1. ELA VERTICAL ALIGNMENT Common Core Transition Training SY 2013-14 May 6, 2014 Professional Development Center (PDC)

2. 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.

3. 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

4. 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.

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

6. 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

7. 2013-2014 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?

8. 2013-2014 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

9. 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 http://www.reading.org/Libr aries/association- documents/ira_ccss_guideli nes.pdf http://www.reading.org/Libr aries/association- documents/ira_ccss_guideli nes.pdf

10. Looking ahead to 2014-2015… O Establish at least one SMART goal per Vertical Team that will guide vertical articulation in 2014- 15. O Take the SMART Goal QUIZ on Canvas. S: Specific + Strategic M: Measurable A: Achievable R: Relevant T: Time-bound

11. 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?

12. BREAK

13. 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

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

15. 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

16. 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.

17. 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!!!

18. 1-hour LUNCH BREAK

19. 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

20. 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.

21. 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.

22. 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!!!

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

24. For Title II compliance, please type the link below and complete the electronic feedback form. https://www.surveymonkey.com/s/BMZJ7NK

25. Next Steps…? Thank you!