Teacher Leader Network Meeting English/Language Arts The Harlan Center October 5, 2010

1. Teacher Leader Network MeetingEnglish/Language ArtsThe Harlan CenterOctober 5, 2010 Keeping Students at the Heart of the Work!

2. Your Facilitators for Today • Carole Mullins Regional Network Content Specialist, English/LA • Dr. David Elias Eastern Kentucky University • Mary McCloud KVEC Literacy Consultant • Linda Holbrook KDE Literacy Consultant

3. October Agenda • Welcome • Senate Bill 1 • Revisit CASL Chapters 1-2 • Debrief CASL Chapter 3 • Learning Targets • Deconstructing Kentucky Core Academic Standards • Leadership: Supporting Teacher Learning Teams • Moving Into Formative Assessment • Extended Learning

4. Revisiting Senate Bill 1 K.D.E. # 7. 8: Disseminate Content Standards to schools and teacher prep programs. K.D.E. # 9, 10: Provide or facilitate statewide training for teachers and administration on integration of standards in instruction, assessments, and improvement of higher order thinking/communication skills; collaborate with EPSB/CPE on doing the same for teacher prep. K.B.E. # 11: Assist local districts and schools in developing and using continuous assessment strategies to provide diagnostic information to improve student progress, to improve instruction and to meet the needs of individual students. K.D.E. # 13: Assist schools/districts in developing and using continuous assessment.

5. Leadership Vision • Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day. Result: Every Child Proficient and Prepared.

6. Network Overarching Goal All participants will understand how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences.

7. MAXIMIZING PRODUCTIVITY Revisiting Group Norms: • Be present and be engaged in the work • We are all equal partners in this work • Seek first to understand, and then to be understood • Complete assignments before coming to next meeting • Be willing to negotiate and compromise • Use the law of “Two Feet” • Be courteous, respectful and positive • Keep side conversations to a minimum • Be mindful of time • No surprise expectations • Phones on Silent and No Text Messaging!

8. Chapter 1 Keys to Quality Assessment Think of a time you were assessed and it was a negative experience. What made it negative? Now think of a time you were assessed and it was a positive experience. What made it positive?

9. Chapter 2

10. Looking for the Seven Strategies in Action • View the video of Jessica Addison sharing how she uses Learning Targets in a high school math class • As you watch, identify which of the 7 Strategies you see in action by noting them on the provided check sheet • Discuss findings with your table group • Random table group reports http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+ Teaching+and+Learning/Characteristics+of+Highly+Effective+Mathematics +Teaching+and+Learning.htm

11. T-CHART TIME!

12. Extended Learning Review: Chapter 3 and 3-2-1 Activity Classroom Assessment for Student Learning • Work through the Anticipation Guide and make revisions, if necessary • Receive Correct Answers • Table group discussions should focus on the big “aha” you may now have! 3-2-1 Activity Reports • Each member at the table will share one success and/or one challenge they incurred when implementing an instructional strategy that embedded the qualities of CASL and/or CHETL and give a quick explanation of “why” it worked or not.

13. Today’s Learning Targets • To identify the five types of targets that align with Kentucky’s Core Academic Standards • To deconstruct standards in order to deepen our understanding • To further clarify the underpinning learning targets of the standards

14. “Teachers who truly understand what they want their students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped-for student accomplishments are murky.” -W. James Popham

16. Learning Targets • Knowledge • Reasoning • Performance/ Skills • Products • Dispositional

17. Knowledge Targets Mastery of substantive subject content where mastery includes both knowing and understanding it. CHETL Connection Section 5: Knowledge of Content The teacher accesses a rich repertoire of instructional practices, strategies, resources and applies them appropriately. The student demonstrates growth in content knowledge.

18. Knowledge Examples • Identify metaphors and similes • Read and write quadratic equations • Describe the function of a cell membrane • Know the multiplication tables • Explain the effects of an acid on a base

19. Reasoning Targets The ability to use knowledge and understanding to figure Things out and to solve problems. CHETL Connection: Section 3: Rigor and Content The Teacher scaffolds instruction to help students reason and develop problem-solving strategies. The teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher level thinking. The student applies and refines inquiry skills.

20. Reasoning Examples • Use statistical methods to describe, analyze, evaluate, and make decisions. • Make a prediction based on evidence. • Examine data/results and propose a meaningful interpretation. • Distinguish between historical fact and opinion.

21. Performance/Skill Targets The development of proficiency in doing something where the process is most important. CHETL Connection Section 3: Instructional Relevance The teacher provides meaningful learning opportunities for students. The student articulates an understands learning intention/targets and criteria to be successful.

22. Performance/Skill Examples • Measure mass in metric and SI units • Use simple equipment and tools to gather data • Read aloud with fluency and expression • Participates in civic discussions with the aim of solving current problems • Dribbles to keep the ball away from an opponent

23. Product Targets The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency. CHETL Connection Section 4: Instructional Relevance Teacher incorporates student experiences, interests and real life situations in instruction. The student communicates knowledge and understanding in a real-world form.

24. Product Examples • Creates tables, graphs, scatter plots and box plots to display data • Notates music • Uses desktop publishing software to create a variety of publications • Creates a personal wellness plan

25. Dispositional targets Dispositionaltargets rarely show up on state standards but are important because they reflect students’ attitudes about school and learning. CHETL Connection Section 1: Learning Climate The teacher creates an environment where student work is valued, appreciated and used as a learning tool. The student actively participates and is authentically engaged.

26. Dispositional targets can often be thought of in 3 terms: • A specific object of their focus • A positive or negative direction • Varied levels of intensity from strong to weak

27. Practice Classifying Learning Targets As you read CASL Chapter 3, some misconceptions about kinds of targets May have arisen. • Individually: Follow directions on the handout and make an effort to classify each of the learning target examples. • When finished, Think-Pair-Share with someone at your table to compare and discuss results. • Whole Group Discussion

28. T-CHART TIME!

29. BREAK TIME!

30. What’s the Target?

35. Standard Deconstruction Divided Among The Co-ops • Writing: Standard 7 • Reading Information and • Literature: Standard 1 • Reading Information and • Literature: Standard 2 • Language: Standard 5

36. Produce writing to communicate with different audiences for a variety of purposes. Type:  Knowledge  Reasoning  Performance /Skill  Product

37. STANDARDS PRODUCT TARGETS design, produce, create, develop, make SKILL TARGETS observe, listen, perform, do, question, conduct, speak REASONING TARGETS analyze, compare, synthesize, categorize, interpret, justify KNOWLEDGE TARGETS explain, understand, describe, identify, define

38. First Grade Standard/Benchmark: REVISE Produce writing to communicate with different audiences for a variety of purposes. Type:  Product Skill  Reasoning  Knowledge

39. First Grade Standard Produce writing to communicate with different audiences for a variety of purposes. Type: Product  Skill  Reasoning  Knowledge Learning Targets What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark? Product Targets Skill Targets Reasoning Targets Knowledge Targets

40. First Grade Standard Produce writing to communicate with different audiences for a variety of purposes. Type:  Product  Skill  Reasoning  Knowledge Learning Targets What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark? Product Targets Skill Targets Reasoning Targets Knowledge Targets Write sentences with varied beginnings

41. First Grade Standard Produce writing to communicate with different audiences for a variety of purposes. Type:  Product  Skill  Reasoning  Knowledge Learning Targets What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark? Product Targets Skill Targets Reasoning Targets Knowledge Targets Write sentences with varied beginnings Hold a pencil correctly Print letters correctly Space words Use lines and margins correctly Stretch out sounds in words to create a temporary spelling of a word… Distinguish the uses or meanings of a variety of words (word choice) Know what a sentence is Understand concept of word choice

42. Standard Distinguish fact from judgment and opinion; recognize stereotype; compare and contrast historical information Type:  Product  Skill X Reasoning  Knowledge Learning Targets What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark? Product Targets Skill Targets Reasoning Targets Knowledge Targets • Distinguish novel facts • from opinions. • Recognize novel • stereotypes. • Locate the correct • information on which • to compare and • contrast. • Compare and contrast • the historical • information specified • above on the bases specified above. Describe what facts are and how to distinguish them. Describe what opinions are and how to distinguish them. Describe what stereotypes are and how to recognize them. Describe what comparing and contrasting is and strategies for doing it. The basis (bases) on which to compare and contrast (events, people, conditions, consequences) Indicate the historical information to be compared and contrasted.

43. Standard Type:  Product  Skill  Reasoning  Knowledge Learning Targets What are the knowledge, reasoning, skills or products targets underpinning the standard or benchmark? Product Targets Skill Targets Reasoning Targets Knowledge Targets Assessments How will I assess to promote the learning and audit the achievement of the targets and standard? Assessment(s)  For/Formative  OF/Summative Assessment(s)  FOR/Formative  OF/Summative Assessment(s)  FOR/Formative  OF/Summative Assessment(s)  FOR/Formative  OF/Summative  Performance  Performance  Personal Communication  Selected Response  Ext. Written Response  Performance  Personal Communication  Selected Response  Ext. Written Response  Personal Communication Communication of Results How will I communicate the learning and the achievement? FOR/Formative assessments resulting in reporting of learning/growth OF/Summative assessments resulting in grading of achievement  FOR/Formative – Report  OF/Summative -- Grade  FOR/Formative – Report  OF/Summative -- Grade  FOR/Formative – Report  OF/Summative -- Grade  FOR/Formative – Report  OF/Summative – Grade

44. Divide into grade levels El MS HS – Photo David

45. Grade Level Work Groups • 6-8 Teachers: Carole (Main Room) • 9-12 Teachers: David (Main Room) • K-5 Teachers: Mary and Linda (Room Next Door)