SUHSD ELA/ELD CCSS Transition 2013-2014 Vertical Alignment Cohort Meeting January 15, 2014

ELA/ELD NORMS: Participate equally. Postpone judgment and tolerate ambiguity. Advocate for what is best for our students. Accept critical questions. Identify Problems and Recommend Best Solutions. Reach agreement with consensus. Welcome!!! Please: Log into your ELD Canvas page and SUHSD Google Drive account. Locate our Parking Lot Poster.

Daily Learning Target (DLT) By the end of today’s cohort training, we will be able to deepen our understanding of the new assessment system for the Common Core (SBAC) as evidenced by data analysis collaborative discussion, revision of a District-wide ELD Assessment Matrix and drafting an ELD Leveled Skills Matrix upon which a District-wide ELD EOC will be based.

PD Essential Question How do challenging tasks affect teacher expectations, instructional practices, and student learning?

Data Analysis Activity Identify PT Anchor Papers Fall 2013 EOC Disaggregated Data Review document "ELD Sem. 1 Data" in GoogleDrive. b.Read "Guiding Questions " document.    c.Locate your school data and discuss domain (LSRW) data outcomes  with colleagues.  d. Share and discuss your student writing performance task outcomes from both quarters. e. Record responses in the "Semester 1 ELD Data" document. f. Share overall findings and feedback  with ELD Cohort electronically and when called on as a table(30 sec. Expert)

Data Analysis Activity PT EOC

Session III. a. Return to Canvas Course. b. Click on and open Powerpoint in ELD Vertical Alignment Module: " ELA/ELD CCSS Content and Pedagogy Grades 7-12."ELA ELD CCSS Content and Pedagogy Grades 7-12.pptm c. Click on and open document in ELD Vertical Alignment Module: "Revised SUHSD ELD Levels Assessments Matrix." d. Open  Google Drive document: "ELD Assessments Collaborative Document Draft" and use this document to record suggested  ELD Assessment  Changes for both Semester 2 and for 2014-2015 year. e. Share overall findings and feedback  with ELD Cohort electronically and when called on as a table(30 sec. Expert)  

Closing Session I and II Revisit DLT: By the end of today’s cohort training, we will be able to deepen our understanding of the new assessment system for the Common Core (SBAC) as evidenced by data analysis collaborative discussion, revision of a District-wide ELD Assessment Matrix and drafting an ELD Leveled Skills Matrix upon which a District-wide ELD EOC will be based. Revisit PD Essential Question: How do challenging tasks affect teacher expectations, instructional practices, and student learning?

Daily Learning Target (DLT) By the end of today’s cohort training, we will be able to deepen our understanding of the new assessment system for the Common Core (SBAC) as evidenced by data analysis collaborative discussion, revision of a District-wide ELD Assessment Matrix and drafting an ELD Leveled Skills Matrix upon which a District-wide ELD EOC will be based.

PD Essential Question What role does the teacher play in implementing the ELD Common Core standards, within and beyond the classroom?

BREAK

Revisit DLT: By the end of today’s cohort training, we will be able to deepen our understanding of the new assessment system for the Common Core (SBAC) as evidenced by data analysis collaborative discussion, revision of a District-wide ELD Assessment Matrix and drafting an ELD Leveled Skills Matrix upon which a District-wide ELD EOC will be based. Revisit PD Essential Question: What role does the teacher play in implementing the ELD Common Core standards, within and beyond the classroom?

Collaborate!

Session IV a. Return to Canvas Course ELD Vertical Alignment Module. b. Elect one person at the table to be a time keeper and another person to be the scribe/recorder. c. Open "Hess' Cognitive Rigor Matrix Powerpoint" and ELD and ELA Standards for your grade levels (7 and 8, 9/10, 11/12). These are online at the CDE Website and in our Canvas Course. d. Open " ELD Quarterly CCSS Skills Matrix" for your level(MS or HS) in Googledrive. e. Reference the SBAC, Milestones, and other ELD Rubrics(in folder on table). f. Collaborate to identify, discuss and sequence needed skills and the best suggested ways of assessing skills mastery for your ELD grade and level for each domain(RWLS). g. Record a draft of the "ELD Quarterly CCSS Skills Matrix."

1-hour LUNCH BREAK

Session V a. Upload and share drafts via Googledrive b. Review drafts with table offering warm and cool feedback , grouped accordingly:       First: 1/2 and 3/4 together, 5/6 and 7/8  together, separated  by MS and by HS      Second: 1/2 and 3/4 MS and HS together, 5/6 and 7/8  MS and  HS Together     Third--return to homogenous home group and revise draft. c. Upload and share revised drafts in Googledrive. d. Identify "Next Steps" for ELD EOC in Discussion Thread in Canvas.

How is ELD embedded in a larger context? PD Essential Question How is ELD embedded in a larger context? How can we explore depth of understanding?

Assessments

ELD EOC Parameters ELD 4th Quarter Performance Task (PT) will be an ELD EOC for all ELD Levels Addresses reading, writing, listening and speaking (RWLS) Addresses both ELA content and literacy outcomes via ELD CCSS(referenced to standards) Includes grade-level appropriate texts from all content areas with appropriate scaffolding/annotation directions Has internal coherence: all parts are related Must include multiple-choice, selected responses and a listening speaking component that is easily scoreable. Should engage students for 60-90 minutes Includes key/rubric(s) Should generate data stored in DD for future reference and for placement justification. Morechallenging than just a bubble!

Desired Outcomes

Student Capacities English Language Development: Proficiency Level Continuum Lifelong Language Learning Student Capacities Emerging Expanding Bridging Lifelong Learning Native Language English learners come to school possessing a wide range of competencies in their native language appropriate to their age. They may have varying levels of literacy in their native language depending on their prior experiences in the home, community, and school. As learners of English as a new language, they gain metacognitive Overall Proficiency English learners enter the Emerging level having limited receptive and productive English skills. As they progress through the Emerging level, they start to respond to more varied communication tasks using learned words and phrases with increasing ease. Overall Proficiency As English learners progress through the Expanding level, they move from being able to refashion learned phrases and sentences in English to meet their immediate communication and learning needs towards being able to increasingly engage in using the English language in more complex, cognitively demanding situations Overall Proficiency As English learners progress through the Bridging level, they move from being able to communicate in ways appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts towards being able to refine and enhance their English language competencies in a broader range of contexts. Overall Proficiency Students who have reached “proficiency” in the English language as determined by state and/or local criteria continue to build increasing breadth, depth, and complexity in comprehending and communicating in English in a wide variety of contexts.

Final DLT Discussion By the end of today’s cohort training, we will be able to deepen our understanding of the new assessment system for the Common Core (SBAC) as evidenced by data analysis collaborative discussion, revision of a District-wide ELD Assessment Matrix and drafting an ELD Leveled Skills Matrix upon which a District-wide ELD EOC will be based.

Closure and Next Steps… (via NCR) Summary Reflection Needs/Requests Action Plan:

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