CCRS Quarterly Meeting Literacy standards for Career & technical subjects The groups will most likely be very small. You may choose to show the ppt. on your laptop or just have a round table discuss with the ppt. hard copies. ***In most places, you will be in the same room with science and social studies, but 3 separate presentations will be going on. Explain the change in the content portion of CCRS- table talk specific to content because: Social studies has a new COS, so they are breaking away to introduce the new document. and 2) We had requests to make the discussions as content specific as possible. So, for the last two QMs, we will have a round table discussion format rather than a presentation. http://alex.state.al.us/ccrs/

Outcomes Participants will: Revisit Dimensions I and II of the EQuIP Rubric. Analyze Dimensions III and IV of the EQuIP Rubric. Examine evidence of student learning. Identify instructional strategies that will incorporate literacy standards into content instruction. Use instructional strategies to incorporate literacy standards into a lesson plan. Prepare to share resources with district LEA team and colleagues. These are our outcomes for today’s session. Please take a minute and read them. What questions do you have at this point?

Alabama Quality Teaching Standards 1.4-Designs instructional activities based on state content standards 2.7-Creates learning activities that optimize each individual’s growth and achievement within a supportive environment 5.3-Participates as a teacher leader and professional learning community member to advance school improvement initiatives You are all here today for specific professional learning. Let’s not forget that today’s learning aligns with the Alabama Quality Teaching Standards. You may want to include some of this as part of your Professional Learning Plan for the year. Read them and connect to what we will do today. 1.4-our work today is centered around the content standards. The instructional activities we engage in are designed to meet the literacy standards. 2.7-One purpose of CCRS is to create a supportive environment for us to learn together. 5.3- The main reason you are here today is because you are a teacher leader, and you can influence CCRS implementation in your school.

Revisit Dimensions I and II of EQuIP Rubric Take a moment and look back at the first two dimensions we addressed in quarterly meetings I and II. Share insights and any needs for clarification. HANDOUT # 1-EQuIP Rubric This may go very quickly, OR you may need to spend some extra time, here. Make sure participants have a good foundation with the rubric. OPTIONAL: Prior to discussion, ask them to look back and code the text as follows: ?-Things I still wonder about or don’t understand !-Things I have implemented X-Things I find difficult DISCUSS

Analyze dimension III of the EQuIP Rubric Fold a sheet of blank paper “hot dog” style. On the top of one side write instructional supports. List 5 words/terms you associate with instructional supports. Share, compare, and list the words you have in common with other group members. BLANK PAPER FOR “HOT DOG” FOLDABLE Follow directions on slide. ***For this activity, the lack of common thinking will become obvious. This shows us that when we throw out terms such as “instructional supports” people’s minds go to a variety of perspectives and perceptions. The following activity is designed to help participants come to a common understanding.

Analyze Dimension III of the EQuIP Rubric Read Dimension III and mark the text. Underline words/terms that are in common with those listed by your group, as well as, new words you think are important. Develop a common definition for instructional supports. “OPTIONAL” HANDOUT # 2-CONCEPT DEFINITION MAP When the activity is completed, have participants share their common definitions. Hold discussions about the strategy until after they have also done it with “assessment”-next 2 slides. OPTIONAL: A concept definition map is provided in your packet. You may use it to develop a common definition or you may just let participants talk through the concepts to come to a definition. If you only have about 3 participants, you may want to skip the map. Also, feel free to ask participants their preference. We need to stress that STRATEGIES are for individual learning. We also need to give students choice when applying strategies. The whole goal of strategies is that they TRANSFER to independent learning.

Analyze dimension IV of the EQuIP Rubric Return to your “hot dog” foldable. On the top of the other side write assessment. List 5 words/terms you associate with assessment. Share, compare, and list the words you have in common with other group members. Follow directions on slide.

Analyze Dimension IV of the EQuIP Rubric Read Dimension IV and mark the text. Underline words/terms that are in common with those listed by your group, as well as, new words you think are important. Develop a common definition for Assessment. When the activity is completed, have participants share their common definitions. Some possible questions to pose: How did the hot dog fold spark your individual thinking? How did it encourage discussion? How did your discussion help construct a working definition? What level of student engagement did the strategy foster?

Examine evidence of student learning. Does student work show mastery of (or toward) the standard? Sort your student work samples into 3 stacks: “met standard”, “partially met standard”, or “did not meet standard”. Discuss what the risc strategy tells you about the role strategies play in content instruction. Discuss how strategies, in general, are the vehicle for incorporating literacy standards into content instruction. HANDOUT # 3- RISC HANDOUT # 4- GRADE BAND LITERACY STANDARDS Hand out the RISC sheet to remind them of the strategy. See if anyone brought back work samples. IF NO ONE BROUGHT SAMPLES: 1. SEE IF ANYONE TRIED RISC AND WOULD LIKE TO SHARE HOW THEY THOUGHT IT WORKED. 2. TALK BRIEFLY ABOUT # 3 ON THE SLIDE AND MOVE ON TO THE NEXT PART- SLIDE 11-ALLOW MORE TIME FOR THEM TO WORK WITH STRATEGIES AND PLAN. First look at the sample standard and determine what information must appear in the student work from the RISC to constitute meeting the standard. Once this is agreed upon, model how to sort the work samples based on # 1 above. If participants did not bring back a set, continue with the sample set. Spend most of the discussion time on #3 from the slide. Show how one strategy meets several reading and writing standards. Hand out the standards and actually match them up to illustrate this point. For example, a RISC used as a simple exit slip can easily meet writing standards 2, 4, and 10.

Lunch!!!

Identify instructional strategies that will incorporate literacy standards into content instruction. Examine the instructional strategies in your packet. Choose 3-5 strategies to examine thoroughly. Discuss how the 3-5 chosen strategies support the reading and writing literacy standards. HANDOUT # 5-STRATEGIES PACKET “OPTIONAL” HANDOUT # 6- NOTETAKING TOOL (NOT NUMBERED AT TOP)-SORRY! Explain that these strategies were adapted specifically for use in career tech classrooms. The top matter gives an example of how the strategy applies to a particular course. HOWEVER, THESE ARE STRATEGIES THAT WORK ACROSS ALL CONTENTS AND GRADE LEVELS. OPTIONAL tool-Handout # 6 is provided. Offer the tool to participants to take notes on as they explore OR allow them to use it as they begin to plan. We want to meet participant needs and learning styles, so offer the tool, but you may not want to require them to use it. The tool is for the purpose of showing which strategies align best with certain standards.

Lesson Planning & Homework Use familiar instructional strategies, COS, and CCRS Literacy Standards to develop a lesson plan. Bring back a set of student work that resulted from the lesson you taught. Preview-For QM #4, we will put all the pieces together and assess lessons using all four dimensions of the EQuIP rubric. HANDOUT # 7-LESSON PLANNING TOOL Follow directions on slide. Provide the ISP lesson planning tool if they would like to use it.

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. As we end each session, we want to remind ourselves that the prepared graduate is our goal.

Wrapping up….. With your district team think about your next steps. Record your thoughts on this template and share with the rest of your team when you join them in a few minutes.