Welcome! Welcome! MarchMarch 201 20133 ELA Network ELA Network

www.kvecelatln.weebly.com

Your Facilitators for Today

Carole Mullins KDE/KVEC English/LA Content Specialist Mary McCloud KVEC Literacy Consultant

Linda Holbrook KDE Literacy Consultant

Jennifer Carroll Intervention Specialist, Wolfe County Schools

Stacy Noah KDE, Effectiveness Coach

Revisiting Group Norms:1.Be present and be engaged in the work2.We are all equal partners in this work3.Complete assignments before coming to next

meeting4.Use the law of “Two Feet”5.Be courteous, respectful and positive 6.Keep side conversations to a minimum7.Phones on Silent and No Text Messaging!

Through-out the Day, Through-out the Day, please complete the:please complete the:

Evaluation Evaluation Plan/Do/ReviewPlan/Do/Review• Gather evidence

about what you are learning today.

Plan how you could share what you learned today: in your schoolin your district

2012-13 Teacher Leader Network

TargetI can use careful planning to improve instruction in order

to become an effective teacher and leader.

Small Group SessionsSmall Group Sessions

12:15 – 1:00 p.m. 12:15 – 1:00 p.m.

Plan-Do-ReviewPlan-Do-Review

Take a moment and add notes to your P-D-RGuiding Questions

1. What information will you share?

2. How will you share the information?

3. What concerns do you still have?

• Each teacher will be given 3 minutes to share. Make notes.

• Choose 1 “Best Strategy” from your table to share with the whole group.

2:20-2:30 p.m.2:20-2:30 p.m.

Please sit in district level

Please sit in district level

teams after the break!

teams after the break!

By Eleanor Dougherty

Assignments Matter:Assignments Matter:Making the Connections That Help Making the Connections That Help

Students Meet StandardsStudents Meet Standards

ISBN: 978-1-4177-1440-1

This book explains the critical differences between “assignments,” “activities,” and “assessments” and thoroughly describes the key elements of an assignment: prompts, rubrics, products and instructional plans. (LDC is referenced throughout the book)

Overarching Questions Addressed by

Assignments Matter• What exactly is an

"assignment" and why does it matter? How can educators ensure that their teaching meets the rigorous demands of the Common Core State Standards, so that all students are well prepared for college or careers?

Readers will learn how to:• Follow a seven-step process for

crafting effective assignments;• Link assignments into units and

courses;• Devise "Anchor" assignments for

collaboration and consistency across grades;

• Tap into instructional "touchstones" that can enrich any assignment;

• Create classroom and school environments that support assignment-making; and

• Use assignments as a source of data about teaching and learning.

Sound familiar??Dougherty’s 7 Steps to Create an

Assignment

1. Define standards, goals, content

2. Determine a product3. Identify demands and

qualities4. Write a prompt5. Write a rubric6. Do the assignment7. Develop an

instructional plan

Preview

• Read Page 7• Do you agree with

Mitchell”s statement that “students can do no better than the assignments they are given?”

Preview

• Read p. 9-10 ( the section titled “The Importance of Explicit Teaching”)

• How does LDC help teachers with “tasks predict performance?”

Preview

• Read p. 19 Read the first paragraph.

• Do assignments matter in your classroom? In your school?

Preview• Skim p. 22-28

“Assignment, Activity, or Assessment?”

• How do assignments, assessments, and activities differ in an instructional cycle?

• Assignment – a taught task with a prompt, product, rubric

• Activity – not scored; a strategy, event, practice

• Assessment – not taught; a test, quiz

Assignments Matter:Book Study Guide

Available on our websiteOR

www.ascd.comProfessional

Book Study

What is the implementation level of the ELA KCAS in my district?

Implementation Rubric Instructions

• Review the rubric independently.• With your district’s team, discuss each indicator (such as

“Knowledge of Standards”). Think about specific accomplishments your district has made.

• Agree on a rating for each indicator. • Circle the group’s rating decision on your individual rubric so

that all team members will have a record of your decisions.• Each district team will complete a rubric (color copy) to

submit to me TODAY.• District TL Teams that do not submit a completed rubric: Your district office contact will be contacted by a Frankfort based consultant and requested to have the team complete a rubric.

Plus / Delta +/∆Plus / Delta +/∆

The Plus/Delta Chart enables a group to examine a process or system for strengths ad opportunities for improvement.

• It provides a foundation for identifying “next steps.” • Plus/Delta is used to identify strengths (+) of a particular

process as well as opportunities for improvement. The Delta (∆∆) is the symbol of change.

Remember, Plus/Delta works best when:– Teacher and students are clear about the purpose and expected outcomes of the lesson or activity.– The focus is on improving the learning system--not on fixing people. – The deltas are acted upon, not ignored.

Create A Plus / Delta +/∆Create A Plus / Delta +/∆

INSTRUCTIONS•Note the (+) positives you have gained as a result of your participation in the ELA Network.•Note the (∆∆) changes you have witnessed in yourself, your school and/or district as a result of the ELA network.

Turn in your Evaluation and Impact Log before you leave!

Remember to…