WELCOME WELCOME

WELCOMEELA TEACHERS

TODAYS FACILITATORS Judy DotsonSue DavisMarianne JohnsonLinda HolbrookCarole MullinsTiffany LooneyWHOLE GROUPTargetsLeadershipLDC PlanningText ComplexitySMALL GROUPTask Development and ReviewLUNCHSMALL GROUPInstructional LadderWHOLE GROUPTPGESClosing and Extensions

agendaLinda3Be an ambassador of lifelong learningShow your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully in discussionsCome to meetings preparedOn time, any preparations/ readings completed, with necessary materialsBe focused during meetingsStick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversationsWork collaborativelyAll members contributions are valued and honored, seek first to understand, then be understoodGROUP NORMSLinda4I can use careful planning to improve instruction in order to be a more effective teacher.Text ComplexityTPGES/CHETL ConnectionsUse the Jurying Tool Pre-assessment

Our Target for TodayLinda52 Modules (Argumentative and Informative)4 Pillars embeddedTPGESPlanning AEF Domain 1Instruction Domain 3Teacher Presentations

OverviewLinda 6Creating a MovementA Lone NutJudy7Scaling the WorkWhat task will you choose?Who will be included in your target group?What will be your timeline?How will you share the information with the new group?How will your network teachers be involved? Guiding Questions

What information did you share? How did you share the information?What worked?What concerns do you still have?What assistance have you provided for your DLT/PLC?

Whats Goin On?Plan Do ReviewJudy9

PLANNINGJudy10Answer the three questions.Record answers in the appropriate column in the chart.Review and highlight connections in the CHETL document.Identify your strengths and areas for growth related to effective planning. What are your initial thoughts on how you can address your areas for growth?

Planning DirectionsJudy11

The LDC FrameworkThe LDC Framework is the mechanism used to support teachers in teaching literacy.

Lets take a look at each of the 4 sections. 12What task sets clear, measurable goals for learning?Task 2 Template (Argumentation/Analysis L1, L2, L3): [Insert essential question] After reading _____ (literature or informational texts), write an _________(essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.YOU select template YOUR CCSS standards are hard-wired in

YOU add your state/local content standards

YOU plug and play to build teaching task

YOU score results using LDC common rubricModule Section 1: What Task?13Example Talking Points: Elmore work on tasks tasks are centralRuth Mitchell quote: Students can do no better than the quality of the assignments they are givenPoint out template task in box. Use term. .

The LDC FrameworkThe LDC Framework is the mechanism used to support teachers in teaching literacy.

Lets take a look at each of the 4 sections. 14What skills do students need to succeed on the teaching task?Skills Cluster 2: Reading Process1. Reading habits of mindAbility to select appropriate texts and understand necessary reading strategies needed for the task.2. Essential VocabularyAbility to apply strategies for developing an understanding of a text(s) by locating words and phrases that identify key concepts and facts, or information.3. Note-takingAbility to read purposefully and select relevant information; to summarize and/or paraphrase.4. OrganizingAbility to prioritize and narrow supporting information.YOU identify, define, cluster, and order the skills students need to complete the task.Module Section 2: What Skills?15Example Talking Points:Once the task is defined, we need to think about what exactly students need to be able to do in terms of reading and writing to complete the task successfullyThe underlying logic here is back mapping (e.g Understanding by Design and others)

The LDC FrameworkThe LDC Framework is the mechanism used to support teachers in teaching literacy.

Lets take a look at each of the 4 sections. 16How will students be taught to succeed on the teaching task?Skills Cluster 2: Reading Process (Skill: Essential Vocabulary)Mini-Task: In your notebook, identify key words or phrases as you read and define them denotatively and connotatively in context of the passage you are reading. Add terms we identified as the language of the discipline. Scoring Guide: Selects appropriate text(s) for taskCreates a first draft of a bibliography (if applicable).Writes in readable prose. Instruction: Lesson plans, pacing guides to teach skill via mini-task(s)YOU establish the instructional plan or instructional ladder to teach students the skills necessary to succeed on the task

YOU create plan includes mini-tasks w/ scoring guide, instructional strategies, pacing guideModule Section 3: What Instruction?17Example Talking Points:

The next section moves practitioner from thinking about what reading and writing skills student need to complete a task to the type of work student will need to doand teachers will need to teach in order for students to obtain those skills.

This is their instructional plan or instructional ladder in LDC parlance that takes teachers and students step-by-step to completing the final task.

We call each step a mini-task which directly ties to the skills practitioners identify leaving little room for fun activities that do not result in learning.

A mini-task includes a prompt, student product and scoring guide so that teachers can assess whether or not students are obtaining the skills and creating work products that will lead them to successfully complete the larger task.

Teachers also use this section to plan their instructional strategies and pacing.

The LDC FrameworkThe LDC Framework is the mechanism used to support teachers in teaching literacy.

Lets take a look at each of the 4 sections. 18How good is good enough?YOU score and share sample student work

YOU can opt to create classroom assessment tasks by using the same template task a dipstick to see how well students do on their ownBenchmark papers are being produced by SCALE (Stanford), Measured Progress.You can also produce your own as a state (Pennsylvania did a first round).You can also produce your own locally.Module Section 4: What Results?19Example Talking Points:Finally, What are the results? How good is good enough?Each completed module includes the LDC rubric along with sample student work at each rubric level. LDC research partners are also in the process of benchmarking student papers to support student scoring.In this section, practitioners can also choose to develop and include pre/post assessments using the same template used for the larger task

The LDC FrameworkThe LDC Framework is the mechanism used to support teachers in teaching literacy.

Lets take a look at each of the 4 sections. 20VideoLITERACY MATTERSTo get to Literacy Matters - 9 min:http://medialockers.mediasilo.com/12129226020225269 username:crwviewer password:2crwviewer95

21

FINDINGS FROM THE LDC JURYING PROCESSTask and Text

Findings include work from the integrated districts, ELA content networks, the SREB middle school initiative and also work from content areas. Poor alignment was found between the task and instruction. Teachers need to be very deliberate in the selection of content and reading/ writing standards. Some tried to cover too many standards in one module.Some tasks led to cookie-cutter writing. The tasks were too narrow and/or gave limited choices. Many of the writing tasks and instructional supports were weak.Text analysis was weak. All modules should include a text complexity analysis.

Linda22Text Complexity

and The KY Core Academic Standards for ELA and Literacy in History/Social Studies, Science & Technical Subjects

Carole23Shift in Instruction. . . it is important to recognize that scaffolding often is entirely appropriate. The expectation that scaffolding will occur with particularly challenging texts is built into the Standards grade-by-grade text complexity expectations, for example. The general movement, however, should be toward decreasing scaffolding and increasing independence both within and across the text complexity bands defined in the standards. Appendix ACarole24By Douglas Fisher, Nancy Frey, Diane Lapp

Text Complexity: Raising Rigor in Reading

ISBN: 978-0-87207-478-1Carole

Handout: Page 8 from bookTLs read and share one important point they learned with others at their table25The Crisis of Text ComplexityComplexity of texts students are expected to read is way below what is required to achieve college and career readiness:High school textbooks have declined in all subject areas over several decadesAverage length of sentences in K-8 textbooks has declined from 20 to 14 wordsVocabulary demands have declined, e.g., 8th grade textbooks = former 5th grade texts; 12th grade anthologies = former 7th grade textsComplexity of college and careers texts has remained steady or increased, resulting in a huge gap (350L)Carole

Too many students are reading at too low a level (Less than 50% of graduates can read sufficiently complex texts) Look at an old McGuffey Reader Text is more difficult than our text now.

2627Text Complexity: What does it mean to you?Specifically, reading standard #10:

Anchor Standard: R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently.

Example Grade-level Standard (6th grade):RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.Carole

Ripe Figs by Kate ChopinAs a small group, read Ripe Figs and answer the three questions provided.

Carole

Follow directions on screenDiscussionOn a scale of 1 to 10, how would you rate the overall complexity of this text?

What features of this text support your rating of its complexity?

At what grade level might this text be appropriate for instruction? Why?

Carole

Will Give Answer after we have worked through all three steps of the Text Complexity process using Ripe Figs

29

Quantitative Measures Ranges for Text Complexity Grade Bands

Stretch Texts are neededCarole

Reminder From the standardsLexile measures and the Lexile ranges above help to determine what text is appropriate for each grade band and what should be considered "stretch" text.

The Common Core Standards devote as much attention to the text complexity of what students are reading as it does to how students read.

As students advance through the grades, they must both develop their comprehension skills and apply them to increasingly complex texts. The proportion of texts that students read each year should come from a particular text complexity grade band.

3031Determining Text ComplexityQualitativeQuantitativeDetermine the quantitative measures of the text.Analyze the qualitative measures of the text.Reflect upon the reader and task considerations.Recommend placement in the appropriate text complexity band.Reader and TaskPage 31, ElementaryPage 57, Secondary Carole

Overview of the Protocol

Measuring Text Complexity: Three Factors found in standards Page 31 - Standard 10: Range, Quality, and Complexity of Student Reading K5

Page 57 - Standard 10: Range, Quality, and Complexity of Student Reading 6-12

32Step 1: Quantitative MeasuresMeasures such as:Word lengthWord frequencyWord difficultySentence lengthText lengthText cohesionQualitativeQuantitativeReader and TaskCarole (Share Ben/Benjamin story)

Quantitative measures stand as proxies for semantic and syntactic complexity: Word difficulty (frequency, length)Sentence length and syntaxSome newer measures also measure text cohesion and other features of vocabulary

Step 1: Quantitative MeasuresThe Quantitative Measures Ranges for Text Complexity:This document outlines the suggested ranges for each of the text complexity bands using:

Lexile Text MeasuresAccelerated Reader (ATOS Book Levels)FryeDRA Other readability measures

33Carole

In past year CCSSO and Kansas have research other readability measures/analyzer tools other than Lexile

Remember, however, that the quantitative measures aspect is only the first of three legs of the text complexity triangle.

Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations.

33Common Scale

Carole: FYI about common scales from all text analyzer tools

SHARE:RIPE FIGS: LEXILE LEVEL IS 1030 WHICH IS GRADE BAND 6TH 8TH

This is our starting place!!!

3435Step 2: Qualitative MeasuresMeasures such as:Levels of meaningLevels of purposeStructureOrganizationLanguage conventionalityLanguage clarityPrior knowledge demandsQualitativeQuantitativeReader and TaskCarole

Qualitative measures are on a continuum (not grade/band specific) and most useful working in conjunction with quantitative measures.

The Qualitative Measures Rubrics for Literary and Informational Text: http://www.ksde.org/Default.aspx?tabid=4778#TextRes

The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

Qualitative Measures ResourcesCarole: Resources for determining QM

Handouts: Literary and Informational Rubric for Qualitative measuring

Because the factors for literary texts are different from information texts, these two rubrics contain different content. However, the formatting of each document is exactly the same.

Quickly Review the Rubric for Literary Think about Ripe Figs

36

Another Qualitative Measures Resource Carole

Another resource: 1 Page adapted from CCSS Appendix A by Robin Hebert. Also includes the Lexiles

CHOOSE THE KANSAS OR APPENDIX A OR BOTH TO DO THE QUALITATIVE MEASURE OF RIPE FIGS

Does having a specific resource to guide you help? Are you still focused in the same grade band as the Lexile level?

3738Step 3: Reader and Task ConsiderationsConsiderations such as:MotivationKnowledge and experiencePurpose for readingComplexity of task assigned regarding textComplexity of questions asked regarding textQualitativeQuantitativeReader and TaskCarole

Questions for Professional Reflection on Reader and Task Considerations:

The questions provided in this resource are meant to spur teacher thought and reflection upon the text, students, and any tasks associated with the text.

Step 3: Reader and Task Considerations39CaroleHandouts: Reader and Task Considerations

The questions included here are largely open-ended questions without single, correct answers, but help educators to think through the implications of using a particular text in the classroom.

Take a few minutes and work though the step for Ripe Figs

39Step 4: Recommended PlacementAfter reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference.QualitativeQuantitativeReader and Task40Carole

RIPE FIGS: Whats your decision for recommended placement?

ANSWER: Ripe Figs Kate Chopin 286 words Lexile 1030 upper end of Grade 6-8 band

40

Template for Text Complexity Analysis and Recommended Placement Form: http://www.ksde.org/Default.aspx?tabid=4778#TextRes

The one-page template provides an opportunity to record the thinking involved in recommending the placement of a specific text into a text complexity band.

Keeping a record of such analysis and thinking might be useful documentation in the case that any questions arise in the future.

Additional Resource:Recommended Placement FormCarole: Optional Step and a resourceOnce the recommended placement has been decided upon, educators might also find it useful to document some the thinking that led them to their conclusion.

Handouts: Share examples of placement at varying grade levels:K-1: Engaging in group activity example2-3: Otis and the Tornado4-5: Coral Reefs6-8: Extraordinary Mark Twain 7-12: Hunger Games

Refer to WEBSITE for ALL KINDS OF resources (also a blank template)

41Evaluate Your Text Complete the three legs of the Text Complexity Process on a piece of text brought with you today.

Questions to Consider when finished:

Is your text at the appropriate level for challenging student thinking related to your LDC Module content?Does your text help students complete the requirements of your LDC task?

Carole

Remember: Last summers jurying found that many modules were weak due to lack of Text Complexity. We need to be more deliberate and include text complexity analysis when choosing texts

42Room 4

Room 1Conference Room GROUPMIDDLE SCHOOL

Judy and CaroleELEMENTARY

Linda and TiffanyHIGH SCHOOL

Marianne and Sue

Grade Level GroupsLunchRoom 4

Room 1Conference Room GROUPMIDDLE SCHOOL

Judy and CaroleELEMENTARY

Linda and TiffanyHIGH SCHOOL

Marianne and Sue

Grade Level GroupsBREAKWhat do you think of (perception, images, associations) when you hear the term Evaluation?What do you think of (perception, images, associations) when you hear the term Growth and Effectiveness?

CaroleEvaluation:Jot down thoughts and/or Discuss at table

Growth and Effectiveness:Jot down thoughts and/or Discuss at table

Quick Whole Group Share-Out

47Teaching is complexTeaching is a profession more complex than medicine.

Lee Shulman, The Wisdom of Practice

Carole:

The focus on professional growth is not because our teaching is bad, but rather because teaching is complex48Teacher Professional Growth and Effectiveness System

Domain 1: Planning and Preparation Kentucky Framework for Teaching

Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional ResponsibilitiesDomain 5: Student GrowthDRAFTCarole: Introduction to TPGES with a focus on Domain 1 (Planning and Preparation)

Handout: Pages 1-15 and page 47 of the framework document (8 x14 size)Allow a couple of minutes for TLs to flip through the document

50Teacher Professional Growth and Effective SystemFrameworkDomains 1-4Planning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities Domain 5Student Growth(Student Growth Goal Setting Results, Goals, Process and Percentiles)

Carole: Quick Framework Overview of the 5 Domains

Refer to Page 3 of TPGES framework :

You will notice that there are 5 domains: Planning & Preparation, Classroom Environment, Instruction, Professional Responsibilities, and Student Growth.

This is the Kentucky Framework (an adaptation of the original research-based work of Charlotte Danielson) being field tested by 55 school districts this year. Domains 1-4 are from Charlotte Danielsons Framework for Teaching.

Kentucky has added the 5th domain, Student Growth since a student growth component is required for the NCLB waiver.

51

Carole

Since we will be making connections to the Framework for Teaching in our networks, it is important to understand some common language.

Page two (2) of the Kentucky Framework for Teaching has this sample page highlighting the design of the document. It is important to understand this design because it is consistent across each of the five (5) domains.

Walkthrough Page 2 of Framework

Allow a few minutes for TLs to study52Domain 1: Planning and Preparation Demonstrating Knowledge of Content and PedagogyKnowledge of Content and the Structure of the DisciplineKnowledge of Prerequisite RelationshipsKnowledge of Content-Related PedagogyDemonstrating Knowledge of StudentsKnowledge of Child and Adolescent DevelopmentKnowledge of the Learning ProcessKnowledge of Students Skills, Knowledge, and Language ProficiencyKnowledge of Students Interests and Cultural HeritageKnowledge of Students Special NeedsSelecting Instructional OutcomesValue, Sequence, and AlignmentClarityBalanceSuitability for Diverse LearnersDemonstrating Knowledge of ResourcesResources for Classroom UseResources to Extend Content Knowledge and PedagogyResources for StudentsDesigning Coherent InstructionLearning ActivitiesInstructional Materials and ResourcesInstructional GroupsLesson and Unit StructureDesigning Student AssessmentCongruence with Instructional OutcomesCriteria and StandardsDesign of Formative AssessmentsUse for Planning

DomainCarole

Our major focus in the TLN is Domain 1: Planning and Preparation. We will embed aspects of some the other domains throughout the year 53Domain 1: Planning and Preparation Demonstrating Knowledge of Content and PedagogyKnowledge of Content and the Structure of the DisciplineKnowledge of Prerequisite RelationshipsKnowledge of Content-Related PedagogyDemonstrating Knowledge of StudentsKnowledge of Child and Adolescent DevelopmentKnowledge of the Learning ProcessKnowledge of Students Skills, Knowledge, and Language ProficiencyKnowledge of Students Interests and Cultural HeritageKnowledge of Students Special NeedsSelecting Instructional OutcomesValue, Sequence, and AlignmentClarityBalanceSuitability for Diverse LearnersDemonstrating Knowledge of ResourcesResources for Classroom UseResources to Extend Content Knowledge and PedagogyResources for StudentsDesigning Coherent InstructionLearning ActivitiesInstructional Materials and ResourcesInstructional GroupsLesson and Unit StructureDesigning Student AssessmentCongruence with Instructional OutcomesCriteria and StandardsDesign of Formative AssessmentsUse for Planning

DomainA F are thecomponents of this domain.

Carole: This slide is taken from Page 3, column 1 of the TPGES document/handout

Each domain is divided into the main attributes of the domain. You can see that domain 1 has 6 components.

54Domain 1 Planning and PreparationComponents a-f 1a Demonstrating Knowledge of Content/Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student AssessmentCarole: Looking closer at the components...

Walkthrough each component then ask: Do you see any requirement in the components that you are not already familiar with, etc55Domain 1: Planning and PreparationKnowing Components1a: Demonstrating Knowledge of Content and Pedagogy1b: Demonstrating Knowledge of Students1d: Demonstrating Knowledge of Resources

Doing Components1c: Setting Instructional Outcomes1f: Designing Student Assessments1e: Designing Coherent Instruction

Carole: Looking closer at the components...

Its often helpful to reorganize Domain 1 into the Knowing Components (1a, 1b, 1d) and the Doing Components (1c, 1e and 1f).

The Knowing Components serve as a good foundation before a teacher begins to design instruction. OFF STAGE

The Doing Components follow Wiggins and McTighes Understanding by Design, philosophy that many teachers are familiar with. ON STAGE

56Domain 1: Planning and Preparation

Demonstrating Knowledge of Content and PedagogyKnowledge of Content and the Structure of the DisciplineKnowledge of Prerequisite RelationshipsKnowledge of Content-Related PedagogyDemonstrating Knowledge of StudentsKnowledge of Child and Adolescent DevelopmentKnowledge of the Learning ProcessKnowledge of Students Skills, Knowledge, and Language ProficiencyKnowledge of Students Interests and Cultural HeritageKnowledge of Students Special NeedsSelecting Instructional OutcomesValue, Sequence, and AlignmentClarityBalanceSuitability for Diverse LearnersDemonstrating Knowledge of ResourcesResources for Classroom UseResources to Extend Content Knowledge and PedagogyResources for StudentsDesigning Coherent InstructionLearning ActivitiesInstructional Materials and ResourcesInstructional GroupsLesson and Unit StructureDesigning Student AssessmentCongruence with Instructional OutcomesCriteria and StandardsDesign of Formative AssessmentsUse for Planning

Each component is further delineated into elementsDomainA F are thecomponents of this domain.

The Framework for Teaching provides descriptive indicators of each component at 4 performance levels: ExemplaryAccomplished, Developing & IneffectiveCarole

Each component is further divided into its important elements. Refer to left side of Page 2: Elements

Click for text box: Read: Refer to Page 2 Performance Level

Please note here that this slide and page 2 simply provide an overview of the framework.

The Domain specific pages of the Framework document provides detailed descriptions, or indicators, that describe each component across 4 performance levels: ineffective, developing, accomplished, and exemplary.

The Framework document is where you get detail needed to grasp a good understanding of each component.

57Aligning Teacher Practice with Domain 1 Organize into groups of 6

Take the following items with you:Domain 1 Handout Framework for Teaching document (8 x 14)CHETL document

Aligning Teacher Practice with Domain 1 Read the teaching vignette card you are given.

Using the Domain 1 Handout, determine the following:Which component does the teaching practice vignette describe?Which element does the teaching practice vignette describe?Jot your answers on a post-it and attach to the card.

59CaroleAligning Teacher Practice with Domain 1

Each person read vignette aloud Share component and element After everyone has shared, an answer sheet will be provided to groupsCheck your answer. Does your initial thinking match the Framework? If not, use the Framework to find the correct component and element. Discuss any discrepancies with others in your group

Carole

Ask for volunteer to share their process and results60Connecting to CHETLWhich Characteristic of Highly Effective Teaching and Learning aligns with your teaching vignette component?

Carole

Allow time for TLs to work on this, then

Refer TLs to page 47 of Framework document (8 x14 copy): CROSSWALK

Did you match?

Remind them that we told them last year that CHETL would be embedded within the new TPGES This page reflects other connections, too.

61Guiding Questions

What information will you share?How will you share the information?What concerns do you still have?

Plan Do ReviewMary End at 10:30

HANDOUT: January P-D-R 62Design and begin teaching an Instructional Ladder for an Informational/Explanatory or Argumentative Teaching Task

HOMEWORK

Impact Logs64ELA Teacher Leader Network Meeting KEDC

November 20, 2012

8:30-3:30 OUR NEXT MEETING EvaluationCertificate of Participation

End at 3:45 p.m.65