1. 1 Our ELA Quantitative Goals ELA Kick-Off 2014 Tuesday, July 22

2. 2 Think back… In one sentence, write down the goal you pursued this summer. How did you rally your students?

3. 3 Culturally Responsive Teaching Our Student Outcomes TeacherActions PedagogyCurriculumRelationships TeacherBeliefs Develop Sociocultura l Consciousnes s Hold an Affirming Attitude Feel a Sense of Responsibili ty & Caring Embrace Constructivi st Teaching & Learning Become Familiar with Students’ Prior Knowledge Design Instruction that Builds on what Students Already Know To what extent did your goals this summer include all three of these priorities? Setting goals is essential but complicated. Rigorous ELA Achievement in reading, writing, speaking Student Leadership Critical Consciousness Pride in Self & Community/ Cultural Competence

4. 4 Our Goals We will… 1.Understand our academic goals for students and consider how they are intertwined with achieving student outcomes that matter. 2.Connect what students need from a social-justice ELA education to the PARCC assessment. 3.Identify the specific measures for ELA and the rationale for them, including the different types of writing questions from PARCC. 4.We will analyze ELA measures in terms of their strengths and limitations and draw conclusions. Our Essential Questions… What makes a strong quantitative goal? How do all the different pieces of my goals fit together? Maecenas faucibus mollis interdum. Cras mattis consectetur purus sit amet fermaentum. Maecenas faucibus mollis interdum. Duis mollis, est non commodo luctus, nisi erat porttitor ligula, eget lacinia odio sem nec elit. Curabitur blandit tempus porttitor

5. 5 Agenda 1 Opening 3 Our academic context 2 What do our goals need to include? 4 Other components 5 Closing

6. 6 Setting a Goal Our Student Outcomes Rigorous ELA Achievement Student Leadership Critical Consciousness/Cultu ral Competence TeacherActions PedagogyCurriculumRelationships StudentActions Develop Sociocultura l Consciousnes s Hold an Affirming Attitude Feel a Sense of Responsibili ty & Caring Embrace Constructivi st Teaching & Learning Become Familiar with Students’ Prior Knowledge Design Instruction that Builds on what Students Already Know Rigorous ELA Achievement in reading, writing, speaking Student Leadership Critical Consciousness Pride in Self & Community/ Cultural Competence

7. 7 Setting a Goal Our Student Outcomes What, at the end of the year, must be demonstrably true? How will students get feedback throughout the year? How will I, as the teacher, collect feedback throughout the year? Rigorous ELA Achievement in reading, writing, speaking Student Leadership Critical Consciousness Pride in Self & Community/ Cultural Competence

8. 8 Our Goals Our Student Outcomes Creative & Essay Writing as Textual Analysis Listening & Speaking Independent Reading Growth What, at the end of the year, must be demonstrably true? [ ] [ ] [ ] How will students get feedback throughout the year? [ ] [ ] [ ] How will I, as the teacher, collect feedback throughout the year? [ ] [ ] [ ]

9. 9 Rigor Format Reliability The PARCC Assessment High rigor. It includes real writing, real texts that weren’t written for a test, questions where students need to make claims, questions that require analysis, arguments and lots of great writing! Two components: Multiple choice questions as well as a performance task or essay. Three sets of texts: (1) Comparing 2 pieces of literature. (2) Historical, nonfiction analysis. (3) Non-fiction, research analysis. Test will be used by 11 states and the District of Columbia. Bottom Line: This is a very new assessment system—unlike what you experienced as a student. That’s a challenge, but also an opportunity.

10. 10 Try out the assessment! 20 minutes GO TO: http://practice.parcc.testnav.com/# –What kinds of texts & kinds of writing are students asked to do? –What patterns do you see within the questions? –How are these similar and different from the assessments you and students are used to? –What might be challenging about students taking assessments like these? –How is this aligned (and not aligned) to the kinds of pedagogy, curriculum, and relationships we’ve talked about?

11. 11 Debrief Types of texts: Fiction, drama, poetry Historical, nonfiction, film Types of writing: (1)Narrative (2)Literary analysis (3)Research-Writing/ Informative Patterns: (1)Ss always have to cite textual evidence (2)Ss always have to determine the theme or main claim What else do we notice? What questions do we have?: (1) What is the actual quantitative goal for the end of the year test?

12. 12 OUR GOAL: CLASS AVERAGE OF A 3 by the end of the year. -What is motivating about what these rubrics demand? -What is challenging? In many of our classes in the past, students haven’t always known their progress as writers.. Describe a classroom where these rubric are used to oppress students. Describe a classroom where students use these rubrics to develop their leadership and be empowered!

13. 13 Potentially… Take a break! While you have your computer out, please update your teaching information in the ELA Roster! http://tinyURL.com/ team ELA

14. 14 Our Goals Our Student Outcomes Creative & Essay Writing as Textual Analysis Listening & Speaking Independent Reading Growth What, at the end of the year, must be demonstrably true? [ ] [ ] [ ] How will students get feedback throughout the year? [ ] [ ] [ ] How will I, as the teacher, collect feedback throughout the year? [ ] [ ] [ ]

15. 15 Struggling Readers: Independent Reading Growth ACT 9-12 Gates-McGinitie 6-8 Scale10-36 Reading, English, Math, Science 21 = college ready Grade-level equivalency Comprehension & Vocabulary Scores 8.5 = middle of 8 th grade year GoalStudents will grow at least 4 points on average on the Reading & English tests. Students will grow at least 1.9 reading levels, on average, in one year. In many of our classes in the past, students haven’t always known their progress as readers.. Describe a classroom where these tests are used to oppress students. Describe a classroom where students use their growth scores to develop their leadership and be empowered!

16. 16 Culturally Responsive Teaching What do you think? How do these assessments align (or not align)to all of our student outcomes? Our Student Outcomes Rigorous ELA Achievement in reading, writing, speaking Student Leadership Critical Consciousness Pride in Self & Community/ Cultural Competence

17. 17 Culturally Responsive Teaching Our Student Outcomes Rigorous Academic Achievement Student Leadership Critical Consciousness/Cultu ral Competence [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] What, at the end of the year, must be demonstrably true? How will students get feedback throughout the year? How will I, as the teacher, collect feedback throughout the year? What, at the end of the year, must be demonstrably true? How will students get feedback throughout the year? How will I, as the teacher, collect feedback throughout the year?

18. 18 Let’s Synthesize… If you tried to capture what you’re driving after—including all three prioritized outcomes—in one catchy, student friendly sentence, what would you say right now? Take 2 minutes to write. Our Essential Question… What makes a strong goal? How do all the different pieces of my goals tie together? This year, our class will accomplish… by… This year, we will… and we will prove it by… We are… and we accomplish… and we value…

19. 19 Take a break! Make a new ELA- friend! Creep on your shout-out- partner! Choose a new seat!