2. Catching Quality and Collaboration with Home Base Angel Mills Lee County Schools 2013-2014 Kenan Fellow: Leading Educators to Home Base

3. Objectives Understand the development of the uses for the ELD Dot Notation. Understand and use the NC Summary Rubrics to evaluate resources for English language development. Understand the basic uses of SchoolNet within the Home Base system including –finding resources for ESL and content classes that are aligned with the WIDA and content standards –submitting resources to local and state banks for sharing across the state

4. The ELD Dot Notation

5. Background Home Base Resource Tagging Roadblocks Solutions for equitable access

6. No Standard Notation=Difficulty Aligning to Required Rubrics  Degree of Alignment Rubric must be: Applied to resource with suggested alignment to standards. Used to rate the degree to which a resource actually aligns to each proposed standard. Standards for alignment must be proposed before applying the rubric. It is important to consider both the content and the performance expectations of the standard when comparing to the resource.

7. Putting Things in Perspective English language proficiency standards must, at a minimum, be linked to the State academic content and achievement standards. States are encouraged, but not required, to align English language proficiency standards with academic content and achievement standards. (U.S. Department of Education, Office of English Language Acquisition, February 2003, pp.9, 10).

8. The ELD Dot Notation Simple Dot Notation Stays true to WIDA ELD standards Connects to CCSS and NCES Emphasizes the need to provide appropriate support according to proficiency level Lets ESL AND Content teachers connect to the WIDA ELD Standards within Home Base

9. Digging Deeper: The English Language Development Dot Notation What It Is…. –Standard Nomenclature –Based on Content Topic Links from the WIDA ELDS, CCSS and NCES –Focused on the language domains (reading, writing, speaking, listening) –Derived from the WIDA ELD standards –Flexible to student and teacher needs –A tool for planning and communication –Support for content AND ESL teachers What It Is NOT…. –Replacement for the WIDA ELD Standards –Curriculum –MPIs –Prescriptive Standards/Objectives –A list of every topic that must be taught –Only for ESL teachers –Only for ESL classes –A point by point alignment with the CCSS and NCES

10. Dot Notation At A Glance

12. The NC Summary Rubrics

13. Why Use a Rubric? The purpose of the NC Summary Rubrics is to provide a structure for evaluating resources in a systematic, purposeful, and comprehensive way. The rubrics allow the rater to identify, evaluate, and sort resources based on the identified essential elements.

14. Guiding Principles –Resources must Be aligned with standards Provide ample coverage to all standards and objectives Emphasize quality over quantity Be reviewed and rated by educators in North Carolina To make the resources in HOME BASE meaningful and useful to teachers:

15. Required Rubrics Required: Degree of Alignment to Standards Opportunities for Deeper Learning

16. NC Summary Rubric (based on Achieve, OER)

17. Degree of Alignment Rating Scale 3: Superior Content and performance expectations of the identified standard are completely addressed by the learning resource and are the focus of the learning resource. 2: Strong Content and performance expectations of the identified standard only align to a minor part of the learning resource or minor elements of the standard are not addressed in the learning resource. 1: Limited A significant part of the content and performance expectations of the identified standard is not addressed in the learning resource. 0: Very Weak The learning resource does not match the identified standard. N/A: Not Applicable This rubric does not apply for an object that has no suggested standards for alignment. For example, the rubric might not be applicable to a set of raw data.

18. Five Steps in Alignment to standards for ELD Resources: 1.Review/analyze the resource thoroughly. 2.Work student tasks and compare your work with the key/solution and other instructional support materials. 3.Identify the grade level (s) and English language proficiency levels for the resource. 4.Identify the content link and English language performance(s) (domains) required in the resource, including those listed and those embedded in the tasks and activities of the resource. 5.Match the content links and language performances of the resource to the appropriate ELD standard/dot notation. **Match the resource to CCSS/ NCES standards as available.

19. Opportunities for Deeper Learning Rating Scale 3: Superior The learning resource requires at least 3 of the deeper learning skills (as identified), and offers a range of cognitive demand that is appropriate and supportive of the material, with appropriate scaffolding and direction provided. 2: Strong The learning resource requires 1 or 2 of the deeper learning skills (as identified). 1: Limited The learning resource requires 1 of the deeper learning skills (as identified), but is missing clear guidance on how to tap into the various aspects of deeper learning. 0: Very Weak The learning resource appears to be designed to provide deeper learning opportunities, but is not instructionally useful as presented. N/A: Not Applicable This rubric is not applicable (N/A) to an object that does not appear to be designed to provide the opportunity for deeper learning, even though one might imagine how it could be used to do so.

20. Opportunities for Deeper Learning…Look for: Applied to resources designed to engage learners in at least one of the following deeper learning skills: Think critically and solve complex problems. Work collaboratively Communicate effectively. Learn how to learn. Reason abstractly. Construct viable arguments and critique the reasoning of others. Apply discrete knowledge and skills to real-world situations. Construct, use, or analyze models.

21. Let’s Build Our Bank! With a partner… –Find three online instructional resources for ELD –Apply the rubric using the ELD Dot Notation to evaluate your resources –Use the provided worksheets to guide your evaluation –Do the same with an ELD resource developed by your district –Standards Search http://center.ncsu.edu/standards/search.php

22. SchoolNet and Home Base –finding resources for ELD –submitting and sharing across the state

23. Instructional Design, Practice & Resources Major Functions Find high-quality resources based on standards or search criteria Contribute to a shared repository of North Carolina- made resources Create lesson plans Access tools to support formative assessment Schoolnet

24. A sample of the 200+ resources in SchoolNet http://tinyurl.com/kn9yoo7 (SIL) assessmenthttp://tinyurl.com/kn9yoo7 http://tinyurl.com/4kkkqe4 (LOM)http://tinyurl.com/4kkkqe4 http://tinyurl.com/5npkon (LOSCI)http://tinyurl.com/5npkon http://tinyurl.com/k44gaqs (LOSS)http://tinyurl.com/k44gaqs http://tinyurl.com/2mmcmo (SIL)http://tinyurl.com/2mmcmo http://tinyurl.com/mtvz3cp (LOLA)http://tinyurl.com/mtvz3cp

25. A Walk Through The System https://lcs.powerschool.com/admin/pw.html

26. Screenshots The slides that follow contain screenshots of the actual SchoolNet system. Use the screenshots to help you demonstrate how SchoolNet functions. Helpful when people are being trained that do not have access to the system during the training.

31. Brainstorm! Talk with a different partner: –What are the benefits to using the NC Summary Rubrics? –How can teachers use SchoolNet to collaborate? –How does the ELD Dot Notation contribute to the process of evaluating resources and finding resources in SchoolNet? –How can all of this contribute to instruction for teachers of ELLs? –What more needs to be done?

32. Where is your LEA? Each LEA has approached their Home Base roll-out differently…what progress has your LEA made toward using SchoolNet? Where are you now with your ESL staff in regards to using SchoolNet as an instructional resource? What would you like your ESL teachers to learn and do within SchoolNet by the end of first quarter next school year?

33. What now? Explore Home Base, especially School Net Submit lesson plans and resources Expose teachers to the rubrics and the dot notation Brainstorm and plan ahead Request and seek training

34. Home Base Website You can find up-to-date information on Home Base; learn about training, find FAQs, and much more at: http://www.ncpublicschools.org/homebase

35. Please join the group at: https://todaysmeet.com/ESLRESARegion3

36. ESL RESA 2014 Changing Teacher Practice Changing Student Outcomes

37. June’s remodeling 2014Changing Teacher Practice  Changing Student Outcomes 40 Ways to Read Like a Detective: Supporting Text-Centered Instruction Julie Joslin Lisa McIntosh Anna Frost Alex Kaulfuss ELA Section NCDPI Lindsey Fults ESL K-12 Program Areas NCDPI

45. Materials Cards Laptops Article on Text Complexity

46. Main References Teaching Students to Read Like Detectives, by Fisher, Frey, and Lapp Notice and Note, by Beers and Probst Dr. Lily Wong Fillmore “What does Text Complexity mean for English Learners and Language Minority Students.”

47. What to Expect We will share from “40 Ways to Read Like a Detective” to bring students back into the text to write, find evidence, reflect, read deeply, and become stronger, independent readers. We will explore how to support English Language Leaners in text-centered instruction. We will maintain a quick and lively pace.

49. 40 Ways to Read Like a Detective W AYS TO R EAD Cards 1 - 9

59. 40 Ways to Read Like a Detective D ISCUSSION OF W AYS TO R EAD Cards 1 - 9 1.What strategies have you tried before? Were they successful; how do you know? 2.What are some of the challenges teachers face with English Language Learners? 3.What would be particularly helpful as a support for ELLs when focusing on ways to read a text? * Share your thoughts with a partner and on our TodaysMeet!

60. 40 Ways to Read Like a Detective Q UESTIONING / D ISCUSSING Cards 10 - 15

61. core

67. 40 Ways to Read Like a Detective D ISCUSSION OF Q UESTIONING / D ISCUSSING Cards 10 - 15 1.How do you support text-dependent questions and discussions in your instruction? 2.How do you establish rules for discussing in your classroom? 3.How will ELLS be supported in classroom discussion?

68. 40 Ways to Read Like a Detective E XPLORING W HAT THE T EXT S AYS Cards 16 - 22

73. Text 1Text 2 Similarities Unique Characteristics/Features

77. 40 Ways to Read Like a Detective D ISCUSSION OF E XPLORING WHAT THE T EXT S AYS Cards 16 - 22 1.Were any strategies new to you? Did any reveal new ways to do things you already do in your classroom? 2.Which strategy might you hesitate to try? Why? 3.What strategies would be most challenging for ELLs? How could they be supported in the activity to have access to the text?

78. 40 Ways to Read Like a Detective O RGANIZATION & S TRUCTURE Cards 23 - 26

83. 40 Ways to Read Like a Detective D ISCUSSION OF O RGANIZATION / S TRUCTURE Cards 23 - 26 1.Describe why text structure/organization might be a challenge for ELLs. 2.What are possible supports that could be used to overcome the language barrier?

84. 40 Ways to Read Like a Detective F ORMAT, G ENRE, & M EDIA Cards 27 - 31

90. 40 Ways to Read Like a Detective D ISCUSSION OF F ORMAT, G ENRE, & M EDIA Cards 27 - 31 1.How do teachers utilize technology to support the instruction of the standards? 2.What strategy would you include / add to this section? 3.What types of strategies or specific ELL supports would be valuable for teachers?

91. 40 Ways to Read Like a Detective R ESPONDING TO I DEAS Cards 32 - 36

97. 40 Ways to Read Like a Detective D ISCUSSION OF R ESPONDING TO I DEAS Cards 32 - 36 1.Why is problem finding an essential part of slow reading? 2.Why is this particularly difficult for ELLs? 3.What could a teacher do to support their ELLs?

98. 40 Ways to Read Like a Detective V OCABULARY & G RAMMAR Cards 37 - 40

104. 40 Ways to Read Like a Detective D ISCUSSION OF V OCABULARY & G RAMMAR Cards 37 - 40 1.How does your vocabulary and grammar instruction look different as a result of Shift Three? 2.How can school and district leaders encourage classroom teachers to adjust grammar and vocabulary instruction? 3.What are the implications for ELLs with the shift?

105. Writer’s View (Map the Text) – ELL Support Strategy Upload your cards to Google Docs for the ELL Text-Centered Toolkit!

107. Julie Joslin, Ed.D. Section Chief English Language Arts 919-807-3935 Julie.Joslin@dpi.nc.gov Anna Lea Frost, M.Ed. 6-8 English Language Arts Consultant 919-807-3952 Anna.Frost@dpi.nc.gov Lisa McIntosh, MSA K-5 English Language Arts Consultant 919-807-3895 Lisa.Llewellyn@dpi.nc.gov Alex Kaulfuss, Ph.D. Grades 9-12 English Language Arts 919-807-3833 Alex.Kaulfuss@dpi.nc.gov Contact Information: Have you Seen… ELA Resources LiveBinder: http://www.livebinders.com/play/play/297779 ELA Common Core State Standards Self Study LiveBinder: http://www.livebinders.com/play/play/262077

108. Lindsey Fults ESL/ Title III Consultant NC DPI 919-807-3844 Lindsey.Fults@dpi.nc.gov Ivanna (Mann Thrower) Anderson ESL/Title III Consultant NC DPI 919-807-3860 ivanna.thrower@dpi.nc.gov Charlotte “Nadja” Trez ESL/Title III Consultant NC DPI 919-807-3866 nadja.trez@dpi.nc.gov Contact Information: Have you Seen… ELD Resources: NCDPI ELD Wikispace ELA Resources LiveBinder: http://www.livebinders.com/play/play/297779 ELA Common Core State Standards Self Study LiveBinder: http://www.livebinders.com/play/play/262077