1. Alvord Unified School District High School ILT
Day 2 Training

2. CELEBRATE!!! Welcome! Please sign in Find a seat with your site ILT
As you wait for others to arrive, share some celebrations with each other. What are some of the good things in your life right now?

3. Memories... What was the first music you ever bought?
Was it a single or a full-length album?
What was the format (Record, 8-track, Tape, CD, Digital download)?
Share your stories at your table!

4. High School ILT Norms Attend to Personal Needs Be Present
Eat, drink, and use restroom as needed
Be Present
Everyone participates equally
Limit sidebar conversations
Be respectful of electronic equipment use
Choose a Positive Attitude
Honor opposing viewpoints
Be determined to walk away with something useful!

5. The Big Picture for Today: Agenda
Lens of Understanding: Building more functional teams
Four-step summary writing and the IVF
Breakout sessions: Academic Vocabulary, Common Core Shifts for Math, My Big Campus
Lunch
Site ILT Work time

6. Expected Outcomes Strategies to work as a more functional team
Deeper understanding of the Common Core Shifts for English Language Arts/Literacy and Summary Writing
Knowledge of Tier 2 Academic Vocabulary, 3 Shifts in Math, My Big Campus
Site ILT's plan for how your school will run Professional Development days in June

7. TOOLBOX!
Throughout the day, you will learn strategies to add to your ILT Toolbox, making you even better Teacher Leaders. So far, we have modeled:
Starting with Celebrations: Sets a positive tone for the meeting
Music Memories: From Empty the Cup... Before You Fill it Up, by Ernest Mendes, Ph.D.
Norms: Clear behavioral expectations
Agenda and Outcomes: Keeps participants on task, assures no one's time is wasted

8. Building More Functional Teams
The Lens of Understanding
from Dr. Rick Brinkman's Dealing With People You Can’t Stand, How to Bring Out the Best in People at Their Worst, Brinkman & Kirschner, McGraw-Hill, 1996,2003

9. Building More Functional Teams
Identify Your Personal Communication Style
For each row (a-j), mark the one descriptor that best matches your communication style
Total the number of marks in columns A & D
Do not total columns B & C
Plot your totals, using the X-axis for your A score and the Y-axis for your D score
Find the quadrant in which you fall

10. Building More Functional Teams10
Get it Right
-Task focus
-Passive
-"Well, this place is good because of these reasons, but this place is good because..."
Get it Done
-Aggressive
-"Let's just choose a place and go!"
Get Along
-People focus
-"Doesn't matter where we go, I like everything"
Get Appreciated
-"I know a great place to go - you will LOVE it" 5 D A 5 10

11. Building More Functional Teams
Go to your corner!
As a group, brainstorm and record:
What assets does your communication style bring to a team?
What challenges does your communication style bring to a team?
Share results

12. Building More Functional Teams
Use your new Lens of Understanding to build trust, not manipulate, dismiss, or insult others

13. Building More Functional Teams
As the Teacher Leaders in your ILTs, one of your roles will be to keep colleagues out of the "Red Zone" by identifying and addressing their needs

14. Toolbox! Celebrations Empty the Cup... Before You Fill it Up Norms
Agenda and Outcomes
Lens of Understanding

15. Quick Look at Common Core Writing Emphasis

16. text-dependent questions
Building knowledge through content-rich nonfiction
Reading, writing, and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language
text-dependent questions
SUMMARY
WRITING
There are layers to each of these shifts. They represent an elephant…you eat an elephant one bite at a time. 16

17. Integrated Model of Literacy
Reading and writing are not the same in every content area, but serve specific purposes.
Ask participants what purposes writing serves in content areas 17
California’s Common Core State Standards: Toolkit | Overview 17

18. NAEP Alignment in Writing
Three mutually reinforcing writing capacities: To persuade To explain To convey real or imagined experience
Grade
Persuade
Explain
Convey Experience 4
30%
35% 8 12
40%
20%
___________________________________________________________________________________
Paralleling the greater emphasis on reading informational texts is a greater emphasis on writing expository and persuasive texts. One reason for this shift in the organization of writing standards is to better prepare students for college and career writing. Again, this shift matches the NAEP (National Assessment of Educational Progress) framework.
Notice the decreasing emphasis on writing to convey an experience (narrative), and the increase in writing to persuade or explain.
Also note that NAEP uses the term persuade, but CCSS uses the term argument. While the two modes are related, argument puts a greater emphasis on the logical progression of ideas and the weight of evidence. Persuasion involves various forms of rhetoric that lie outside logic (i.e., appealing to emotions, loaded language, or using loaded language). 18
2011 © CA County Superintendents Educational Services Association
California’s Common Core State Standards: Toolkit | Overview 18

19. 7th Grade Integrated Model of Literacy
Write Informative/Explanatory Texts
English Language Arts
2. Write informative/explanatory texts, including career development documents (e.g., simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
History/
Social Studies
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
___________________________________________________________________________________
With the CCSS, teachers across content areas are asked to share a common reading language as well as common reading goals. For example: Point of View and Purpose.
In Language Arts, students are taught to determine an author’s point of view or purpose in writing an informational text, and analyze how the particular author distinguishes his or her position from that of others.
In History/Social Studies, students are taught to determine an author’s point of view or purpose – paying attention to loaded language and the inclusion or avoidance of particular facts.
In Science, students are taught to discern the author's purpose in providing explanations, descriptions of procedures, or the discussion of an experiment in a text.
2011 © CA County Superintendents Educational Services Association 19
California’s Common Core State Standards: Toolkit | Overview 19

20. Science and History/Social Studies: What’s New?
For , Current Standards in Science and History/Social Studies remain in place.
The CCSS describes what the reading and writing should look like in subject matter classes.
___________________________________________________________________________________
Review the slide. 20
2011 © CA County Superintendents Educational Services Association
California’s Common Core State Standards: Toolkit | Overview 20

21. Consistent Subheadings of Writing Standards
Text Types and Purposes Students should be able to write effective arguments, informative/explanatory texts, and narratives. Production and Distribution of Writing Students should be able to make their texts appropriate to varying task demands, purposes, and audiences (including writing processes and technology). Research to Build and Present Knowledge Students should learn to conduct research, gather relevant information from multiple sources, and use information in their writing. Range of Writing Students should be able to produce quality writing under a range of demands and circumstances.
(Predict then read) - repeat
___________________________________________________________________________________
Have participants locate the CCSS for ELA handout and find the Writing Standards for their grade level. If the audience includes secondary teachers, have them turn to their subject.
Ask participants to call out the first subheading (Text Types and Purposes). Ask how many standards are included under that subheading (3). Note for participants the consistency at EVERY grade level. Do the same with the next three subheadings:
Production and Distribution of Writing (3)
Research to Build and Present Knowledge (3)
Range of Writing (1)
The statements under the subheadings were pulled from a presentation by Timothy Shanahan, one of the architects of the CCSS.
As participants begin to look at the standards, remind them that every state could add up to 15% to the Common Core State Standards as indicated by the bold and underlined print.
HANDOUTS:
CCSS for ELA 21
CCSS: Toolkit | Content and Curriculum, K-12 (ELA) | Mini-Module: Writing 21

22. Looking Closely at Writing
Summarize as you watch

23. California Common Core State Standards
Writing Standard 2 Grade 9
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic or thesis statement; organize complex ideas, concepts, and
information to make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

24. Objectives
Standard:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CO- We will write an informative summary paragraph identifying the author’s purpose.
LO- I will analyze verbs to select which words best summarize purpose.
Sentence Frame-
The verb __________ best summarizes the purpose of ____________ because __________ and __________.

25. Summary, defined
A informative summary is a short restatement of the main points of articles, stories, films, or chapters/sections in textbooks.

26. Four-Step Summary Paragraphs
Summary writing can be introduced in one lesson or distributed in small segments over a number of days.
Teachers must model the strategy several times and practice with students often, using reading text from all content areas.

27. Four-Step Summary Paragraph
Tool 1-30c
Step Up to Writing

28. Step 1: IVF Topic Sentence
The aspect of the IVF that will challenge our students the most is________
because_________________.
type of work/source
title of work
author
choose from list
main idea
theme
shows
asks
clarifies
introduces
demonstrates
encourages
describes
In the video “Tour the solar system from home,
Jon Nguyen ________ “Eyes on the Solar
System” in order to ____________________.
The verb __________ best summarizes the purpose of the video because __________ and __________.

29. Summary Verbs compares describes explains gives uses lists shares
presents
provides
identifies
illustrates
names
suggests
teaches
reveals
imparts
discloses
shows
tells
adds
acknowledges
asks
clarifies
confirms
confronts
demonstrates
encourages
explores
features
offers
recommends
exposes
uncovers
supplies

30. Press Release .

31. Step 1: IVF Topic Sentence
type of work/source
title of work
author
choose from list
main idea
theme
shows
asks
clarifies
introduces
demonstrates
encourages
describes
In the ___________, NASA ________
“Eyes on the Solar System” in order to ____________________.
The verb __________ best summarizes the purpose of the press release because __________ and __________.

32. Step 2: Copy the Sentence
Type of work/source “Title of Work”, Author, verb follow with main idea.

33. Step 3: Create a Fact Outline
-main events (narrative)
-star ideas (expository)
-significant details (narrative and expository

34. Step 4: Write Summary Paragraph
-IVF Topic Sentence
-Restatement of Main Events (Narrative) or Star Ideas (Expository)
- Significant Details
-Basic Transitions (*if needed to support sequencing*)
-No Formal Conclusion

35. Objective Check Standard:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CO- We will write an informative summary paragraph identifying the author’s purpose.
LO- I will discuss verbs to decide which words best summarize purpose.

36. California Common Core State Standards
Anchor Standard 2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
The “Four-Step Summary Paragraph” supports effective __________ of content through __________.

37. Toolbox! Sentence Frames 4 Step Summary with IVF
Celebrations
Empty the Cup... Before You Fill it Up
Norms
Agenda and Outcomes
Lens of Understanding
Sentence Frames
4 Step Summary with IVF
Content and Language Objectives
Modeling Cycle
Multimedia as text
Tier Two Vocabulary Focus
Complete it!

38. Break-out Sessions! A – 3 Shifts in Math – Oghwa Ladner
B – Academic Vocabulary – Gustavo Flores
and Holly Barnes
C – My Big Campus – Wells Panel facilitated by
Meghan Martinez

39. After Lunch: Areas to Relay

40. Lunch!
Be back in 45 mins.

41. Areas to Relay: Prioritize
Options – MBC, Lens of Understanding
***Have sites prioritize tiles and compare; come to consensus

42. How to begin planning your days…
Step 1 – Site vision
a. Number tiles with your site’s priorities
b. Record priorities on the protocol
Step 2 – Goal-setting
Determine semester 1 and semester 2 focus
Place a red dot on Semester 1 tiles and a blue dot on Semester 2 tiles
Step 3 – Big picture plan
Decide which steps will be whole school and which will be subject teams
Use a sticky note to label your tiles with an “S” for school and a “T” for teams
Consider strategic groupings for any “T” tiles (grade level, inter-departmental, etc.)
Sort tiles into 6/4 topics and 6/5 topics
Step 4 – The specifics
a. Who? When? Where? How?

43. Model A Day One 8-11 AM Day One 11-12 AM Day One 1-3 PM
Whole staff divided in two rotate Whole Staff Inter. Dept. Teams Grade Level Teams PAPA Plan

44. Model A Day Two 8-9:30 AM Day Two 10-12 AM Day Two 1-3 PM
Grade Level Teams TIER2 Plan Whole Staff Inter. Dept. Teams Grade Level Teams Modeling

45. Model B Day One 8-11 AM Day One 11-12 AM Day One 1-3 PM
Whole staff divided in three rotate Vertical Teams Explore Whole Staff Inter. Dept. Team

46. Model B Day Two 8-11 AM Day Two 11-12 AM Day Two 1-3 PM
Whole staff Whole Staff Inter. Dept. Teams Grade Level Teams plan

47. Toolbox! Visual Tiles Ranking Consensus Conversations Sorting
Celebrations
Empty the Cup... Before You Fill it Up
Norms
Agenda and Outcomes
Lens of Understanding
Sentence Frames
4 Step Summary with IVF
Content and Language Objectives
Modeling Cycle
Multimedia as text
Tier Two Vocabulary Focus
Visual Tiles
Ranking
Consensus Conversations
Sorting
Protocol for Problem Solution
Complete it!

48. ILT Collaboration and Presentations
What do you want to see in classrooms in ?
What knowledge and skills will that require?
What information do varying sections of your staff already have?
What format is best for your teams to learn each aspect?

49. Evaluation
Please provide feedback!