Middle School Cohort Training July 25-26, 2011. Day 1 Agenda Norms Growth vs. Fixed Mindset Review Senate Bill 1 and KCAS Binder Overview Progression.

Middle School Cohort TrainingJuly 25-26, 2011

Day 1 Agenda NormsGrowth vs. Fixed MindsetReview Senate Bill 1 and KCAS Binder

OverviewProgression of Standards“Knowing Your Learning Targets”4 Types of Learning Targets ActivityIntroduction to Student-Friendly Learning

TargetsReflection

Norms• Turn cell phones off or on silence and vibrate.

Emergencies happen, so if you must take a call, please step into the hall before answering.

• Texting and checking email is fun and can be a good way to share information, but please don’t text or email during sessions.

• Use technology only when appropriate f or sessions. (Computers will not be needed today.)

• Keep sidebar conversations to a minimum.

• Use the Law of Two Feet

Learning Targets for Day 1I can reflect on the implications of having a

Growth vs. Fixed mindset.I can locate the important components of the

Kentucky Core Academic Standards binder. I can analyze the progression of the Kentucky

Core Academic Standards.I can explain the importance of using student-

friendly learning targets in my classroom. I can explain how the Characteristics of Highly

Effective Teaching and Learning are important to further student learning.

Let’s Talk CHETLCharacteristics of Highly Effective

Teaching and LearningLearning Climate

Assessment and ReflectionInstructional Rigor and Student

EngagementInstructional RelevanceKnowledge of Content

Growth vs. Fixed Mindset

Please mark the “BEFORE” column on your Anticipation Guide—decide whether each statement is “Fixed” or “Growth”

Mindset ArticlesLetter off at table as A, B, A, B …A-s will read excerpt from Shirley Clarke book ,

“The Ideal Learning Culture.”B’s will read Carol Dweck article, “The Perils

and Promises of Praise.”During reading please highlight one sentence,

one phrase, and one word that you feel represents the main idea of the article.

Be prepared to share your sentence, phrase, and word with your group.

Growth VS Fixed MindsetLook at your

Anticipation Guide again and complete the right column.

When you have finished, discuss your answers with a partner.

Review the correct answers with the whole group.

Implications for classroom practice?What strategies are recommended

for creating a growth mindset?Implications for teachers and

building leadership?

It’s the Law !• SB1 (Senate Bill 1) is law for all Kentucky classrooms effective August, 2011.• SB1 focuses on:1.New Academic Standards Kentucky Core Academic

Standards (KCAS)

2. Highly Effective Teaching Characteristics of Highly Effective and Learning Teaching and Learning (CHETL)

3. Assessment Literacy Balanced Assessment

Common KCAS

LanguageSB1 - Senate Bill 1KCAS - Kentucky Core Academic

StandardsCCSS - Common Core State Standards ELA - English /Language ArtsCCR - College and Career ReadinessCHETL - Characteristics of Highly Effective

Teaching and Learning

I can locate the important components of the Kentucky Core Academic Standards binder.

Learning Target

Kentucky Core Academic Standards Binder Let’s take a closer look

Introduction Tab Standards for English Language Arts

1. Reading2. Writing3. Speaking/Listening4. Language

Literacy Content Areas (Content-specific literacy standards)1. Reading2. Writing

Progression of Standards Appendix A Appendix B Appendix C

Pages 12-18

Page 12: Original Table of Contents Page 15: Distribution of Literary and

Informational Reading by GradesPage 16: What is Not Covered by the

StandardsPage 17: Explanation of College and

Career ReadinessPage 18: Overall Organization of the

Document

Design and OrganizationCollege and Career Readiness (CCR) Anchor Standards:

Define the minimum literacy expectations for students to be prepared for the college or career of their choice

Reading Strand9 Literature Standards

10 Informational Standards 4 Foundational Skills Standards (K-5 Only)

Writing Strand 10 Standards

Speaking & Listening Strand6 Standards

Language Strand6 Standards

Appendices Rock!Appendix AKey Elements of the StandardsGlossary of Terms

p. 91 – Text Complexityp. 97 – Lexile Rangesp. 112 – Types of Writingp. 123 – Vocabularyp. 131 – Glossary

Appendix BText ExemplarsSample Performance Tasks

p. 140 – Table of Contents (6-8 exemplars)p. 158 – Literary Performance Tasksp. 162 – Informational Performance Tasks

Appendix CSamples of Student Writing

p. 171 – Explanation of Writing Samples

Appendix A JIGSAWGroup 1:

Text Complexity, Pages 93-95Group 2:

Implementing Text Complexity, Pages 97-99Group 3:

Writing, Pages 112-114Group 4:

Vocabulary, Pages 121-124

10 minute break

Kentucky Core Academic Standards

Now we’ll take a look at how to read the new standards……….

KCAS

CCR Reading Anchor Standards

Imp

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Cluster

Standard #

CCR Writing Anchor Standards

Imp

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CCR Speaking and Listening Anchor Standards Im

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Language Anchor StandardsIm

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Strand

Abbreviation

Grade Band

Sta

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Cluster

KCAS Standards Binder

Referencing the StandardsRL.7.5R – ReadingL - Literature7 - Seventh Grade5 - Standard 5

College and Career Readiness Reading Anchor Standard: 5 Analyze the structure of texts, including how specific sentences,

paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Reading Literature, Grade 7, Standard 5 Analyze how a drama’s or poem’s form or structure (e.g.,

soliloquy, sonnet) contributes to its meaning

.

Scavenger HuntYou have 10 minutes to

complete the Scavenger Hunt1.p. 1582.p. 933.p. 112-1144.p. 1795.p. 976.Bonus: “Skilled writers many times use

a blend of these three text types to accomplish their purposes…Effective student writing can also cross the boundaries of types…….

Learning Check: I can locate the important components of the Kentucky Core Academic Standards binder.

•Implications for classroom practice?

•Implications for teachers and building leadership?

I can analyze the progression of the Kentucky Core Academic Standards.

Learning Target

Progression of Standards

K-12 Progression

Grade Band Shuffle

We’ll take a close look at how one standard scaffolds from kindergarten – grade 12.

Example: W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers.

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.9-10.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

With no support

Pop and Share

• Write 1 thing you noticed about the progression of standards.• Was your answer different from the actual progression?• What implications does the progression of the standard have for instruction?

LEARNING CHECK:

I can analyze the progression of the

Kentucky Core Academic Standards.

CHETL Break (This handout is in your folder)

“Let’s Talk CHETL”Take 2 minutes to talk with your group to

identify aspects of the activities and learning up to this point that align with CHETL Section 3: Instructional Rigor and Student Engagement.

I can explain the importance of using student-friendly learning targets in my classroom.

Learning Target

“Knowing Your Learning Target”

“Knowing Your Learning Target”

Code the text as you read

(*) Something that really stands out as important to you

(+) Something that you already know or are doing

(?) Something that you have a question about

I can explain the importance of using

student-friendly learning targets in my classroom.

Complete your anticipation guide/exit slip.

Consider the following questions for reflection:

Implications for classroom practice?Implications for teachers and building

leadership?

Day 2 AgendaNorms“Charting Our Course” (Thought Clouds) ShareToday’s Learning Targets4 Types of Learning TargetsCHETL BreaksMoving to Student-Friendly LanguageJCPS Curriculum Maps/Unit PlanningGrade Level Planning TimeSchool Team Planning Time

Learning Targets for Day 2(the intended learning)

Target SortWork with a partner to organize the sample

targets and key verbs into the four categories of learning targets, knowledge, reasoning, skill/performance, or product.

Use the explanations on the handouts to help you decide which targets belong to each category.

Check your answers with the answer key provided by the facilitator.

Discuss your answers with the people at your table.

Review:Types of Learning Targets

•Knowledge•Reasoning•Performance/ Skills•Products

Knowledge TargetsSome

knowledge/facts/concepts to be learned outright; some to be retrieved using reference materials

Examples:

•Identify metaphors and similes•Describe the function of a cell membrane•List the multiples of 3•Explain the effects of an acid on a base

Reasoning TargetsThinking proficiencies—using knowledge to solve a problem, make a decision, plan, etc.

Examples:•Use statistical methods to describe, analyze, evaluate, and make decisions.•Make a prediction based on evidence •Examine data/results and propose a meaningful interpretation•Distinguish between historical fact and opinion

Performance/Skill TargetsBehavioral demonstrations; where the doing is what is important; using knowledge and reasoning to perform skillfully

Examples•Measure mass in metric and SI units•Use simple equipment and tools to gather data•Read aloud with fluency and expression•Participates in civic discussions with the aim of solving current problems•Dribbles to keep the ball away from an opponent

Product TargetsWhere the characteristics of the final product are important; using knowledge, reasoning, and skills to produce a final product

Examples:•Produce an argument to support claims•Write an informative/explanatory text•Write a narrative to develop real or imagined experiences•Produce a writing piece that is clear and coherent

YOUR TURNShow what you know…….Work independently to identify what kind of

learning target each is by marking the appropriate box, K,R, S, or P. (S is for Performance Skill)

If you aren’t sure of the target type, mark your guess and then mark the (?) box.

The facilitator will give you an answer key and the answers will be discussed with the group. Quick Learning Check:

I can classify the 4 types of learning targets.

Learning Target (the intended learning)

Learning to Drive

Standard: Drive a car with skill.

What knowledge will students need to demonstrate the intended learning?

What patterns of reasoning will students need to master?

What skills are required?What final product will be produced?

How to Find the Deconstructed Standards

Moving from Teacher Language → Student-Friendly LanguageLook at the template that helps break

teacher-friendly targets into student-friendly targets.

“Kids can hit any target that stands still.” Stiggins

Now it’s your turn: Student-Friendly Targets and Gallery Walk

With your group (3-4), create student-friendly targets for RL.7.3Post them on chart paper Post chart paper on the wall

With your group, travel from chart to chart and provide feedback or make comments on the other charts

Return to your chart paper and discuss the comments and feedback.

Your Turn Again………Student-Friendly Targets and Gallery Walk

•With your group (3-4), create student-friendly targets for W.7.5

Post them on chart paper Post chart paper on the wall

•With your group, travel from chart to chart and provide feedback or make comments on the other charts•Return to your chart paper and discuss the comments and feedback.

Learning Check

I can develop student-friendly learning targets from the Kentucky Core

Academic Standards.

What are the implications of learning targets for classroom practice?What are the implications of learning targets for teachers and building leadership?

CHETL Break

Learning Target(the intended learning)

I can utilize the curriculum maps to focus and individualize my instruction for each six weeks.

Page 2

Big IdeaOverviewWriting FocusSample Performance Tasks

Pages 3-5

Focus StandardsResourcesIndependent Reading

Page 6 and 7

Suggested Instructional Text

Suggested Instructional Strategies and Activities

Page 8 and 9

Sample Formative Assessments

Growth MonitoringKey TerminologySuggested Weekly Focus

Page 10Kentucky Core Academic Standards Learning Targets

Weekly Learning Targets

I can utilize the curriculum maps to focus and individualize my instruction.

What are the implications of curriculum maps for classroom practice?What are the implications of curriculum maps for teachers and building leadership?

Learning Target(the intended learning)

Planning a TripChoose an interesting region or area to visit.Plan with your destination in mind.Plan activities that you want to do when you reach

your objectiveWork out a time frame for your trip. Method of Travel Gather the personal belongings you already have

and determine if you will need additional items. Think about all the stops you will make along the

way.Prepare for breakdowns and detours..

Planning a Standards-Based UnitPlan with the end in mind (Summative

Assessments).Decide on a time frame.Methods of instruction.Gather resources.Prepare formative assessments.

Assessments you can do along the way.Prepare to re-teach.

Navigate the RouteBig IdeaKCAS StandardsStandards-Based OutcomesPre-Assessments,

Formative (for learning) and Summative (of learning) Assessments

Student-Friendly Learning Targets

Background Knowledge (Gaps)

Instructional StrategiesTexts and Instructional

ResourcesSupplemental MaterialsRoutines and

ProceduresGuiding Questions

focused on standards Communication

Taking the WheelUnit Planning

Revisiting our Learning TargetsI can develop student-friendly learning targets

from the Kentucky Core Academic Standards.

I can utilize the curriculum maps to focus and individualize my instruction for each six weeks.

I can use the Kentucky Core Academic Standards and curriculum maps to begin to planning an instructional unit.

Rate yourself!

Questions and Answers

Cohorts Next Steps…..

Share cohort information with the principal.

Implement ideas and strategies within your own classroom centered around KCAS.

Collaborate with resource teacher(s).

Attend four (4) 3-hour and one (1) full day of professional development during the work year.

Present KCAS professional development during faculty meetings, Gold days, and/or embedded PDs as requested and scheduled by the principal.

Participate in developing video clips that illustrate those strategies

Become a collaboration classroom for others to visit.

Cohort Teacher Expectations:

•Complete the School Pre-planning Sheet independently and discuss your answers with your group. •Work with your group to complete the School Team Planning Sheet.•Each group should complete 2 copies of School Team Planning Sheet, one for us to collect and one for the group to share with their principal.

Before out next meeting, Please read the following articles about balanced assessment:1.“What a difference a word makes”2. “Assessment Through the Student’s Eyes”