KVEC English/Language Arts Teacher Leadership Network. “Preparing Students for College and Career”. September 14, 2010. Welcome!. KVEC ENG/LA LEADERSHIP TEAM: Jeff Hawkins: KVEC Executive Director firstname.lastname@example.org Carole Mullins: KDE Network Content Specialist
KVEC English/Language Arts Teacher Leadership Network “Preparing Students for College and Career” September 14, 2010
Welcome! KVEC ENG/LA LEADERSHIP TEAM: • Jeff Hawkins: KVEC Executive Director email@example.com • Carole Mullins: KDE Network Content Specialist firstname.lastname@example.org • Dr. David Elias: EKU Professor of English email@example.com • Mary McCloud: KVEC Lit/Strategies Consultant firstname.lastname@example.org • Linda Holbrook: KDE Reading Consultant email@example.com
AGENDA • Welcome • Revisit July Network Meeting Learning Targets • Network Happenings Update • Debrief CASL Chapter 1 and 2 • Leadership: Keeping Learning on Track • Kentucky Core Academic Standards • Extended Learning
KENTUCKY’S VISION The Commonwealth of Kentucky Educational Vision: Every child – Proficient and prepared for success. Dr. Terry Holliday, Kentucky Commission of Education Karen Kidwell, Kentucky Leadership Network Program Manager
MAXIMIZING PRODUCTIVITY Revisiting Group Norms: • Be present and be engaged in the work • We are all equal partners in this work • Seek first to understand, and then to be understood • Complete assignments before coming to next meeting • Be willing to negotiate and compromise • Use the law of “Two Feet” • Be courteous, respectful and positive • Keep side conversations to a minimum • Be mindful of time • No surprise expectations • Phones on Silent and No Text Messaging!
Revisiting July Learning Targets • I can explain the Why, What, and How of the Kentucky Leadership Network (KLN). • I can identify the 4 major components that form the foundation of the KLN.
Focus of Kentucky’s Plan: The Big Picture of Senate Bill 1 • Leadership Networks • Kentucky Core Academic Standards • Characteristics of Highly Effective Teaching and Learning • Assessment Literacy
Kentucky’s Leadership Network Updates • State • Central Office Instructional Supervision • Administrators • Teachers • Capacity Building vs Train-the-Trainer
On-Line Virtual PLC Updates • Virtual PLC is now open • Resources will be posted on the blackboard • For the first month I will send an e-mail informing you that I have posted a message for the network.
Learning Targets • I can identify the Keys to Quality Classroom Assessment. • I can make a distinction between Classroom Assessment for and of Learning. • I can identify the differences in the Common Core Standards in Eng/LA compared to the current Program of Studies.
Classroom Assessment for Student Learning: Chapter 1 • Homework Reading Guide Page 1: • Discuss notes with your table • group. • As a group, develop a one • sentence summary statement. • Write the statement on a • sentence strip and place • on the wall. • Group Discussion
MAKING CONNECTIONS • CHARACTERISTICS OF HIGHLY EFFECTIVE TEACHING AND LEARNING • CLASSROOM ASSESSMENT FOR STUDENT LEARNING: Doing It Right – Using It Well
Be Back in 15! Brain Break!
Classroom Assessment for Student Learning: Chapter 2 Where Am I Now? • Number 1-9 on small scrap of paper • Open CASL book to page 51 • Rate yourself 1-5 according to the scale found on the Figure 2.3 • Highlight or circle the 3 most important to you • Discuss the 3 most important to you with your school team members
Rick Stiggins Explains: Assessment OF/FOR Learning VIDEO
Keeping Learning On Track… “Meeting regularly in teacher learning communities is one of the best ways for teachers to develop their skill in using formative assessment.” Changing Classroom Practice Dylan Wiliam Educational Leadership December 2007/January 2008 | Volume 65 | Number 4Informative Assessment Pages 36-42
“The Standards” • What Does It Mean to be a Literate Person in the 21st Century? • Public School is an adventure. • If you are going to use a map, make sure it’s correct! Kentucky’s Core Academic Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects
The Key Design • College and Career Readiness (CCR) Standards • Overarching standards for each strand that are further defined by grade-specific standards • Grade-Level Standards in English Language Arts • K-8, grade-by-grade • 9-10 and 11-12 grade bands for high school • Four strands: Reading, Writing, Speaking and Listening, and Language • Standards for Literacy in History/Social Studies, Science, and Technical Subjects • Standards are embedded at grades K-5 • Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12
Literary vs Informational CCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Overview of the Reading Standards for History/Social Studies • Key Ideas and Detail: Cite specific textual evidence to support analysis of primary and secondary sources • Craft and Structure: Analyze, evaluate, and differentiate primary and secondary sources • Integration of Knowledge and Ideas: Integrate information from diverse primary and secondary sources into a coherent understanding of an idea or event
Overview of the Reading Standards for Science and Technical Subjects 6-12 • Key Ideas and Detail: Cite specific textual evidence to support analysis of scientific and technical texts • Craft and Structure: Analyze the scope and purpose of an experiment or explanation and determine which issues remain unresolved or uncertain • Integration of Knowledge and Ideas: Synthesize information in different formats by representing complex information in a text in graphical form (e.g., a table or chart) or translating a graphic or equation into words
Appendices Appendix C: Annotated Writing Samples at Various Grade Levels Appendix A: Supplementary Materials and Glossary Appendix B: Text Exemplars and Sample Performance Tasks
Accessing and Using the Bookmarked Crosswalk • Visit the KDE website: www.education.ky.gov • KDE Quick Links: Program of Studies • Access the link entitled: “English Language Arts Bookmarked Crosswalk (pdf)” (DO NOT access the “crosswalk” link listed first on the page) • Using the Bookmarked Crosswalk and Explanation Handout, instruct ALL teachers how to identify gaps/difference between the POS and CCSS. • Next Step: Work within school PLCs, common planning, etc. and develop an Action Plan for addressing curriculum alignment and instructional issues before the end of the 2010-2011 school year.
Putting the Pieces Together for Deconstruction • Identify what you feel are important components/steps of the deconstruction process • Write them on a post-it note then share them with your team members • “I Do” Activity • Move into Grade Level Groups • “We Do, You Do” Activity
3-2-1 ACTIVITY Keeping SB1 in mind, use the 3-2-1 worksheet to think about how the three primary resources we will be using in our network (CHETL, KCAS and CASL) are connected and how we will help teachers learn about these connections.
Extended Learning Prior to the October 5th Network Meeting: • Complete CASL Chapter 3 Anticipation Guide • Read Chapter 3 • Implement one of the two Instructional Strategies identified in the 3-2-1 Activity in your classroom. • Be prepared to share successes/failures with your table group.
What Really Matters… “What really matters, in terms of developing readers and writers, is the quality of classroom instruction.” ---Richard Allington
How Can I Support You? Carole Mullins Eng/LA Regional Content Specialist 606-854-2329 firstname.lastname@example.org