1. July 18, 2012 J. Virgilio

2. Prayer for Successful Lifelong Learning Heavenly Father, your knowledge is infinite. You have given human beings a wonderful capacity to learn on every level; practical, social, cultural, intellectual, and so on. Bless all institutions of learning and all teachers as well as students. Grant to them all, as well as to me, a dedication to true knowledge, a true love of learning, and a capacity to continue to learn through life, until they arrive at the knowledge of You, And your Son, Jesus, in the unity of the Holy spirit. Amen

3. Learning Goals Welcome and Introduction PLAN: Purpose and Content Team Building Activity ACT: Literacy SMART Goals Specific Measurable Attainable Results-oriented Timeline OBSERVE: Shared-Practices/ Collaborative Inquiry Review of Teaching-Learning Critical Pathway (TLCP) REFLECT: Grade Level/Divisional Planning of 2011 TLCP Culminating Activity

4. TORONTO CATHOLIC DISTRICT SCHOOL BOARD PRIORITIES Nurturing our Catholic Community Improving student learning and achievement Building capacity to lead and learn

5. Persistent Questions: 1.How are school teams unpacking EQAO data, classroom assessments, surveys, and information from the Data Integration Platform (DIP), to develop SMART goals and to guide planning and practice? 2.What evidence is there of dialogue and collaboration between divisions / departments in your school and in your family of schools, focused on using data to inform planning and improve learning? “Learning is doing. Reflecting on the doing is learning” – J. Virgilio

6. Team Building Ice Breaker: Totem Pole Activity 1. Each person at your table will need a 8 x 11 sheet of paper. 2. Using the list of Totem Pole symbols, design one totem figure on your paper that best represents your strengths. 3. Once everyone has designed their symbol, create a school totem pole. 4.Discuss the collective strengths which created this school totem pole.

7. Bird spiritual strength Whale wisdom and intelligence

8. TCDSB SMART Goal (Specific, Measurable, Attainable, Results-Oriented, Timeline) There will be a 3% increase in the number of students achieving level 3 and 4 in reading as measured through the primary and junior EQAO assessments.

9. What is a Teaching-Learning Critical Pathway? TLCP Discuss and record ideas on chart paper Discuss The Teaching-Learning Critical Pathway is a framework for assessment and instruction that is built on collaboration and is a model for organizing our instruction. It starts with what we know our students are able to demonstrate and based on the needs that arise, we, as teachers, thoughtfully plan, and with purpose and precision, instruct. The intended outcome is to improve achievement for all students. The TLCP: uses assessment for learning to guide instruction provides frequent, precise, and focused student feedback builds common knowledge about curriculum expectations and levels of achievement allows for collaborative discussion about current practice in relation to students’ area of greatest need www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/TLCP.pdf

10. Data Analysis  Gather evidence of student achievement based on The Kindergarten Program (MOE, 2006) The Language Curriculum (MOE, 2006)  Analyze school data (EQAO, TCDSB Student Literacy Measures) in relation to ongoing classroom assessments  Identify areas of strength and greatest need Planning Determine and cluster curriculum expectations Ensure Kindergarten expectations align with the divisional TLCP expectations Identify a “big idea” that engages students Develop pre and post assessment task/question Discuss evidence-based instructional strategies Establish criteria Choose resources & align instructional strategies Establish Baseline Data Review established criteria, ensuring the team has a common understanding  Engage in teacher moderation and professional dialogue  Create class data chart and predict student progress  Select “students to watch”  Modify criteria if necessary Instruct using the Gradual Release of Responsibility framework – modelled, shared/interactive, guided, independent practice using Comprehensive Literacy Handbook (TCDSB) and Literacy in the Middle Grades (TCDSB) Plan on-going assessment and provide explicit feedback Focused Literacy Instruction Gather evidence during learning to assess and analyse student progress Revise instructional plan as needed to support student learning Reflection and Next Steps Engage in teacher moderation  Update class data chart  Discuss student achievement using collected artefacts  Reflect on professional learning  Celebrate successes  Discuss and plan focus of next TLCP Teaching - Learning Teaching - Learning Critical Pathway Critical Pathway Administer Pre-Assessment Administer Post-Assessment

11. Data Analysis Gather evidence of student achievement based on The Kindergarten Program (MOE, 2006) The Language Curriculum (MOE, 2006) Analyze school data (EQAO, TCDSB Student Literacy Measures) in relation to ongoing classroom assessments Identify areas of strength and greatest need Teaching - Learning Teaching - Learning Critical Pathway Critical Pathway Based on data, central staff have identified the following area of need for our first TLCP: 1.4 Demonstrating Understanding It is recommended that schools begin their first TLCP using this predetermined area of need until additional data becomes available.

12. Data Analysis For Example: Identify Strengths: Students are able to recall and restate some ideas from text. Identify Needs: Students require more assistance identifying the most important ideas and relevant supporting details. Targeted Reading Expectations (Reading for Meaning): 1.4 Demonstrating Understanding

13. Guiding Questions Think/Pair/Share Refer to the Curriculum Language document: 1.Read Expectation 1.4 for: - your current grade, - previous, and - subsequent grade level. 2.What similarities and differences do you notice? Discuss. 3. What instructional practices do we currently use to successfully address this expectation in our specific grade level? Discuss.

14. Planning CLUSTERING SPECIFIC EXPECTATIONS Expectations for reading have already been clustered for you. Some expectations for the other literacy strands: Oral Communication, Writing, and Media Literacy have been included in the planner. Take time to become familiar with these expectations. These expectations support Reading for Meaning 1.4. What other expectations would you add? Include them in your planner.

15. Clustering Language Expectations What content areas can you integrate into this TLCP? Include them in your planner. The TLCP helps us manage our curriculum. This is supported by the clustering of curriculum expectations and the opportunities within the TLCP to integrate content areas.

16. Why Teach Big Ideas? to develop awareness that is specific to the human condition to promote and deepen comprehension of texts to help students to become critical thinkers LNS Webcast: Teaching-Learning Critical Pathways Click on the link to play http://stream.tcdsb.org/academicit/September2009/TheBigIdea.wmv

17. Determining Big Ideas Courage Social Justice Hospitality Identify “Big Ideas” for your first TLCP and record in planner. Friendship Environmental Awareness Peace Hope Agents of Change Charity Poverty Peace

18. Data Analysis  Gather evidence of student achievement based on The Kindergarten Program (MOE, 2006) The Language Curriculum (MOE, 2006)  Analyze school data (EQAO, TCDSB Student Literacy Measures) in relation to ongoing classroom assessments  Identify areas of strength and greatest need Planning Determine and cluster curriculum expectations Ensure Kindergarten expectations align with the divisional TLCP expectations Identify a “big idea” that engages students Develop pre and post assessment task/question Discuss evidence-based instructional strategies Establish criteria Choose resources & align instructional strategies Establish Baseline Data Review established criteria, ensuring the team has a common understanding  Engage in teacher moderation and professional dialogue  Create class data chart and predict student progress  Select “students to watch”  Modify criteria if necessary Teaching - Learning Teaching - Learning Critical Pathway Critical Pathway Administer Pre-Assessment We will not be working through this part of the cycle today, but will come back to it once pre-assessments have been administered.

19. Pre and Post-Assessment Task/Question Working in grade level teams: select a short text that students can read independently create the assessment task/question targeting the identified Reading Expectation 1.4 Demonstrating Understanding Teachers have found it helpful to answer the pre-assessment question themselves prior to asking students to do so. Take 30 minutes Teachers administer the pre-assessment task/question prior to any classroom instruction. Remember students must read the text independently.

20. Establishing Criteria What criteria will you use to assess this pre-assessment task/question? Refer to the Achievement Chart on pages 20 -21 and Reading expectations 1.4 Demonstrating Understanding of the Language document when developing your list of criteria. Working with grade/division colleagues, brainstorm the criteria you will use. Record ideas on planner.

21. Data Analysis  Gather evidence of student achievement based on The Kindergarten Program (MOE, 2006) The Language Curriculum (MOE, 2006)  Analyze school data (EQAO, TCDSB Student Literacy Measures) in relation to ongoing classroom assessments  Identify areas of strength and greatest need Planning Determine and cluster curriculum expectations Ensure Kindergarten expectations align with the divisional TLCP expectations Identify a “big idea” that engages students Develop pre and post assessment task/question Discuss evidence-based instructional strategies Establish criteria Choose resources & align instructional strategies Establish Baseline Data Review established criteria, ensuring the team has a common understanding  Engage in teacher moderation and professional dialogue  Create class data chart and predict student progress  Select “students to watch”  Modify criteria if necessary Instruct using the Gradual Release of Responsibility framework – modelled, shared/interactive, guided, independent practice using Comprehensive Literacy Handbook (TCDSB) and Literacy in the Middle Grades (TCDSB) Plan on-going assessment and provide explicit feedback Focused Literacy Instruction Gather evidence during learning to assess and analyse student progress Revise instructional plan as needed to support student learning Teaching - Learning Teaching - Learning Critical Pathway Critical Pathway Administer Pre-Assessment

22. Focused Literacy Instruction Discuss what you noticed and the implications for your teaching practice. www.curriculum.org/secretariat/april21.shtml LNS Webcast: Teaching for Understanding: Summarization Explicit Teaching 9 Minutes Click Here to Play Establishing a Learning Focus 7 Minutes Click Here to Play

23. Activity Teachers will work collaboratively with their division to plan Focused Literacy Instruction Take 60 minutes

24. Suggested Resources and Webcasts Primary Junior and Intermediate Comprehensive Literacy pp. 123, 124, 127, 128 A Guide to Effective Instruction in Reading, Kindergarten to Grade 3 Sample lessons – 5.26-5.31 pp. 3.16 -3.17, 8.16 - 8.18, 8.26 - 8.27, 8.32 - 8.34 Graphic organizers – 10.12 – 10.22 A Guide to Effective Instruction in Writing, Kindergarten to Grade 3 pp.2.3 – 6.14 Guide to Effective Literacy Instruction Grades 4 – 6, Vol.1 pp. 121 Coding the Text p. 130 Highlighting the text p. 132 Jot Notes Guide to Effective Literacy Instruction Grades 4 – 6, Vol.5 Reading p. 94 Guide to Effective Literacy Instruction Grades 4 – 6, Vol. 6 Writing pp.71- 80 Literacy in the Middle Grades (TCDSB) Reaching Readers Biographies and Informational Texts LNS Webcasts: High-Yield Strategies to Improve Student Learning Teaching for Understanding: Summarization Non-Fiction Writing Websites: http://search.ebscohost.com (EBSCO Host) www.eworkshop.on.cahttp://search.ebscohost.com www.eworkshop.on.ca www.curriculum.org www.timeforkids.org www.cbc.ca/kids/www.curriculum.org www.timeforkids.orgwww.cbc.ca/kids/ www.nationalgeographic.com/kids/ www.sikids.com/ (Sports Illustrated for Kids)www.nationalgeographic.com/kids/www.sikids.com/

25. Culminating Activity gather back as a school team each grade level shares their pre-assessment question post on the wall and give everyone an opportunity to walk around and view each grade level question share new learning

26. Picture Book What is your hope for this upcoming academic year?

27. Click on the link to play

28. Reflection on Our Learning - Informing Our Next Steps I have learned … ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _____________________________________________________________ A question I have for the presenter……. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _____________________________________________________________ Exit Slip

29. www.josephinevirgilio.com www.tlcp.wikispaces.com www.virgilioscorner.wikispaces.com THANK YOU !