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Welcome Librarians a nd Tech Teachers!. Our District Values Integrity Students First Collaboration Equity Accountability Fun. Standards Institute. Educational Technology and Library Services August 2012. Colorado Standards 21st Century Skills: Transformative Teaching.

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Welcome Librarians a nd Tech Teachers!

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Welcome librarians a nd tech teachers

Welcome

Librarians

and

Tech Teachers!


Welcome librarians a nd tech teachers

Our District Values

Integrity

Students First

Collaboration

Equity

Accountability

Fun


Standards institute

Standards Institute

Educational Technology and Library Services

August 2012


Welcome librarians a nd tech teachers

Colorado Standards 21st Century Skills: Transformative Teaching


Welcome librarians a nd tech teachers

  • AASL Standards for the 21st Century Learner http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk


Welcome librarians a nd tech teachers

  • ISTE NETS http://www.iste.org/standards.aspx

  • Comparison Chart: http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/toolkits/bldnglvl/skills_comparison_chart.pdf


Content language objectives

Content/Language Objectives

Presented by

Helen Butts

English Language Acquisition/Literacy Curriculum Coordinator


O utcomes

Outcomes

  • Identify the evolution of the DPS content/language objective

  • Identify the components of the DPS content/language objective

  • Write content/language objectives with differentiated supports


English language development eld standards also known as wida

English Language Development (ELD) Standards (also known as “WIDA”)


Welcome librarians a nd tech teachers

Let’s Talk About The ELD Standards

  • What drives the content of the ELD standards? In other words, what will teachers teach English language learners?


Welcome librarians a nd tech teachers

SAMPLE Planning for Common Core Standards for Writing #5 and ELD Standard #2

Content (what students will learn)

Supports (differentiated by language proficiency levels)

Function(what students are doing with the language)

Domain(that is targeted)


Welcome librarians a nd tech teachers

  • How can we ensure language (specifically academic language) is a part of the content teachers are teaching?

  • Remember the ELD Standard:

  • #2-

  • English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts

  • The language of Language Arts


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Sentence frames, stems or cues..

Forms (what the language looks like)

Conventions (Grammar, Usage, Mechanics)

Academic vocabulary or language


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Where to Find the Sample Planning for CCSS and ELD Standards (Amplified Strands)

http://www.wida.us/downloadLibrary.aspx


Welcome librarians a nd tech teachers

The resources only provide SAMPLES of the kind of planning teachers should engage in to make the content accessible to English learners.

What other subjects do you see embedded in the samples?

How do all teachers become teachers of language?


Welcome librarians a nd tech teachers

Rationale for DPS Content/Language Objective:

In planning for all students to be able to access ambitious new core content, we recognized that teachers needed a structure to be deliberate about student access to content.


Teacher effectiveness framework

Teacher Effectiveness Framework

LE.1 Demonstrates knowledge of, interest in, and respect for diverse students’

communities and cultures in a manner that increases equity

LE.2 Fosters a motivational and respectful classroom environment

LE.3 Implements high, clear expectations for student behavior and routines

LE.4 Classroom resources and physical environment support students and their

learning

I.1 Clearly communicates the standards-based content/language objective(s) for the lesson, connecting to larger rationale(s)

I.2 Provides rigorous tasks that require critical thinking with appropriate digital and other supports to ensure student success

I.3 Intentionally uses instructional methods and pacing to teach the content/language objective(s)

I.4 Ensures all students’ active and appropriate use of academic language

I.5 Checks for understanding of content/language objective(s)

I.6 Provides differentiation that addresses students’ instructional needs and supports mastery of content/language objective(s)

I.7 Provides students with academically-focused descriptive feedback aligned to content/language objective(s)

I.8 Promotes student communication and collaboration


Components of dps content language objective

Components of DPS Content/Language Objective

  • Content

    What are students learning?

  • Targeted Domain

    What domain will I specifically target in

    this lesson?

  • Language Function

    How will students use language in the lesson?


Welcome librarians a nd tech teachers

  • Language Form

    What grammatical structures of the language, syntax, and academic vocabulary will be used?

  • Supports

    • What graphic organizer will help all of my students complete the function and what forms (language) will help them communicate their ideas?

      2) How can I differentiate supports so that my…

      a) 1-2 language proficiency level students understand the content?

      b) 3-4 language proficiency level students understand the content?

      c) 5-6 language proficiency level studentsunderstand the content?


Activity domains

Activity: Domains

  • #1 Strong Listening = Strong Speaking?

  • #2 Strong Reading = Strong Writing?

  • #3 Strong Speaking = Strong Reading?

  • #4 Strong Writing = Strong Speaking?


Strong reading strong speaking

Strong Reading=Strong Speaking?

Mrs. W is a 75-year-old female who first presented to Presbyterian/St. Luke's 3/12/10 with altered mental status and supraventricular tachycardia. She was easily converted with adenosine, but her workup revealed hypoxemia and pulmonary hypertension (PH). Since that time she has had a thorough evaluation to delineate the etiology of her PH. She had a CTA 3/12/10 showing no evidence of PE; a lower extremity US 3/14/10 showing no DVT; and normal labs including CBC, CMP, ANA profile, UA, T3, T4, and coagulation studies.


Dps content language objective structure

DPS Content/Language Objective Structure

A language function articulated to a language domain,a language form, content, and language supports that are differentiated according to language proficiency levels to support flexible groups:

a) levels 1 and 2;

b) levels 3 and 4; and

c) levels 5 and 6


Tools for writing content language objectives

Tools for Writing Content/Language Objectives

Functions by Language Domain


5 high yield functions

5 High Yield Functions

  • Describe, Explain, Classify

  • Compare and Contrast

  • Sequence

  • Cause & Effect

  • Defend/Propose/Justify


Seasons on a bubble m ap

“Seasons” on a Bubble Map

How could this graphic organizer have more supports for a younger child or a student with less English proficiency?

How could this be built up for students with more advanced language?


Venn diagram level 2 3

Venn Diagram, Level 2 & 3


Venn diagram levels 3 4

Venn Diagram, Levels 3 & 4


Flow map for sequencing

Flow Map for Sequencing

When do you ask students to sequence in your class? Is this language appropriate? Too easy? Are pictures needed?


Flow map levels 3 4 levels 5 6

Flow Map, Levels 3/4; Levels 5/6


Venn diagram level 2 31

Venn Diagram, Level 2 & 3


Welcome librarians a nd tech teachers

Sample Language Forms


Defend a problem propose justify

Reason #1

Reason #2

My opinion/claim

Reason #3

Defend a Problem/Propose/Justify

What structured language belongs on this? I believe… I think…

What language do your students need?

Reason #4


Activity bonjour

Activity: Bonjour!

  • Listen to the lesson.

  • How do you feel?

  • Do you know what you are asked to do?

  • Are you able to do it?


Welcome librarians a nd tech teachers

Sample Language Supports:

“The Magic Three”


Sensory supports

Sensory Supports


Visual supports

Visual Supports


Group supports

Group Supports


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CAN DO Descriptors to Help with Differentiated Supports

http://www.wida.us/downloadLibrary.aspx


Sample 1

Sample #1

Students will orallyexplain,using sequential words (first, second, …), how to solve a system of linear equations by graphing with their partners:

a) using labeled cards

b) using discussion cards (no common solutions, one common solution, etc.)

c) using multiple pairs of linear

equations


Let s write a content language objective

Let’s Write a Content/Language Objective


Essential question evaluation task 14

Essential Question—Evaluation Task 14:

[Insert question] After reading _____________ (literature of informational texts) on _____________ (content), write a/an (essay or substitute) that describes _____________ (content) and addresses the question. Support your discussion with evidence from the text.


Essential question evaluation task 141

Essential Question—Evaluation Task 14:

Why would a slave not feel a part of the Fourth of July celebration? After reading “What to the Slave Is the Fourth of July?” on the slave’s perspective on independence from England, write an essay that describes and addresses the question. Support your discussion with evidence from the text.


Structure of the dps content language objective clo

Structure of the DPSContent/Language Objective(CLO)

A language function articulated to a language domain,a language form, content, and supports, including a whole group support (graphic organizer with language) that are differentiated according to proficiency levels to support flexible groups:

a) levels 1 and 2;

b) levels 3 and 4; and

c) levels 5 and 6


Summative clo

Summative CLO

Explain in writing

a language form, content, and language supports that are differentiated according to language proficiency levels to support flexible groups:

a) levels 1 and 2;

b) levels 3 and 4; and

c) levels 5 and 6


Summative clo1

Summative CLO

Explain in writing,

why a slave would not feel a part of the Fourth of July celebration

a language form

and language supports that are differentiated according to language proficiency levels to support flexible groups:

a) levels 1 and 2;

b) levels 3 and 4; and

c) levels 5 and 6


Summative clo2

Summative CLO

Explain in writing, why a slave would not feel a part of the Fourth of July celebration

using varied transitions and syntax (because, yet due to, even though, there is little evidence, etc.)

and language supports that are differentiated according to language proficiency levels to support flexible groups:

a) levels 1 and 2;

b) levels 3 and 4; and

c) levels 5 and 6


Summative clo3

Summative CLO

Explain in writingwhy a slave would not feel a part of the Fourth of July celebrationusing varied transitions and syntax (because, yet due to, even though, there is little evidence, etc.)

  • after completing a tree map and with

    • a. labeled pictures clarifying language and concepts from reading

    • b. student exemplars (teacher created for the first year if necessary)

    • c. published essays with varied transitions and syntax highlighted


Backwards planning

Backwards Planning

Look at the reading on page 173. What will students need to do first?

Would you agree that we need to…

  • build background knowledge?

  • define vocabulary and phrases?


Welcome librarians a nd tech teachers

  • Describe in writing daily experiences of slavery using descriptive language (cotton burrs, hoeing fields, etc.) after exploring a trunk of artifacts (journal of a slave, clothing, cotton plants, shackles) with a bubble map and

  • a video with closed captions and slowed English

  • b. a Freyermodel of “work” for slaves

  • c. informational texts describing work for

  • slaves


Welcome librarians a nd tech teachers

  • Orally explainphrases used in Douglass’ speech using synonymous phrases (not wanting in= not lacking in, give frame to= to develop, etc.) after working in small groups to complete a bubble map and with

  • labeled pictures clarifying language and

  • concepts

  • b. a teacher-created dictionary of archaic

  • language

  • c. full sentences to paraphrase


Backwards planning1

Backwards Planning

After understanding the language in the reading, what will students need to do next?

Would you agree that we need to support students’…

  • analysis of the text?

  • skills in finding relevant details?


Welcome librarians a nd tech teachers

  • Analyze by writing notes of Douglass’ view of slaves’ feelings about emancipation from Britain using descriptive phrases (no relief from work, unjust experiences, etc.) after completing a cause & effect map and with

    • labeled pictures clarifying language and concepts

    • a teacher-created dictionary of archaic language

    • informational texts describing slavery


Backwards planning2

Backwards Planning

What else do they need to know how to do?

Would you agree that more objectives need to be developed to support…

  • transitions and syntax?

  • textual support (evidence from text)?

  • commentary?

  • structure of the essay, mechanics?


Expectations meeting student expertise

Expectations Meeting Student Expertise

If you are planning for your own classroom, use the CCSS student exemplars to backwards plan the content/language objectives to build up to the language that your students need to access content and language based on where they are.

If you are planning for the district or a localized team, use the CCSS student exemplars and backwards plan the content/language objectives after careful examination of the population’s mastery and gaps of the scope and sequence before making assumptions about which language needs to be built up.


Welcome librarians a nd tech teachers

Assessment Development for Libraries and Technology Courses

8/22/2012


Goals

Goals

  • The goals of this presentation are to:

    • Provide an overview and context for non-tested subjects assessment development work

    • Give updates on progress to date

    • Provide tentative plan for libraries and technology in the 2012-13 school year and beyond

    • Highlight ways that teachers can engage in the development process


Overview

Overview

  • The purpose of this work is to develop common district assessments in traditionally non-tested subjects, including:

    • The Arts (Dance, Drama/Theater Arts, Music, Visual Arts)

    • Physical Education

    • Science

    • Social Studies

    • World Languages

    • Career and Technical Education

    • Technology

    • Library

    • Some literacy courses

  • Teachers in non-tested subjects account for 70 percent of DPS teachers


A new opportunity

A new opportunity…

New assessments in non-tested subjects will:

  • Highlight instruction taking place in ALL content areas

  • Highlight learning and concept and skill mastery taking place in ALL content areas

  • Create greater course consistency across the district as curriculum and instruction transition to new standards

  • Provide valuable data to teachers on student learning and the effectiveness of their instructional practices


Overview continued

Overview – continued

  • Results from these assessments will be used to calculate measures of student academic growth (the change in student achievement for an individual student between two or more points in time)

    • Assessments will have a pretest (given towards the beginning of instruction in a course) and a posttest (given towards the end of instruction in a course)

    • How student growth will be calculated is still being determined

  • The results will contribute to teacher evaluations in the student outcomes component of LEAP


What is driving this work

What is Driving this Work?

Standards Implementation

Educator Effectiveness

Act

S.B. 10-191


Welcome librarians a nd tech teachers

Standards Implementation

  • Transitioning to the Common Core State Standards (CCSS) and the Colorado Academic Standards (CAS)

  • DPS will spend the 2012-13 school year aligning curriculum, instruction, and assessments to new standards

  • Full implementation to begin in the 2013-14 school year

  • New assessments will align to the new standards

    • gauge student progress towards new expectations for students found in the standards

    • What does this mean for libraries and technology?


Non tested subjects standards alignment

Non-Tested Subjects Standards Alignment


Welcome librarians a nd tech teachers

LEAP

* Principal observation, peer observation, professionalism, and student perception survey components are not shown to scale


Student outcomes components

Student Outcomes Components

Category 1:

State-mandated common

assessment

Category 2:

District-approved common assessments

Category 3:

English language acquisition

Category 4:

Teacher/team developed assessment

Category 5:

School-wide measure

Purpose:

- Accountability to state

- Capture longitudinal growth

Example:

TCAP

Purpose:

- Capture incremental growth

- Inform instruction

Example:

Interim assessments

Purpose:

- Account for high number of ELLs

Example:

CELA

Purpose:

- Allow for flexibility in the demonstration of student achievement

Example:

Core curriculum

Purpose:

- Account for collective responsibility

- Capture multiple areas of growth

Example:

SPF

* Categories are a result of SB191 and Student Outcomes Design Team


Student outcomes breakdown

Student Outcomes Breakdown


Welcome librarians a nd tech teachers

State legislation – SB10-191

  • Defines teacher and principal effectiveness

  • At least 50 percent of teacher and principal evaluation must be based on student growth

  • Requires three consecutive years of effectiveness to acquire non-probationary status

  • Allows for loss of non-probationary status after two years of less than effective ratings

  • For additional information: http://www.cde.state.co.us/EducatorEffectiveness/index.asp


Nts philosophy

NTS Philosophy

  • Develop assessments in non-tested subjects that:

    • Provide teachers with valuable information about students, in addition to their use in teacher evaluations

      • Inform instructional practices

    • Are AUTHENTIC to each course and content area

      • Use appropriate items types including multiple choice questions, open/short response, product/performance, portfolios, etc.

    • Align to new standards where possible

    • Allow teachers to drive the process

      • Opportunities to participate in assessment development design teams

      • Provide ongoing opportunities to provide feedback


Short and long term nts goals

Short- and Long-Term NTS Goals

Assessments for approximately 85 courses

Assessments for over 100 courses


Welcome librarians a nd tech teachers

Current Work

  • Since November, teacher groups have been working on assessments in select courses the following content areas:

    • Music

    • Visual Arts

    • Physical Education

    • Social Studies

    • World Languages

  • Teachers have explored curriculum, identified course learning and assessment objectives, and developed sample assessment items

  • In the spring, teachers piloted sample assessment item types in their classrooms to inform summer development

  • Groups continued their assessment development work this summer, and will be piloting assessments during the 2012-13 school year in select courses and schools


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Plans for Libraries and Technology

  • Begin to identify different instructional practices across the district

  • Engage teachers to determine where assessment development efforts should focus

  • Begin thinking about barriers to assessments and what messages need to be delivered and to whom


Welcome librarians a nd tech teachers

During the 2012-13 School Year…

  • Assessment development work will continue in music, PE, social studies, and visual arts

  • We will begin assessment conversations with teachers in the following content areas:

    • Fall 2012*

      • Dance

      • Drama/Theater Arts

      • Technology/Library

    • Spring 2013*

      • Career and Technical Education

      • Social Studies

    • Summer 2013*

      • Science

*subject to change


Proposed timelines

Proposed Timelines


Welcome librarians a nd tech teachers

Talk to Us!

  • We need your input to make these tests the best they can be

    • Open Houses throughout the year

      • Check out the tests & help us figure out how to make them better

    • Work teams for assessments under development

    • Email us at [email protected]


Contact

Contact

For any questions, please contact:

Kenny Smith

Program Manager, Non-Tested Subjects

720-423-3635

[email protected]


Appendix

Appendix


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2012-13 Assessment Pilot

Assessments will be administered in the following courses:

  • Music

    • 2nd Grade

    • 6thGrade

    • HS Concert Courses

  • Social Studies

    • 8th Grade

  • World Languages

    • Spanish/French Level 1/2 (second version)

  • Visual Arts

    • 4th Grade

    • 7thGrade

    • Level I High School Courses

  • PE

    • 5thGrade

    • 6thGrade

    • Fitness/Cnd Weight Training 1

  • These assessments WILL NOT be used in teacher evaluations during the 2012-13 school year


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