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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

and

Tech Teachers!


Our District Values

Integrity

Students First

Collaboration

Equity

Accountability

Fun


Standards institute

Standards Institute

Educational Technology and Library Services

August 2012




  • 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



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?


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)


  • 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


Sentence frames, stems or cues.. is a part of the content teachers are teaching?

Forms (what the language looks like)

Conventions (Grammar, Usage, Mechanics)

Academic vocabulary or language


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

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


The resources only provide (Amplified Strands)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?


Rationale for DPS Content/Language Objective: (Amplified Strands)

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 (Amplified Strands)

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 (Amplified Strands)

  • 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?


  • Language Form (Amplified Strands)

    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 (Amplified Strands)

  • #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? (Amplified Strands)

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 (Amplified Strands)

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 (Amplified Strands)

Functions by Language Domain


5 high yield functions
5 High Yield Functions (Amplified Strands)

  • Describe, Explain, Classify

  • Compare and Contrast

  • Sequence

  • Cause & Effect

  • Defend/Propose/Justify


Seasons on a bubble m ap
“Seasons” on a Bubble (Amplified Strands)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 (Amplified Strands)


Venn diagram levels 3 4
Venn Diagram, Levels 3 & 4 (Amplified Strands)


Flow map for sequencing
Flow Map (Amplified Strands)for Sequencing

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



Venn diagram level 2 31
Venn Diagram, Level 2 & 3 (Amplified Strands)


Sample Language Forms (Amplified Strands)


Defend a problem propose justify

Reason #1 (Amplified Strands)

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! (Amplified Strands)

  • Listen to the lesson.

  • How do you feel?

  • Do you know what you are asked to do?

  • Are you able to do it?


Sample Language Supports: (Amplified Strands)

“The Magic Three”


Sensory supports
Sensory Supports (Amplified Strands)


Visual supports
Visual Supports (Amplified Strands)


Group supports
Group Supports (Amplified Strands)


CAN DO Descriptors to Help with Differentiated Supports (Amplified Strands)

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


Sample 1
Sample #1 (Amplified Strands)

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



Essential question evaluation task 14
Essential Question—Evaluation Task 14: (Amplified Strands)

[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: (Amplified Strands)

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 DPS (Amplified Strands)Content/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 (Amplified Strands)

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 (Amplified Strands)

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 (Amplified Strands)

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 (Amplified Strands)

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 (Amplified Strands)

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?


  • Describe (Amplified Strands)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


  • Orally explain (Amplified Strands)phrases 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 (Amplified Strands)

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?


  • Analyze (Amplified Strands)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 (Amplified Strands)

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 (Amplified Strands)

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.



Goals
Goals (Amplified Strands)

  • 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 (Amplified Strands)

  • 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… (Amplified Strands)

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 (Amplified Strands)

  • 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? (Amplified Strands)

Standards Implementation

Educator Effectiveness

Act

S.B. 10-191


Standards Implementation (Amplified Strands)

  • 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?



LEAP (Amplified Strands)

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


Student outcomes components
Student Outcomes Components (Amplified Strands)

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 (Amplified Strands)


State legislation – SB10-191 (Amplified Strands)

  • 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 (Amplified Strands)

  • 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 (Amplified Strands)

Assessments for approximately 85 courses

Assessments for over 100 courses


Current Work (Amplified Strands)

  • 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


Plans for Libraries and Technology (Amplified Strands)

  • 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


During the 2012-13 School Year… (Amplified Strands)

  • 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 (Amplified Strands)


Talk to Us! (Amplified Strands)

  • 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 (Amplified Strands)

For any questions, please contact:

Kenny Smith

Program Manager, Non-Tested Subjects

720-423-3635

[email protected]


Appendix

Appendix (Amplified Strands)


2012-13 Assessment Pilot (Amplified Strands)

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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