CII
Council for Instructional Improvement
San Mateo County Office of Education
Friday, September 12, 2014
www.smcoe.org
Agenda
Welcome, Review Agenda
Supporting Readers/Writers Workshop
Expository Reading and Writing Course
(ERWC)
Achievement in Motion (AIM)
CCSS Curriculum Development
Professional Learning Opportunities 2014-2015
www.smcoe.org
Supporting Readers/Writers
Workshop
www.smcoe.org
Lucy Calkins for Administrators
• Superintendents
• Associate/Assistant Superintendents
• Principals
October 27, 2014
9:00 to 3:00
San Mateo County Office of Education
www.smcoe.org
Curriculum Support
•
•
•
•
2 Day Writing Workshop Training
Units of Study
Facilitation grade level meetings
Coaching support
www.smcoe.org
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
6
www.smcoe.org
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
7
www.smcoe.org
Examining Student Writing
www.smcoe.org
Examining Student Work Sample
www.smcoe.org
Examining Student Work Using the
Learning Progression Tool
1.
Read the student work sample
1.
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?
www.smcoe.org
What Did You Notice?
www.smcoe.org
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
www.smcoe.org
Expository Reading
& Writing Course
ERWC
www.smcoe.org
Are San Mateo County Students Ready for College?
www.smcoe.org
EAP Data & San Mateo County
http://www.calstate.edu/eap/
www.smcoe.org
7 Key Principles of ERWC
1. 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
www.smcoe.org
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
www.smcoe.org
www.smcoe.org
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
www.smcoe.org
Reading Against the Grain: An ERWC Activity
What techniques is this author using to
persuade the reader?
www.smcoe.org
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."
www.smcoe.org
Rhetorical Reading in Action
www.smcoe.org
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
1. Individually, continue reading
paragraphs 8 - 11 and determine
ethos, pathos, or logos for each
paragraph
www.smcoe.org
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
www.smcoe.org
Rhetorical Reading in Action
In what ways does this type of activity
positively support balanced literacy?
www.smcoe.org
Achievement in Motion: Closing
the Gap
Mefula Fairley
Administrator, Educational Support Services
www.smcoe.org
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
www.smcoe.org
BREAK
www.smcoe.org
Using the CCSS to Improve Student Outcomes
Curriculum Design Process
Tracy Wilson – SMCOE
Cregg Ramich – South San Francisco USD
Genevieve Schwartz Thurtle – San Mateo Union HSD
Pam Mooers – San Bruno Park SD
Sarah Cullom – San Mateo-Foster City SD
Julie Costantino – Millbrae SD
www.smcoe.org
Objectives
How can we develop literate students ready for the complex
texts and tasks of the 21st century?
• 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
www.smcoe.org
Prospective Uses
How 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
www.smcoe.org
ELA/ELD Key Themes and Practices
www.smcoe.org
CDE
ELA/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
Reflection and Projection
How can we develop literate students ready for the complex
texts and tasks of the 21st century?
Review of common documents
How do you build community vision?
www.smcoe.org
Pre-Think
How can we develop literate students ready for the complex
texts and tasks of the 21st century?
Discussion
What is the architecture of a quality unit of instruction?
Brainstorm the parts.
www.smcoe.org
Jigsaw
How can we develop literate students ready for the complex
texts and tasks of the 21st century?
Share Responsibility
Preview your lesson sample and identify the key
structures (architecture).
www.smcoe.org
Read Closely
How 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
www.smcoe.org
Read Closely
How can we develop literate students ready for the
complex texts and tasks of the 21st century?
Multiple Lens Reading, 50/50 Reading
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
www.smcoe.org
Read Closely
How 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
1. Identify key outcomes for students
www.smcoe.org
Jotting Dots
How can we develop literate students ready for the
complex texts and tasks of the 21st century?
Student Profiles
Jot 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, 35 bullets only!
www.smcoe.org
Obstacles and Opportunities
How 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
www.smcoe.org
Jigsaw
How can we develop literate students ready for the complex
texts and tasks of the 21st century?
Share Responsibility
Revisit your lesson sample and identify the key elements
and promising practices of an effective lesson/unit!
www.smcoe.org
Re-Vision
How can we develop literate students ready for the complex
texts and tasks of the 21st century?
Discussion
What is the architecture of a quality unit of instruction?
Revise your criteria list.
www.smcoe.org
Our Process
Prepare for a critical conversation
• Choose a resource to help guide your analysis
Share 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 upon
Critical Conversation
• Clarifying questions
• Strengths, promising practices
• Suggestions or opportunities for improvement
Collaboration
• 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 detailedTeacher look for¹s
Student outcomes or objectives
Texture texts
•
•
•
•
•
•
•
•
•
•
•
•
1-2 formative assessments
Summative and rubric
Year at a glance… one page overview
WHY// Instructional Practices
(annotations// Meeting student needs//
DOK
DOK clarified within the lessons
Writing 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 practicesŠ
Teaching Considerations- inquiry
model of questioning; ELD-up it!
Teaching Channel- how to sample lessons
1-2 formative assessments
Summative and rubric
Year at a glance… one page overview
WHY// Instructional Practices
(annotations// Meeting student needs//
DOK
DOK clarified within the lessons
Writing 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 detailedTeacher look for¹s
Student outcomes or objectives
Texture texts
•
•
•
•
•
•
•
•
•
•
•
•
1-2 formative assessments
Summative and rubric
Year at a glance… one page overview
WHY// Instructional Practices
(annotations// Meeting student needs//
DOK
DOK clarified within the lessons
Writing 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 practicesŠ
Teaching Considerations- inquiry
model of questioning; ELD-up it!
Teaching Channel- how to sample lessons
1-2 formative assessments
Summative and rubric
Year at a glance… one page overview
WHY// Instructional Practices
(annotations// Meeting student needs//
DOK
DOK clarified within the lessons
Writing piece… making a claim and
supporting evidence
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
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?
1. What structures and processes should you support to allow
for collaborative conversations around lesson design and
refinement?
www.smcoe.org
Next Steps?
www.smcoe.org
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
www.smcoe.org
Next CII – October 10, 2014
Focus on:
English Learners
and the
ELA/ELD Framework
www.smcoe.org