CKEC ELA Network MeetingSeptember 27th 2012

Welcome back!

Norms for Professional Learning

Rule of two feet; please silent cell phones; return from breaks promptly

1AskQuestions & Engage Fully

2Open your mind to diverse views

3Utilize your learning

Who’s on your facilitation team?

MK Hardaway, KDE Literacy Consultant

Marci Haydon, Instructional Coach at Old Kentucky Home Middle School

Les Burns, Associate Professor of Curriculum and Instruction at UK

Lisa King, CKSEC Literacy

Consultant

Shameless Plug

Kay.hardaway@education.ky.gov

Learning Target

I can use careful planning to improve instruction in order to be a more effective teacher and leader.

Brainstorm

What do you do when you plan? What do you think about and consider?

Today’s Guiding Questions

1. What do you do when you plan? 2. What format/basis do you use for

planning? 3. What text(s)? 4. What strategies? 5. How do you know it’s effective?

What strategies?

Instructional Strategies & the Role of Co-teaching

Improving Instruction in Order to be a More Effective Teacher and Leader

What does a lesson plan HAVE to have in order to help students succeed?

1. Commit and Toss (5 minutes)

a. List elements you think are essential to a “good” lesson plan

b. Crumple it up and toss it to someone at the next table

2. Quick Write (5 minutes)

a. Choose one response, read it, expand and/or clarify.

3. Think/Pair/Share (5 minutes)

a. Exchange with your neighbor, read, and discuss.

b. Add details if needed, and be ready to share with the whole group.

Lesson Plans as “Design Thinking”

Asking questions

Collecting information (Data! Data?)

Empathizing (relevance)

Prototyping

Gathering feedback

Re-designing (sometimes DURING the process, sometimes AFTER)

Assessment and Iteration: Recursive design From Dr. John Nash, University of Kentucky

Why Do “Research-Based” Instructional Strategies Matter?

Senate Bill 1 – “Research-based instructional strategies”

Specific, systematic approaches for teaching, organizing classrooms, engaging students, and assessing their learning

Documented via scientific research (e.g., CHETL)

So what? What does this REALLY mean to ME in MY classroom and OUR school?

Existing Design Tools

KTIP Format

School-level templates

Target-Activity-Assessment

LDC Templates/Ladders

CHETL

CASL

ACT Quality Core

Model Texts

Question Banks

EOC assessments

Springboard/AP

Laying the Foundations

Other Paced, structured, and/or prescribed curriculum

Are Sweet Dreams Made of These?Or

If I Had a Hammer….

Tools

You can use them

You can get used by them

Standardization

Innovation

Balance via teacher decision making

Grounded in research

Research-based instruction

Classroom/student data

Formative Assessments as Scaffolding

Learning the Curves The Bell Curve

“Normal” or “Positive”?

The ultimate purposes of formative assessments – Data-driven Teaching….

A plan is a guide, not a recipe!

Sequencing routines and tasks to maximize student success

Sequencing Learning Tasks

Summative Assessment (lesson or unit level)

Formative Assessment for Learning Target 1

Formative Assessment for Learning Target 2

Formative Assessment for Learning Target 3

You Got This:Common Scaffolding Frames

The Hunter Model: Objective

Gateway

Instruction

Practice

Assessment

Rinse and Repeat

3 E’s Method: Enter

Explore

Expand

The Pronoun Method: I (direct instruction)

We (large group collab.)

You (small group collab.)

You 1 (indiv. practice)

We 2 (group review)

You 1 (indiv. assessment)

Why Does This Matter? One Scientific Approach:

The Engagement Perspective: 6 Conditions

1. Clear learning goals for students

a. Routines and “cognitive load”

b. Taking out the guess-work

2. Explicit strategy instruction and practice

3. Variety and Choice within structure

a. A Note about “Relevance” – Relevance to what/whom?

4. Collaboration opportunities

5. Real-world interactions

6. Teacher caring and high expectations

.80 Correlation with Increased Student Achievement Almost perfect!

Scaffolded Lesson Plans

Can last more than 1 day

1-2 learning targets at a time

Explicitly linked to past content, practice, and discussion

Introduce new content (via inquiry and/or direct instruction)

Use clear, explicit, purposefully chosen teaching strategies

Are implemented via relevant learning tasks

(Formative assessments)

Highlight student use of concepts and skills

Summative assessment can be at end of lesson and/or end of unit

Sequenced in some logical way and explicit to students

Strategies for Writing InstructionReview of Writing Next (Graham & Perrin, 2007)

Teaching adolescents strategies for planning, revising, and editing their compositions has shown a dramatic effect on the quality of students’ writing.

Strategy instruction involves explicitly and systematically teaching steps necessary for planning, revising, and/or editing text (Graham, 2006).

Proven Strategies for Improving Student Writing

1. Strategy instruction (Effect Size = 0.82)

2. Summarization (Effect Size = 0.82)

3. Collaborative writing (Effect Size = 0.75)

4. Specific product goals (Effect Size = 0.70)

5. Word processing (Effect Size = 0.55)

6. Sentence combining (Effect Size = 0.50)

7. Pre-writing (Effect Size = 0.32)

8. Inquiry activities (Effect Size = 0.32)

9. Writing process (Effect Size = 0.32)

10. Models (Effect Size = 0.25)

11. Grammar Instruction?

The Writing First authors found a statistically significant effect for grammar instruction for students across all ability groups The effect was negative.

Indicates that traditional grammar instruction is does not improve students’ writing. It prevents improvement.

What Works for You? An Idea Exchange

1. Describe a lesson you have taught that you believe was scaffolded well. What made it work?

a) Instructional Strategies?

b) Routines?

c) Relevant or engaging resources?

d) Sequencing?

e) Other

2. Reflect and Revise:

1. How will you use information to refine your LDC ladders and tasks?

2. How do these techniques and strategies align with CHETL?

Scaffolding Instruction with Coteaching Models

Co-Teaching

ModelsEight

Co-Teaching Approaches

One Teach/One Assist Shadowing

Co-Teaching

Models

+8

Co-Teaching Approaches

____________________________________________

Lead and SupportOne Teach/One Observe

One Teach/One Assist Shadowing

Speak/Add Speak/Chart

Co-Teaching

Models

+8

Co-Teaching Approaches

_________________________________________________________________

Lead and SupportOne Teach/One Observe

One Teach/One Assist Shadowing

Speak/Add Speak/Chart

Skill Groups

Co-Teaching

Models

+8

Co-Teaching Approaches

_____________________

_______________________

____________________________________________

Lead and SupportOne Teach/One Observe

One Teach/One Assist Shadowing

Speak/Add Speak/Chart

Skill Groups

Alternative Teaching

Co-Teaching

Models

+8

Co-Teaching Approaches

_____________________

_______________________ __________________________

____________________________________________

Lead and SupportOne Teach/One Observe

One Teach/One Assist Shadowing

Speak/Add Speak/Chart

Skill Groups

Alternative Teaching Station Teaching

Co-Teaching

Models

+8

Co-Teaching Approaches

_____________________

_______________________ __________________________

____________________________________________

Lead and SupportOne Teach/One Observe

One Teach/One Assist Shadowing

Speak/Add Speak/Chart

Skill Groups

Alternative Teaching Station Teaching

______________________

Parallel Teaching

“Who’s role is it anyway?”

Using Coteaching with the Instructional Ladder

Look at your instructional ladder.

Select one whole group coteaching model and one small group coteaching model.

When on the instructional ladder would you use the model/ with which strategy?

Share your decisions at your table.

With an elbow partner:

How will what you just heard about scaffolding and coteaching impact your teaching during the LDC module?

Strategies for Complex Textwww.textproject.org/text-matters

Create Connections

Use videos, poems, analogies, student interests

Set a purpose for reading Anticipation Guide

Turning Headings into questions

Give students a way to organize knowledge T-chart

Guided Notes

Story or Concept Map

Connect them to additional sources on the same subject

Opportunities for sharing their knowledge

Activate Their Passion

ChoiceTopics

Three or more books on a topic

Develop Vocabulary

90% of words in text come from 4,00 word families

10% are unique words Network of words that kids know

Explicit instruction in Content areas

Narrative text more difficult

Word Reminders

Words you already know

Words you can picture

Word meaning families

Word part family

Word Changes

Word Summary

Exceptional Expressions for Everyday Events= E4

Follow-Up questions

How is listening different from hearing?

What are some things we can do to help others listen to our ideas?

Instructional ideas

Weekly focus word and word cluster

Word features weekly

Time to apply the words Intensity

Ask----------------Interrogate

Question, inquire, interview, quiz and probe

Can I draw it? Courageous

Describe it in a sentence

7up sentences

Increase Volume and Build Stamina

7 Minute Challenge

Reading Stamina“Students who fail to attain national standards, can read but don’t have the rigorous reading habits needed tor read long text or to remember and transfer learning from one text to another.”

Accessible Text!!

BREAK

10:30-10:40

How do you know it’s effective?

Characteristics of Highly Effective Teaching and Learning (CHETL) & Professional Growth and Effectiveness System (PGES)

CHETLLearning ClimateClassroom Assessment and

ReflectionInstructional Rigor and Student

EngagementInstructional RelevanceKnowledge of Content

Professional Growth and

Effectiveness System

PGES

Phase 1 (2011-2012)

Field Test

• 54 participating districts identified

• Districts trained and implement field test protocols

• Multiple measures of effectiveness defined

• Districts participate in regional field test status meetings

• Feedback and revisions

Phase 2 (2012-2013) Extended Field Test

• 54 Districts trained in and implement protocols

• Districts participate in regional status meetings

• Teacher/Leader Feedback collected

• Gathering and collecting data to inform the system requirements

Phase 3 (2013 & Beyond) Statewide Pilot & Implementation

• Statewide training• Statewide system

implementation• Collect baseline

data• Gathering and

collecting data to inform the system requirements

Timeline for Teacher and Principal Professional Growth and Effectiveness System

51

2015

• Full accountability in Spring 2015

Proposed Multiple Measures

Teacher Professional Growth and Effectiveness System

Observation

Peer Observation

Professional Growth

Self Reflection

Student Voice

Student Growth

All measures are supported through evidence.

1. Planning and Preparation2. The Classroom Environment3. Instruction4. Professional Responsibilities5. Student Growth

Domains

Focus on planning: Domain 1

1a Demonstrating Knowledge of Content/Pedagogy

1b Demonstrating Knowledge of Students

1c Setting Instructional Outcomes

1d Demonstrating Knowledge of Resources

1e Designing Coherent Instruction

1f Designing Student Assessment

Each participant will receive a vignette

Read your vignette

Decide which component from “Planning and Preparation” matches the teacher’s behavior in the vignette

Domain 1 Activity

Discuss in the group what component you picked and why

Compare your component with the CHETL document and decide which characteristic(s) match your component

Be ready to share your information with your table group

Domain 1 Activity

Answers

1) 1c: Setting Instructional Outcomes: clarity

2) 1f: Designing Student Assessments: criteria and standards

3) 1e: Designing Coherent Instruction: lesson and unit structure

4) 1d: Demonstrating Knowledge of Resources: resources for classroom use

5) 1e: Designing Coherent Instruction: learning activities6) 1b: Knowledge of Students: knowledge of students’ interests and cultural heritage7) 1d: Demonstrating Knowledge of Resources: resources for students

Answers8) 1a: Demonstrating Knowledge of Content and Pedagogy: knowledge of prerequisite relationships9) 1b: Knowledge of Students: knowledge of students’ skills, knowledge, and language proficiency 1e: Designing Coherent Instruction: instructional groups

10) 1f: Designing Student Assessments: design of formative assessments

11) 1c: Setting Instructional Outcomes: value, sequence, and alignment

12) 1a: Demonstrating Knowledge of Content and Pedagogy: knowledge of content and the structure of the discipline, knowledge of pedagogy

Resource Sharing

In grade level groups, take a few minutes to share the resources you brought

Lunch

11:50- 12:35

What text(s)?

Text complexity

Text Complexity

“The research shows that while the complexity of reading demands for college, career, and citizenship have held steady or risen over the past half century, the complexity of texts students are exposed to has steadily decreased in that same interval.”

From “Supplemental Information for Appendix A of the Common Core Standards for English Language Arts and Literacy: New Research on Text Complexity” available at www.commoncore.org

Text Complexity Pyramid

Text Complexity Pyramid

Quantitative measures: readability and other scores of text complexity often best measured by computer software

Text Complexity Pyramid

Qualitative measures: levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader

Text Complexity Pyramid

Reader and Task considerations: background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment

Steps for Determining Text Complexity

1. Determine the quantitative measures of the text

2. Analyze the qualitative measures of the text

3. Reflect upon the reader and task considerations

4. Recommend placement in the appropriate text complexity band

Finding Text Complexity:To Kill a Mockingbird

Step 1: Quantitative Measures

Find a Book Kentucky www.lexile.com/fab/ky

Step 1: Quantitative Measures

Step 1: Quantitative Measures

ATOS level from Renaissance Learningwww.arbookfind.com

Step 1: Quantitative Measures

ATOS 8.6 Lexile 8706th – 8th band 4th – 5th band

Common Core Band

ATOSDegrees of

Reading Power ®

Flesch- Kincaid

The Lexile Framework

®

Reading Maturity

SourceRater

2nd - 3rd 2.75 - 5.14 42 – 54 1.98 - 5.34 420 - 820 3.53 - 6.13 0.05 - 2.48

4th – 5th 4.97 – 7.03 52 – 60 4.51 – 7.73 740 – 1010 5.42 – 7.92 0.84 – 5.75

6th – 8th 7.00 – 9.98 57 – 67 6.51 – 10.34 925 – 1185 7.04 – 9.57 4.11 – 10.66

9th – 10th 9.67 – 12.01 62 – 72 8.32 – 12.12 1050 – 1335 8.41 – 10.81 9.02 – 13.93

11th – CCR 11.20 – 14.10 67 – 74 10.34 – 14.2 1185 – 1385 9.57 – 12.00 12.30 – 14.50

Step 2: Qualitative Measures

Step 2: Qualitative Measures

Using qualitative analysis, the book falls in the middle high range, which would be grade band 9-10.

Step 3: Reader and Task Concerns

Open-ended questions

No single, correct answers

Questions help teachers think through the implications of using a particular text in the classroom

Step 4: Determine Text Complexity Band

ATOS level 8.66th – 8th grade bandLexile 8704th – 5th grade band

Qualitative Rubric analysis result Middle High9th – 10th grade band

Reader and Task Concerns (theme, maturity of reader) along with findings above make this text suitable for the 9th – 10th grade band

TRY IT: With the text you brought today, go through the 4-step process

to determine text complexity.

What format/basis do you use for planning?

Literacy Design Collaborative (LDC) Work Time

Give me an

LD C

Pre and Post Assessments

Pre and post assessments can be the same They are on-demand- like assessments with

texts and prompts similar to what the module instructs

They can help us think about common assessments and local growth

This is using writing as an authentic assessment rather than generic on-demand practice

Example

Here’s the post assessment from the Thiebe’s Economics module on pages 68 and 79 of your guidebook

 

 

Example

Task: Immigration is a complex and heated issue in the United States. What does it mean to be an American? After reading "Quilt of a Country," "Quilts," "Letters from an American Farmer" and student selected texts for research, write a speech that addresses the question and support your position with evidence from the text(s).

Example

For the module pre-assessment, use article "Deported from America" and have students respond to the following prompt: After reading the article, argue whether or not the current immigration law is in the best interest of the United States. Be sure to use evidence from the article to support your stance.

Example

Post assessment from the One Nation module: After reading Edward Hudgins’s “What is an American?” write an essay that explains why Hudgins’s assertion is accurate or not and support your position with evidence from the text. According to the passage. “An American is anyone who understands that to achieve the best in life requires action, exertion, effort.” Take a position on this definition. Be sure to acknowledge competing views. Give examples from past or current events or issues to illustrate and clarify your position.

As You Work Today…

With the tasks you’re working on today, think about a pre and/or post assessment you might use

Choose a Station:

Differentiating the instructional ladder

New teacher orientation/summer slump refresher course

Work time

Learning Target

I can use careful planning to improve instruction in order to be a more effective teacher and leader.

Reflection

What are your strengths and areas of growth related to what we have done today?

As a teacher leader, what is your role back in your

district?

Next Steps

Our next meeting is November 29th

Bring binders and all of today’s handouts, as well as a semi-complete module

If you have lingering questions, post to the parking lot or email me at kay.hardaway@education.ky.gov

Please complete your evaluation before you leave