1. [enter content name here] Train the Trainer Workshop June 2009

2. 2 Introductions

3.   Agenda Registration/Light Breakfast Introductions/Norms/Goals Exploring HISD Curriculum HAPG Enhancements Research on Learning Exploring Formative Assessment Research on Assessment Lunch Exploring Formative Assessment Formative Assessment in the HAPGs Exploring Effective Instruction One Teacher at a Time by Jane Pollock Using the HAPG for Planning Instruction – a model Practice and Q&A 3

4.   Icebreaker 4

5. 5 Norms Be constructively engaged. Be constructively engaged. Share your best thinking. Share your best thinking. Listen actively. Assume positive intent. Listen actively. Assume positive intent. Model the attitude of a life-long learner. Model the attitude of a life-long learner. Take care of your needs. Take care of your needs. Enjoy the Day!

6. 6 Today’s Goals - Curriculum Trainers will Trainers will explore critical features and enhancements of the HISD curriculum documents to provide background knowledge for facilitating the August emPOWERing teacher sessions explore critical features and enhancements of the HISD curriculum documents to provide background knowledge for facilitating the August emPOWERing teacher sessions  examine professional literature about Essential Understandings/Guiding Questions, ELPS, and LLTW strategies to increase background knowledge on HISD curriculum enhancements  examine professional literature about Essential Understandings/Guiding Questions, ELPS, and LLTW strategies to increase background knowledge on HISD curriculum enhancements

7. 7 Today’s Goals - Assessment Trainers will Trainers will review the HISD curriculum to identify assessment FOR learning opportunities (formative assessments) and discuss effective use in classrooms and at the emPOWERing teacher workshop in August. review the HISD curriculum to identify assessment FOR learning opportunities (formative assessments) and discuss effective use in classrooms and at the emPOWERing teacher workshop in August.  use professional literature to review assessment FOR learning research in order to define the term, differentiate between formative and summative assessments, and establish effective classroom applications for assessment  use professional literature to review assessment FOR learning research in order to define the term, differentiate between formative and summative assessments, and establish effective classroom applications for assessment

8. 8 Today’s Goals - Instruction Trainers will Trainers will preview One Teacher At a Time to increase understanding of effective instructional planning using the GANAG model preview One Teacher At a Time to increase understanding of effective instructional planning using the GANAG model  use the enhanced HISD Curriculum documents to model a process for planning effective and aligned instruction in preparation for the August emPOWERing teacher inservice  use the enhanced HISD Curriculum documents to model a process for planning effective and aligned instruction in preparation for the August emPOWERing teacher inservice

9. 9 Graphic Organizer for Personal Goal Setting and Feedback In the pre-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale: 1.No knowledge of this or its use 2.Heard of it but don’t know much about it 3.Familiar with this and use it from time to time 4.Very familiar with this component and use it frequently for planning and instruction

10. Goal Setting Reflect on the Graphic Organizer Use Think-Pair-Share to share at least one personal strength and one growth opportunity related to the HISD Curriculum. Based on your reflection, write at least one learning goal for your work today. 10

11. Recording Data Category My current understanding of the purpose of this component My understanding at the end of the day of this component Learning Focus Key Concepts/Key Skills ELPS/CSLAEKS LLTW strategies Essential Understandings Guiding Questions Power Objectives Formative Assessments Technology Enhancements and Resources Renzulli Learning 11

12. Critical Features and Enhancements of the HAPGs 12

13.  Reviewing the 2009 – 2010 HAPG Live link customized by content 13

14. Enhanced Components For 2009-2010 Key Concepts/Key Skills ELPS Formative Assessments Essential Understandings Guiding Questions Literacy Leads the Way Strategies Renzulli Learning 14

15. Key Concepts / Key Skills Concepts share common attributes, and are timeless, universal, abstract, and broad. Skills represent processes that increase the ability to use knowledge effectively and to apply learning in everyday life. 15

16. Customize for each content… Key concepts – list what is in the box Key Skills – list what is in the box 16

17. 17  English Language Proficiency Standards (ELPS) Purpose Purpose Make content comprehensible by Make content comprehensible by o Pairing content and language objectives o Addressing students’ language levels o Building academic language

18. 18 Student expectations categories Student expectations categories Learning Strategies Learning Strategies Listening, Speaking, Reading, Writing Listening, Speaking, Reading, Writing  English Language Proficiency Standards (ELPS)

19. 19  English Language Proficiency Standards (ELPS) ELPS correlations will be denoted by inserting the ELPS icon immediately underneath the HISD Objective with corresponding ELPS objectives. 19

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21. 21 ELPS Correlation Practice Choose an objective from the HAPG with an ELPS correlation. Choose an objective from the HAPG with an ELPS correlation. Read the instructional considerations and strategies columns. Read the instructional considerations and strategies columns. Using the ELPS handout, identify other ELPS objectives that might connect to this HISD objective. Using the ELPS handout, identify other ELPS objectives that might connect to this HISD objective. Use a Think-Aloud to explain your reasoning. Use a Think-Aloud to explain your reasoning.

22. Formative Assessments Formative assessments represent an ongoing process in which teachers use multiple examples of student work to: monitor and adjust instruction provide feedback for students measure the extent to which students have made progress toward a learning target 22

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24. 24 Essential Understandings EUs contain two or more concepts stated as a relationship that transfers to other situations, through time and across cultures. EUs reflect the deeper understandings associated with specific factual content. EUs can be tested against and supported by facts.

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26. Guiding Questions Guiding questions engage student thinking at the analysis level or higher and facilitate students’ thinking towards the Essential Understandings. 26

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28. 28 Literacy Leads the Way 10 Best Practice Strategies Same across all content areas for student mastery Same across all content areas for student mastery Aligned to Marzano’s categories Aligned to Marzano’s categories Linked to Literacy Leads the Way flipchart with ELL accommodations Linked to Literacy Leads the Way flipchart with ELL accommodations

29. 29 Literacy Leads the Way 10 Best Practice Strategies KWL Think-Pair-Share Frayer Model Summary Frames Two-Column Notes Rubrics Think-Aloud RAFT Anticipation Guide Graphic Organizers

30. 30 Literacy Leads the Way (LLTW)

31. LLTW Strategies with ELL Accommodations 31

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33. 33 Resources Adopted text Adopted text Supporting documents Supporting documents Technology enhancements and links Technology enhancements and links Other resources Other resources

34. Renzulli http://renzullilearning.com http://renzullilearning.com 34

35. Review Enhanced Components Using Two-Column Notes Key Concepts/Key Skills ELPS Formative Assessments Essential Understandings Guiding Questions Literacy Leads the Way Strategies Renzulli Learning 35

36.   Agenda Trainer Question/Answer 36

37.   10 minute break 37

38. Assessment Assessment FOR Learning Assessment OF Learning 38

39.   Assessment FOR Learning Using Formative and Summative Assessments in the Classroom by Catherine Garrison and Michael Ehringhaus and the text rendering protocol, collaboratively construct meaning on assessments FOR learning. 39

40. 40 Define “Assessment” Using Frayer Models

41. Research behind Formative Assessments: Research indicates that formative assess- ment can significantly improve student learning. Yet this same research shows that the features of formative assessment that affect student achievement are missing from many classrooms (Black et al., 2003). Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. Assessment for Learning. New York: Open Univ. Press, 2003. 41

42.   Break for Lunch – start back at 12:15 42

43. 43 Formative Assessment Content customization to assist teachers in identifying Formative Assessments Content customization to assist teachers in identifying Formative Assessments Use samples from content specific documents. Use samples from content specific documents.

44. 44 Summary Frame The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The purpose of Summative Assessment (Assessment OF Learning) is to _______. The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The purpose of Summative Assessment (Assessment OF Learning) is to _______. Formative and Summative Assessment are alike in that they both _______. Formative and Summative Assessment are alike in that they both _______.

45.   Trainer Question/Answer 45

46. Instruction Using the HAPG for Effective Lesson Planning 46

47.   One Teacher At A Time Use a 4A protocol to read and review pp. 64 – 72 of One Teacher At A Time With what do you A gree ? With what do you A rgue ? What A stonishes or A mazes? How might you A pply this information ? 47

48. 48 Schema for Lesson Planning Using a Think Aloud Strategy G oal G oal A ccess prior knowledge A ccess prior knowledge N ew information N ew information A pply Knowledge A pply Knowledge G eneralize G eneralize

49. 49 Lesson Planning Content Customization Content Customization

50. 50 Graphic Organizer for Personal Goal Setting and Feedback In the Post-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale: 1.No knowledge of this or its use 2.Heard of it but don’t know much about it 3.Familiar with this and use it from time to time 4.Very familiar with this component and use it frequently for planning and instruction

51. Trainer Question/Answer 51

52.   Tips for Trainers About the room About the audience About materials management 52

53. Links to Department Websites www.houstonisd.org/portal/site/Curriculum CCAP; district CBA information; TAKS Literacy Commitments and LLTW website Curriculum Documents; Power Objectives; Links to TEA 53

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55. Feedback in CLEAR Online HAPG Feedback Form Complete and submit 55

56. We want to hear from you. You will be receiving a survey. Please respond. 56

57. Thank You! 57