1. 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
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Need: 
Post its

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

3. Good to See You!
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4. 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.
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5. 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!
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6. 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!
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Handout 1 – Around the Clock

7. 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
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8. Celebrations and Successes
Something positive about instruction and learning…
Do a quick write.
Share with your 9:00 partner.
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9. Meet with your 3:00 partner.
Think About It...
What are the Common Core Instructional Shifts for Literacy?
Meet with your 3:00 partner.
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Now, let’s do a self-check and monitor…

10. 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
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Do a self-check --- Distribute AFTER quick write
Bring shifts in whenever possible
© 2009 Bill & Melinda Gates Foundation

11. 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
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12. 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
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© 2009 Bill & Melinda Gates Foundation

13. 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
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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

14. 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.
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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

15. 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.
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16. 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.
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17. 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.
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© 2009 Bill & Melinda Gates Foundation

18. 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.  
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-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

19. 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 ?
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20. 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
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21. 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?
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22. 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
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23. 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.
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24. What Results?
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25. 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
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26. 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
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This requires careful planning.

27. Professional Reading Formative Assessment – An Enabler of Learning
Save the Last Word for Me Protocol
Work in Groups of 4
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28. Lunch
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29. Reconnecting What is one take-away from this morning’s conversations?
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30. Collecting Formative Assessment Information
For reading
Brainstorm opportunities for formative data collection during reading and writing. Meet with your 5:00 colleague.
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31. What Is Formative Assessment?
In EXACTLY 25 words, create a definition of “formative assessment”.
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32. Components of a Mini-Task
Targeted Standard
Skill and Definition (Grade Specific)
Product and Prompt
Instructional Strategies
Scoring Guide
Pacing
Creates a formative cycle
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33. Targeted Standard(s) Which CCSS Literacy Standards are being taught?
Which Content Standards are being taught?
Which standards are being practiced?
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34. Skill and Definition
Is the skill necessary to accomplish the overall teaching task?
Is the skill defined using grade specific literacy and content standards?
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35. Prompt
Do the students know what they will be learning and doing during the day’s instruction?
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36. Product
Is the product an authentic way for students to demonstrate their day’s learning?
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37. 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?
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38. Instructional Strategies
How are the instructional strategies specific to teaching students the identified skill for ALL students?
Are scaffolds and supports (differentiated strategies) included?
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39. Pacing Does the pacing accurately reflect the time for the lesson?
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40. 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.
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41. Feedback Offer and receive feedback with your 11:00 colleague.
a compliment
a question
a suggestion
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42. Looking at Student Work
If you do not have student work samples, please go to CoreTools on .
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 ELA: Rhetorical Analysis for Pre-AP English
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43. 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
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44. 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
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45. Looking at Student Work: Triads Look at Student Work
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46. Give One – Get One Preparing for the Task Developing Vocabulary
Active Reading and Note-Taking
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47. Silent Conversation: Brainstorming Solutions to Possible Challenges
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48. From a Colleague…
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49. Exit Slip
What are your three biggest learnings from today’s conversations?
What is one question you have?
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50. Feel free to be in touch…
Eric Sandberg
Jody Pittock
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51. Reach Associates 2015