1. Understanding the Standards We Teach – English Language Arts

2. Please respond to the following questions: From the process of unpacking the standards, what did you learn -  about yourself?  about your team?  about your program? Use the markers and Post-it  notes in the center of the table to write your responses, and attach them to the relevant flip charts around the room.

3. Welcome Training Materials Graffiti Exercise Aligning Resources to Standards Developing Materials for Instructional Use Next Steps Closing Activity Welcome Training Materials Graffiti Exercise Aligning Resources to Standards Developing Materials for Instructional Use Next Steps Closing Activity

4. For discussion… Describe an “A-HA” moment as a result of your work on standards over the past four weeks. What would you tell a new instructor about the KYAE Common Core Standards for ELA? How might your understanding of the standards influence your approach to instruction? For discussion… Describe an “A-HA” moment as a result of your work on standards over the past four weeks. What would you tell a new instructor about the KYAE Common Core Standards for ELA? How might your understanding of the standards influence your approach to instruction?

5. Participants will - Become active members of a learning community concerned with the implementation of standards. Gain a common understanding of the benefits and challenges involved in implementing the standards. Learn to unpack the standards and align curriculum, texts, and other resources to the standards. Create standards-based instructional resources designed to engage instructors and students with the most important ideas, questions, and skills related to the standards. Participants will - Become active members of a learning community concerned with the implementation of standards. Gain a common understanding of the benefits and challenges involved in implementing the standards. Learn to unpack the standards and align curriculum, texts, and other resources to the standards. Create standards-based instructional resources designed to engage instructors and students with the most important ideas, questions, and skills related to the standards.

6. Course GoalsCourse Objectives Directors & Instructors will be able to - - Program Directors and Instructors will be able to… Activity Reflect on readings by answering discussion board questions (optional). Format - Timeframe Identify the purpose for implementing standards-based instruction with adult education and literacy students. Identify adult education and literacy’s role in Kentucky’s educational system. Introductory Activities (Optional - at the discretion of the director) Online - ANGEL Discussion Board Posted for 1 week 2 hours Gain an overview and understand the purpose of the Kentucky Adult Education English Language Arts Common Core Standards.. Review the purpose of understanding the standards and using them with students. Develop a consensus with team 1.To unpack the components of standards 2.To construct real-world activities that align to standards Apply a process for unpacking the standards by completing an unpacking chart. Reflect on the unpacking process. Develop a learning community by implementing a process to unpack the KYAE Common Core Standards. Discuss with team skills, concepts and level of thinking for a set of standards, and complete an unpacking chart. Participate in activity to reflect on the meaning and significance of standards in adult education and literacy. With team, determine real-world sample activities, and record on the unpacking chart. Unit 1A Face-to-Face Information, modeling and guided practice 9 AM - 4 PM 6 hours Unit 1A Team Activities Practice with teams at the workplace w/ coaching 4 weeks 15 hours Apply a process for unpacking the standards. Develop a consensus with team on the skills, concepts, context, and cognitive level of thinking by unpacking ≈ 50 standards and complete an unpacking chart. Develop a consensus with team on student activities for each of the standards unpacked. Reflect on the unpacking process. With team, complete unpacking charts for ≈ 50 standards. Submit to coaches and receive feedback. Complete closure activity connecting standards’ concepts. Understanding the Standards We Teach Course Map Unit 1A

7. Course GoalsCourse Objectives Directors & instructors will be able to - Program Directors and Instructors will be able to… Activity Reflect on purpose and learning outcomes achieved. Format - Timeframe Introductory Activities (Optional - at the discretion of the director) Online - ANGEL Discussion Board Posted for 1 week 2 hours Develop a consensus with team on the alignment of program resources to standards. Apply a process for aligning standards with program resources by completing a resource alignment chart. Reflect on the resource alignment process. Discuss developing materials for instructional use. Discuss plans to move forward in order to sustain standards-based practice to improve student learning. Develop a learning community by implementing a process to align program resources with the the KYAE Common Core Standards. Complete an alignment chart aligning program resources to standards. Identify materials for instructional use. Discuss with learning community the process of aligning program resources to standards. Complete closure activity connecting standards’ concepts. Unit 1A Face-to-Face Information, modeling and guided practice 9 AM - 4 PM 6 hours Unit 1A Team Activities Practice with teams at the workplace w/ coaching 4 weeks 15 hours Develop a consensus on the alignment of program resources to standards. Apply a process for aligning ≈ 50 standards with program resources by completing a resource alignment chart. Reflect on the resource alignment process. Develop materials for instructional use. Discuss plans to move forward in order to sustain standards-based practice to improve student learning. Answer discussion questions in ANGEL reflecting on the process and outcomes of aligning program resources to standards. With team, complete an alignment resource chart, aligning program resources to standards. Identify standards-based materials for instructional use. Understanding the Standards We Teach Course Map Unit 1B

8. Determine the alignment of instructional resources to standards. Instructors need to know where the gaps are in their current materials so they can fill them appropriately with other resources. Determine the alignment of instructional resources to standards. Instructors need to know where the gaps are in their current materials so they can fill them appropriately with other resources.

9. Offers a quick way for staff, especially new staff, to become familiar with a resource Alerts staff to where a resource is tightly, partially, or not aligned with standards Informs instructors and programs about gaps in coverage so they can be filled Determines appropriateness of new materials and resources Offers a quick way for staff, especially new staff, to become familiar with a resource Alerts staff to where a resource is tightly, partially, or not aligned with standards Informs instructors and programs about gaps in coverage so they can be filled Determines appropriateness of new materials and resources

10. Tight Alignment =2 Partial Alignment =1 No Alignment =0 Tight Alignment =2 Partial Alignment =1 No Alignment =0

11. For each resource -- List specific pages/chapters that support the teaching of each standard. Determine to what extent the resource is aligned with the standard: Tight = 2 Partial = 1 Not aligned = 0 Confirm alignment work: Should the resource be retained? Does it need to be supplemented? (SIA Guide Unit 1-14) For each resource -- List specific pages/chapters that support the teaching of each standard. Determine to what extent the resource is aligned with the standard: Tight = 2 Partial = 1 Not aligned = 0 Confirm alignment work: Should the resource be retained? Does it need to be supplemented? (SIA Guide Unit 1-14)

12. Examine the standards we have already unpacked and determine where in a resource each standard is addressed. Determine the tightness of fit (extent of alignment). Examine the standards we have already unpacked and determine where in a resource each standard is addressed. Determine the tightness of fit (extent of alignment).

13. Once resources have been reviewed and scored, ask the following questions:  How many of the standards are tightly aligned to the resource or textbook?  How many of the standards are partially aligned or not aligned to the resource?  Do scores of 2,1, or 0 predominate?  Should the resource by retained? If so, should it be supplemented? (SIA Guide Unit 1-15) Once resources have been reviewed and scored, ask the following questions:  How many of the standards are tightly aligned to the resource or textbook?  How many of the standards are partially aligned or not aligned to the resource?  Do scores of 2,1, or 0 predominate?  Should the resource by retained? If so, should it be supplemented? (SIA Guide Unit 1-15)

14.  What was beneficial about the alignment exercise (process, chart, etc.)?  Challenging?  What was beneficial about the alignment exercise (process, chart, etc.)?  Challenging?

15. Build a reference library: Completed Unpacking Charts Completed Alignment to Resource Standards Charts Review and refine completed charts. Make charts available to staff. (SIA Guide Unit 1-16) Build a reference library: Completed Unpacking Charts Completed Alignment to Resource Standards Charts Review and refine completed charts. Make charts available to staff. (SIA Guide Unit 1-16)

16. What standards are you going to unpack next and when? How and when will you align the unpacked standards to resources? How and when will you confirm alignment work? How will you fill in the gaps of the resources that you have? When will you determine program needs? Who is going to do it? What resources will you use? What support will you need? What standards are you going to unpack next and when? How and when will you align the unpacked standards to resources? How and when will you confirm alignment work? How will you fill in the gaps of the resources that you have? When will you determine program needs? Who is going to do it? What resources will you use? What support will you need?

17. 1. What is the definition of “skill” on the unpacking chart? And what clue helps you identify the skill? 2. What is the definition of “concept” on the unpacking chart? And what clue helps you identify the concept? 3. What is the definition of “context” on the unpacking chart? What clue or questions helps you identify the context? 4. Explain the meaning of cognitive demand or level of thinking. 5. Name the six levels found in Bloom’s Taxonomy. 1. What is the definition of “skill” on the unpacking chart? And what clue helps you identify the skill? 2. What is the definition of “concept” on the unpacking chart? And what clue helps you identify the concept? 3. What is the definition of “context” on the unpacking chart? What clue or questions helps you identify the context? 4. Explain the meaning of cognitive demand or level of thinking. 5. Name the six levels found in Bloom’s Taxonomy.

18. 6. Name at least one important question to ask yourself to confirm the unpacking. 7. Name two criteria for building sample activities. 8. What are two reasons for aligning resources to standards? 9. What is your program going to do to continue your work with standards after today? 6. Name at least one important question to ask yourself to confirm the unpacking. 7. Name two criteria for building sample activities. 8. What are two reasons for aligning resources to standards? 9. What is your program going to do to continue your work with standards after today?