facilitator’s guide: module 2: instructional s guide: module 2: instructional leadership and...

1 | Facilitator’s Guide: Module 2: Instructional Leadership and the CCRSL

Facilitator’s Guide: Module 2: Instructional Leadership and the CCRSL

Overview of the Module • Knowledge to lead instructional shifts related to Reading Anchor Standards • Shared Vision to integrate the implementation of CCRSL into broad education improvement efforts • Systemic Metrics to clearly describe what successful progress in implementation looks like and how these inform the change process • Building capacity so that all members of DoDEA are learning together

Provisioning/Materials Per Table

• Blank Copy Paper • Markers • Highlighters • Index Cards

• Pens, pencils • Post-it • Poster Paper • Tape

Set Up • Have all files downloaded to the desktop or a DVD in advance.

This includes the PowerPoint presentation, and all references used during this training. See Links to the Training Materials below.

o Rationale – the internet may not be available from the work station you are using during this training.

• Make ALL copies – See Handout Section of this document.

• Set up the room to ensure your audience can work with an elbow partner and in a small group.

• On the table, have the blank copy paper, highlighters, markers, stickers and poster paper.

• You will need to determine how you will distribute copies throughout the training depending on the size of your group.

• You will need to set up a Parking Lot at the front of the room to hold questions.

LINK TO ACCESS THE TRAINING MATERIALS Please click the link below to access the CCRSL Training website. Click Module 2 in the navigation bar at the top. Then you will see the PowerPoint presentation and other training materials used during this training.

https://content.dodea.edu/VS/pd/ccrsl_training/index.html

https://content.dodea.edu/VS/pd/ccrsl_training/index.html


Slide Delivery Slide Number Time Script (Notes in PPT) Resources

Screenshot of the slide Slide # hrs/mins Notes, directions, key points HOs, videos

1 1 min

Briefly introduce the module and yourself.

Facilitator Notes: Module 2, today’s module, picks up where we left off with Module 1. We will continue to think about ourselves as visionary leaders who can establish for our faculty and staff a shared vision that integrates the implementation of CCRSL into the fabric of our schools. To have this shared vision we will continue to dig deeper into the Reading Anchor Standards. Our work today will help us to refine the vision we started to craft in Module 1 and allow us to refine the metrics we might use to describe and inform successful progress, short term wins, and opportunities to refine and adjust our strategy.

Facilitator Supports: Utilize Pathways to the Common Core as a resource tool for this module, specific pages and chapters are annotated in the presentation notes as Pathways.

2 4 min

Knowledge: As instructional leaders, it is your responsibility to understand the shifts required by the College and Career Ready Standards Literacy Standards. These standards are different from prior standards and fundamentally change what we should think about when we think about standards-based education. Embracing your role as an instructional leader means knowing the content your teachers need to teach and understanding the shifts they need to make in their practice.

Shared Vision: Implementing the new Standards is an excellent opportunity for focus and coherence throughout your school. Far from being from one more (disconnected) thing to do, the Standards provide a thread that can run through the fabric of our organization.

Systemic Metrics: As with any successful change event, it will be critical to have clear, measurable goals and to commit to collecting data on progress toward those goals so that appropriate adjustments and


Slide Number Time Script (Notes in PPT) Resources Screenshot of the slide Slide # hrs/mins Notes, directions, key points HOs, videos

support can be implemented.

Build Capacity: The CCRSL supports teachers by offering focus and coherence in their work, supports their understanding of the standards, recognizes their authentic development in the change, and provides them with quality tools and resources rather than quick fixes. From the classroom all the way through HQ, the system learns together.

3 1 min

Building from Module 1, these shifts, coupled with the Reading Anchor Standards, will work together to make change happen for our students.

From Module 1, remember we discussed the following points as a rationale for these standards:

• Declining U.S. competitiveness with other developed countries • NAEP performance that is largely flat over the past 40 years in

8th grade • Slight improvement at the 4th grade level • Slight decline at the high school level • High rates of college remediation

Review information, as needed: Building student knowledge through Content-Rich Nonfiction: Non-fiction which is rich in science, social studies, art, or CTE content. Content rich nonfiction extends student exposure to a subject area beyond what is presented in the textbook. Content rich nonfiction can extend beyond traditional written text: it can take the form of artwork, symbols, or audio files, for example. Statistics, graphs, and maps are additional examples of content rich nonfiction which extends beyond the traditional written text. Much of what we know about the world around us comes from informational text. Currently, the overwhelming majority of what students are typically expected to read during their literacy blocks is fiction. In order to improve student reading skills, along with the common practice of extending literacy blocks in the elementary school, we have often



shortened science and social studies time. Unfortunately, this has resulted in less and less informational text being shared with students. As a set of Standards grounded in expectations for college and career readiness, it is important for students to attend to the skills of reading informational text. It is the majority of what they will be expected to read in both college and workplace settings.

Review information, as needed: Reading, writing, and speaking grounded in evidence from the text: The shift here highlights that the Standards emphasize using evidence from text as students demonstrate comprehension of what they read through writing and speaking. Across the grades, and even across the content areas, students should develop the skill of grounding their responses in evidence from the text. Students will be asked to move away from personal, emotional responses to text. Rather than what they feel about a text, or what the text reminds them of from a period in their lives, students will be asked to respond intellectually to the text: questioning will change to emphasize the need for students to provide evidence to support their answers. Grounding reading, writing and speaking in evidence from the text is very important in building college and career readiness. This is not only applicable to informational text, but to stories as well. Even when students are reading grade-level texts, they have too often been encouraged to write or discuss their ideas without having to use evidence from the text. Most college and career writing requires students to take a position or inform others citing evidence from the text rather than providing a personal opinion. Across the grades, and even across the content areas, students need to develop the skill of grounding their responses in evidence from the text.

Review information, as needed: Complex Text/Academic Language: The text complexity is determined by three parts as described in Appendix A of the Common Core standards: Qualitative dimensions of text complexity—items such as levels of meaning or purpose; structure;



language conventionality and clarity; and knowledge demands. These are judged by attentive human analysis. Quantitative dimensions of text complexity – aspects such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software.

Reader and task considerations. While the prior two elements of the model focus on the inherent complexity of text, variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student. Academic Language refers to both the vocabulary and syntax that is characteristic of more complex texts. Words considered academic vocabulary typically appear across content areas. These words often "unlock" complex text for students and should be specifically addressed - not necessarily defined - for students through close reading exemplars. Evidence indicates that there is a gap between what students are expected to read in college and careers and what they typically read in high school. The complexity level of text that students are able to read is included in the College and Career Readiness Standards because, according to an 2006 ACT study, it is the greatest predictor of student success in college and indicates a significant change in practice in which the goal is increasing independence with a specified level of complexity at each grade level, which puts students on a pathway to reading college and career-ready text by the time they complete high school. Practice with complex text builds academic vocabulary and skill with complex sentence structures that are absent from low level texts.



4 1 min

Transition slide signaling to the participants that an activity will occur next. Click to advance to the next slide to begin this activity.

5 16 min

Activity: Participants will work in groups to arrange the standards in alignment to the three shifts. Participants will need copies of HO 1 and the Anchor Standards (slips cut apart from Facilitators HO 1).

Directions: Start with a group no larger than three and have them organize the standards as they see them aligning to the 3 shifts; Rotate to another groups sort recommend any changes you see that need to be made on a sticky note; rotate to another groups sort recommend any changes you see that need to be made on a sticky note. Return to your group and discuss comments/questions found on the sticky notes. Keep the sort intact we will use in upcoming slides.

Facilitator Support: This activity will help revisit the shifts, engage participants with the language of the standards and provide opportunities for shared agreements about the shifts and standards as a leadership team. There is no one “right” answer. This is an open; constructed response learning event. Encourage participants to support their arguments by going back to the text (anchor standards), just as we want students to do so.

Handout 1

Anchor Standards Slips



6 2 min

Facilitator Support: This slide is from Module 1.

Facilitator Notes: Rather than thinking of these standards as a guide to what is expected of student BEFORE they graduate, these new standards, from kindergarten through 12th grade, are aligned to the requirements for college and career readiness—what is necessary for success AFTER leaving high school.

The decisions around how to focus the standards are grounded in evidence regarding what students in fact need in order to be prepared. Evidence regarding necessary content and skills is used to make decisions about what is included.

The CCRSL provide greater clarity in what is expected of students each year: the standards are fewer in number and consistent across grade levels.

The new CCRSL are realistic about student and teacher time. They are designed to be a set of standards that are fewer in number, clearer in describing outcomes, and higher to the degree that what is included is what is expected from students by the end of each year.

Now, we are going to look at how these anchor standards are intentionally grouped.

7 3 min

Take a moment and find these standards in your sort and add the standard number to the narrative description on your slips of paper.

As we look at how these standards work together, what kinds of subtle differences would be present when applying these standards to literature and informational text?

Possible Responses:

• Anchor Standard 1 describes the skill of restating a text in a

Pathways, p. 27-28



way that is applicable for all genres • Anchor Standard 3 when applied to literature would describe

the narrative structure and pivotal moments of change, whereas when applied to informational text, this standard would focus on how a key individual, event or idea Is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)

Facilitator Support: Pathways, p. 27-28

8 3 min

Take a moment and find these standards in your sort and add the number to the standard.

These three standards focus on how a text is written and how that craft and structure affect understanding. As we look at how these standards work together, what kinds of subtle differences would be present when applying these standards to literature and informational text?

Possible Responses:

• Anchor Standard 4: For informational text, these standards would help the reader identify the language used by the author to convey an overall message (Lincoln’s Gettysburg Address = religious connotations, Martin Luther King’s “I Have a Dream” = financial connotations to equate civil rights to good business).

• Anchor Standard 5: For informational text would be how the author uses structure and purpose to present/compare two or more ideas before leading the reader to a conclusion.

• Anchor Standards 6: For literature, these standards would focus more on the author’s use of language, structure, point of view, voice, and style.

Facilitator Support: Pathways, pgs. 58-62; 82-86

Pathways, pgs. 58-62; 82-86



9 3 min

Take a moment and find these standards in your sort and add the number to the standard.

These standards allow readers to think across texts and participate in comparative analyses. How do these standards help prepare students for college and career in all content areas?

Entertain any reasonable response. Challenge participants to make connections to History/Social Studies, Career and Technical Subjects, Sciences.

How can interdisciplinary planning create learning experiences for students related to these three anchor standards?

Entertain any reasonable response. Challenge participants to create a concrete example.

Facilitator Support: Pathways, pgs. 62-65; 86-88

Pathways, pgs. 62-65; 86-88

10 2 min

Take a moment and find this standard in your sort and add the number to the standard.

Remember from Module 1 that one system of measurement is not sufficient in and of itself to measure text complexity – each system has limitations. This is why it is important to look at qualitative, quantitative, and reader/task consideration measures when determining text complexity. We will delve deeper into this during Module 4.

Facilitator Support: Pathways, pgs. 34-37

Pathways, pgs. 34-37



11 5 min

Pass out Handout 2. Ask participants What trends or patterns do you notice about our original sort when compared to the chart on HO 2?

As we look back at the work we did earlier, we recall the standards as they relate to the three shifts, and also how they relate to these concepts. The skills for reading literature and the skills for reading informational texts are the same in CCRSL. That is, they share the same ten anchor standards. CCRSL does, though, provide individual grade level skills for reading literature and for reading informational texts. Sometimes the grade level skill for a standard is exactly the same for reading literature and for reading informational texts (from Pathways, pg. 27)

Handout 2

Pathways, pg. 27

12 4 min

As we have seen in the last few slides, CCRSL emphasizes textual analysis. Reflect on the classroom conversations you have observed, think about the academic, text-based responses students are asked to provide. What work needs to be done to support teachers and students as we move towards CCRSL work? (refer to slide for prompts, if needed)

Collect Responses from Participants. Entertain any reasonable responses.

An easy way to take the pulse of adults’ or children’s current reading practices is to ask them to discuss a poem or story with a familiar plot or issue. Do they veer off into discussions of their own experiences? If so, they will need scaffolding and support to move to CCRSL work.

Facilitator Support: Pathways, Chapter 2

Pathways, Chapter 2



13 1 min

Transition slide signaling to the participants that an activity will occur next.

Click to advance to the next slide to begin this activity.

14 19 min

Activity: Participants will read the excerpt from Chapter 4 of Lord of the Flies by William Golding and participate in a “lesson.” See Facilitator Activity Handout 3 for all the steps and possible answers for the activity. Stay on this slide for the whole activity.

Handout 3



15 10 min

This slide should be displayed after the Lord of the Flies activity. This slide will allow the team to examine the “lesson” through the anchor standards—making intentional connections to the work they did with the book. The table has the anchor standards organized in the categories reviewed earlier.

Facilitator Note: The standards have been likened to a ladder, with Anchor standards 1 and 10 as the crucial struts that form the two sides of the ladders, and the other reading standards as the rungs of the ladder; accuracy without strong literal comprehension is not reading.

Lord of the Flies connections: Ask Where in the “lesson” did you do the work of anchor standard 1? Anchor Standards 1, asks you to recount the story, citing specifically from the text. Response: The summary steps when you paired with a partner to cite evidence.

Lord of the Flies connections: Ask Where in the “lesson” did you do the work of anchor standards 2 and 3? Standards 2 and 3, ask readers to summarize the text, to connect parts of the text, to infer central ideas and themes, paying attention to the interaction of characters and events, and to trace their development across the text. Response: The questions and discussion about the prompt ‘What is this excerpt about? ‘Participants spent time with the literal details of the text before jumping to the idea (s). Make sure all answers are based on textual evidence.

Lord of the Flies connection: Ask Where in the “lesson” did you do the work of anchor standards 4-6? Standards 4-6, deepen the reader’s understanding of meaning. Essentially, the anchor standards ask readers to investigate the effect of authors’ decisions—about language, structure, point of view, voice, style—on the meaning of texts. Response: The section of the lesson where we considered if some words matter more than others? Which words really call our attention here?

Pathways, Chapter 3, Pathways Chapter Four (pages 52-74) and Chapter Five (pages 75-101)

Universal Declaration of Human Rights

To Study Aggression



What do we notice as we reread them?

Lord of the Flies connection: Ask Where in the “lesson” did you do the work of Anchor standards 7-9? Standards 7-9 help mobilize readers to read texts (books as well as other sorts of texts) that “go together” and to think across those texts and participate in comparative analyses. Response: The section where we brainstormed other books or topics that “go together” and looked at the Universal Declaration of Human Rights and the article To Study Aggression.

Facilitator Support: Pathways, Chapter 3, Pathways Chapter Four (pages 52-74) and Chapter Five (pages 75-101)

16 6 min

Think about the paired reading you just did. Then consider the question on the slide. . . .

Possible Responses: • Add more high-interest books to classroom collections • Add more non-fiction books to classroom collections • Infuse more informational reading (not just the textbook) into

content-area instruction and Literature courses • Challenge students with higher levels of text complexity using

scaffolds • Determine how to best use your budget • Leverage your IC collection to support this in both print and

digital sources, including journals and • Use inter-disciplinary planning time and/or collaboration time

to build text sets • Engage in conversations with teachers to ensure needs are

resourced appropriately



17 6 min

Acknowledge that teachers will have their own learning curves, past experiences as students and teachers, related to CCRSL and the type of teaching these standards demand. Organizations that are set up to learn together will fare well in the work of implementing the standards. As an instructional leader it is more important to lead the work of learning rather than positioning yourself as the absolute "expert" in this work. Instructional leaders will need to be able to cite accurate and specific evidence related to professional knowledge, instructional planning and delivery, assessment, and professional development in content areas.

How will you bring focus and coherence related to the Anchor Standards in your building/district (vision)?

What will you look and listen for to know your school is making progress (metrics)?

What can you do now to create a CCRSL learning culture at your school (build capacity)?

Possible Responses:

• Provide support for teachers at all levels of implementation (feedback, access to ISS for coaching and support, common plan time and collaboration time)

• Create time in the master schedule for cross-content collaboration

• Promote a safe environment for taking risks as teachers practice

• Watch videos during PD or collaboration meetings to create shared agreements

• Provide explicit instruction in the skills and strategies of high-level comprehension with manageable steps, practice, expert feedback, and a gradual release of support



18 3 min

Building from Module 1, these shifts, coupled with the Reading Anchor Standards, will work together to make change happen for our students. Understanding the shifts will help us help teachers understand the CCRSL as it crosses all curricular areas—an understanding that will play out in classrooms across DoDEA, moving our students towards greater and greater achievement. As instructional leaders, the mandate placed on you is a noble one, one that will require a change in our understanding of what it means for our students to be College and Career ready.

End of Presentation

Total Time 90 minutes equals 1 hour and 30 minutes


Handouts

Activity Titles Slides #

Activity 1 Facilitators’ Copy: Sorting Activity Anchor Standards (HO 1) Participants' Copy: Sorting Activity Anchor Standards (HO 1) Master Copy of Sorting Slips

4-12

Activity 2 Facilitators’ Copy: Sorting Activity Grouping Chart (HO 2) Participants' Copy: Sorting Activity Grouping Chart (HO 2) 11

Activity 3

Facilitators’ Copy: Lord of the Flies Activity (HO 3) Participants’ Copy: Lord of the Flies Activity (HO 3) To Study Aggression, a Fight Club for Flies The Universal Declaration of Human Rights

13-15

Additional supplemental CCRSL: Three Instructional Shifts College & Career Readiness Anchor Standards for Reading as needed

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