Day 1 – May 17, 2011

1. Day 1 – May 17, 2011

2. Agenda Day 1 9-10 Common Core Standards Review Curriculum Review 10-10:15 Accessing LiveBinder 10:15-10:30 Break 10:30-11:45 Curriculum Mapping in Teams 11:45-12:30 Lunch 12:30-1 Freedom Writers Video 1-2 K-12 Writing Assessment Plan 2-2:15 Break 2:15-3:15Writing Next Jigsaw and Carousel 3:15-3:30 Closure

3. Agenda Day 2 8:30-9:30 Agenda Overview & Expectations 9:20-10:20 Review Official Scoring Guide & Analyze Data 10:20-10:35 Break 10:35-11:15 Role Play and Discussion 11:15-11:30 Writing Time Audit 11:30-12 Lunch 12-2:30 Grade Band Breakouts 2:30-2:45 Break 2:45-3:20 Grade Band Share 3:20-3:30 Refocusing -- Next Steps 3:30 Adjourned

4. Common Core State Standards (CCSS) for Writing

5. Writing College & Career Anchor Standards Writing types/purposes (Standards 1−3) Writing arguments Writing informative/explanatory texts Writing narratives

6. Writing Standards Production and distribution of writing (Standards 4−6) Developing and strengthening writing Using technology to produce and enhance writing Research (Standards 7−9) Engaging in research and writing about sources Range of writing (Standard 10) Writing routinely over various time frames

7. Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts • Aligned with NAEP Writing framework

8. NAEP 2011 Writing Framework

9. CCSS Standards for Writing • Good-to-Go! –highlight in greenStandards already in place at your grade level(s) • Aha! – highlight in yellow Changes to the standards that will impact your grade level(s) and thus need some adjustments • OMG! (Oh my gosh) – highlight in pinkSignificant changes in the standards that will impact your grade level, resources, professional development needs

10. Sticky Notes • After highlighting the CCSS document summarize information on each sticky note • Place sticky notes on appropriate posters around the room Good-to-Go! Aha! OMG!

11. Curriculum Mapping Maps address: • When will I teach each standard? • How will I assess students on these standards? • What resources will I use/need to teach each standard?

12. Curriculum Mapping • Select one grade-level • Cut standards apart • Place each standard on blank map for the appropriate month in which you will explicitly teach the standard • After all standards are placed on map, review and make changes – move things around • Have others review your work • Create an electronic version of your grade-level map

13. Grade 7 Writing Standards Document for Mapping

14. Blank Curriculum Map

15. Sample Grade 7

16. Live Binders The Oregon DATA Project Strand 4 Writing Binder Instructions

17. To Find the Binder There are three possible ways to find the binder: • Click this link: http://livebinders.com/edit?id=51739 • Go to http://www.livebinders.com and search for Oregon DATA Project • Go to http://www.livebinders.com and do an author search for rmconwell, then locate the Oregon DATA Project binder

18. Binder Appearance

19. To Navigate Click the tabs and subtabs Tab

20. To Navigate Subtab

21. Evolving Binder • As the training progresses, we will add tabs and materials: • To record participant comments • To “open up” the Grade Band PowerPoint slides and resources • To capture additional resources

22. For Questions • During the training, I will be monitoring questions about the binder at this email address: ipad@rinda.org • Just send me a message and I will respond as quickly as possible. • Rinda Montgomery Conwell

23. K-12 Writing Assessment Plan

24. Blank K-12 Assessment Plan

25. Sample Grade 7 Assessment Plan

26. Create Your Own Assessment Plan • Review the grade 7 assessment plan example • Using the curriculum mapping you started earlier, insert: • Screening Assessments • Formative assessments • Interim assessments • Summative assessments • Goal = Make a draft map for one grade level

27. Exit Ticket • Complete at least 2 post-it notes • What I learned … • What I still need … • Place your post-it notes on the charts as you leave the room. See you tomorrow!

28. Day 2 – May 18, 2011

29. Homework • Walk/Dance-about Music starts: Walk/dance-about Music stops: Find a partner and discuss question #1 Music starts for the second time: Continue walk/dance-about. Music stops: Find a partner and discuss question #2 Music starts for the third time: Continue walk/dance-about. Music stops: Find a partner and discuss question #3 Music starts for the fourth time: Return to your seat Thanks!!

30. Setting the stage

31. Review Official Scoring Guide

32. Questions for Scoring Guide Discussion • Are you explicitly teaching the language of the scoring guide? • How often are students assessed? Do students have a copy of the scoring guide? • How often do students self-assess using the scoring guide? • When during the writing process do you use the scoring guide? • When was the last time you used the scoring guide? For what purpose? • How do you know you are scoring papers accurately? (recalibration) • What are you using with your K-2 students?

33. Writing School ___________ Year ____ Grade ____ Mode _________

34. Guidelines for Examining Your Data • Start with the big picture • Drill down to examine strengths & obstacles, look at trait scores • Examine the modes in which students responded to further analyze • Consider “load” required for the trait scores within each mode

35. Grade Band SharePlan for TomorrowEvaluation Form

36. Refocusing – Next Steps Respond to 3 Questions: • What do we need to do now? • What are your “AHa!’s, and their implications for professional development? • What are the needs in your district to move forward next year? Either write out your team’s responses or email them to: mickey@oregoneesc.org