1. Please sit in grade level groups

2. Your Facilitators for Today Carole Mullins KDE/KVEC English/LA Content Specialist Mary McCloud KVEC Literacy Consultant Linda Holbrook KDE Literacy Consultant Jennifer Carroll Instructional Supervisor, Wolfe County Schools

3. AGENDA FOCUS ON PLANNING AND PREPARATION LUNCH QUALITY TEXT AND TASKS KENTUCKY‘S FRAMEWORK FOR TEACHING

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5. Teacher Leader Website www.kvecelatln.weebly.com

6. New Network Evaluation Instrument

7. Revisiting Group Norms: 1.Be present and be engaged in the work 2.We are all equal partners in this work 3.Complete assignments before coming to next meeting 4.Use the law of “Two Feet” 5.Be courteous, respectful and positive 6.Keep side conversations to a minimum 7.Phones on Silent and No Text Messaging!

8. Expectations of All Participants  Develop and teach two complete modules (this includes Teaching Task, Instructional Ladder, Pre and Post Assessment, Scored Student Work)  2012-13 Teacher Leaders:  Share one lesson/resource/activity that you have used in your classroom built around a specific ELA Standard  Provide informational handouts about the lesson/resource/activity with the grade level standard included (35 copies)  Accountability at districts’ request

9. 2012-13 Teacher Leader Network Target I can use careful planning to improve instruction in order to become a more effective teacher and leader.

10. Quotation Mingle  Please take the quote from your packet.  Read your quote and then read to table partners. (Begin making predictions about the themes for the day).  Stand when finished.  Join a new group. Discuss quotes and previous quotes make predictions about the themes for the day.

11. Research Brief Page 9 WE HAVE GONE NATIONAL>>>>>>>

12. Circle of Concern/Influence  Think about the concerns you have dealing with your leadership role within your district.  Write them on post-it notes. Place them on circle of concern or circle of influence.

13. Focused Planning How does the increased rigor and complexity of KCAS impact how we effectively plan instruction for our students?

14. What do you do when you plan? What do you think about and consider? As a table, complete the Frayer Model  Characteristics  Definition  Examples  Non-Examples of Effective Planning Be sure to consider planning for instruction and assessment

15.  Independently complete the reverse side of the Frayer Model.  What are your strengths and areas of weakness related to effective planning?  Free Write Personal reflections on planning What are your next steps?

16. Connect Effective Planning to CHETL  Crosswalk your thoughts about effective planning that you have written on the Frayer Model (front and back) with 1 page CHETL doc  On your Frayer Model (front and back), add descriptor letter and number from CHETL along with key words.

17. 10:30-10:40 a.m.

18. FINDINGS FROM THE LDC JURYING PROCESS Task and Text Findings include work from the integrated districts, ELA content networks, the SREB middle school initiative and also work from content areas.  Poor alignment was found between the task and instruction. Teachers need to be very deliberate in the selection of content and reading/ writing standards. Some tried to cover too many standards in one module.  Some tasks led to “cookie-cutter” writing. The tasks were too narrow and/or gave limited choices.  Many of the writing tasks and instructional supports were weak.  Text analysis was weak. All modules should include a text complexity analysis.

19. Literacy Matters http://collegereadyedusharedmedia.posterous.com/ College Ready Education: Shared Media VIDEO VIEWING GUIDE

20. Jurying A Teaching Task for Quality Items Needed:  Sample LDC Teaching Tasks  Jurying Tool for Practice Instructions:  Choose two of the Sample Teaching Tasks  With a partner, vet the two sample tasks for quality, using the Jurying Tool  Share findings with your table group

21. Vetting my Teaching Task  Use the LDC Teaching Task Jurying Tool (on colored paper) to vet your own teaching task.  Revise, if necessary  Complete and submit your teaching task on the provided form.

22. LUNCH 12:00 – 12:45 p.m.

23. Text Complexity and The KY Core Academic Standards for ELA and Literacy in History/Social Studies, Science & Technical Subjects

24. Shift in Instruction “... it is important to recognize that scaffolding often is entirely appropriate. The expectation that scaffolding will occur with particularly challenging texts is built into the Standards’ grade-by-grade text complexity expectations, for example. The general movement, however, should be toward decreasing scaffolding and increasing independence both within and across the text complexity bands defined in the standards.” Appendix A

25. By Douglas Fisher, Nancy Frey, Diane Lapp Text Complexity: Raising Rigor in Reading ISBN: 978-0-87207-478-1

26. The Crisis of Text Complexity  Complexity of texts students are expected to read is way below what is required to achieve college and career readiness: High school textbooks have declined in all subject areas over several decades Average length of sentences in K-8 textbooks has declined from 20 to 14 words Vocabulary demands have declined, e.g., 8 th grade textbooks = former 5 th grade texts; 12 th grade anthologies = former 7 th grade texts  Complexity of college and careers texts has remained steady or increased, resulting in a huge gap (350L)

27. 27 Text Complexity: What does it mean to you? Specifically, reading standard #10: Anchor Standard: R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently. Example Grade-level Standard (6th grade): RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

28. Ripe Figs by Kate Chopin As a small group, read “Ripe Figs” and answer the three questions provided….

29. Discussion  On a scale of 1 to 10, how would you rate the overall complexity of this text?  What features of this text support your rating of its complexity?  At what grade level might this text be appropriate for instruction? Why?

30. Quantitative Measures Ranges for Text Complexity Grade Bands Stretch Texts are needed

31. 31 Determining Text Complexity Qualitative Quantitative 1.Determine the quantitative measures of the text. 2.Analyze the qualitative measures of the text. 3.Reflect upon the reader and task considerations. 4.Recommend placement in the appropriate text complexity band. Reader and Task Page 31, Elementary Page 57, Secondary

32. 32 Step 1: Quantitative Measures Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Qualitative Quantitative Reader and Task

33. Step 1: Quantitative Measures The Quantitative Measures Ranges for Text Complexity: This document outlines the suggested ranges for each of the text complexity bands using: 1.Lexile Text Measures 2.Accelerated Reader (ATOS Book Levels) 3.Frye 4.DRA 5.Other readability measures 33

35. 35 Step 2: Qualitative Measures Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Qualitative Quantitative Reader and Task

36. The Qualitative Measures Rubrics for Literary and Informational Text : http://www.ksde.org/Default.aspx?tabid=4778#TextRes http://www.ksde.org/Default.aspx?tabid=4778#TextRes The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors. Qualitative Measures Resources

37. Another Qualitative Measures Resource

38. 38 Step 3: Reader and Task Considerations Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Qualitative Quantitative Reader and Task

39. 39 Step 3: Reader and Task Considerations Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Qualitative Quantitative Reader and Task

40. Questions for Professional Reflection on Reader and Task Considerations: The questions provided in this resource are meant to spur teacher thought and reflection upon the text, students, and any tasks associated with the text. Step 3: Reader and Task Considerations 40

41. Step 4: Recommended Placement After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference. Qualitative Quantitative Reader and Task 41

42. Template for Text Complexity Analysis and Recommended Placement Form : http://www.ksde.org/Default.aspx?tabid=4778#TextRes The one-page template provides an opportunity to record the thinking involved in recommending the placement of a specific text into a text complexity band. Keeping a record of such analysis and thinking might be useful documentation in the case that any questions arise in the future. Additional Resource: Recommended Placement Form

43. Evaluate Your Text Complete the three legs of the Text Complexity Process on a piece of text brought with you today. Questions to Consider when finished:  Is your text at the appropriate level for challenging student thinking related to your LDC Module content?  Does your text help students complete the requirements of your LDC task?

44. Identify Grade Level Standards  Determine the grade level specific standards address within your LDC module.  Identify the underpinnings or targets.  CHOOSE ONLY THE STANDARDS/TARGETS STUDENTS CAN DEMONSTRATE THROUGH THEIR WRITING.

45. Build A Pre-Assessment  Review Sample Pre-Assessment  Begin the process of designing a pre-assessment for your LDC Module  November Homework: Bring a completed pre- assessment designed for your module.

46. 2:00-2:10 p.m.

49. Section 2: WHAT SKILLS?

50. LDC Framework & other Common Core Standards when appropriate* TEMPLATE TASKS Argument (opinion at the elementary grades ) Informative/ Explanatory Narrative Target the 3 modes of writing in the Common Core State Standards Teacher/Student- Selected Texts Appropriate, grade-level texts that support selected content Supported by an Instructional Ladder Skills students need to complete the task Mini-tasks for building each skill

51.  Start by thinking through what skills a student will need to complete the teaching task (a familiar “backward mapping” process for planning instruction”).  Take a look at the Sample Module: Courage in To Kill A Mockingbird

52. Some Sample Answers The LDC design team offers a sample list of skills that teachers can consider and then:  Use without changes  Use with changes  Replace with another list based on their judgment about their task and their students

53. What do you think of (perception, images, associations) when you hear the term Evaluation? What do you think of (perception, images, associations) when you hear the term Growth and Effectiveness?

54. Teaching is complex… “Teaching is a profession more complex than medicine.” Lee Shulman, “The Wisdom of Practice”

55. DRAFT

56. Teacher Professional Growth and Effective System Framework  Domains 1-4 Planning and Preparation Classroom Environment Instruction Professional Responsibilities  Domain 5 Student Growth (Student Growth Goal Setting Results, Goals, Process and Percentiles) Domain 2 Domain 3 Domain 4 Domain 1

58. Performance Levels of The Kentucky Framework for Teaching

59. Teacher Professional Growth and Effectiveness System Domain 1: Planning and Preparation Kentucky Framework for Teaching

60. A – F are the components of this domain. Each component is further delineated into elements

61. Domain 1: Planning and Preparation Knowing Components 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1d: Demonstrating Knowledge of Resources Doing Components 1c: Setting Instructional Outcomes 1f: Designing Student Assessments 1e: Designing Coherent Instruction

62. Aligning Teacher Practice with Domain 1 Organize into groups of 6 Take the following items with you: – Domain 1 Handout – Framework for Teaching document (8 x 14) – CHETL document

63. Aligning Teacher Practice with Domain 1 Read the teaching vignette card you are given. Using the Domain 1 Handout, determine the following: o Which component does the teaching practice vignette describe? o Which element does the teaching practice vignette describe? o Jot your answers on a post-it and attach to the card.

64. Aligning Teacher Practice Activity: Next Step  Each person read vignette aloud and share the component and element chosen  Answer sheet will be provided to groups  Check your answer. Does your initial thinking match the Framework? If not, use the Framework to find the correct component and element.  Discuss any discrepancies with others in your group

65. Which Characteristic of Highly Effective Teaching and Learning aligns with your teaching vignette component? Connecting to CHETL Framework for Teaching Page 47

66. Plan-Do-Review Take a moment and add notes to your P-D-R Guiding Questions 1.What information will you share? 2.How will you share the information? 3.What concerns do you still have?

67. for November 27, 2012  Bring completed LDC Teaching Task  Bring completed Pre-Assessment  Bring a DRAFT Instructional Ladder  Preparation for November: Close Reading  Read Chapter 5 from Text Complexity Book  Complete the short “Opinionnaire” after reading to use in a discussion group at the November meeting

68. Logs should be submitted to Carole Mullins in hard copy or via e-mail at the end of each month. 68 Impact Logs

69. Turn in your evaluations and Impact Logs before you leave! Our next meeting is 27 th Remember…