District Literacy Leaders December 18 Wireless: PSESD Guest
Resources: https://corelaborate.psesd.org/district-literacy-
leaders-resources/ Success for Each Child and Eliminate the
Opportunity Gap
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Entry Task Introduce yourself to your table mates your role and
location Together generate a list of 4-8 topics youd like to
discuss with colleagues during our networking time.
Road Map Districts K Registration Day MLK Tuesday to be opening
day of Kindergarten Registration for the Road Map region
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PSESD Classes Special Services Explicit Instruction with Dr.
Anita Archer February 10 Science From Conclusion Writing to
Evidence-Based Reasoning (3 session series) January 13, February 3,
March 24 Free Model-Based Inquiry to Support NGSS Implementation 5
days April 7-10 & June 24 th, $200
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ELL Online Academy Earn an ELL Endorsement Offered through
Seattle U Apply by January 14th
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Monthly Twitter Chats Common Core Twitter Chats - #WATeachLead
Second Sunday every month 7-8PM PST TPEP Twitter Chats - #TPEPChat
Fourth Sunday every Month 7-8PM PST
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Survey Results N = 16
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HOW CAN WE SUPPORT ALL LEARNERS IN SUCCESSFULLY ACHIEVING THE
ELA CCSS?
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THE QUESTION FORMULATION TECHNIQUE District Literacy Leaders
December 18, 2014
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RULES FOR PRODUCING QUESTIONS Ask as many questions as you can
Do not stop to discuss, judge or answer the questions Write down
every question exactly as it is stated Change any statement into a
question
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RULES FOR PRODUCING QUESTIONS Ask as many questions as you can
Do not stop to discuss, judge or answer the questions Write down
every question exactly as it is stated Change any statement into a
question What might be difficult about following these rules? 2
minutes
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Roles Choose one person to be a scribe to record the questions
Choose one person to be the referee to ensure that there is no
discussion just questions!
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PRODUCING THE QUESTIONS 1.Follow the Rules for Producing
Questions. 2.Number your questions. 5 minutes QFocus: Addressing
Common Core with ELL Students in the Gen Ed Classroom
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IMPROVING THE QUESTIONS You might have these two kinds of
questions in your list: Closed-ended questions they can be answered
with yes or no or with one word. Open-ended questions they require
an explanation and cannot be answered with yes or no or with one
word.
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IMPROVE YOUR QUESTIONS Identify closed- and open-ended
questions. 1.Mark the closed-ended questions with a C and the
open-ended questions with an O. 5 minutes
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IMPROVE YOUR QUESTIONS 2. Name advantages of asking closed-
ended questions.
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IMPROVE YOUR QUESTIONS 3. Name disadvantages of asking closed-
ended questions.
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IMPROVE YOUR QUESTIONS 4. Name advantages of asking open-ended
questions.
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IMPROVE YOUR QUESTIONS 5. Name disadvantages of asking open-
ended questions. www.rightquestion.org
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IMPROVE YOUR QUESTIONS 6. Review your list of questions and
change one closed-ended question into an open- ended. Then, change
one open-ended question into a closed-ended one. 4 minutes
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PRIORITIZE YOUR QUESTIONS Choose the three most important
questions from your list. Keep in mind the QFocus. Mark each
priority question with an X 3 minutes
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SHARE YOUR QUESTIONS Please share: The questions you changed
from closed to open-ended and from open-ended to closed. Read each
question as originally written and how it was changed your three
priority questions your rationale for selecting those three the
numbers of your priority questions
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NEXT STEPS 1.Consider your 3 priority questions. Based on
those, select one article to read before our next meeting in March.
We will have a discussion about the article then?
https://corelaborate.psesd.org/district-literacy-
leaders-resources/ 2 minutes
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REFLECTION 1.What did you learn? 2.What value does it have? 3
minutes
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Teaching Students to Ask Their Own Questions June 22 and June
23 One Day with optional second day (Train-the-Trainer) PSESD
Register at psesd.org
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Break 10 minutes Informal networking Snacks
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ELPS OVERVIEW Martha Teigen, PSESD
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Partner Share WHAT ARE THE ELPS? E _____________________ L
_____________________ P _____________________ S
_____________________
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English Language Proficiency Standards
http://www.k12.wa.us/MigrantBilingual/ELD.aspx
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ELPS TRAINING: UNDERSTANDING AND APPLYING THE ENGLISH LANGUAGE
PROFICIENCY STANDARDS
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FROM: EALRs and GLEs for Reading, Writing, and
Communication2008 Mathematics Learning Standards2009 Science
Learning Standards ELD Standards TO: Washington State Learning
Standards English Language Arts (CCSS ELA) Washington State
Learning Standards Mathematics (CCSS Mathematics) Washington State
Learning Standards Science (NGSS) ELP Standards The Big Ideas
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Guiding Principles Potential Funds of Knowledge Diversity in
ELL Progress in Acquiring English Language Proficiency Scaffolding
Students with Limited or Interrupted Formal Education Special Needs
Access Supports and Accommodations Multimedia, Technology, and New
Literacies
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Reading the ELPS
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Organized by Grade Level and Common Core State Standard CCSS
ELP Standard Descriptors of student performance based on Level of
English proficiency
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Applying the ELPS Objective ELPS Differentiation Standard
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Thinking about a classroom example Watching this video, review
corresponding ELPS for the standards addressed in this lesson:
RI5.1 SL5.1 W52.B
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Vital Areas of Focus: Collaboration between ELL, Gen Ed,
Specialists & Content Teachers as ELPS are learned and
implemented Integration of ELPS and the WA State Learning Standards
Retention of High Expectations for ELLs (while providing
appropriate changes in the way learning may be accessed,
demonstrated or achievement measured) Implementation of effective
scaffolding strategies for students needing English language
support
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SBAC UPDATES Krissy Soltman, PSESD
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WA Comprehensive Assessment Portal - WCAP
wa.portal.airast.org
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Practice and Training Test options This is how students can
take practice tests at home, for example, or how a member of the
public can take a practice test Guest student Guest session
Requires a Test Administrator with a user account in TIDE Guest
student Real session Requires the student to be present in TIDE and
requires a Test Administrator with a user account in TIDE This most
closely mimics the operational environment Real student Real
session Smarter Balanced Portal WCAP Portal
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Interim Assessment Components Interim Assessment Interim
Comprehensive Assessment (ICA) Interim Assessment Blocks (IAB)
Available January 6Available January 27
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IABs for ELA Interim Assessment Blocks (IAB) Grades 3-5 1 Read
Literary Texts 2 Read Informational Texts 3 Edit/Revise 4 Brief
Writes 5 Listen/Interpret 6 Research 7 Narrative Performance Task*
Gr 4 and 5 only in 2014-2015 8 Opinion Performance Task* N/A in
2014-2015 9 Informational Performance Task* Gr 3 only in 2014-2015
* This is a full Performance Task as students experience in the
summative assessment
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IABs for ELA Interim Assessment Blocks (IAB) Grades 6-8 1 Read
Literary Texts 2 Read Informational Texts 3 Edit/Revise 4 Brief
Writes 5 Listen/Interpret 6 Research 7 Narrative Performance Task*
Not available in 2014-2015 8 Opinion Performance Task* Not
available in 2014-2015 9 Informational Performance Task* * This is
a full Performance Task as students experience in the summative
assessment
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Interim Assessment User Interface, Scoring and Reporting User
interface Details for accessing items are not yet determined.
Interim test engine is still in development. Scoring Interim
assessments will have various item types, most of which will be
machine scored Hand scoring will be a local (school/classroom)
responsibility (Information coming to portal soon) Rubrics and
training will be provided online as part of the system
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ICA Reporting ICA reporting is the same as for the summative
assessment: Overall scale score with error band endpoints and
achievement level per content area/subject. Claim score reporting
is based on three classifications related to the overall scale
score cut point between levels 2 and 3.
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IAB Reporting Individual student scores are available for each
block. Reporting for each block is based on three classifications
related to the overall scale score cut point between levels 2 and
3: Below Standard, At/Near Standard, and Above Standard.
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Home Example State Bay View School District Bay View Central
High Grade 11 Students in a GRADE ICA
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Individual STUDENT Report ICA Home Example State Bay View
School District Bay View Central High Grade 11 Patrick Bowmans
Results http://www.smarterbalanced.org/h igher-education
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Preparing for New Test Scores Smarter Balanced assessments
measure the full range of the Common Core State Standards. They are
designed to let teachers and parents know whether students are on
track to be college- and career-ready by the time they graduate.
Because the new standards set higher expectations for students--and
the new tests are designed to assess student performance against
these higher expectations--our definition of grade level
performance is higher than it used to be. As a result, its likely
that fewer students will meet grade level standards, especially for
the first few years. Results should improve as students have
additional years of instruction aligned to the new standards and
become better equipped to meet the challenges they present. This
does not mean that our students are doing worse than they did last
year. Rather, the scores represent a new baseline that provides a
more accurate indicator for educators, students, and parents as
they work to meet the rigorous demands of college and career
readiness.
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Approved Initial Cut Scores - ELA
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Consortium-wide Impact of Cut Scores
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Percent of Field Test Sample That Met Standard (Scored Level 3
or Level 4) GradeELAMath 338%39% 441%37% 544%33% 641%33% 738%33%
841%32% 1141%33%
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Discuss at your tables What have you done to communicate with
your families & community members? What to you need? What steps
will you take after you leave today?
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Summative Assessments 201415 and beyond
English/LAMathematicsScience (no change) Grade 3Smarter Grade
4Smarter Grade 5Smarter MSP Grade 6Smarter Grade 7Smarter Grade
8Smarter MSP Grade10 (or below for EOCs) (until Class of 2019)
Smarter ELA exit exam Year 1or Year 2 EOC exit exam EOC Biology
exit exam (until NGSS) Grade 11Smarter Grade 11 or 12 (class of
2015 & 2016) HSPE Reading and/or Writing Retake Smarter=Smarter
Balanced Assessment; MSP=Measurements of Student Progress; EOC=End
of Course exams; HSPE=High School proficiency Exam
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Smarter Balanced Summative Assessments - Administration Windows
Smarter Balanced 2015 Testing Windows Grade 3 ELAMarch 10 to April
23 online March 10 to April 15 paper/pencil Grades 48 ELA and
Grades 3-8 Math Last 12 weeks of school, but no earlier than March
10 and no later than June 15 online March 10 to May 20 paper/pencil
Grade 10 ELALast 12 weeks of school, but no earlier than March 10
and no later than June 15 online Last 3 weeks of school, but no
later than May 30 paper/pencil Grade 11 ELA and MathLast 7 weeks of
school, but no earlier than April 6 and no later than June 15
online Last 3 weeks of school, but no later than May 30
paper/pencil Off Grade Level (formerly called DAPE) March 10 - 26
online
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Corelaborate.psesd.org Monthly Updates
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NETWORKING
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Time to Network Join the topic of interest Please be ready to
share out a summary of the groups conversation
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Evaluation Survey December 18, 2014 ESD 121 Other District
Literacy Leaders Survey 3 hours Item 10 Please rate only letters C,
D, G, & H others are not applicable for today
http://tinyurl.com/nrpn3j2
