ELA VERTICAL ALIGNMENT Common Core Transition Training SY May 6, 2014 Professional Development Center (PDC)

Welcome!!! As you enter, please… * Find your school name on the table tents. * Introduce yourself to people you don’t know * If you need a laptop, please take one. * Login to your ELA Canvas course.

Introductions and Goals for the Day NORMS REMINDERS O Participate equally. O Postpone judgment and tolerate ambiguity. O Advocate for what is best for our students. O Accept critical questions. O Reach agreement with consensus. O Logistics O Prep time O Parking Lot O Canvas and other tech needs

Agenda Overview of Activities  Reflect on this school year and consider vertical relationships.  Engage in a professional reading and participate in discussion.  Establish one reasonable feeder pattern goal for next year. Break Introduce Instructional Guides (IGs) Generate and collect evidence-related contributions. Submit feedback for consideration in future planning. Lunch Graduate rigor & complexity of student evidence across grade levels. Select and plan using relevant instructional materials.

Scan the agenda. Formulate a DLT. (OR submit on Canvas)

PD Essential Question How is ELA embedded in a larger context? How can we explore depth of understanding? - Depth of Knowledge and rigor - Applications - Connections among ideas

Developments Guiding Questions: O What went well this school year in regards to transitioning to Common Core? O What was challenging in regards to transitioning to Common Core? O What success have you achieved this year as a vertical team? O How have cohort/vertical meetings affected your instruction? O What role have PLCs played in your continued development as an educator this year? O What would students say about this year?

Developments Guiding Questions Activity #1 (page 3) O What went well this school year in regards to transitioning to Common Core? O What was challenging in regards to transitioning to Common Core? O What success have you achieved this year as a vertical team? O How have cohort/vertical meetings affected your instruction? O What role have PLCs played in your continued development as an educator this year? O What would students say about this year? O OPTIONAL

Professional Reading Text (pages 5-8) Activity #’s 2 & 3 (page 4) International Reading Association Common Core State Standards (CCSS) Committee. (2012). Literacy implementation guidance for the ELA Common Core State Standards [White paper]. Retrieved from aries/association- documents/ira_ccss_guideli nes.pdf aries/association- documents/ira_ccss_guideli nes.pdf

Looking ahead to … O Establish at least one SMART goal per Vertical Team that will guide vertical articulation in O Take the SMART Goal QUIZ on Canvas. S: Specific + Strategic M: Measurable A: Achievable R: Relevant T: Time-bound

Closing Session 1 O Revisit DLT O Underline what you have accomplished in this session. O Fill-in NCR Form O Revisit PD Essential Question: How is ELA embedded in a larger context? How can we explore depth of understanding?

BREAK

PD Essential Question What role does the teacher play in implementing the Common Core standards, within and beyond the classroom? - Collaborator with peers - Facilitator of discourse and skill development - Reflective creator

Instructional Guide Creation O Purpose O Preface O Development O Teacher contributions at last cohort meeting O Refinement by DWAST/Curriculum and classroom teachers

Instructional Guides (cont’d) O Pedagogical Considerations O CCSS, ELA/ELD State Framework, other guiding documents/mandates O Critical Areas of Study/Key Themes O For each Desired Performance: O Essential Questions O Transfer Goals O Student Outcomes O Sample Student-Generated Evidence O Possible Resources Matrix of CCSS Appendix

Instructional Guide: planning based on Student-Generated Evidence O Form grade-alike groups. O Focus on 1 student outcome – author’s position, argument, claim, supports - and discuss another possible student-generated evidence (referring to IG characteristics and previous info). O Collaborate with your grade-alike group and submit your ideas for student-generated evidence. (1 hard copy per feeder group) O If time allows, begin to think about possible resources for the student outcome/student-generated evidence.

Closing Session 2 O Revisit DLT O Underline what you have accomplished in this session. O Fill-in NCR Form O Revisit PD Essential Question: What role does the teacher play in implementing the Common Core standards, within and beyond the classroom? O SURVEY MONKEY!!!

1-hour LUNCH BREAK

PD Essential Question How do challenging tasks affect teacher expectations, instructional practice, and student learning? - Diverse texts - Embedding tasks in CFAs - Using tasks formatively - Transforming tasks

Rigor & Complexity across Grade Levels O Sitting in your feeder-pattern groups, revisit the Student Outcome (and other needed references in the IG) you worked on this morning as a grade-alike group. O Arrange the student-generated evidence from Grades 7-12 on your table/wall. O Determine if the proposed student-generated evidence increase in rigor and complexity through the grade levels. O Use sticky notes to explore graduation of rigor and complexity, paraphrasing your group’s insights.

A Menu of Options for 1 st semester Planning O Add to/Differentiate the Sample Student- Generated Evidence for each Student Outcome O Brainstorm/Create/Modify existing CFAs per grade- level to align with Student Outcomes and to ensure progression of rigor/complexity throughout the grades. O Draft/Modify existing UbDs. O Identify Possible Resources for inclusion in the IGs.

Closing Session 3 O Revisit DLT O Underline what you have accomplished in this session. O Fill-in NCR Form O Revisit PD Essential Question: How do challenging tasks affect teacher expectations, instructional practice, and student learning? O SURVEY MONKEY!!!

Closure and Next Steps… (via NCR) 1. Summary 2. Reflection 3. Needs/Requests 4. Action Plan:

For Title II compliance, please type the link below and complete the electronic feedback form.

Next Steps…? Thank you!