March 201 3 ELA Network

1. March 2013 ELA Network Welcome! www.kvecelatln.weebly.com

2. Your Facilitators for Today Carole Mullins KDE/KVECEnglish/LA Content Specialist Mary McCloud KVEC Literacy Consultant Linda Holbrook KDE Literacy Consultant Jennifer Carroll Intervention Specialist, Wolfe County Schools Stacy Noah KDE, Effectiveness Coach

4. Maximizing Productivity Revisiting Group Norms: • Be present and be engaged in the work • We are all equal partners in this work • Complete assignments before coming to next meeting • Use the law of “Two Feet” • Be courteous, respectful and positive • Keep side conversations to a minimum • Phones on Silent and No Text Messaging!

5. Plan/Do/Review Through-out the Day, please complete the: Evaluation • Gather evidence about what you are learning today. Plan how you could share what you learned today: • in your school • in your district

6. 2012-13 Teacher Leader Network Target I can use careful planning to improve instruction in order to become an effective teacher and leader.

7. Small Group Sessions

8. 12:15 – 1:00 p.m.

9. Plan-Do-Review Take a moment and add notes to your P-D-R Guiding Questions • What information will you share? • How will you share the information? • What concerns do • you still have?

10. Connecting TPGES and LDC

11. Teacher Strategy Sharathon! • Each teacher will be given 3 minutes to share. Make notes. • Choose 1 “Best Strategy” from your table to share with the whole group.

12. Please sit in district level teams after the break! 2:20-2:30 p.m.

13. Assignments Matter:Making the Connections That Help Students Meet Standards This book explains the critical differences between “assignments,” “activities,” and “assessments” and thoroughly describes the key elements of an assignment: prompts, rubrics, products and instructional plans. (LDC is referenced throughout the book) By Eleanor Dougherty ISBN: 978-1-4177-1440-1

14. Overarching Questions Addressed by Assignments Matter • What exactly is an "assignment" and why does it matter? How can educators ensure that their teaching meets the rigorous demands of the Common Core State Standards, so that all students are well prepared for college or careers?

15. Readers will learn how to: • Follow a seven-step process for crafting effective assignments; • Link assignments into units and courses; • Devise "Anchor" assignments for collaboration and consistency across grades; • Tap into instructional "touchstones" that can enrich any assignment; • Create classroom and school environments that support assignment-making; and • Use assignments as a source of data about teaching and learning.

16. Sound familiar??Dougherty’s 7 Steps to Create an Assignment 1. Define standards, goals, content 2. Determine a product 3. Identify demands and qualities 4. Write a prompt 5. Write a rubric 6. Do the assignment 7. Develop an instructional plan

17. Preview • Read Page 7 • Do you agree with Mitchell”s statement that “students can do no better than the assignments they are given?”

18. Preview • Read p. 9-10 ( the section titled “The Importance of Explicit Teaching”) • How does LDC help teachers with “tasks predict performance?”

19. Preview • Read p. 19 Read the first paragraph. • Do assignments matter in your classroom? In your school?

20. Preview • Skim p. 22-28 “Assignment, Activity, or Assessment?” • How do assignments, assessments, and activities differ in an instructional cycle? • Assignment – a taughttask with a prompt, product, rubric • Activity – not scored; a strategy, event, practice • Assessment – not taught; a test, quiz

21. Assignments Matter:Book Study Guide Available on our website OR www.ascd.com Professional Book Study

22. What is the implementation level of the ELA KCAS in my district?

23. Implementation Rubric Instructions • Review the rubric independently. • With your district’s team, discuss each indicator (such as “Knowledge of Standards”). Think about specific accomplishments your district has made. • Agree on a rating for each indicator. • Circle the group’s rating decision on your individual rubric so that all team members will have a record of your decisions. • Each district team will complete a rubric (color copy) to submit to me TODAY. • District TL Teams that do not submit a completed rubric: Your district office contact will be contacted by a Frankfort based consultant and requested to have the team complete a rubric.

24. Leaving Your Mark

25. Plus / Delta +/∆ The Plus/Delta Chart enables a group to examine a process or system for strengths ad opportunities for improvement. • It provides a foundation for identifying “next steps.” • Plus/Delta is used to identify strengths (+) of a particular process as well as opportunities for improvement. The Delta (∆) is the symbol of change. Remember, Plus/Delta works best when: • Teacher and students are clear about the purpose and expected outcomes of the lesson or activity. • The focus is on improving the learning system--not on fixing people. • The deltas are acted upon, not ignored.

26. Create A Plus / Delta +/∆ INSTRUCTIONS • Note the (+) positives you have gained as a result of your participation in the ELA Network. • Note the (∆) changes you have witnessed in yourself, your school and/or district as a result of the ELA network.

27. Remember to… Turn in your Evaluation and Impact Log before you leave!