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CIICouncil for Instructional Improvement

San Mateo County Office of EducationFriday, September 12, 2014

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Welcome, Review Agenda Supporting Readers/Writers WorkshopExpository Reading and Writing Course(ERWC)Achievement in Motion (AIM)CCSS Curriculum DevelopmentProfessional Learning Opportunities 2014-2015

Agenda

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Supporting Readers/Writers Workshop

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Lucy Calkins for Administrators• Superintendents• Associate/Assistant Superintendents• Principals

October 27, 2014

9:00 to 3:00

San Mateo County Office of Education

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Curriculum Support

• 2 Day Writing Workshop Training• Units of Study• Facilitation grade level meetings• Coaching support

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Preceding Writing Workshop Activities: Standards Alignment

Goals:– Note the new work at each grade level– Opportunity to understand the “trajectory along which writers

can travel”– Breaks down skills into incremental steps– All units of study designed with this trajectory

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Preceding Writing Workshop Activities: Learning Progressions

Goals:– Gain familiarity with the tool – Identify the similarities & differences between CCSS writing

standard and the learning progression– See how the “trajectory along which writers can travel” plays

out in the curriculum

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Examining Student Writing

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Examining Student Work Sample

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Examining Student Work Using the Learning Progression Tool

1. Read the student work sample

2. Decide which grade level it matches on the narrative writing learning progression● What are this student’s strengths?● What does the student still need? ● What would be a next step for the

student, knowing you want to move the student up one grade level?

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What Did You Notice?

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Writing Workshop Learning Progression

This tool is used to analyze student work to determine a student’s strengths as a writer and to set individual learning goals.

RUBRIC

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Expository Reading & Writing Course

ERWC

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Are San Mateo County Students Ready for College?

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EAP Data & San Mateo County

http://www.calstate.edu/eap/

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7 Key Principles of ERWC1. The integration of interactive reading and writing processes

2. A rhetorical approach that fosters critical thinking and engagement through relentless focus on the text

3. Materials and themes that engage student interest

4. Classroom activities designed to model and foster successful practices of fluent readers and writers

5. Research-based methodologies with a consistent relationship between theory and practice

6. Built-in flexibility to allow teachers to respond to varied students’ needs and instructional contexts

7. Alignment with California’s CCSS for ELA and Literacy

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Assignment Template Overview

• Left hand column describes the intentions behind the activities for each section

• Right hand column are the key questions behind each type of activity

• Remember, the overall intention is to scaffold the whole process for students

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& ERWCBalanced Literacy

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Key Objective of the CCSS is to prepare college and career ready students who…

…meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.

http://www.corestandards.org/ELA-Literacy

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Reading Against the Grain: An ERWC Activity

What techniques is this author using to persuade the reader?

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Argumentative Appeal

Ethos is a person’s credibility with a given audience. It can mean sincerity, authority, expertise, faithfulness, or any adjective that describes someone you can trust to do the right thing. Ethos is related to the English word ethics and refers to the trustworthiness of the speaker/writer. Ethos is an effective persuasive strategy because when we believe that the speaker does not intend to do us harm, we are more willing to listen to what s/he has to say. Pathos appeals rely on emotions and feelings to persuade the audience. They are often direct, simple, and very powerful; Whenever you accept a claim based on how it makes you feel without fully analyzing the rationale behind the claim, you are acting on pathos- emotions: love, fear, patriotism, guilt, hate, joy etc.Logos appeals rely on the audience’s intelligence to persuade them. Logos refers to any attempt to appeal to the intellect, the general meaning of "logical argument."

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Rhetorical Reading in Action

Ethos

Pathos

Logos

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Rhetorical Reading in Action

1.Get into groups of 2 or 3. Continue reading paragraphs 4-7 in small groups to determine ethos, pathos, or logos for each paragraph

2.Individually, continue reading paragraphs 8 - 11 and determine ethos, pathos, or logos for each paragraph

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Rhetorical Reading in Action: Postreading

•Students are asked to think critically and move beyond initial reactions

•Gain a deeper understanding of the text by questioning and analyzing rhetorical choices of the author

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Rhetorical Reading in Action

In what ways does this type of activity positively support balanced literacy?

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Achievement in Motion: Closing the Gap

Mefula FairleyAdministrator, Educational Support Services

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AIM• Shines a spotlight on quality learning opportunities that have resulted in improved

educational outcomes for historically underserved students

• Informs the public and shares best practices

• Highlights a different San Mateo County school district, school site, program or individual educator on the SMCOE website every 4-6 weeks

• Accepts nominations from school district employees in San Mateo County via survey monkey: https://www.surveymonkey.com/s/achievementinmotion

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BREAK

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Tracy Wilson – SMCOECregg Ramich – South San Francisco USDGenevieve Schwartz Thurtle – San Mateo Union HSDPam Mooers – San Bruno Park SDSarah Cullom – San Mateo-Foster City SDJulie Costantino – Millbrae SD

Using the CCSS to Improve Student Outcomes

Curriculum Design Process

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Objectives

• Share a collaborative process for designing and refining lesson/units.

• Focus on the process.• Use the lessons as a vehicle to support reflective,

intentional instruction.• Thoughtfully discuss instruction and curriculum to elevate

practice and consciousness.• Support profound personal and collective growth

How can we develop literate students ready for the complex texts and tasks of the 21st century?

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Prospective UsesHow can we develop literate students ready for the complex

texts and tasks of the 21st century?

Positive Outcomes Problematic Outcomes• Collaborative lesson review and

reflection• See the CCSS shifts• Realistic vision and models for

next steps• On-going reflective practices• A rebalanced focus on

instruction and content• Coherent and intentional

practices

• Copying the lessons• Adopt with fidelity• Design with fidelity to the

template• Independent practice, isolated• Single event or experience

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ELA/ELD Key Themes and Practices

CDEELA/ELD Cross-cutting Practices

What: CCSS • Build Content Knowledge• Make Meaning• Develop Effective Expression:

Communicating verbally and in various print forms

• Develop Language/Academic Vocabulary• Develop Foundational Skills

How: Instructional Practices• Engaging throughout a lesson/unit• Respectful of student culture and

experiences and needs• Motivating and Challenging• Integrated: Literacies and Content

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Reflection and Projection

Review of common documentsHow do you build community vision?

How can we develop literate students ready for the complex texts and tasks of the 21st century?

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Pre-Think

DiscussionWhat is the architecture of a quality unit of instruction?

Brainstorm the parts.

How can we develop literate students ready for the complex texts and tasks of the 21st century?

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JigsawHow can we develop literate students ready for the complex

texts and tasks of the 21st century?

Share ResponsibilityPreview your lesson sample and identify the key

structures (architecture).

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Read CloselyHow can we develop literate students ready for the

complex texts and tasks of the 21st century?

Multiple Lens Reading, 50/50 Reading

What: Look for examples of these shifts!• Build Content Knowledge• Make Meaning• Develop Effective Expression: Communicating

verbally and in various print forms• Develop Language/Academic Vocabulary• Develop Foundational Skills

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Read CloselyHow can we develop literate students ready for the

complex texts and tasks of the 21st century?

How: Look for examples of these instructional shifts• Engaging throughout a lesson/unit• Respectful of student culture, experiences, needs• Motivating and Challenging• Integrated: Literacies and Content

Multiple Lens Reading, 50/50 Reading

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Read CloselyHow can we develop literate students ready for the

complex texts and tasks of the 21st century?

Getting Started…

Select a key document to help you analyze the strengths in this unit/lesson

1. Identify promising teacher practices

2. Identify key outcomes for students

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Jotting DotsHow can we develop literate students ready for the

complex texts and tasks of the 21st century?

Student ProfilesJot Dots

1. Discuss a student profile that you think slips through the cracks a bit

2. A student who could benefit from stronger models of differentiation

3. Jot Dots: Describe that student on a card, 3-5 bullets only!

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Obstacles and OpportunitiesHow can we develop literate students ready for the

complex texts and tasks of the 21st century?

Student Profiles

Pass the Profile!

1. Adopt a Student!2. Revisit the lesson and look for indicators

of differentiation that might meet your students needs

3. Modify/magnify/sweep/keep practices

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JigsawHow can we develop literate students ready for the complex

texts and tasks of the 21st century?

Share ResponsibilityRevisit your lesson sample and identify the key elements

and promising practices of an effective lesson/unit!

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Re-Vision

DiscussionWhat is the architecture of a quality unit of instruction?

Revise your criteria list.

How can we develop literate students ready for the complex texts and tasks of the 21st century?

Our ProcessPrepare for a critical conversation• Choose a resource to help guide your analysisShare your Lesson• Describe the architecture of your unit and your

lesson• Discuss your lesson focus and highlight your

lesson strengths• Prompt suggestions, areas you are hoping to

improve uponCritical Conversation• Clarifying questions• Strengths, promising practices• Suggestions or opportunities for improvementCollaboration • Develop a look for or must do list for unit design

Our Progression • Central/guided questions• Standards listed• Materials/resources• Overview narrative + summative piece

(outcome)• 1-2 key lessons- include instructional

practices… explicit ref to instructional shifts about teacher roles/ student behaviors

• 1-2 formative assessments• Summative rubric• Year at a glance… one page overview• WHY// Instructional Practices

(annotations// Meeting student needs// DOK

• Texture texts… cross curricular connection

• DOK clarified within the lessons• Writing piece… making a claim and

supporting evidence

• Central/guided questions• Focus Standards (2-4) for the specific

lesson• Materials/resources- cross curricular

connection if possible• Overview narrative of the unit

referencing specifically the lesson that is detailed

• Lesson agenda /outline with timeframe• Summative piece (outcome) rubric/

measuring tool to guide teacher observation

• 1-2 key lessons detailed-• Teacher look for¹s• Student outcomes or objectives• Texture texts

1-2 formative assessmentsSummative and rubricYear at a glance… one page overviewWHY// Instructional Practices (annotations// Meeting student needs// DOKDOK clarified within the lessonsWriting piece… making a claim and supporting evidence

• Overview of the Unit - narrative of the unit referencing specifically the lesson that is detailed

• Central Questions• Focus CCS Standards: (2-4) for the

specific lesson• CCSS Shift• Learning Outcomes • Materials/resources: cross curricular • Texture texts for enrichment and to

increase NF• Agenda: or outline with timeframes• Formative Assessment practices • Summative Assessment:

developmental rubric• 1-2 key lessons detailed- include

instructional practices �• Teaching Considerations- inquiry

model of questioning; ELD-up it!

Teaching Channel- how to sample lessons1-2 formative assessmentsSummative and rubricYear at a glance… one page overviewWHY// Instructional Practices (annotations// Meeting student needs// DOKDOK clarified within the lessonsWriting piece… making a claim and supporting evidence

Our Progression • Central/guided questions• Standards listed• Materials/resources• Overview narrative + summative piece

(outcome)• 1-2 key lessons- include instructional

practices… explicit ref to instructional shifts about teacher roles/ student behaviors

• 1-2 formative assessments• Summative rubric• Year at a glance… one page overview• WHY// Instructional Practices

(annotations// Meeting student needs// DOK

• Texture texts… cross curricular connection

• DOK clarified within the lessons• Writing piece… making a claim and

supporting evidence

• Central/guided questions• Focus Standards (2-4) for the specific

lesson• Materials/resources- cross curricular

connection if possible• Overview narrative of the unit

referencing specifically the lesson that is detailed

• Lesson agenda /outline with timeframe• Summative piece (outcome) rubric/

measuring tool to guide teacher observation

• 1-2 key lessons detailed-• Teacher look for¹s• Student outcomes or objectives• Texture texts

1-2 formative assessmentsSummative and rubricYear at a glance… one page overviewWHY// Instructional Practices (annotations// Meeting student needs// DOKDOK clarified within the lessonsWriting piece… making a claim and supporting evidence

• Overview of the Unit - narrative of the unit referencing specifically the lesson that is detailed

• Central Questions• Focus CCS Standards: (2-4) for the

specific lesson• CCSS Shift• Learning Outcomes • Materials/resources: cross curricular • Texture texts for enrichment and to

increase NF• Agenda: or outline with timeframes• Formative Assessment practices • Summative Assessment:

developmental rubric• 1-2 key lessons detailed- include

instructional practices �• Teaching Considerations- inquiry

model of questioning; ELD-up it!

Teaching Channel- how to sample lessons1-2 formative assessmentsSummative and rubricYear at a glance… one page overviewWHY// Instructional Practices (annotations// Meeting student needs// DOKDOK clarified within the lessonsWriting piece… making a claim and supporting evidence

Elevated our expectations and goals over time!

How We Got Started

Day 1 Day 2-6 Next Steps (?)

• Analyze and share resources to support a common vision

• Close reading of external high quality lessons (ENY, ERWC, Stanford-UL)

• Call out promising practices

• Craft a criteria list for designing our units/lessons

• Share and discuss “visionary” resources

• Share and analyze personal lessons

• Gather critical feedback

• Re-craft a criteria list for designing quality lessons

• Identify strategic next moves, disciplined approach

• Solidify collaborative structures

• Elevated collegial conversations around lessons and or units

• Peer observations and reflection

• Analyze student progress/work

• Generate a template for lesson/unit design

• Curriculum design or framework: 6-9 units a year

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Think Through…

What should we think about when guiding our schools and teachers to design or adopt units of instruction?

1. How are you supporting a common vision and what resources or practices are common among your schools/teachers?

2. What structures and processes should you support to allow for collaborative conversations around lesson design and refinement?

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Next Steps?

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Professional Learning Opportunities

• CII meetings for 2014-2015• SMCOE Booklet of Offerings• CCSS Conference – January 29, 2015• Zap the Gap Conference – March 9, 2015• Leading Edge Certification• STEM Opportunities

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Next CII – October 10, 2014

Focus on:English Learners

and theELA/ELD Framework