Eduspire Summer Literacy Institute · 2016. 4. 12. · Course Objectives • Establish an...

Eduspire 2016 Summer Literacy Institute

Keeping Assessment in PerspectiveGraduate-Level Professional Development Course

Returning to Linden Hall • Lititz, PA • August 1-4, 2016

https://www.eduspire.org/

Do you feel a disconnect between required assessment and your reading and writing work with students? Whether you’re a faculty member, para-professional, coach, administrator, or assessment coordinator, it’s likely that the topic of assessment is one you discuss almost daily. The 2016 Summer Literacy Institute, a 3-credit graduate-level professional development course presented by Eduspire, has been designed to help all K-12 education professionals learn to utilize assessment as it was originally intended.

Eduspire’s 2016 Summer Literacy Institute provides a fantastic opportunity to explore the latest research, collaborate with experienced educators, and create a research-based action plan for the 2016–2017 school year, focused on the topic of assessment. Throughout the duration of this 4-day institute, which can be attended for graduate-level, professional development credits, teachers will learn how to keep ‘assessment in perspective’ by:

• harnessing the power of data analysis;

• understanding why assessment and instruction are inseparable;

• learning a variety of reading and writing conferring techniques;

• hearing about the power of formative assessment; and applying learned knowledge to change lives through the use of language.

Discover what educational leaders are saying about ‘keeping assessment in perspective,’ and keeping students at the heart of our instructional decisions.

Credits awarded through Brandman University. 3-credit participants can receive 90 Act 48 credits by submitting their transcript to PDE after course completion. Non-credit participants and daily attendees will receive a Certificate of Completion, which must be submitted through your school or intermediate unit for Act 48 credits, since Eduspire is not an Act 48 provider.

Eduspire presents…

Eduspire Summer Literacy InstituteEDKU 9379: Keeping Assessment in Perspective

Graduate-Level Professional Development Course Returning to Linden Hall • Lititz, PA • August 1-4, 2016

Course Objectives• Establish an instructional framework that infuses theoretical research with practical classroom

application

• Participate in cognitive conversations about practical teaching principles and contemporary assessment strategies that inform future instruction

• Define effective assessment practices and learn how to incorporate principles from research

• Implement new techniques to scaffold instruction and boost student engagement

• Create formative assessments to monitor student learning and enhance explicit instruction

• Identify systematic and comprehensive approaches which support the needs of all K-12 students

Course Requirements for Graduate-Level Professional Development CreditReflective Blog The nature of this course requires student engagement, reflection and analysis of the application of concepts presented. Informal reflections and reactions will be recorded via Moodle, Twitter, and/or in person at the end of each day. Daily participation in one reflective medium is required of each course taker. (25 points)

Formal Reactions to Required Readings Educators will be required to read and evaluate the course text: Assessment in Perspective: Focusing on the Reader Behind the Numbers, by Clare Landrigan and Tammy Mulligan, and participate in discussions about the author’s message and recommendations for applying the research to improve classroom teaching practices. (50 points)

Action Plan Based on the findings and evaluations formed during the Summer Literacy Institute, educators will create an action plan for incorporating the strategies of authentic assessment into their instruction in order to help students develop better comprehensive literacy skills. (25 points)

FacultyDr. Aileen P. Hower is the coordinator of the Summer Literacy Institute and teaches graduate level reading courses for Eduspire, Penn State York, and Cabrini College. In addition to teaching at the collegiate level, Aileen is the K-12 Reading/English/Language Arts/ESL Supervisor for South Western School District in York County; K-12 social policy representative for the National Council of Teachers of English; and social media coordinator and executive board member of the Keystone State Reading Association.

Course TextAssessment in Perspective: Focusing on the Reader Behind the Numbers is about moving beyond statistics and using assessment to uncover the stories they tell. This book helps teachers sort through the myriad of available assessments and use each to understand different facets of their readers. It discusses how to use a range of assessment types, from reading conference notes and student work to running records and state tests, together to uncover the unique strengths and weaknesses of a reader. Landrigan and Mulligan share a framework for contemplating the purposes, methods and types of various assessments. They also address the foundational questions involved when choosing or analyzing assessments:

• What type of tool do we need: diagnostic, formative, or summative; formal or informal; quantitative or qualitative?

• How do we use multiple assessments together to provide an in-depth picture of a reader?

• When and how are we giving the assessment?

• Do we want to be able to compare our readers to a standard score, or do we need to diagnose a reader’s needs?

• Which area of reading does this tool assess?

• How can we use the information from assessments to inform our instruction?

• What information does a particular assessment tell us, and what doesn’t it tell us?

• What additional information do we need about a reader to understand his or her learning needs?

This course text emphasizes the importance of triangulating data by using varied sources, both formal and informal, and across multiple intervals. It explains the power of evaluating different types of assessments side by side with displays to find patterns or inconsistencies. Furthermore, students are included as valuable sources of data. Involving students in the process of assessment is key to helping them set goals, monitor their own progress, and celebrate growth. When assessment is viewed in this way, instruction can meet high standards and remain developmentally appropriate.

Cost to Attend:Full 3-credit course: $1,497 Non-credit option: $748.50 (includes all four days) Individual days: $199 per day

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Monday: Mark OvermeyerMark has worked as a classroom teacher in grades 2-8, a special education and Title I teacher, a coordinator for gifted and talented students, a literacy coordinator, and a director for a National Writing Project site. He has authored three books and a DVD on writing instruction for Stenhouse. He consults with schools and districts around the US and internationally on topics such as assessment, conferring, feedback, writing, and developing and maintaining workshop models across the curriculum.

Tuesday: Mark WeaklandA teacher, reading specialist, writer, and musician, Mark enjoys exploring the intersections of education and the arts. As a national and regional teacher and consultant, Mark works with students, teachers, and administrators to create effective literacy programs, as well as authentic and extended reading and writing experiences. As an artist, Mark strives to write books and music that engage and inspire young readers, writers, and musicians.

Mark holds a master’s of education from the University of Pittsburgh. He was the recipient of an Owens Fellowship and studied in Japan under the auspices of the Japanese Fulbright Memorial Fund. His teaching certifications include reading specialist, special education, elementary education, and general science. A learning support teacher for nine years, Mark worked ten years as an educational consultant, providing professional development in the areas of reading and instructional practices. He recently finished his fourth year as an elementary school Title I reading specialist. His latest adventure is as a literacy consultant, writer, and presenter.

Wednesday: Terry ThompsonTerry Thompson is a teacher, author, and consultant, living in San Antonio, Texas. He trains teachers of readers and writers in grades K-8. Currently a literacy interventionist, Terry has served as a classroom teacher, basic skills teacher, Reading Recovery teacher, and literacy coach. He holds a master’s degree in psychotherapy and cognitive coaching and travels throughout the United States consulting with classroom teachers and literacy specialists. Terry is the author of Adventures in Graphica: Using Comics and Graphic Novels to Teach Comprehension and Construction Zone: Building Scaffolds for Readers and Writers.

Thursday: Diane Dougherty and Lynne DorfmanDiane was a classroom teacher for 32 years as well as head of English/Language Arts for ten years before retiring. Grammar Matters: Lessons, Tips, and Conversations Using Mentor Texts, K-6 is her first professional book (with Lynne Dorfman); however, she has been published both in professional journals and online publications including PASCD, NWP, and PAWLP. Diane has also managed the Twitter feed for The Writing Project and has blogged on the PAWLP site. She has co-directed the Writing Institute at her Writing Project site for eight years, as well as the Reading and Literature Institute for four years. She was the co-facilitator for NWP’s Carnegie Reading Grant at the Pennsylvania site, and in that capacity had the opportunity to share best practices in the teaching of reading across multiple content areas with teachers from all over the country.

A native of Philadelphia, Lynne received her bachelor’s and master’s degrees in elementary education, her supervisory certificate in elementary education, her reading specialist certificate from LaSalle University, and her educational leadership doctorate degree from Immaculata University. She has thirty eight years of experience with the Upper Moreland School District and twenty five years of experience gathered in course work and presentation work for the Pennsylvania Writing & Literature Project.

“This was a fantastic week. I am walking away with so many ideas to use with my students. I feel inspired to try so many new things. Excellent presenters!” - Lisa B. from Warwick School District

MeeT The KeynoTe SpeaKerS:

MondayKeynote - Mark overmeyer What Student Writing Teaches Us: Formative Assessment and Feedback in the Writing Workshop

When we review student work and call this action “grading,” we miss the opportunity to impact student achievement. When we allow our students’ work to guide our thinking and plan instruction accordingly, we let them lead the way: students become our teachers. This interactive session will leave you with ideas for examining student work to inform instruction. Effective feedback will also be discussed. Student writing samples in grades K through 8 will provide the framework for our discussions, but the strategies will work in any subject area.

Breakout 1: _______________________________________Mark Overmeyer Scaffolding Instruction for All Learners in the Writing Workshop

This interactive session will begin with a writing workshop for all participants. We will then debrief the workshop in terms of how we might scaffold support for all learners including ELLs, resistant writers, writers performing below grade level, and advanced writers.

Christine T. Hartzman & Jamison Renfro (Secondary Instructional Coaches) Tech to the Future

This workshop is about breaking down some of the hottest technology tools to be used in formative assessment with our students today. Concepts include Kahoot, Linoit, Padlet, Today’s Meet, Twitter, and Zaption. Attendees will have the opportunity to interact with the different platforms, try out the non-technology versions, and experiment with how they can be easily adapted for their classrooms.

Anne Schober (Founder, Connections Count! Speaker/Author) Limitless Possibilities - Using Alternative Assessments to Broaden Student Comprehension

The hardest lesson I ever learned was from one of my students during my second year of teaching. Assessing the students on their summer reading was required the first week of school and a standard test of multiple choice, true/false, and fill-in-the-blank was designed to evaluate each student. One student passed with flying colors, and after returning the test to him, he proudly stated, “Man, I didn’t even read the book and I passed!” My mind was blown! Because of him, I quickly realized that I needed to discover new ways to challenge, engage, and enlighten my students to the real life lessons that are present in each piece of literature they read. Using alternative assessments, students’ personal levels of understanding are challenged and broadened beyond the pages of the book. This session will examine different assessments that can be utilized within your middle or high school classroom from multi-genre papers to Project Based Learning. The possibilities are limitless!

Breakout 2: _______________________________________Mark Overmeyer Let’s Talk: Organizing and Managing Conferences in the Writing Workshop

This session will focus on strategies for organizing and managing conferences in the writing workshop. A main focus will be on time management: you will leave with strategies which will help you meet the needs of more writers during your workshop.

Christine T. Hartzman & Jamison Renfro (Secondary Instructional Coaches) Tech to the Future

See description in earlier offering of this session. , breakout 1.


See description in earlier offering of this session. Page 4, breakout 1.

Breakout 3: _______________________________________Christine T. Hartzman & Jamison Renfro (Secondary Instructional Coaches) Tech to the Future




Aileen Hower (Elementary & Middle School Literacy Coach) Enhancing Literacy Learning for Exceptional Learners

Exceptional learners are more frequently mainstreamed into general education classes, requiring teachers to differentiate instruction to support and extend literacy skills and bolster motivation. This presentation will offer practical and, in many ways, familiar strategies for teachers to use while introducing digital tools to support literacy as well.

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“Fantastic four days. Rich with collaboration and excellent resources.” - Dana M. from Eastern Lancaster County School District

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Tuesday

Keynote - Mark Weakland The Weekly Graded Spelling List: Friend or Foe?

Iff yu can reed this sentnse, then why iz spelling sew importent? What is the purpose of spelling instruction? What should we do instructionally for students who are poor spellers and what are the best ways to assess their progress? Is giving a weekly graded spelling test an important part of instructional practice, or should we relegate it to the dustbin of ineffective traditions? As Mark explores the answers to these questions and encourages you to reflect on your personal beliefs about spelling, he also examines the important role that spelling plays in the development of reading and writing, especially for struggling learners.

Breakout 1: _______________________________________Mark Weakland Content Literacy Strategies and Their Assessment

Mark describes and models (while you practice!) well-researched and time-tested content literacy strategies and activities. Chosen because they enable students to think more deeply about the social studies and science texts they read, the strategies and activities in this session include See-Think-Wonder, Stop Light questions, and vocabulary word sorts and storytelling, among others. Additionally, Mark will discuss ways to formatively assess the strategies and even quantify the results in order to provide a grade.

Tricia Ebarvia (HS English teacher) Fostering a Writing Community: Effective Peer Response (Grades 7 and up)

To become better writers, students need feedback. While a teacher’s feedback is certainly meaningful, even the most effective teacher is only one person. Students benefit tremendously when peers are also part of the feedback process. Effective peer response can be taught an d, in this session, we’ll review classroom strategies and digital tools to help students develop the skills needed to respond to each other’s writing in authentic and meaningful ways.

Brian Kelley (MS English teacher and department co-chair) Making Room for Encouragement and the (Digital) Writer’s Workshop

The writer’s notebook is a launching point of ideas, yet personal devices are often seen as a temptation for students to cut corners, use sloppy writing, and produce writing that is grammatically in crisis. This session addresses those concerns and reframes a student’s personal device as an extension of the writer’s notebook while discussing ways that teachers can support it.

Breakout 2: _______________________________________Mark Weakland I Like My Toothpaste: Authentic Writing (Gr. K–1)

Even young students can engage in independent quiet writing time for 20 to 25 minutes a day. Mark shows you how to begin building a writing workshop program that allows for differentiation and independence, but doesn’t drive you crazy. Reflect on your beliefs about young children and writing while learning ways to modify and integrate your basal-based grammar and writing programs. Discover how to use data-driven mini-lessons, provide young writers with choice, opportunities to share and encourage children to write from a topic list. Mark shares student writing samples while discussing what works (and what doesn’t) in the classroom. There may even be a song or two!

Tricia Ebarvia (HS English teacher) Fostering a Writing Community: Effective Peer Response (Grades 7 and up)


Brian Kelley (MS English teacher and department co-chair) Making Room for Encouragement and the (Digital) Writer’s Workshop


Breakout 3: _______________________________________Brian Kelley (MS English teacher and department co-chair) & Tricia Ebarvia (HS English teacher) Teacher as Mentor: Professional Self Assessment

We will present through the lens of assessment as the tool of a mentor, not a judge. A teacher’s responsibilities go well beyond being good scorers and assessors. We want to present strategies teachers can use in order to revive a personal and professional reading and writing life, focusing on why each has connections to assessment. We also want to make the case for the importance of maintaining an online professional portfolio, embracing transparency in the profession. The end result of the presentation is demonstrating that assessment, irrespective of the tool, is more effective through the lens of a teacher as a mentor than a teacher as a judge.

Cindy Minnich (HS English Teacher, Nerdy Book Club facilitator) Listen to Me! I’m More Than a Grade! How Conferring with Students Can Be a Game Changer

In secondary classrooms, it’s always a challenge to find enough time to do what needs to be done. Conferring with students seems time consuming and difficult to justify, but those minutes we spend in conference with students can give us much more information about where they are as readers and writers and how we can best help them grow than quizzes, tests and tickets out the door. Find ways to work in those minutes and learn how to make those minutes work.

BreaKouT SeSSionS

“Overall, it was engaging and inspiring.” - Danielle C. from Cocalico School District

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Aileen Hower (Elementary & Middle School Literacy Coach) Multi-Genre and Multi-Modal Formats to Infuse Possibilities into Student Research and Argumentative Writing

This session will offer participants a close look at how to implement multi-modal and multi-genre writing techniques into informative and argumentative writing within a writing workshop model. Resources for implementing these ideas into one’s classroom will be provided.

Wednesday Keynote - Terry Thompson What a More Knowing Other Knows: Clarifying Our Role in the Scaffolding Process

As we work with young readers and writers, we wear various hats and tend to multiple needs simultaneously - and this can often distract us from what’s most important. In this address, author and consultant Terry Thompson outlines several essential insights that keep our work grounded in learning and our time with students effective and empowering. This session will focus on what we know to be true about our role in the instructional process and how being intentional about our work and reflective about its effects supports students as we scaffold them toward independence. Attendees will leave with deeper understanding of instructional scaffolding and an enhanced perception of what it means to be a more knowing other in that process.

Breakout 1: _______________________________________Terry Thompson When Working Hard is Hardly Working: Are You Scaffolding or Rescuing?

Have you ever finished a lesson and walked away with the sinking suspicion that you worked harder than your students? Join us as we explore the difference between scaffolding to support independence and rescuing to foster dependence. Along the way, we’ll take a closer look at our instructional moves, the intentions that drive them, and how awareness of both can help our work serve as a conduit for our young readers and writers to shine on their own.

Christine T. Hartzman & Jamison Renfro (Secondary Instructional Coaches) Total Recall: Ways to Check for Understanding

In this workshop, participants will learn practical and easy ways to check for understanding, leaving the exit ticket behind. Pinch cards, charts, stickers, doodles, and jots are some of the techniques that will be introduced and discussed during the session. Participants will have the opportunity to see these formative assessments used in action, and ideas can be immediately added to any teacher’s toolbox.

Michael Williams (2nd Grade Teacher) Discover Diversity by Exploring Children’s Literature

This breakout presentation will feature diverse texts to include in the classroom library. Book talks will be used to highlight specific titles and attendees will have the opportunity to share their titles as well. Come and learn what a diverse library would look like in today’s classroom!

Breakout 2: _______________________________________Terry Thompson Why Would You Say That: Aligning Our Feedback with Student Levels of Responsibility

In the feedback loops that drive our instruction, we must be intentional about using specific language to move readers and writers toward independence. But do you ever struggle with the right words at the right time? Come explore how to shift your responses to student efforts and choose feedback that parallels the increasing responsibility you’re scaffolding them toward.

Christine T. Hartzman & Jamison Renfro (Secondary Instructional Coaches) Total Recall: Ways to Check for Understanding




Breakout 3: _______________________________________Christine T. Hartzman & Jamison Renfro (Secondary Instructional Coaches) Total Recall: Ways to Check for Understanding




Aileen Hower (Elementary & Middle School Literacy Coach) Close Reading: Five Key Strategies for Elementary Readers

Close Reading is practiced daily by secondary teachers with their students. Using five key strategies, elementary students can also learn to close read, without losing their love of reading. This session will share best practices which advocate close reading support for today’s elementary learners. Attendees will have hands-on practice with short text and be able to implement these strategies in their classrooms immediately.

“All of the presenters were very passionate about what they were presenting. It allowed me to be excited as well.” - Emily R. from Northern York County School District

BreaKouT SeSSionS

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ThursdayKeynote - Lynne Dorfman and Diane Dougherty Formative Assessment in Writing Workshop

Why is formative assessment so important in writing workshop? What is the relationship between assessment and evaluation? Diane and Lynne will discuss their rationale for foregrounding formative assessment in writing classrooms. How do we help students build their writing identity, and how do we use that knowledge to inform our instruction of these students?

Breakout 1: _______________________________________Lynne Dorfman and Diane Dougherty Strategies for Conferring

Together with participants, Diane and Lynne will explore four kinds of conferences in writing workshop including the roving conference (clipboard cruising), the one-on-one conference (teacher-student), small group conferences (led by the teacher and/or a student), and the self-conference. Techniques for management and record keeping will be discussed, participants will share their current practices, and a bibliography of suggested readings will be offered.

Crystal Loose (Assistant Principal/Title I Reading Coordinator) Cultivating Dynamic Instruction

Many teachers today are evaluated based on the Framework for Teaching that addresses the domains developed by Charlotte Danielson. This session will provide the audience with suggestions for how to use the rubric as a professional development opportunity to advance teacher learning rather than just a tool for evaluation. Particular attention will be paid to Domain 3: Instruction, in order to provide authentic classroom examples where teachers have utilized feedback and applied it directly to their classrooms in order to more effectively engage students in the learning process.

Breakout 2: _______________________________________Lynne Dorfman and Diane Dougherty Strategies for Peer Conferences

It is essential for students to have strategies for conferring with their peers. How do we help our primary, intermediate, and middle-school students confer confidently during writing workshop? Lynne and Diane will demonstrate protocols and management tools for effective peer conferences as formative assessment. Participants will get an “inside” view of a peer conference in action and have the opportunity to practice with a partner.

Crystal Loose (Assistant Principal/Title I Reading Coordinator) Teachnology

Teachnology, the use of technology to cultivate an engaging classroom, is an essential element in instruction today. Many schools have embraced 1:1 initiatives and encourage teachers to embed technology into all subject areas. During this session, participants will be provided with examples of how to utilize technology to engage students and assess their learning. Attendees will leave with ideas that they can immediately apply in their classrooms.

Breakout 3: _______________________________________Lynne Dorfman and Diane Dougherty Strategies for Conferring


Crystal Loose (Assistant Principal/Title I Reading Coordinator) Teachniques

Teachniques is the use of English Language Arts-inspired techniques to teach students social studies and oratory skills. The PA Standards stress the need for students to apply Speaking and Listening Standards, which ask students to engage effectively in a range of collaborative discussions, following agreed-upon rules; report on a topic or text; tell a story; or recount an experience with appropriate facts and relevant, descriptive details. During this session participants will be shown how to cultivate a classroom that embraces oration as a method of teaching social studies, writing, and reading.

“This was by far, the most practical graduate class I’ve taken. Presenters gave in-depth background knowledge and strategies that are going to be easy to implement in the classroom.” - Janis M. from Kennett Consolidated School District

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Daily agenDa

Monday, august 1, 20167:30 - 8:00 Registration8:00 - 8:15 Welcome 8:15 - 9:45 Keynote: Mark Overmeyer - What Student Writing Teaches Us: Formative Assessment and Feedback in the Writing Workshop 10:00 - 11:30 Breakout Session 1 11:30 - 12:15 Lunch12:30 - 2:00 Breakout Session 2 2:15 - 3:45 Breakout Session 33:45 - 4:00 Debriefing

Tuesday, august 2, 20167:30 - 8:00 Registration 8:00 - 8:15 Welcome 8:15 - 9:45 Keynote: Mark Weakland – Keynote - The Weekly Graded Spelling List: Friend or Foe? 10:00 - 11:30 Breakout Session 1 11:30 - 12:15 Lunch12:30 - 2:00 Breakout Session 2 2:15 - 3:45 Breakout Session 3 3:45 - 4:00 Debriefing

Wednesday, august 3, 20167:30 - 8:00 Registration8:00 - 8:15 Welcome 8:15 - 9:45 Keynote: Terry Thompson – What a More Knowing Other Knows: Clarifying Our Role in the Scaffolding Process

10:00 - 11:30 Breakout Session 1 11:30 - 12:15 Lunch12:30 - 2:00 Breakout Session 2 2:15 - 3:45 Breakout Session 33:45 - 4:00 Debriefing

Thursday, august 4, 20167:30 - 8:00 Registration8:15 - 9:45 Keynote: Lynne Dorfman and Diane Dougherty – Formative Assessment in Writing Workshop

10:00 - 11:30 Breakout Session 112:30 - 2:00 Breakout Session 22:30 - 4:00 Breakout Session 3 4:00 - 4:15 Debriefing

(For those taking the course for graduate credit, all work will be due by noon Monday, 8/15/16).

“I sincerely appreciated the variety of opportunities made available to me through this course. It has deepened my knowledge of reading and writing in so many ways. I have fresh ideas and a new set of teaching tools to add to my teaching.” - Christine D. from Dallastown Area School District

Since its founding three years ago, Eduspire has quickly become a statewide leader in professional development for today’s educators. We have provided courses to 4,000 teachers from more than 300 school districts throughout Pennsylvania. Eduspire also develops strategic partnerships with school districts to align its graduate courses with district initiatives.

Eduspire offers more than 50 different online and face-to-face courses. Visit eduspire.org/courses for course details and to search for upcoming courses in your area!

Eduspire Summer Literacy Institute · 2016. 4. 12. · Course Objectives • Establish an...

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