CII Council for Instructional Improvement

1. CIICouncil for Instructional Improvement San Mateo County Office of Education Friday, September 12, 2014

2. Agenda

3. Supporting Readers/Writers Workshop

4. Lucy Calkins for Administrators • Superintendents • Associate/Assistant Superintendents • Principals October 27, 2014 9:00 to 3:00 San Mateo County Office of Education

5. Curriculum Support • 2 Day Writing Workshop Training • Units of Study • Facilitation grade level meetings • Coaching support

6. 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

7. 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

8. Examining Student Writing

9. Examining Student Work Sample

10. Examining Student Work Using the Learning Progression Tool • Read the student work sample • 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?

11. What Did You Notice?

12. 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

13. Expository Reading & Writing CourseERWC

14. Are San Mateo County Students Ready for College?

15. EAP Data & San Mateo County http://www.calstate.edu/eap/

16. 7 Key Principles of ERWC The integration of interactive reading and writing processes A rhetorical approach that fosters critical thinking and engagement through relentless focus on the text Materials and themes that engage student interest Classroom activities designed to model and foster successful practices of fluent readers and writers Research-based methodologies with a consistent relationship between theory and practice Built-in flexibility to allow teachers to respond to varied students’ needs and instructional contexts Alignment with California’s CCSS for ELA and Literacy

17. 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

18. Balanced Literacy & ERWC

19. 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

20. Reading Against the Grain: An ERWC Activity What techniques is this author using to persuade the reader?

21. 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." 

22. Rhetorical Reading in Action Ethos Pathos Logos

23. Rhetorical Reading in Action Get into groups of 2 or 3. Continue reading paragraphs 4-7 in small groups to determine ethos, pathos, or logos for each paragraph Individually, continue reading paragraphs 8 - 11 and determine ethos, pathos, or logos for each paragraph

24. 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

25. Rhetorical Reading in Action In what ways does this type of activity positively support balanced literacy?

26. Achievement in Motion: Closing the Gap Mefula Fairley Administrator, Educational Support Services

27. 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

28. BREAK

29. Using the CCSS to Improve Student Outcomes Curriculum Design Process Tracy Wilson – SMCOE CreggRamich – 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

30. Objectives How can we develop literate students ready for the complex texts and tasks of the 21stcentury? • 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

31. Prospective Uses How can we develop literate students ready for the complex texts and tasks of the 21stcentury?

32. ELA/ELD Key Themes and Practices

33. 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 CDE ELA/ELD Cross-cutting Practices

34. Reflection and Projection How can we develop literate students ready for the complex texts and tasks of the 21stcentury? Review of common documents How do you build community vision?

35. Pre-Think How can we develop literate students ready for the complex texts and tasks of the 21stcentury? Discussion What is the architecture of a quality unit of instruction? Brainstorm the parts.

36. Jigsaw How can we develop literate students ready for the complex texts and tasks of the 21stcentury? Share Responsibility Preview your lesson sample and identify the key structures (architecture).

37. Read Closely How can we develop literate students ready for the complex texts and tasks of the 21stcentury? 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

38. Read Closely How can we develop literate students ready for the complex texts and tasks of the 21stcentury? 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

39. Read Closely How can we develop literate students ready for the complex texts and tasks of the 21stcentury? Getting Started… Select a key document to help you analyze the strengths in this unit/lesson Identify promising teacher practices Identify key outcomes for students

40. Jotting Dots How can we develop literate students ready for the complex texts and tasks of the 21stcentury? Student Profiles Jot Dots Discuss a student profile that you think slips through the cracks a bit A student who could benefit from stronger models of differentiation Jot Dots: Describe that student on a card, 3-5 bullets only!

41. Obstacles and Opportunities How can we develop literate students ready for the complex texts and tasks of the 21stcentury? Student Profiles Pass the Profile! Adopt a Student! Revisit the lesson and look for indicators of differentiation that might meet your students needs Modify/magnify/sweep/keep practices

42. Jigsaw How can we develop literate students ready for the complex texts and tasks of the 21stcentury? Share Responsibility Revisit your lesson sample and identify the key elements and promising practices of an effective lesson/unit!

43. Re-Vision How can we develop literate students ready for the complex texts and tasks of the 21stcentury? Discussion What is the architecture of a quality unit of instruction? Revise your criteria list.

44. 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

45. Our Progression

46. Our Progression Elevated our expectations and goals over time!

47. How We Got Started

48. Think Through… What should we think about when guiding our schools and teachers to design or adopt units of instruction? How are you supporting a common vision and what resources or practices are common among your schools/teachers? What structures and processes should you support to allow for collaborative conversations around lesson design and refinement?

49. Next Steps?

50. 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