3. We’ve gone interactive!

4. Milestone Tool

5. Milestone Tool

6. Activity 1 Walk & Talk with Eli Manning

7. Eli asks… What has been the greatest success in your school with the rollout of CCLS and why?

8. Eli asks… What has been the frustrations or difficulties in you school with the rollout of CCLS and why?

9. Eli asks… What are your plans for going forward for the rest of the year to embed CCLS in your school?

10. We’ve gone interactive!

11. SPEED STANDARDS

24. WCCR3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

26. Discussion and Description… before Analysis… before Planning.

27. Choose grade 3-5 or 6-8 Complete the data point (DP) sheet with your team discussing how the points relate to the standard. Write down what the DPs mean and what evidence you would expect to see.

28. Choose grade 3-5 or 6-8 Complete the data point (DP) sheet with your team discussing how the points relate to the standard. Write down what the DPs mean and what evidence you would expect to see.

29. Read the student writing for your grade level 5 or 8. Find the evidence. Rank the performance. Discuss your decisions with your teams. How will you use this activity back at school?

30. Read the student writing for your grade level 5 or 8. Find the evidence. Rank the performance. Discuss your decisions with your teams. How will you use this activity back at school?

31. We’ve gone interactive!

32. Characteristics of Effective Feedback

33. Wha What comments would you make to the writer of this piece of work?

34. After reading the article, how would you change or revise your comments?

35. We’ve gone interactive!

36. Looking at Student Work What words come to mind when you think of a team of teachers looking at student work together?

38. Schools are a place where independent contractors are united by a common carpark. -Doug Reeves

39. WHAT’S IT ABOUT? Looking collaboratively at student and teacher work is a process in which teachers primarily, but also administrators, parents, students, and members of the community, look a student and/or teacher work with the goal of improving student learning.

40. HOW DOES IT HELP? • Clarify problems • Identify evidence to support opinions • Share perspectives • Reflect on their practice

41. WHAT ARE THE BENEFITS? • Everyone gains a more comprehensive understanding of what students know and are able to do. • It embeds professional development in teacher’s daily practices to improve student achievement

42. WHAT ARE THE BENEFITS? • It builds a sense of community • It fosters a culture that collaboratively assesses the quality and rigor of teacher work • It develops shared, public criteria to assess student work

44. GRAB YOUR PROTOCOL SHEET AND JOIN A GROUP

46. We’ve gone interactive!

47. GO AND GET YOUR LUNCH!

48. HALF TIME

49. How do YOU teach vocabulary? Brainstorm with your colleagues for one minute. Think about how you presently address vocabulary instruction within your curriculum.

50. Research-based Practices Some vocabulary practices… Unreliable Practices • Asking students, “Does anyone know what _____ means?” • Numerous independent activities without guidance or immediate feedback • Directing students to “look it up” then use it in a sentence • Relying on context based guessing as a primary strategy • Teacher directed, explicit instruction • Provide opportunities to practice using words • Teach word meanings explicitly and systematically • Teach independent word learning strategies (i.e., contextual strategies & morphemic analysis