1. Kelly Finch, Annis Kennedy, Julie Speer
Grade 8 English 1
Kelly Finch, Annis Kennedy, Julie Speer

2. WELCOME!
Log into Google Classroom
Use class code zfqzt7w to sign up
Complete the posted surveys

3. Goals for Today Begin to build relationships with one another
Understand the course design of ELA 8/English 1-in theory and practice
What it is: A course with common standards and common definition of mastery
What it is NOT: not an RCD course, yet
Developing a plan of action for gathering, reflecting on, and acting on student data to build instruction

4. From the Information Gathering Form
Excitements
Theme
Multiple literature options
Addressing social justice, questions of identity, connections to history
New possibilities
Change of pace

5. Concerns Challenging advanced students Planning time
Student maturity level
Know your students
Possibility of movement
Resources
Contact J. Hostetter
Parent concerns
School-based parent letter
Relevance to their child

6. Essential questions guiding the design for the new course
How do we grow 7th grade students to EOY 9th grade students?
How can we build from what we know teachers are already experts in doing?
How can we successfully “marry” the 8th and 9th grade curriculum?

7. Looking at ELA 8/English 1
How is the course organized? Why?
We started by analyzing learning progression by standards from grade 7 to grade 10
Looking at the common standards shared by the existing courses

8. Looking at ELA 8/English 1
How is the course organized? Why?
NC DPI data shows most frequently occurring standards
8th EOG
9th EOC

9. Looking at ELA 8/English 1 Pacing
How are the course standards organized?
Pacing Calendar
Spiraling standards
Mentor texts that build in complexity
Connecting to real world research
Building student ownership of learning

10. How we developed the overarching theme Mytopia/Dystopia
Based on William & Mary curriculum
Involves Project-Based Learning (PBL) goals of “real world” project connections
Allows for the shift toward student-centered learning and standards-based grading.

11. First steps and resources Standards Based Instruction for Unit 1
Pre-assessment for RL and Writing standards
Student/Teacher reflection form
Strategy for feedback

12. Discussion: What are we looking for?
What does proficiency and mastery look like for writing standards:
7th grade standards
8th grade standards
9th grade standards

13. Look at the sample responses:
Score each based on your decisions about proficiency and mastery

14. We’ve given the preassessment, now let’s look at some sample classroom results:
(Sample Data Speer)
(Sample Data Kennedy)
(Sample Data Finch)

15. Discuss next your team’s next steps
Do we have enough information?
If no, what are next our next steps?
What is the most critical instructional need? (see sample responses)
If yes, what’s our plan for instruction?
How will we monitor? (formative assessments)

16. “When teachers do formative assessment effectively,
students learn at roughly double the rate than they do without it.”
D. Wiliam (2014) Formative Assessment and Self-Regulated Learning

17. Technology with Data Tracking Capabilities
Classroom Dojo
Quizlet Live
Quizzizz/Kahoot!

18. Writing Narratives Resources
Have resources to share?
Load them up to the assignment on GoogleClassroom titled:
Writing Narratives Resources

19. Looking Ahead to Day Two
Must dos:
Determine appropriate texts for student reading levels
Create an overall map of instruction for Unit 1 including formative assessments
Can dos:
Explore ways to create a safe culture where students can fail and grow from that failure
Explore ways to create independent readers who can transfer learning to new challenges.
Remember to

20. Reminder:
If we all come prepared to share our ideas and resources, we will all benefit!

21. DAY TWO
Text complexity
Vocabulary: Quizlet live

22. Goals for Day Two
Anticipate instructional needs of our incoming students
Decide what is “at-level reading” and what core instruction needed
Begin instructional plan and day-to-day pacing for Unit 1
Become familiar with William and Mary and other text resources
Scaffold mentor text curriculum for high, middle, and low groups

23. Entry Activities
Lexile Level Activity

24. Best Practices for Instructional Planning
1. Begin with the post assessment design:
Cold read/cold writing prompt on standards of focus
2. Decide what instructional steps are needed
to prepare students for the assessment
3. Design check-in activities that will help you
monitor/and adjust instruction

25. Breaking for Lunch
Upload to Google Classroom:
Post Assessments
Unit plans and resources
Concerns/Difficulties/Roadblocks?

26. Shared Beliefs Assessing and Grading
Determine what tasks are going to be summative and recorded in the gradebook
Discuss how to determine weight of grades

27. What do we do with assessment data? We act on them!
When students struggle, that means they need our help:
More time
Alternative instruction
Deeper modeling
Additional practice
Some other form of intervention.
When students are mastering the material, that means they need our help, too:
Adding extensions
Deepening their thinking
Encouraging them to support their peers
Applying their knowledge in new contexts
Some other form of intervention

28. We will use GoogleClassroom as a means of collaboration: Discussion
Next Steps
We will use GoogleClassroom as a means of collaboration:
Discussion
Collecting assessments
Sharing resources
Please choose a point of contact at your school for follow up s

29. Professional development sessions will happen throughout the year.
Next Steps
Professional development sessions will happen throughout the year.
We are requesting a day with subs or non-designated TWDs at least once a quarter
These will be collaborative sessions to “flesh” out units 2-5
Consider opting to be a part of this planning process