CCSS App for Smart Phone and iPad

1. CCSS App for Smart Phone and iPad If you have a smart phone and do not have this free app for the Common Core State Standards, you may wish to download it to use both today and in the future. You may connect to Wi-Fi: Hhonors Password: 2015suites Reach Associates 2015

2. LDC: Formative Assessment and Looking at Student Work Reach Associates 2015 Kentucky Department of Education Reach Associates October 28, 2015

3. Good to See You! Reach Associates 2015

4. Working Agreements In partners, create norms around each of the following considerations: • Time • Listening • Speaking • Confidentiality • Participation • Expectations of Each Other Share at the table. Each table will share one for each consideration. Reach Associates 2015

5. Norms • Hands up to return to one conversation. • Listen before responding. • Contribute equally. • Make good use of time. • Sharing with honesty. • Active participants, open minds • Encourage each other. • Whatever happens at LDC training, stays here. • Judgment free zone. • Participate with others.* • Be present! • Everyone shares! Reach Associates 2015

6. Around the Clock Colleagues • Find a partner for each number on the clock • Record each other’s name on your clock • Fill in all the numbers with a different person’s name • BE SURE YOU BOTH WRITE NAMES ON THE SAME HOUR OF THE CLOCK! Reach Associates 2015

7. Outcomes of the Session • Create a shared vision and understanding of LDC as a framework for implementing the instructional shifts and demands of the Common Core • Recognize the purpose of and opportunities for formative assessment • Gain a deeper understanding of the formative nature of a mini-task • Analyze student work to make instructional decisions • Learn from each other through the sharing of experiences, strategies, tools and ideas Reach Associates 2015

8. Celebrations and Successes • Something positive about instruction and learning… • Do a quick write. • Share with your 9:00 partner. Reach Associates 2015

9. Think About It... What are the Common Core Instructional Shifts for Literacy? Meet with your 3:00 partner. Reach Associates 2015 Now, let’s do a self-check and monitor…

10. Instructional Shifts Required by the Common Core • Building knowledge through content-rich nonfiction and informational text • Practicing regularly with complex text and its academic vocabulary • Reading, writing, speaking and listening grounded in evidence from texts • Emphasizing 3 modes of academic writing • Addressing grade level literacy and content outcomes • Sharing responsibility of teaching reading and writing across content areas • Increasing rigor and relevance Reach Associates 2015

11. LDC Framework • The LDC framework supports teachers in developing a MODULE with daily instruction to use for approximately 2-4 weeks. The module can PROCEED, live INSIDE, or occur at the COMPLETION of a larger unit. • The LDC framework supports teachers in planning instruction which guides students to complete a READING and WRITING TASK directly LINKED TO CONTENT. • During the module, students will: - READ CLOSELY and ANALYZECOMPLEX TEXT - SHARE their THINKING through ORAL DISCOURSE - DEMONSTRATE and SOLIDIFY their LEARNING in a WRITTEN PRODUCT Reach Associates 2015

12. What Task? - Section 1 The Core of the LDC Framework Why the emphasis on tasks? “What was different in the four classrooms was what students were actually being asked to do, and the degree to which the teacher was able to engage students in the work by scaffolding their learning up to the complexity of the task she was asking them to do.” – Richard Elmore Rounds in Education. Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel http://ldc.org/resources#Creating-a-Module Reach Associates 2015

13. LDC Template Tasks are……. aligned to the Common Core. Template Task 2 (Argumentation/Analysis): [Insert question] After Reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). D1 Be sure to acknowledge competing views. Authors fill–in-the-blank by choosing: text - writing product - content - text structure Reach Associates 2015 Teaching Task 2 (High School): Were the achievements and growth of the Industrial Revolution Era worth the cost to society?After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

14. Template Task Collection 3.0 is organized by….. • Writing Type: Argumentation, Informational/Explanatory • Cognitive Demand: Definition, Description, Analysis, Problem-Solution, etc. How would you explain these to a colleague? Discuss at your 10:00 appointment. Reach Associates 2015

15. Explaining the Template Tasks… • Ask students/colleague for feedback on the task, should be easy to understand. The more feedback, the better. • Start with the standards, then find the best task to teach it. • Needs to be down for/with students • Task needs to be revisited daily • Write your first task in your comfort zone. Not an “add on” to the plate, it is the plate. • The task is critical to the success of the module. • Be very specific. • Focus on the standard, not just the topic. • Be focused and clear about what you expect. • Utilize the academic vocabulary embedded in the task. • Must be text dependent. Reach Associates 2015

16. Demands • Demands are additional writing and cognitive challenges that you can add to a template task. • Demands are developed from language in the CCSS. • Demands can scaffold your instruction. Reach Associates 2015

17. Strong Teaching Tasks: • Strong Teaching Tasks are: • Are worthyof 2, 3 or 4 weeks of instruction • Ask students to grapple with important content to the discipline • Target grade specific Common Core literacy standards and content standards • Evolve from a rigorous text-dependent question directly related to the content or standard(s)being taught • Provide opportunities to read informational text of appropriate text complexity and content specific to the grade level • Have students working in the most effective mode of discourse/text structure to demonstrate understanding and new knowledge • Involve products written for an authentic audiences • Stay true to the wording of the template task • Important Note: • When looked at cumulatively, strong teaching tasks engage students in a balanced set of rich writing tasks over the course of the year. Reach Associates 2015

18. Jurying a Teaching Task Should students be allowed to use their cell phones at school? After reading the article Cell Phones in the Classroom on the pros and cons of using smart phones at school, write an article for the school newspaper in which you argue for or against allowing cell phones at school. Support your position with evidence from the text.   Reach Associates 2015

19. What Skills: Section 2 Starting with the end in mind, the Teaching Task, teachers ask: • What skills do students need to be successful: • to prepare for the task? • to read and understand the information? • to synthesize/transition from a being a reader to being a writer? • to write a text to demonstrate learning ? Reach Associates 2015

20. Skills are Organized into 4 Clusters Skills students need to prepare for the task – Preparing for the Task Cluster Skills students need to read and understand the information – Reading Cluster Skills students need to synthesize/transition from being a reader to a being a writer – Transition to the Writing Cluster Skills students need to write a text to demonstrate learning - Writing Cluster Reach Associates 2015

21. What Skills? • Choose one teaching task to deconstruct • Work with a partner of your choice. • Discuss and list skills which would need to be taught for success in responding to the task: • What reading skills? • What writing skills? Reach Associates 2015

22. What Instruction: Section 3 Starting with the end in mind, the Teaching Task, teachers plan... • Mini tasks/lessons are designed to intentionally teach students to be successful: • preparing for the task • reading and understanding the information • synthesizing/transitioning from being a reader to being a writer • writing a text to demonstrate learning Reach Associates 2015

23. What Results • What is the purpose of Section 4? • What information do we look at? • What do we do with that information? Discuss at your 12:00 appointment. Reach Associates 2015

24. What Results? Reach Associates 2015

25. Formative Assessment “The essential purpose of formative assessment as a practice is to move students’ learning forward while their learning is still in the process of developing.” - Margaret Heritage Reach Associates 2015

26. Formative Assessment Using the information to make decisions about what to do next Collecting the best possible evidence about where students are in their learning Formative Assessment Reach Associates 2015 This requires careful planning.

27. Professional Reading • Formative Assessment – An Enabler of Learning • Save the Last Word for Me Protocol • Work in Groups of 4 Reach Associates 2015

28. Lunch Reach Associates 2015

29. Reconnecting What is one take-away from this morning’s conversations? Reach Associates 2015

30. Collecting Formative Assessment Information • For reading • Brainstorm opportunities for formative data collection during reading and writing. Meet with your 5:00 colleague. Reach Associates 2015

31. What Is Formative Assessment? In EXACTLY 25 words, create a definition of “formative assessment”. Reach Associates 2015

32. Components of a Mini-Task • Targeted Standard • Skill and Definition (Grade Specific) • Product and Prompt • Instructional Strategies • Scoring Guide • Pacing Creates a formative cycle Reach Associates 2015

33. Targeted Standard(s) • Which CCSS Literacy Standards are being taught? • Which Content Standards are being taught? • Which standards are being practiced? Reach Associates 2015

34. Skill and Definition • Is the skill necessary to accomplish the overall teaching task? • Is the skill defined using grade specific literacy and content standards? Reach Associates 2015

35. Prompt • Do the students know what they will be learning and doing during the day’s instruction? Reach Associates 2015

36. Product • Is the product an authentic way for students to demonstrate their day’s learning? Reach Associates 2015

37. Scoring • How does the scoring tell the students what is expected? • How does the scoring tell the teacher to what extent the day’s instruction was accomplished? Reach Associates 2015

38. Instructional Strategies • How are the instructional strategies specific to teaching students the identified skill for ALL students? • Are scaffolds and supports (differentiated strategies) included? Reach Associates 2015

39. Pacing • Does the pacing accurately reflect the time for the lesson? Reach Associates 2015

40. Self-Reflection • Thinking about how the components of a mini-task create a formative cycle, what would you keep in your lesson? • What might you add, delete or revise? • Share your thinking with your 6 o’clock partner. Reach Associates 2015

41. Feedback • Offer and receive feedback with your 11:00 colleague. • a compliment • a question • a suggestion Reach Associates 2015

42. Looking at Student Work • If you do not have student work samples, please go to CoreTools on www.ldc.org . • Use a teaching task and student samples from one of the following modules: • Gr 1: Staying Healthy • Gr 5: Mother to Son • Gr 6 SS: Three Religions, One Sacred Place • Gr 9-12 Science: Building Bridges • Gr 10 SS: The British Industrial Revolution • Gr 10-11 ELA: Rhetorical Analysis for Pre-AP English Reach Associates 2015

43. Looking at Student Work:Establish a Scoring Guide • Create a listing of standard-based criteria for success • Be ready to share the criteria with colleagues Reach Associates 2015

44. Looking at Student Work:Identify Student Samples • Based on the success criteria, identify 3 student samples you will share: • 1 which exceeds expectations • 1 which meets expectations • 1 which needs improvement Reach Associates 2015

45. Looking at Student Work:Triads Look at Student Work Reach Associates 2015

46. Give One – Get One • Preparing for the Task • Developing Vocabulary • Active Reading and Note-Taking Reach Associates 2015

47. Silent Conversation:Brainstorming Solutions to Possible Challenges Reach Associates 2015

48. From a Colleague… • https://www.facebook.com/ThinkItUp.org/videos/1619615188305340/ Reach Associates 2015

49. Exit Slip • What are your three biggest learnings from today’s conversations? • What is one question you have? Reach Associates 2015

50. Feel free to be in touch… Eric Sandberg ecsandberg11@gmail.com Jody Pittock jody.pittock@reachassoc.net Reach Associates October 2015