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CKEC ELA Network MeetingSeptember 27th 2012Welcome back!

We hope you rested over the summer and started this school year refreshed. We are excited to resume our work with you and we welcome any newcomers as well. Give logistics- break, lunch, bathrooms, parking lot and post-its for questions.2Norms for Professional LearningRule of two feet; please silent cell phones; return from breaks promptly 1AskQuestions & Engage Fully

2Open your mind to diverse views 3Utilize your learning 3Whos on your facilitation team?MK Hardaway, KDE Literacy ConsultantMarci Haydon, Instructional Coach at Old Kentucky Home Middle SchoolLes Burns, Associate Professor of Curriculum and Instruction at UKLisa King, CKSEC Literacy Consultant

Shameless Plug Kay.hardaway@education.ky.gov

In addition to being a part of your team, I am also the editor of the Literacy Link5Learning TargetI can use careful planning to improve instruction in order to be a more effective teacher and leader.

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

Todays Guiding Questions1. 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 its 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?Commit and Toss (5 minutes)List elements you think are essential to a good lesson planCrumple it up and toss it to someone at the next table

Quick Write (5 minutes)Choose one response, read it, expand and/or clarify.

Think/Pair/Share (5 minutes)Exchange with your neighbor, read, and discuss. Add details if needed, and be ready to share with the whole group.Lesson Plans as Design ThinkingAsking questionsCollecting information (Data! Data?)Empathizing (relevance)PrototypingGathering feedbackRe-designing (sometimes DURING the process, sometimes AFTER)Assessment and Iteration: Recursive designFrom Dr. John Nash, University of KentuckyWhy 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 ToolsKTIP FormatSchool-level templatesTarget-Activity-AssessmentLDC Templates/LaddersCHETLCASLACT Quality Core Model TextsQuestion BanksEOC assessmentsSpringboard/APLaying the FoundationsOther Paced, structured, and/or prescribed curriculum

Are Sweet Dreams Made of These?OrIf I Had a Hammer.ToolsYou can use themYou can get used by them

StandardizationInnovationBalance via teacher decision makingGrounded in researchResearch-based instructionClassroom/student data

Formative Assessments as ScaffoldingLearning the CurvesThe Bell CurveNormal 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 successSequencing Learning TasksYou Got This:Common Scaffolding FramesThe Hunter Model:ObjectiveGatewayInstructionPracticeAssessmentRinse and Repeat

3 Es Method:EnterExploreExpand

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 ConditionsClear learning goals for studentsRoutines and cognitive loadTaking out the guess-work

Explicit strategy instruction and practice

Variety and Choice within structureA Note about Relevance Relevance to what/whom?

Collaboration opportunities

Real-world interactions

Teacher caring and high expectations

.80 Correlation with Increased Student AchievementAlmost perfect! Les19Scaffolded Lesson PlansCan 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 strategiesAre 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 studentsStrategies 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 WritingStrategy instruction (Effect Size = 0.82)Summarization (Effect Size = 0.82)Collaborative writing (Effect Size = 0.75)Specific product goals (Effect Size = 0.70)Word processing (Effect Size = 0.55)Sentence combining (Effect Size = 0.50)Pre-writing (Effect Size = 0.32)Inquiry activities (Effect Size = 0.32)Writing process (Effect Size = 0.32) 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 groupsThe effect was negative.

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

What Works for You? An Idea ExchangeDescribe a lesson you have taught that you believe was scaffolded well. What made it work?Instructional Strategies?Routines?Relevant or engaging resources?Sequencing?Other

Reflect and Revise:How will you use information to refine your LDC ladders and tasks?How do these techniques and strategies align with CHETL?

Scaffolding Instruction with Coteaching Models

Participants will select from the mystery bag at each table and teach their table about their selected model25

EightCo-Teaching ApproachesOne Teach/One Assist Shadowing26Shadow Teaching- Should only be used about 10-20% of instructional timeOne teacher plans and instructs, and one teacher collects data or attends to an individual group or child providing adaptations and other support as neededRequires very little joint planningShould be used sparinglyCan result in one teacher, most often the general educator teacher, taking the lead role the majority of the timeCan also be distracting to students, especially those who may become dependent on the drifting teacher

8 Co-Teaching Approaches

Lead and SupportOne Teach/One ObserveOne Teach/One Assist ShadowingSpeak/AddSpeak/Chart27Lead and Support Should only be used about 5-10% of instructional timeMake the following points about this slide:This approach is also known as One Teaching, One Supporting or Lead and Support. It is the most commonly used approachwhy?Because it is the easiest approach to start with, since it does not need much time for co-planning.This is also a fall-back approach.However, careful attention should be paid to this approach, because if one teacher continues to take the lead, it can diminish the role and/or credibility of the other teacher.

8 Co-Teaching Approaches

Lead and SupportOne Teach/One ObserveOne Teach/One Assist ShadowingSpeak/AddSpeak/ChartSkill Groups28Skill Groups- Based on an analysis of formative data. Students are divided into 2 or more groups to provide direct instruction in the lacking skill or concept. Each teacher takes responsibility for a group. Skill Groups are a good way to provide extensions for those that have mastered the required skills of a unit or lesson.

8 Co-Teaching Approaches

Lead and SupportOne Teach/One ObserveOne Teach/One Assist ShadowingSpeak/AddSpeak/ChartSkill GroupsAlternative Teaching29Alternative Teaching - Should be used about 20-30% of instructional time Teachers divide responsibilities for planning and instruction.The majority of students remain in a large group setting, but some students work in a small group for preteaching, enrichment, reteaching, or other individualized instruction.Approach allows for highly individualized instruction to be offered.Teachers should be careful that the same students are not always pulled aside. Make the following points about this slide:One consideration here is that teachers should be mindful of the groupings. Groups should vary so that one group of particular students is not always pulled aside.A benefit of this approach is that it acknowledges the fact that there are times when small groups of students need instruction that is different from what the large group is participating in.

8 Co-Teaching Approaches

Lead and SupportOne Teach/One ObserveOne Teach/One Assist ShadowingSpeak/AddSpeak/ChartSkill GroupsAlternative TeachingStation Teaching30Station Teaching -Could be used for 30% of instructional timeGreat model for providing chunking of information, and the 90/20/8- Model of RCTS Teachers divide the responsibility of planning and instruction.Students rotate on a predetermined schedule through stations.Teachers repeat instruction to each group that comes through; delivery may vary according to student needs.Approach can be used even if teachers have very different pedagogical approaches.Each teacher instructs every student. Make the following points about this slide:Since each teacher has separate responsibilities for instruction, this approach can be used if the teachers have differing pedagogical approaches.Drawbacks to this approach can be the amount of movement and noise it can entailit can be distracting. However, many classrooms make use of stations, or centers, so this can usually be integrated fairly seamlessly.Some noise may be minimized by using headphones or study carrels or by having the teachers move rather than the students.

8 Co-Teaching Approaches

Lead and SupportOne Teach/One ObserveOne Teach/One Assist ShadowingSpeak/AddSpeak/ChartSkill GroupsAlternative TeachingStation Teaching

Parallel Teaching31Parallel Teaching Could be used for 30-40% of instructional time, Goal should be 10-20%.Teachers share responsibility for planning and instruction.Class is split into heterogeneous groups, and each teacher instructs half on the same material.Content covered is the same, but methods of delivery may differ.Both teachers need to be proficient in the content being taught.Make the following points about this slide:Because both teachers need to be proficient in the content area, it is difficult to use this approach initially.The primary goal here is to limit the studentteacher ratio.This approach requires significant coordination between the teachers so that all students receive essentially the same instruction and that grouping decisions are based on maintaining diversity.Noise and movement levels should be monitored, and teachers will need to pace their instruction similarly.Whos role is it anyway?Review the 8 models and discuss the role of the coteacher and the gen ed teacher during eachPlanning32Using Coteaching with the Instructional LadderLook 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:Example: Notetaking: Think Aloud for to teach annotation. One teacher may read/think aloud while the other teacher records the annotations on the smart board..Speak and Chart or divide the group and use Parallel teaching to reduce size of group.

33How will what you just heard about scaffolding and coteaching impact your teaching during the LDC module?Think, Pair Share34Strategies for Complex Textwww.textproject.org/text-matters

Goal is to bring beginning and struggling readers to high levels of literacy through a variety of strategies and tools.

7 Actions that Teachers Can Take Right Now: Text Complexity Elfrieda Hiebert35Create ConnectionsUse videos, poems, analogies, student interestsSet a purpose for readingAnticipation GuideTurning Headings into questionsGive students a way to organize knowledgeT-chartGuided NotesStory or Concept MapConnect them to additional sources on the same subjectOpportunities for sharing their knowledge

36Activate Their PassionChoiceTopicsThree or more books on a topicDevelop Vocabulary90% of words in text come from 4,00 word families10% are unique wordsNetwork of words that kids knowExplicit instruction in Content areasNarrative text more difficultDont know exasperated or irate but know madLots of reading and writing, discussion around content words38Word RemindersWords you already knowWords you can pictureWord meaning familiesWord part familyWord ChangesWord SummaryWords you already know: meaning is close to one you knowWords you can picture: a picture can help remember meaning: ExpensiveWord meaning families: meaning connected to other word meanings (synonyms)Word part family: root, prefix, suffixWord Changes: word has several meaning, parts of speech, phrase useage (set has over 400 definitions: set of dishes, set the table)Word Summary: words are part of families or networks, learn the members of the word family

39Exceptional Expressions for Everyday Events= E4

Follow-Up questionsHow is listening different from hearing?What are some things we can do to help others listen to our ideas?Instructional ideasWeekly focus word and word clusterWord features weeklyTime to apply the wordsIntensityAsk----------------InterrogateQuestion, inquire, interview, quiz and probeCan I draw it? CourageousDescribe it in a sentence7up sentences7 up sentences: adorable44Increase Volume and Build Stamina7 Minute ChallengeLess than 20% of class block spent readingAdditional 7 minute increase can be the difference where students read well and students who did less well (hierbert)45Reading StaminaStudents who fail to attain national standards, can read but dont have the rigorous reading habits needed tor read long text or to remember and transfer learning from one text to another.Accessible Text!!Steady increase in time.46BREAK10:30-10:40

How do you know its 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 ContentRefer to binders and the extensive work weve done with CHETL. This work has prepared us for the new methods of evaluating said effectiveness. Keep binders open because we will connect to CHETL throughout the next activity. 49Professional Growth and Effectiveness SystemPGES

The visionfor the Professional Growth and Effectiveness System (PGES) is to have every student taught by an effective teacher and every school led by an effective principal. The goal is to create a fair and equitable system to measure teacher and leader effectiveness and act as a catalyst for professional growth. The system will consist of multiple measures of student growth and achievement as well as components to measure leadership, professionalism, instruction, learning climate and assessment practices. The key strategies to design and implement the system include collaboration with education partners and the intentional involvement of local districts and schools, along with support and guidance from steering committees. Teacher and Principal Effectiveness Steering Committee(s) representing KASA, KSBA, KEA, JCTA, CPE, colleges and universities, EPSB, parents, and individual teachers, principals and superintendents from volunteer districts have been convened and are meeting quarterly to design the system.

To identify the characteristics of good teaching and leadership practice, the committees and volunteer districts were provided with previously developedframeworks of teacher/leader effectiveness as a beginning point for discussion (teacherframework KDE work with Wallace Foundation, principalframework designed by a subgroup of principal steering committee members).

50Timeline for Teacher and Principal Professional Growth and Effectiveness System512015Full accountability in Spring 2015We are in good shape with our Professional Growth and Effectiveness System timeline with what is required for the waiver.Proposed Multiple MeasuresTeacher Professional Growth and Effectiveness SystemObservationPeer ObservationProfessional GrowthSelf ReflectionStudent VoiceStudent GrowthAll measures are supported through evidence.The 2012-2013 field test will address six (6) PROPOSED multiple measures. The emphasis is on the word proposed because it is through the feedback of the field-test participants, the input of the state steering committee, and the office of the Commissioner that the final components of the TPGES will be decided.

Currently, the multiple measures being field-tested are: OBSERVATION, PEER OBSERVATION, PROFESSIONAL GROWTH, SELF-REFLECTION, STUDENT VOICE, and STUDENT GROWTH.

By definition, a field-test is research, or a trial conducted under actual use conditions, instead of under controlled conditions in a laboratory. During this school year, 55+ districts will involve a limited number of their teachers in the field-test. So, throughout this process evidence, or data, will be collected on each multiple measure. This evidence will be analyzed at the end of the year to determine reliability and validity. Based on those findings, any necessary adjustments will be made prior to a larger pilot process the following year.

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521. Planning and Preparation2. The Classroom Environment3. Instruction4. Professional Responsibilities5. Student GrowthDomainsIntroduce the four domains as a way of organizing teaching. Spend time on the timeline

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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.

Each page is clearly labeled with the Domain number and name. In our example it is Domain 1: Planning and Preparation.

The name of each component within the domain is listed on its own page along with a brief description. Here we see Component 1A: Knowledge of Content and Pedagogy. You will also note that a component might be further subdivided into elements. Our example has three elements that are part of Component 1A in Domain 1.

This might sound a bit confusing, but once you understand the design, you will see how it allows the user to easily access important information!

Next you see that there are four (4) performance levels identified as Ineffective, Developing, Accomplished, and Exemplary.

The indicators listed under each performance level are the meat and potatoes of the Framework for Teaching. These are examples of some of the characteristics of each performance level. They are NOT intended to be an exhaustive list nor a checklist. Their purpose is to guide the evaluator in making his or her best professional judgment of a teachers effectiveness based on the evidence.

And so the Domain, Component, Elements, Performance Levels, and Indicators comprise the official Framework for Teaching.

The two remaining rows, Critical Attributes and Possible Examples, serve to provide additional examples and guidance for the evaluator. However, they are not the teacher practices by which the performance levels are ultimately assigned.

54Focus on planning: Domain 11a Demonstrating Knowledge of Content/Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment

Its often helpful to reorganize Domain 1 into the Knowing Components (1a, 1b, 1d) and the Doing Components (1c, 1e and 1f). (Slide 22) The Knowing Components serve as a good foundation before a teacher begins to design instruction. The Doing Components follow Wiggins and McTighes Understanding by Design, philosophy that many teachers are familiar with.

ACTIVITY: Look at your document for planning. You will find each component on the left had side and the definition across the top of the sheet.

Your assignment is to start with 1a and read through the definition of each component.55Each participant will receive a vignette

Read your vignette

Decide which component from Planning and Preparation matches the teachers behavior in the vignette

Domain 1 ActivityDiscuss 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 ActivityAnswers1) 1c: Setting Instructional Outcomes: clarity2) 1f: Designing Student Assessments: criteria and standards3) 1e: Designing Coherent Instruction: lesson and unit structure4) 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 assessments11) 1c: Setting Instructional Outcomes: value, sequence, and alignment12) 1a: Demonstrating Knowledge of Content and Pedagogy: knowledge of content and the structure of the discipline, knowledge of pedagogyResource SharingIn grade level groups, take a few minutes to share the resources you brought

Lunch11:50- 12:35

Show video during lunch http://www.youtube.com/watch?v=HhxcFGuKOys 61What text(s)?Text complexity

Text ComplexityThe 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

2 purposes for this slide: stress why we MUST pay attention to text complexity, and introduce participants to new document: supplemental information for Appendix A that gives more information about text complexity63Text Complexity Pyramid

Handout #1: Three part model for text complexity64Text Complexity Pyramid

Quantitative measures: readability and other scores of text complexity often best measured by computer softwareText 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 judgmentSteps for Determining Text Complexity1. Determine the quantitative measures of the text2. Analyze the qualitative measures of the text3. Reflect upon the reader and task considerations4. Recommend placement in the appropriate text complexity bandHandout # 2: Three part model described68Finding Text Complexity:To Kill a Mockingbird

Step 1: Quantitative Measures

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

handout70Step 1: Quantitative Measures

Step 1: Quantitative Measures

ATOS level from Renaissance Learningwww.arbookfind.com

Lexile and ATOS are two ways to look up most books. For texts that are not listed, use other resources.72Step 1: Quantitative Measures

ATOS 8.6 Lexile 8706th 8th band 4th 5th bandCommon Core BandATOSDegrees of Reading Power Flesch- KincaidThe Lexile Framework Reading MaturitySourceRater2nd - 3rd2.75 - 5.1442 541.98 - 5.34420 - 8203.53 - 6.130.05 - 2.484th 5th 4.97 7.0352 604.51 7.73740 10105.42 7.920.84 5.756th 8th 7.00 9.9857 676.51 10.34925 11857.04 9.574.11 10.669th 10th 9.67 12.0162 728.32 12.121050 13358.41 10.819.02 13.9311th CCR11.20 14.1067 7410.34 14.21185 13859.57 12.0012.30 14.50 Use chart once you have a couple of measures. Numbers are not definitiveother factors must be considered.73Step 2: Qualitative Measures

Qualitative rubrics from Kansas Dept of Edsee handout #2 for links and see Handouts # 3 CCS_ELA_Text complexity Informational and # 4 CCS_ELA_Text complexity literary74Step 2: Qualitative Measures

Using qualitative analysis, the book falls in the middle high range, which would be grade band 9-10. 75Step 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 classroomSee handout # 2factors to consider for Reader and Task concerns76Step 4: Determine Text Complexity Band

ATOS level 8.66th 8th grade bandLexile 8704th 5th grade bandQualitative Rubric analysis result Middle High9th 10th grade bandReader and Task Concerns (theme, maturity of reader) along with findings above make this text suitable for the 9th 10th grade bandPutting it all togetherprofessional judgment is key when looking at all parts of the analysis77

Handout # 5 CCS_ELA_Text complexity analysis blank78

Handout # 6 CCS_ELA_Text complexity analysis mockingbird79TRY IT: With the text you brought today, go through the 4-step process to determine text complexity.

Work with partner, small group; use internet to look up book or type in text to get lexile/ATOS80What format/basis do you use for planning?Literacy Design Collaborative (LDC) Work Time

Give me anLDCPre and Post AssessmentsPre and post assessments can be the same They are on-demand- like assessments with texts and prompts similar to what the module instructsThey can help us think about common assessments and local growthThis is using writing as an authentic assessment rather than generic on-demand practice

Think like with a reading assessment to test comprehension- wouldnt be over what they just read, it would be a cold reading that required them to apply the skills taught during instruction. (If you taught similes using a poem, youd want them to be able to identify similes in another poem. Again, in that situation the same assessment could work for both. The module is the instructional piece. This writing assessment is separate from the instruction- a shorter task that could be the same before and after the module- with shorter reading pieces that wouldnt take more than a day or two. Modules can be used as assessment, but theyd measure growth over time- say from a fall module to a spring module.

The skills word spending 2-4 weeks on are crucial skills and as you think of these pre and post assessments they can help us think about common assessments.

83ExampleHeres the post assessment from the Thiebes Economics module on pages 68 and 79 of your guidebook

ExampleTask: 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).

ExampleFor 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.

ExamplePost assessment from the One Nation module: After reading Edward Hudginss What is an American? write an essay that explains why Hudginss 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 TodayWith the tasks youre working on today, think about a pre and/or post assessment you might use

A good place to start is with the standards you are addressing. Look at the built-in and when appropriate standards on pp. 22-24 of your binder88Choose a Station:Differentiating the instructional ladderNew teacher orientation/summer slump refresher courseWork time

Reminder to break as needed- rule of two feet89Learning TargetI can use careful planning to improve instruction in order to be a more effective teacher and leader.

ReflectionWhat 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 StepsOur next meeting is November 29thBring binders and all of todays handouts, as well as a semi-complete moduleIf you have lingering questions, post to the parking lot or email me at kay.hardaway@education.ky.govPlease complete your evaluation before you leave

Co-Teaching Models

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Co-Teaching Models