Read the article Rigor on Trial, by Tony Wagner using the

graphic organizer. • Teach the LDC Teaching Task 2 and Instructional Plan that

you designed.• Bring in student work samples from Teaching Task 2

• Remove any information that could identify the student before you come: name, school, teacher’s name, etc.

• If a student has included personal information in the body of the piece, choose a different piece.

• Bring copies, not originals. You’ll be choosing some pieces as exemplars of each level of student work, and we’ll want to collect those from you at the end of the day.

Logs should be submitted to

Carole Mullins in hard copy or via e-mail at the end of each month.

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Impact Logs

Making Connections

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Inclement Weather Procedure• If the Perry County Schools are closed for

inclement weather, the KVEC ELA Network will not meet.

• Please check WYMT or the Lexington TV stations and/or websites for school closing information.

• Meetings will be rescheduled ASAP and you will be contacted via email with the new meeting date.

OUR NEXT MEETING

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Merry Christmas

Hope you had a