Catching Quality and Collaboration with Home Base Angel Mills Lee County Schools Kenan Fellow: Leading Educators to Home Base

Objectives Understand the basic uses of SchoolNet within the Home Base system including –finding resources for ESL and content classes that are aligned with the WIDA and content standards –submitting resources to local and state banks for sharing across the state Understand the development of the uses for the ELD Dot Notation. Understand and use the NC Summary Rubrics to evaluate resources for English language development.

SchoolNet and Home Base –finding resources for ELD –submitting and sharing across the state

Where is your LEA? Each LEA has approached their Home Base roll-out differently…what progress has your LEA made toward using SchoolNet? Where are you now with your ESL staff in regards to using SchoolNet as an instructional resource? What would you like your ESL teachers to learn and do within SchoolNet by the end of first quarter next school year?

Instructional Design, Practice & Resources Major Functions Find high-quality resources based on standards or search criteria Contribute to a shared repository of North Carolina-made resources Create lesson plans Access tools to support formative assessment Schoolnet

A Walk Through The System

Screenshots The slides that follow contain screenshots of the actual SchoolNet system. Use the screenshots to help you demonstrate how SchoolNet functions. Helpful when people are being trained that do not have access to the system during the training.

A sample of the 200+ resources in SchoolNet (SIL) assessmenthttp://tinyurl.com/kn9yoo7 (LOM) (LOSCI) (LOSS) (SIL) (LOLA)

Home Base Website You can find up-to-date information on Home Base; learn about training, find FAQs, and much more at:

The NC Summary Rubrics

Why Use a Rubric? The purpose of the NC Summary Rubrics is to provide a structure for evaluating resources in a systematic, purposeful, and comprehensive way. The rubrics allow the rater to identify, evaluate, and sort objects based on the identified essential elements.

Guiding Principles –Resources must- Be aligned with standards Provide ample coverage to all standards and objectives Emphasize quality over quantity Be reviewed and rated by educators in North Carolina To make the resources in HOME BASE meaningful and useful to teachers:

Required Rubrics Required: Degree of Alignment to Standards Opportunities for Deeper Learning

NC Summary Rubric (based on Achieve, OER)

Degree of Alignment Rating Scale 3: Superior Content and performance expectations of the identified standard are completely addressed by the learning resource and are the focus of the learning resource. 2: Strong Content and performance expectations of the identified standard only align to a minor part of the learning resource or minor elements of the standard are not addressed in the learning resource. 1: Limited A significant part of the content and performance expectations of the identified standard is not addressed in the learning resource. 0: Very Weak The learning resource does not match the identified standard. N/A: Not Applicable This rubric does not apply for an object that has no suggested standards for alignment. For example, the rubric might not be applicable to a set of raw data.

Five Steps in Alignment to standards for ELD Resources: 1.Review/analyze the resource thoroughly. 2.Work student tasks and compare your work with the key/solution and other instructional support materials. 3.Identify the grade level (s) and English language proficiency levels for the resource. 4.Identify the content link and English language performance(s) (domains) required in the resource, including those listed and those embedded in the tasks and activities of the resource. 5.Match the content links and language performances of the resource to the appropriate ELD standard/dot notation. **Match the resource to CCSS/ NCES standards as available.

Opportunities for Deeper Learning Rating Scale 3: Superior The learning resource requires at least 3 of the deeper learning skills (as identified), and offers a range of cognitive demand that is appropriate and supportive of the material, with appropriate scaffolding and direction provided. 2: Strong The learning resource requires 1 or 2 of the deeper learning skills (as identified). 1: Limited The learning resource requires 1 of the deeper learning skills (as identified), but is missing clear guidance on how to tap into the various aspects of deeper learning. 0: Very Weak The learning resource appears to be designed to provide deeper learning opportunities, but is not instructionally useful as presented. N/A: Not Applicable This rubric is not applicable (N/A) to an object that does not appear to be designed to provide the opportunity for deeper learning, even though one might imagine how it could be used to do so.

Opportunities for Deeper Learning…Look for: Applied to resources designed to engage learners in at least one of the following deeper learning skills: Think critically and solve complex problems. Work collaboratively Communicate effectively. Learn how to learn. Reason abstractly. Construct viable arguments and critique the reasoning of others. Apply discrete knowledge and skills to real-world situations. Construct, use, or analyze models.

The ELD Dot Notation

Some Background Home Base Resource Tagging Roadblocks Solutions for equitable access

No Standard Notation=Difficulty Aligning to Required Rubrics Degree of Alignment Rubric must be: Applied to resource with suggested alignment to standards. Used to rate the degree to which a resource actually aligns to each proposed standard. Standards for alignment must be proposed before applying the rubric. It is important to consider both the content and the performance expectations of the standard when comparing to the resource.

Putting Things in Perspective English language proficiency standards must, at a minimum, be linked [bolding not in original] to the State academic content and achievement standards. States are encouraged, but not required, to align [bolding not in original] English language proficiency standards with academic content and achievement standards. (U.S. Department of Education, Office of English Language Acquisition, February 2003, pp.9, 10).

The ELD Dot Notation Simple Dot Notation Stays true to WIDA standards Connects to CCSS and NCES Emphasizes the need to provide appropriate support according to proficiency level Lets ESL AND Content teachers connect to the WIDA ELD Standards within Home Base

Digging Deeper: The English Language Development Dot Notation What It Is…. –Standard Nomenclature –Based on Content Topic Links from the CCSS and NCES –Focused on the language domains (reading, writing, speaking, listening) –Derived from the WIDA standards –Flexible to student and teacher needs –A tool for planning and communication –Support for content AND ESL teachers What It Is NOT…. –Replacement for the WIDA Standards –Curriculum –MPIs –Prescriptive Standards/Objectives –A list of every topic that must be taught –Only for ESL teachers –Only for ESL classes –A point by point alignment with the CCSS and NCES

Dot Notation At A Glance

Let’s Build Our Bank! With a partner –Find three instructional resources for ELD –Apply the rubric using the ELD Dot Notation to evaluate your resources –Use the provided worksheets to guide your evaluation –Standards Search –Post your resources at:

Final Thoughts Talk with a different partner: –What are the benefits to using the NC Summary Rubrics? –How can teachers use SchoolNet to collaborate? –How does the ELD Dot Notation contribute to the process of evaluating resources and finding resources in SchoolNet? –How can all of this contribute to instruction for teachers of ELLs? –What more needs to be done?

What now? Explore Home Base, especially School Net Submit lesson plans and resources Expose teachers to the rubrics and the dot notation Brainstorm and plan ahead Request and seek training