CCRS Quarterly Meeting 1 2014 - 2015 K-5 English Language Arts

1. CCRS Quarterly Meeting 12014 - 2015K-5English Language Arts http://alex.state.al.us/ccrs/

2. Phases of CCRS Implementation Evaluation & Accountability Awareness Follow Up & Support Implementation • Regional Planning Team • Regional Support Staff (RSS) • Differentiated Support • District and school coaches • CCRS Team Professional Learning • Alabama Insight Tool • Global Scholar • Summer Teaching Academies

3. Alabama State Board of Education PLAN 2020

4. Outcomes for the Year Effective Practices to Help Students Meet Standards Tasks and questions of powerful teams: • Co-creating lessons- What learning experiences do our students need to reach the standards? • Co-creating assessments- How will we know if they have reached the standard? • Looking at student work- What does student work suggest about what they do and don’t understand and what will we need to do next?

5. Outcomes Participants will • Discuss the data gathered from 2013-2014 state and national implementation surveys. • Analyze a unit plan using the EQuIP Rubric. • Determine how the standards connect across multiple lessons to provide differentiation in Tier One and maximize student learning.

6. Outcome 1 • Discuss the data gathered from 2013-2014 state and national implementation surveys.

7. CCRS Implementation Team Survey On a five-point scale (where 5 is “very prepared” and 1 is “not at all prepared”, how prepared are teachers to teach CCRS to the following groups of students? Students as a whole 92% English Language Learners 60% Students with Disabilities 61% Low-income Students 80% Academically At-Risk Students 74% About 40% do not feel prepared to teach ELL students and Students with disabilities

8. CCRS Teacher/Administrator Survey How prepared are teachers in your school to teach CCRS to the following groups of students? (from Very prepared to Not at all prepared) Students as a whole 81% English Language Learners 61% Students with Disabilities 64% Low-income Students 75% Academically At-Risk Students 75% About 40% do not feel prepared to teach ELL students and Students with disabilities

9. Alabama’s Needs Align with the National Research Working with colleagues is the most useful support for implementing the standards. Teachers feeling most comfortable tend to be those more frequently working with others to analyze student work, design curriculum, and create assessments. Teachers in all disciplines are actively engaged in shifting literacy practices. Teachers engaged in cross-discipline conversation about literacy are making greater shifts in their instruction. When given the opportunity, teachers are owning the change by innovating and designing appropriate lessons and materials.

10. Outcome 2 Analyze a unit plan using the EQuIP Rubric.

11. Graphic

12. “Increased emphasis on deep content knowledge and teaching of academic vocabulary is a critical instructional shift in the Common Core State Standards”Dr. Donald R. Bear, Iowa State University

14. Unit Analysis • Read the unit plan and accompanying text. • Using the rubric, determine if the unit meets the criteria of the bulleted items in Dimension 1. • In the blank beneath Dimension 1, make notes of concerns/issues; list items needed for improvement to meet criteria of rubric. • Check to the left of the bulleted item if the lesson plan meets the criteria listed.

15. Table Discussion • Were there missing Dimension I components? • Which item(s)? • What would need to be updated about the lesson to meet the rubric criteria?

16. Lunch

17. Unit Analysis • Using the rubric, determine if the unit meets the criteria of the bulleted items in Dimension II. • In the blank beneath Dimension II, make notes of concerns/issues; list items needed for improvement to meet criteria of rubric. • Check to the left of the bulleted item if the lesson plan meets the criteria listed.

18. Table Discussion • Were there missing Dimension II components? • Which item(s)? • What would need to be updated about the lesson to meet the criteria?

19. Unit Analysis • Using the rubric, determine if the unit meets the criteria of the bulleted items in Dimension III. • In the blank beneath Dimension III, make notes of concerns/issues; list items needed for improvement to meet criteria of rubric. • Check to the left of the bulleted item if the lesson plan meets the criteria listed.

20. Table Discussion • Were there missing Dimension III components? • Which item(s)? • What would need to be updated about the lesson to meet the rubric criteria? • What scaffolds are visible? • What scaffolds are still needed?

21. Basic Definition Temporary support structures a teacher puts in place to assist students in accomplishing a task they might otherwise not reach Appendix A: Common Core State Standards What is Instructional Scaffolding?

22. Curriculum Guide to the Alabama Course of Study: English Language Arts K-12

23. Unit Analysis • Using the rubric, determine if the unit meets the criteria of the bulleted items in Dimension IV. • In the blank beneath Dimension IV, make notes of concerns/issues; list items needed for improvement to meet criteria of rubric. • Check to the left of the bulleted item if the lesson plan meets the criteria listed.

24. Table Discussion • Were there missing Dimension IV components? • Which item(s)? • What would need to be updated about the lesson to meet the criteria?

25. Outcome 3 Determine how the standards connect across multiple lessons to provide differentiation in Tier One and maximize student learning.

26. Let’s Consider RL3.3 – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

28. Take It Back • Take the EQuIP rubric review tool back to your school and use it to analyze a unit of study from any content area. • Use the analysis results to determine what needs updating to meet the criteria of the unit. • Bring back findings to share with others. • Begin to use The Curriculum Guide to the Alabama Course of Study: English Language Arts K-12 to provide differentiated support for special populations in Tier One instruction.

29. Four Planning Questions • What is my desired outcome? • What steps will I take to reach my desired outcomes? • How will I know when the desired outcome has been met? • What will I do if the learning does or does not occur?