1. Middle School Cohort Training July 25-26, 2011

2. Day 1 Agenda Norms Growth vs. Fixed Mindset Review Senate Bill 1 and KCAS Binder Overview Progression of Standards Knowing Your Learning Targets 4 Types of Learning Targets Activity Introduction to Student-Friendly Learning Targets Reflection

4. Learning Targets for Day 1 I can reflect on the implications of having a Growth vs. Fixed mindset. I can locate the important components of the Kentucky Core Academic Standards binder. I can analyze the progression of the Kentucky Core Academic Standards. I can explain the importance of using student-friendly learning targets in my classroom. I can explain how the Characteristics of Highly Effective Teaching and Learning are important to further student learning.

5. Lets Talk CHETL Characteristics of Highly Effective Teaching and Learning Learning Climate Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content

6. Growth vs. Fixed Mindset Please mark the BEFORE column on your Anticipation Guidedecide whether each statement is Fixed or Growth

7. Mindset Articles Letter off at table as A, B, A, B … A-s will read excerpt from Shirley Clarke book, The Ideal Learning Culture. Bs will read Carol Dweck article, The Perils and Promises of Praise. During reading please highlight one sentence, one phrase, and one word that you feel represents the main idea of the article. Be prepared to share your sentence, phrase, and word with your group.

8. Growth VS Fixed Mindset Look at your Anticipation Guide again and complete the right column. When you have finished, discuss your answers with a partner. Review the correct answers with the whole group.

9. Implications for classroom practice? What strategies are recommended for creating a growth mindset? Implications for teachers and building leadership?

10. What is KCAS? Its the Law ! SB1 (Senate Bill 1) is law for all Kentucky classrooms effective August, 2011. SB1 focuses on: 1.New Academic StandardsKentucky Core Academic Standards (KCAS) 2. Highly Effective Teaching Characteristics of Highly Effective and LearningTeaching and Learning (CHETL) 3. Assessment LiteracyBalanced Assessment

11. Common KCAS Language SB1 - Senate Bill 1 KCAS - Kentucky Core Academic Standards CCSS -Common Core State Standards ELA - English /Language Arts CCR - College and Career Readiness CHETL - Characteristics of Highly Effective Teaching and Learning

12. I can locate the important components of the Kentucky Core Academic Standards binder. Learning Target

13. Kentucky Core Academic Standards Binder Lets take a closer look Introduction Tab Standards for English Language Arts 1. Reading 2. Writing 3. Speaking/Listening 4. Language Literacy Content Areas (Content-specific literacy standards) 1. Reading 2. Writing Progression of Standards Appendix A Appendix B Appendix C

14. Pages 12-18 Page 12: Original Table of Contents Page 15: Distribution of Literary and Informational Reading by Grades Page 16: What is Not Covered by the Standards Page 17: Explanation of College and Career Readiness Page 18: Overall Organization of the Document

15. Design and Organization College and Career Readiness (CCR) Anchor Standards: Define the minimum literacy expectations for students to be prepared for the college or career of their choice Reading Strand 9 Literature Standards 10 Informational Standards 4 Foundational Skills Standards (K-5 Only) Writing Strand 10 Standards Speaking & Listening Strand 6 Standards Language Strand 6 Standards

16. Appendices Rock! Appendix A Key Elements of the Standards Glossary of Terms p. 91 – Text Complexity p. 97 – Lexile Ranges p. 112 – Types of Writing p. 123 – Vocabulary p. 131 – Glossary Appendix B Text Exemplars Sample Performance Tasks p. 140 – Table of Contents (6-8 exemplars) p. 158 – Literary Performance Tasks p. 162 – Informational Performance Tasks Appendix C Samples of Student Writing p. 171 – Explanation of Writing Samples

17. Appendix A JIGSAW Group 1: Text Complexity, Pages 93-95 Group 2: Implementing Text Complexity, Pages 97-99 Group 3: Writing, Pages 112-114 Group 4: Vocabulary, Pages 121-124

18. 10 minute break

19. Kentucky Core Academic Standards Now well take a look at how to read the new standards………. KCAS

20. CCR Reading Anchor Standards Implementation Cl uster Standard #

21. CCR Writing Anchor Standards Implementation

22. CCR Speaking and Listening Anchor Standards Implementation

23. Language Anchor Standards Implementation

24. Strand Abbreviation Grade Band Standards Cluster KCAS Standards Binder

25. Referencing the Standards RL.7.5 R – Reading L - Literature 7 - Seventh Grade 5 - Standard 5 College and Career Readiness Reading Anchor Standard: 5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Reading Literature, Grade 7, Standard 5 Analyze how a dramas or poems form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

26. Scavenger Hunt You have 10 minutes to complete the Scavenger Hunt 1. p. 158 2. p. 93 3. p. 112-114 4. p. 179 5. p. 97 6. Bonus: Skilled writers many times use a blend of these three text types to accomplish their purposes…Effective student writing can also cross the boundaries of types…….

27. Learning Check: I can locate the important components of the Kentucky Core Academic Standards binder.

28. Implications for classroom practice? Implications for teachers and building leadership?

29. I can analyze the progression of the Kentucky Core Academic Standards. Learning Target

30. Progression of Standards K-12 Progression

31. Grade Band Shuffle Well take a close look at how one standard scaffolds from kindergarten – grade 12.

32. Example: W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.9-10.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. W.11-12.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. With no support

33. Pop and Share Write 1 thing you noticed about the progression of standards. Was your answer different from the actual progression? What implications does the progression of the standard have for instruction?

34. LEARNING CHECK: I can analyze the progression of the Kentucky Core Academic Standards.

35. CHETL Break (This handout is in your folder) Lets Talk CHETL Take 2 minutes to talk with your group to identify aspects of the activities and learning up to this point that align with CHETL Section 3: Instructional Rigor and Student Engagement.

36. I can explain the importance of using student-friendly learning targets in my classroom. Learning Target

37. Knowing Your Learning Target

38. Knowing Your Learning Target Code the text as you read (*) Something that really stands out as important to you (+) Something that you already know or are doing (?) Something that you have a question about

39. LEARNING CHECK: I can explain the importance of using student-friendly learning targets in my classroom.

40. Complete your anticipation guide/exit slip. Consider the following questions for reflection: Implications for classroom practice? Implications for teachers and building leadership?

41. Welcome to Day 2 of our Journey to the Center of the Kentucky Core Academic Standards

42. Day 2 Agenda Norms Charting Our Course (Thought Clouds) Share Todays Learning Targets 4 Types of Learning Targets CHETL Breaks Moving to Student-Friendly Language JCPS Curriculum Maps/Unit Planning Grade Level Planning Time School Team Planning Time

43. Learning Targets for Day 2 (the intended learning) I can classify the 4 types of learning targets. I can develop student-friendly learning targets from the Kentucky Core Academic Standards. I can utilize the curriculum maps to focus and individualize my instruction. I can use the Kentucky Core Academic Standards and curriculum maps to begin planning an instructional unit.

44. Target Sort Work with a partner to organize the sample targets and key verbs into the four categories of learning targets, knowledge, reasoning, skill/performance, or product. Use the explanations on the handouts to help you decide which targets belong to each category. Check your answers with the answer key provided by the facilitator. Discuss your answers with the people at your table.

45. Review: Types of Learning Targets Knowledge Reasoning Performance/ Skills Products

46. Knowledge Targets Some knowledge/facts/concepts to be learned outright; some to be retrieved using reference materials Examples: Identify metaphors and similes Describe the function of a cell membrane List the multiples of 3 Explain the effects of an acid on a base

47. Reasoning Targets Thinking proficienciesusing knowledge to solve a problem, make a decision, plan, etc. Examples: Use statistical methods to describe, analyze, evaluate, and make decisions. Make a prediction based on evidence Examine data/results and propose a meaningful interpretation Distinguish between historical fact and opinion

48. Performance/Skill Targets Behavioral demonstrations; where the doing is what is important; using knowledge and reasoning to perform skillfully Examples Measure mass in metric and SI units Use simple equipment and tools to gather data Read aloud with fluency and expression Participates in civic discussions with the aim of solving current problems Dribbles to keep the ball away from an opponent

49. Product Targets Where the characteristics of the final product are important; using knowledge, reasoning, and skills to produce a final product Examples: Produce an argument to support claims Write an informative/explanatory text Write a narrative to develop real or imagined experiences Produce a writing piece that is clear and coherent

50. YOUR TURN Show what you know……. Work independently to identify what kind of learning target each is by marking the appropriate box, K,R, S, or P. (S is for Performance Skill) If you arent sure of the target type, mark your guess and then mark the (?) box. The facilitator will give you an answer key and the answers will be discussed with the group. Quick Learning Check: I can classify the 4 types of learning targets.

51. Learning Target (the intended learning) I can develop student- friendly learning targets from the Kentucky Core Academic Standards.

52. Learning to Drive Standard: Drive a car with skill. What knowledge will students need to demonstrate the intended learning? What patterns of reasoning will students need to master? What skills are required? What final product will be produced?

53. How to Find the Deconstructed Standards

55. Moving from Teacher Language Student-Friendly Language Look at the template that helps break teacher- friendly targets into student-friendly targets. Kids can hit any target that stands still. Stiggins

57. Now its your turn: Student-Friendly Targets and Gallery Walk With your group (3-4), create student-friendly targets for RL.7.3 Post them on chart paper Post chart paper on the wall With your group, travel from chart to chart and provide feedback or make comments on the other charts Return to your chart paper and discuss the comments and feedback.

58. Your Turn Again……… Student-Friendly Targets and Gallery Walk With your group (3-4), create student-friendly targets for W.7.5 Post them on chart paper Post chart paper on the wall With your group, travel from chart to chart and provide feedback or make comments on the other charts Return to your chart paper and discuss the comments and feedback.

59. Learning Check I can develop student-friendly learning targets from the Kentucky Core Academic Standards.

60. What are the implications of learning targets for classroom practice? What are the implications of learning targets for teachers and building leadership?

61. CHETL Break

62. Learning Target (the intended learning) I can utilize the curriculum maps to focus and individualize my instruction for each six weeks.

63. Page 2 Big Idea Overview Writing Focus Sample Performance Tasks

64. Pages 3-5 Focus Standards Resources Independent Reading

65. Page 6 and 7 Suggested Instructional Text Suggested Instructional Strategies and Activities

66. Page 8 and 9 Sample Formative Assessments Growth Monitoring Key Terminology Suggested Weekly Focus

67. Page 10 Kentucky Core Academic Standards Learning Targets Weekly Learning Targets

68. Learning Check I can utilize the curriculum maps to focus and individualize my instruction. What are the implications of curriculum maps for classroom practice? What are the implications of curriculum maps for teachers and building leadership?

69. I can use the Kentucky Core Academic Standards and JCPS Curriculum Maps to begin planning an instructional unit. Learning Target (the intended learning)

70. Planning a Trip Choose an interesting region or area to visit. Plan with your destination in mind. Plan activities that you want to do when you reach your objective Work out a time frame for your trip. Method of Travel Gather the personal belongings you already have and determine if you will need additional items. Think about all the stops you will make along the way. Prepare for breakdowns and detours..

71. Planning a Standards-Based Unit Plan with the end in mind (Summative Assessments). Decide on a time frame. Methods of instruction. Gather resources. Prepare formative assessments. Assessments you can do along the way. Prepare to re-teach.

72. Navigate the Route Big Idea KCAS Standards Standards-Based Outcomes Pre-Assessments, Formative (for learning) and Summative (of learning) Assessments Student-Friendly Learning Targets Background Knowledge (Gaps) Instructional Strategies Texts and Instructional Resources Supplemental Materials Routines and Procedures Guiding Questions focused on standards Communication

73. Taking the Wheel Unit Planning

74. Revisiting our Learning Targets I can develop student-friendly learning targets from the Kentucky Core Academic Standards. I can utilize the curriculum maps to focus and individualize my instruction for each six weeks. I can use the Kentucky Core Academic Standards and curriculum maps to begin to planning an instructional unit. Rate yourself!

75. Questions and Answers

76. Cohorts Next Steps….. Share cohort information with the principal. Implement ideas and strategies within your own classroom centered around KCAS. Collaborate with resource teacher(s). Attend four (4) 3-hour and one (1) full day of professional development during the work year. Present KCAS professional development during faculty meetings, Gold days, and/or embedded PDs as requested and scheduled by the principal. Participate in developing video clips that illustrate those strategies Become a collaboration classroom for others to visit. Cohort Teacher Expectations:

77. School Team Planning Complete the School Pre-planning Sheet independently and discuss your answers with your group. Work with your group to complete the School Team Planning Sheet. Each group should complete 2 copies of School Team Planning Sheet, one for us to collect and one for the group to share with their principal.

78. Homework…………… Before out next meeting, Please read the following articles about balanced assessment: 1.What a difference a word makes 2. Assessment Through the Students Eyes