CCSS App for Smart Phone and iPad If you have a smart phone and do not have this free app for the Common Core State Standards, you may wish to download it to use both today and in the future. You may connect to Wi-Fi: Hhonors Password: 2015suites Reach Associates 2015 Need:  Post its

LDC: Formative Assessment and Looking at Student Work Reach Associates 2015 Kentucky Department of Education Reach Associates October 28, 2015

Good to See You! Reach Associates 2015

Working Agreements In partners, create norms around each of the following considerations: Time Listening Speaking Confidentiality Participation Expectations of Each Other Share at the table. Each table will share one for each consideration. Reach Associates 2015

Norms Hands up to return to one conversation. Listen before responding. Contribute equally. Make good use of time. Sharing with honesty. Active participants, open minds Encourage each other. Whatever happens at LDC training, stays here. Judgment free zone. Participate with others.* Be present! Everyone shares! Reach Associates 2015

Around the Clock Colleagues Find a partner for each number on the clock Record each other’s name on your clock Fill in all the numbers with a different person’s name BE SURE YOU BOTH WRITE NAMES ON THE SAME HOUR OF THE CLOCK! Reach Associates 2015 Handout 1 – Around the Clock

Outcomes of the Session Create a shared vision and understanding of LDC as a framework for implementing the instructional shifts and demands of the Common Core Recognize the purpose of and opportunities for formative assessment Gain a deeper understanding of the formative nature of a mini-task Analyze student work to make instructional decisions Learn from each other through the sharing of experiences, strategies, tools and ideas Reach Associates 2015

Celebrations and Successes Something positive about instruction and learning… Do a quick write. Share with your 9:00 partner. Reach Associates 2015

Meet with your 3:00 partner. Think About It... What are the Common Core Instructional Shifts for Literacy? Meet with your 3:00 partner. Reach Associates 2015 Now, let’s do a self-check and monitor…

Instructional Shifts Required by the Common Core Building knowledge through content-rich nonfiction and informational text Practicing regularly with complex text and its academic vocabulary Reading, writing, speaking and listening grounded in evidence from texts Emphasizing 3 modes of academic writing Addressing grade level literacy and content outcomes Sharing responsibility of teaching reading and writing across content areas Increasing rigor and relevance Reach Associates 2015 Do a self-check --- Distribute AFTER quick write Bring shifts in whenever possible © 2009 Bill & Melinda Gates Foundation

LDC Framework The LDC framework supports teachers in developing a MODULE with daily instruction to use for approximately 2-4 weeks. The module can PROCEED, live INSIDE, or occur at the COMPLETION of a larger unit. The LDC framework supports teachers in planning instruction which guides students to complete a READING and WRITING TASK directly LINKED TO CONTENT. During the module, students will: - READ CLOSELY and ANALYZE COMPLEX TEXT - SHARE their THINKING through ORAL DISCOURSE - DEMONSTRATE and SOLIDIFY their LEARNING in a WRITTEN PRODUCT Reach Associates 2015

The Core of the LDC Framework What Task? - Section 1 The Core of the LDC Framework Why the emphasis on tasks? “What was different in the four classrooms was what students were actually being asked to do, and the degree to which the teacher was able to engage students in the work by scaffolding their learning up to the complexity of the task she was asking them to do.” – Richard Elmore Rounds in Education. Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel http://ldc.org/resources#Creating-a-Module Reach Associates 2015 © 2009 Bill & Melinda Gates Foundation

LDC Template Tasks are……. aligned to the Common Core. Template Task 2 (Argumentation/Analysis): [Insert question] After Reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). D1 Be sure to acknowledge competing views. Authors fill–in-the-blank by choosing: text - writing product - content - text structure Reach Associates 2015 Teaching Task 2 (High School): Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. © 2009 Bill & Melinda Gates Foundation

Template Task Collection 3.0 is organized by….. Writing Type: Argumentation, Informational/Explanatory Cognitive Demand: Definition, Description, Analysis, Problem-Solution, etc. How would you explain these to a colleague? Discuss at your 10:00 appointment. Reach Associates 2015 Shift: The teaching task sets students up for using evidence from the text. Sharing instructional strategies Collective ownership of students’ ability to read and write The teaching task engages students in grappling with enduring understandings. © 2009 Bill & Melinda Gates Foundation

Explaining the Template Tasks… Ask students/colleague for feedback on the task, should be easy to understand. The more feedback, the better. Start with the standards, then find the best task to teach it. Needs to be down for/with students Task needs to be revisited daily Write your first task in your comfort zone. Not an “add on” to the plate, it is the plate. The task is critical to the success of the module. Be very specific. Focus on the standard, not just the topic. Be focused and clear about what you expect. Utilize the academic vocabulary embedded in the task. Must be text dependent. Reach Associates 2015

Demands Demands are additional writing and cognitive challenges that you can add to a template task. Demands are developed from language in the CCSS. Demands can scaffold your instruction. Reach Associates 2015

Strong Teaching Tasks: Strong Teaching Tasks are: Are worthy of 2, 3 or 4 weeks of instruction Ask students to grapple with important content to the discipline Target grade specific Common Core literacy standards and content standards Evolve from a rigorous text-dependent question directly related to the content or standard(s)being taught Provide opportunities to read informational text of appropriate text complexity and content specific to the grade level Have students working in the most effective mode of discourse/text structure to demonstrate understanding and new knowledge Involve products written for an authentic audiences Stay true to the wording of the template task Important Note: When looked at cumulatively, strong teaching tasks engage students in a balanced set of rich writing tasks over the course of the year. Reach Associates 2015 © 2009 Bill & Melinda Gates Foundation

Jurying a Teaching Task Should students be allowed to use their cell phones at school? After reading the article Cell Phones in the Classroom on the pros and cons of using smart phones at school, write an article for the school newspaper in which you argue for or against allowing cell phones at school. Support your position with evidence from the text.   Reach Associates 2015 -created by Carol in KY -Carol says, “Although likely engaging content, this teaching task does not address content area standards and it focuses on a single text.” -authentic audience - not discipline specific

What Skills: Section 2 What skills do students need to be successful: Starting with the end in mind, the Teaching Task, teachers ask: What skills do students need to be successful: to prepare for the task? to read and understand the information? to synthesize/transition from a being a reader to being a writer? to write a text to demonstrate learning ? Reach Associates 2015

Skills are Organized into 4 Clusters Skills students need to prepare for the task – Preparing for the Task Cluster Skills students need to read and understand the information – Reading Cluster Skills students need to synthesize/transition from being a reader to a being a writer – Transition to the Writing Cluster Skills students need to write a text to demonstrate learning - Writing Cluster Reach Associates 2015

What Skills? Choose one teaching task to deconstruct Work with a partner of your choice. Discuss and list skills which would need to be taught for success in responding to the task: What reading skills? What writing skills? Reach Associates 2015

What Instruction: Section 3 Starting with the end in mind, the Teaching Task, teachers plan... Mini tasks/lessons are designed to intentionally teach students to be successful: preparing for the task reading and understanding the information synthesizing/transitioning from being a reader to being a writer writing a text to demonstrate learning Reach Associates 2015

Discuss at your 12:00 appointment. What Results What is the purpose of Section 4? What information do we look at? What do we do with that information? Discuss at your 12:00 appointment. Reach Associates 2015

What Results? Reach Associates 2015

Formative Assessment “The essential purpose of formative assessment as a practice is to move students’ learning forward while their learning is still in the process of developing.” - Margaret Heritage Reach Associates 2015

Using the information to make decisions about what to do next Formative Assessment Collecting the best possible evidence about where students are in their learning Using the information to make decisions about what to do next Formative Assessment Reach Associates 2015 This requires careful planning.

Professional Reading Formative Assessment – An Enabler of Learning Save the Last Word for Me Protocol Work in Groups of 4 Reach Associates 2015

Lunch Reach Associates 2015

Reconnecting What is one take-away from this morning’s conversations? Reach Associates 2015

Collecting Formative Assessment Information For reading Brainstorm opportunities for formative data collection during reading and writing. Meet with your 5:00 colleague. Reach Associates 2015

What Is Formative Assessment? In EXACTLY 25 words, create a definition of “formative assessment”. Reach Associates 2015

Components of a Mini-Task Targeted Standard Skill and Definition (Grade Specific) Product and Prompt Instructional Strategies Scoring Guide Pacing Creates a formative cycle Reach Associates 2015

Targeted Standard(s) Which CCSS Literacy Standards are being taught? Which Content Standards are being taught? Which standards are being practiced? Reach Associates 2015

Skill and Definition Is the skill necessary to accomplish the overall teaching task? Is the skill defined using grade specific literacy and content standards? Reach Associates 2015

Prompt Do the students know what they will be learning and doing during the day’s instruction? Reach Associates 2015

Product Is the product an authentic way for students to demonstrate their day’s learning? Reach Associates 2015

Scoring How does the scoring tell the students what is expected? How does the scoring tell the teacher to what extent the day’s instruction was accomplished? Reach Associates 2015

Instructional Strategies How are the instructional strategies specific to teaching students the identified skill for ALL students? Are scaffolds and supports (differentiated strategies) included? Reach Associates 2015

Pacing Does the pacing accurately reflect the time for the lesson? Reach Associates 2015

Self-Reflection Thinking about how the components of a mini-task create a formative cycle, what would you keep in your lesson? What might you add, delete or revise? Share your thinking with your 6 o’clock partner. Reach Associates 2015

Feedback Offer and receive feedback with your 11:00 colleague. a compliment a question a suggestion Reach Associates 2015

Looking at Student Work If you do not have student work samples, please go to CoreTools on www.ldc.org . Use a teaching task and student samples from one of the following modules: Gr 1: Staying Healthy Gr 5: Mother to Son Gr 6 SS: Three Religions, One Sacred Place Gr 9-12 Science: Building Bridges Gr 10 SS: The British Industrial Revolution Gr 10-11 ELA: Rhetorical Analysis for Pre-AP English Reach Associates 2015

Looking at Student Work: Establish a Scoring Guide Create a listing of standard-based criteria for success Be ready to share the criteria with colleagues Reach Associates 2015

Looking at Student Work: Identify Student Samples Based on the success criteria, identify 3 student samples you will share: 1 which exceeds expectations 1 which meets expectations 1 which needs improvement Reach Associates 2015

Looking at Student Work: Triads Look at Student Work Reach Associates 2015

Give One – Get One Preparing for the Task Developing Vocabulary Active Reading and Note-Taking Reach Associates 2015

Silent Conversation: Brainstorming Solutions to Possible Challenges Reach Associates 2015

From a Colleague… https://www.facebook.com/ThinkItUp.org/videos/1619615188305340/ Reach Associates 2015

Exit Slip What are your three biggest learnings from today’s conversations? What is one question you have? Reach Associates 2015

Feel free to be in touch… Eric Sandberg ecsandberg11@gmail.com Jody Pittock jody.pittock@reachassoc.net Reach Associates October 2015

Reach Associates 2015