CCrs Quarterly meeting Literacy Standards for career and technical education Handout: Sign-in Sheet Welcome to CCRS Quarterly Meeting #2. This is the breakout session for Career and Technical Education. The content of these meetings will continue to build throughout the year. It is very important that you continue to join us for all remaining meetings to make the progression beneficial. FACILITATOR- Have all participants sign in during the session and return this information to the CTE State Staff who is attending your session. If you do not have a state CTE staff member working with you email your sign in sheet to ehicks2@alsde.edu. http://alex.state.al.us/ccrs/

2014-2015 at a glance Create lessons Create assessments Participants will: Create lessons Create assessments Look at student work These are our outcomes for the year. Please take a minute and read them. 1. We will focus on co-creating lessons where we will determine what learning experiences our students need to reach the literacy standards. 2. In co-creating assessments we will look at how we will know if our students have met the standards. 3. Looking at authentic student work will show us what the work samples suggest that they do and don’t understand and what WE will need to do next to assist our students to gain a better understanding of the literacy standard. Do you have any questions at this point?

Outcomes Participants will: Use the EQuIP rubric to assess lesson plans and student work samples Focus on activities/Strategies that may be used to meet the standards These are our outcomes for today’s session. Please take a minute and read them. Today, we will concentrate on working backwards. We will look at the big picture and drill down to our daily responsibilities. What questions do you have at this point?

Prepared Graduate Defined Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation. Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner. Remember that the Alabama standards are referred to as the College and Career Ready Standards in keeping with the state’s vision in Plan 20/20. This slide comes from Plan 20/20. On the left side of the screen you find the definition of a prepared graduate….not much new here…this side stresses being able to succeed in credit bearing courses at two-year or four-year colleges, trade schools, or technical schools. On the right side….the focus is different. Once students know something, do they know what to do with it? Can they apply their knowledge? Do they have a “mastery” of what they know that enables them to apply it to various situations. These are skills the business community wants their employees to have. The most important thing for us to note is…THIS SIDE DESCRIBES THE TYPE OF INSTRUCTION NECESSARY FOR PREPARING GRADUATES. Notice the words in blue name the type of instruction that should be EVIDENT in classrooms by stating what students should be doing. So, if the new literacy standards are firmly in place, then we should see students engaged in collaboration with peers in problem solving, precision, and punctuality in delivery of a product in every classroom, every day.

Think about it!!! It’s important for teachers to help students understand that assessments help them learn and that immediate perfection should not be their goal. What is most important for students to know, understand, and be able to do as a result of this segment of learning? …asking students to illustrate how fractions are used in sports, music, cooking, shopping, building something, or another area they are interested in is more likely to be revealing than asking them simply to explain uses of fractions. Feedback needs to help the student know what to do to improve the next time around. For example, it’s helpful for a teacher to say, “The flow of your logic in this section is clear, but you need additional detail to support your thinking.“ Handout: EQuIP Rubric and Reflection Sheet Read Dimension IV of the EQuIP rubric. Read each statement from the slide, think aloud, and discuss initial thoughts. After the last statement – stop and write a response to the following question in a narrative format, using complete sentences and proper grammar and spelling. “What conclusions do you draw from these statements that relate to your classroom?” When you finish writing, read back over your work. Make any corrections you need to make in order to ensure someone else could read and understand your thoughts. Share your written response with a partner. The teacher sees where a student is in a learning progression and points The way ahead for that student. In other words, feedback is differentiated, pointing each learner toward actions that are challenging but achievable for that learner.

Keep On Thinking… A great teacher is a habitual student of his or her students. A keen observer, the teacher is constantly watching what students do, looking for clues about their learning progress, and asking for input from students about their status. Students also need to be involved in thoughtfully examining teacher feedback, asking questions when the feedback is not clear, and developing plans that specify how they will use that feedback to benefit their own academic growth. The goal is to look for clusters of student need and plan ways to help each group of students move ahead. An assessment is really only a formative assessment when teachers glean evidence about student performance, interpret that evidence, and use it to provide teaching that is more likely to benefit student learning than the instruction those teachers would have delivered if they continued forward without using what they learned through the assessment. Read, think aloud, and discuss each statement. After the last statement – stop and write a response to the following question in a narrative format, using complete sentences and proper grammar and spelling. “What conclusions do you draw from these statements about your students?” When you finish writing, read back over your work. Make any corrections you need to make in order to ensure someone else could read and understand your thoughts. Share your written response with a partner. Share some insights/individual discoveries from the process with the whole group. Assessment of each learning experience informs plans for the next learning experience. Such an assessment process never ends.

reading/writing standards Handout: Reading/Writing Anchor Standard Sheet Continue to use the Reflection Sheet. Work with a partner to determine which reading and writing standards you “worked with” during the activity from slides 5 and 6.

Reflecting on: Lesson planning Student Learning BREAK FOR LUNCH! Handout: Lesson Plan and Student Work Samples unless returning participants brought their own back. Also ask participants who are evaluating the lesson plan to refer to the EQuIP Rubric used for the activity from slide #5. Divide participants into two groups. Group one will need a copy of a lesson plan and the EQuIP rubric. Participants evaluate the lesson plan based on the ENTIRE rubric, but with emphasis on Dimension IV. Discuss the degree to which the lesson plan met the expectations of the rubric. Group two will need a copy of the lesson plan AND a set of student work samples. Participants will assess student work samples based on the students’ understanding of the lesson that was taught. Discuss what student understanding was evident from the instruction provided from the lesson. The two groups will share and compare insights gained from their separate assignments. Reverse the groups so that each group does the opposite procedure. Group one will receive a copy of a lesson plan AND a set of student work samples. Participants will assess student work samples based on student understanding of the lesson that was taught. Group two will need a copy of the lesson plan and the EQuIP rubric. Huffman students build home for former Ramsey student.

what IS THIS? When you see the object appear on the slide. Think of questions you could ask your students about it to enable them to gain a better understanding of its uses and purposes. Have participants write down the questions and responses as they are asked and answered. This is an example of using informational print and non-print text to lead students in a think aloud about a concept from your content.

LEARNING ACTIVITIES PRODUCT OF LEARNING LITERACY STANDARDS CONTENT & CURRICULUM Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation LITERACY STANDARDS Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner. LEARNING ACTIVITIES LEADING QUESTIONS STUDENT RESPONSES GRAPHICS AND VISUALS LEARNING GROUPS This shows us how strategies/activities are the bridge from knowledge and skills to application of learning. Teachers should plan daily lessons to include these strategy sets/activities, and administrators should look for them in classrooms as to how the standards are being taught. PRODUCT OF LEARNING

Prepared Graduate Defined Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation. Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner. Remember the goal of our collective instruction across the curriculum is “the prepared graduate”! Do you have any questions about today’s session?

“Homework” Based on what you learned today about a previous lesson, think through planning a new lesson. What changes would you make in the planning process when developing a new lesson plan? Bring back a new lesson next time and be prepared to talk about the changes that were made. Bring Student Work Samples from the new lesson. Handout the Lesson Plan Example as an example of some of the information that should be included in the lesson plan they bring back. So, we have some homework before the next session. Remember how important it is that YOU continue to come back. These sessions build, so that consistency is critical. Go back and plan a unit of study or bring one of the lesson you have already developed and are currently using. Collect student work samples and bring them back to QM #3.

Survey Questions In what ways are you applying the CCRS Literacy Standards? What new or extended learning did you gain today through collaboration concerning lesson building, assessment, and student work? What type of activities, strategies, ideas, or teaching methods could you apply to facilitate student learning for students who may have special needs? What topics related to the Literacy Standards would you like to study/practice during future CCRS meetings? Is there anything you would like to change about the CCRS Quarterly CTE Meeting Session? Handout: Survey Questions Have participants fill out the survey questions and return to the CTE staff member.

CCRS Implementation Team Survey Survey Monkey Ask participants to copy the survey monkey address down and to take the survey later. https://www.surveymonkey.com/s/KJ72ZZP

Team Planning Time Allow participants about 5 minutes of time to work on their sheet for their afternoon team planning time.