1. Administrative “Look-Fors”: Text Complexity Karen Colarossi, Kimberly Natal, Rose Sedely August 9-10, 2012

2. Common Board Configuration Date: Benchmark: Range of Reading and Level of Text Complexity (CCSS Anchor Standard 10) “Read and comprehend complex literary and informational texts independently and proficiently.” Benchmark: Range of Reading and Level of Text Complexity (CCSS Anchor Standard 10) “Read and comprehend complex literary and informational texts independently and proficiently.” Bell-Ringer: What are the professional development needs for text complexity at your school? Essential Question: Why does text complexity matter? Vocabulary: Complex Text, Comprehension Instructional Sequence, NGCAR-pd, Implementation Objective: Teacher Leaders will be able to articulate an action plan for implementation and support of text complexity in their school improvement plan Agenda: 1. Overview 2. Reviewing complex text 3. Resources for complex text 4. Meeting the needs of teachers 5. Action Plan Agenda: 1. Overview 2. Reviewing complex text 3. Resources for complex text 4. Meeting the needs of teachers 5. Action Plan Summarizing Activity: Rate how your knowledge about text complexity has changed as a result of this overview. Homework: Prepare to implement the action plan steps for text complexity at your school. Learning Goal: Teacher Leaders will understand the role of text complexity as a high effect indicator at their school site.

3. Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Summer Leadership Institute

4. 21 st Century Skills Tony Wagner, The Global Achievement Gap Summer Leadership Institute 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

5. High Effect Size IndicatorsHigh Effect Size Indicators Summer Leadership Institute “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education, 2012

6. Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Summer Leadership Institute School Leadership High Effect Indicators Classroom Teacher High Effect Indicators Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies

7. Why Text Complexity? 7 Text complexity is the key to accelerating student achievement in reading.

8. Bell-Ringer What are the professional development needs for text complexity at your school? Think, write, share

9. What is Complex Text? How do you identify complex text? How should it be taught in the classroom? How often should it used? Where can your teachers find resources for complex text? What is the plan going forward?

10. Which Text is Complex? In the folder you will see two text samples- one is complex and one is simple. Read each piece of text. Use the matrix, the “cheat sheet” and your table partners to discuss each piece of text in terms of complexity. Choose the piece you believe is complex- be prepared to support your choice with evidence from the text and details from the “cheat sheet”.

11. Where Can Teachers Find Resources? Use available resources to determine the text complexity of other materials on our own. Choose an excerpt of text from Appendix B as a starting place:

12. Additional Resources Ebsco Lake County Home Page EBSCO lakecounty (Username) lakecounty (Password) DBQ Essays

13. How Often Should Students be using Complex Text in the Classroom? Students should be interacting with complex texts: 1/3 rd of the time by October ½ of the time by January 2/3 rd s of the time by April Interaction with complex texts should be throughout the student’s day and across disciplines.

14. Use of Informational Text FCAT CCSS

15. What is Informational Text?

16. What Do Teachers Need to Know to be Successful with Complex Text? How to scaffold and support instruction for students. A wide-array of support strategies: Think Aloud strategy Deliberately formatted reading groups: pairs or triads Opportunities for student directed dialogue Organizers to assist and support student questioning, understanding, and reflection Teacher Read Aloud (as needed) Socratic Seminar WICR (AVID) and Springboard strategies

17. Next Steps? Literacy Coaches and trained teacher leaders should provide training to all teachers on identifying complex text. Each secondary Literacy Coach has been trained and should deliver NGCAR-PD training to a selected cadre of content area teachers. Teachers who participate should use the NGCARPD training as their IPDP and lesson study lesson. Reading Endorsed/Reading Certified or CAR-PD trained teachers should be provided training on implementing complex text through the Comprehension Instructional Sequence. Teachers who participate should use the CIS training as their IPDP and lesson study lesson(s). Elementary Teachers should be trained in the Comprehension Instructional Sequence. Teachers who participate should use the CIS training as their IPDP and lesson study lesson(s).

18. Action Plan Consider the professional development needs at your school. How will you implement, or support implementation of identifying and utilizing complex text training at your school? How does it fit into your school improvement plan? Who will you work with first? When will training occur? Who will assist and support? Who will monitor and how will that look?

19. Action Plan

20. Rate Yourself On a scale of 1-4 (one low, four high) rate yourself on your comfort level with understanding what you need to do to plan for implementation of complex text in your school.

21. Participant Scale and Reflection (Please complete and turn in) Summer Leadership Institute 0-Not Using No understanding or implementatio n steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2-Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways