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“ Teachers: Classroom Change Agents”

“ Teachers: Classroom Change Agents”. ELA/Literacy Summer Academy 2014 Georgia Department of Education Carolyn Waters, ELA Program Manager Laura Hooven, ELA Program Specialist Stephanie Sanders, ELA Program Specialist. Essential Question.

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“ Teachers: Classroom Change Agents”

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  1. “Teachers: Classroom Change Agents” ELA/Literacy Summer Academy 2014 Georgia Department of Education Carolyn Waters, ELA Program Manager Laura Hooven, ELA Program Specialist Stephanie Sanders, ELA Program Specialist

  2. Essential Question • What can I do to change my instructional practice in order to impact student achievement?

  3. Learning Targets • By the end of this session, participants will • understand the change in classroom expectations. • share their thoughts and ideas for how to change instructional practice. • provide suggestions to address the obstacles to change. • gain an appreciation for why a change in classroom practice is needed.

  4. Agenda • Carousel Brainstorming • Classroom “Great Expectations” • Written Conversations • Assessment “Futures” • Assessment Resources • Padlet / Parking Lot • Sticky Business • Gallery Walk

  5. Carousel Brainstorming • Working in groups of four, visit the different stations and record your reactions to the prompts/questions on the chart paper. • Read and discuss what previous groups have written, as well as add your own ideas to the mix. • You will have one minute at each station to record your reactions. When you reach the last chart, add your ideas. Once you have completed the rotation, return to your seats. • Extension of Carousel Brainstorming = Gallery Walk – participants can revisit the charts in a gallery walk so that they have the chance to read the comments that were recorded in response to their own.

  6. Carousel Brainstorming • List three things you see in your dream classroom. 2. When is the best time to change? *3. If you knew you could not fail, what is the one thing would you change about your classroom (instruction)? 4. Career - Where are you and what are you doing in your dreams?

  7. The Future is so bright… “…I gotta wear shades!”

  8. Classroom Expectations to Cultivate Eliminate These Practices Cultivate These Practices Jeff Anderson’s Model Sentences Grammar in Context Daily Writing Teacher Models Develop Reading Stamina Test “Cold Passages” DOK 2-4 in each Unit Test Facilitate/Gradual Release • DOL (Dumb or Lucky!) or DGP (Dull Grinding Practice) • Grammar out of Context • Occasional Writing • Teacher Assigns • Short Reads on Tests • Test What You Taught • DOK 1 Level Questions • “Stand and Deliver”

  9. Food for Thought… “I have advice for people who want to write. I don't care whether they're 5 or 500. There are three things that are important: First, if you want to write, you need to keep an honest, unpublishable journal that nobody reads, nobody but you. Where you just put down what you think about life, what you think about things, what you think is fair and what you think is unfair. And second, you need to read. You can't be a writer if you're not a reader. It's the great writers who teach us how to write. The third thing is to write. Just write a little bit every day. Even if it's for only half an hour — write, write, write.” ― Madeleine L'Engle

  10. ExpectationsAn Exercise in Discovery Through Written Discussion Written Conversations: Smokey Daniels Directions • Access your index card sticky note. Form a circle of 3 to 4 partners. • Be sure to use all the time for writing. We will tell you when to stop and pass your paper. • Do not talk, even when passing notes. • Prompt: Re-read the quote by Madeleine L’Engle. Engage in a written conversation discussing how these three things could impact our classrooms. 5. Write for two minutes: Write your thoughts, reactions, feelings about the topic. • When time is called, pass your paper to the next person in the circle. • Now read the entry on the page, and just beneath it, answer in one minute. • Tell your reaction, make a comment, ask questions, share a connection, agree or disagree. • Use all the time for writing. • Repeat steps 7 – 9. • Now pass one last time, so that you get back your own paper. • Now read the conversation you started. Take an opportunity to share thoughts within group. Timer

  11. Food for Thought… “I have advice for people who want to write. I don't care whether they're 5 or 500. There are three things that are important: First, if you want to write, you need to keep an honest, unpublishable journal that nobody reads, nobody but you. Where you just put down what you think about life, what you think about things, what you think is fair and what you think is unfair. And second, you need to read. You can't be a writer if you're not a reader. It's the great writers who teach us how to write. The third thing is to write. Just write a little bit every day. Even if it's for only half an hour — write, write, write.” ― Madeleine L'Engle

  12. A New Assessment System Comprehensive • single program, not series of tests (e.g., CRCT; EOCT; WA) Coherent • consistent expectations and rigor to position Georgia students to compete with peers nationally and internationally • consistent signal about student preparedness for the next level, be it the next grade, course, or college/career • consistent signal about student achievement both within system (across grades and courses) and with external measures (NAEP; PSAT; SAT; ACT) Consolidate • combine reading, language arts, and writing into a single measure to align to the standards Melissa Fincher

  13. Georgia Milestones • Grades 3-8 • End of Grade (EOG) in language arts, mathematics, science, social studies • High School • End of Course (EOC) in 9th Grade Literature & Composition, American Literature & Comprehension, Coordinate Algebra, Analytic Geometry, Physical Science, Biology, US History, and Economics

  14. Coherency – Consistency Achievement of Georgia Students in Reading 2013 • NAEP – Grade 8: 32% at/above proficient • CRCT – Grade 8: 97% met/exceeded • 9th Grade Literature EOCT: 86% met/exceeded • American Literature EOCT: 91% met/exceeded • SAT – Class of 2013: 43% college ready benchmark* • ACT – Class of 2013: 43% college ready benchmark** 2012 • PSAT – sophomores: 40% on track to be CCR • Melissa Fincher *SAT data represent 71% of Class of 2013 **ACT data represent 51% of Class of 2013

  15. Link for Example Visit the link below to see an example of a test question. Click on 10th grade. Florida Department of Education: FCAT 2.0 Sample Questions and Answer Key Books http://fcat.fldoe.org/fcat2/fcatitem.asp

  16. Suggested Assessment Resources NAEP: Writing Framework for 2011 http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/writing-2011.pdf PARCC: Sample Items for ELA/Literacy https://www.parcconline.org/samples/ELA Smarter Balance: Sample Items and Performance Tasks http://www.smarterbalanced.org/sample-items-and-performance-tasks/ Florida Department of Education: FCAT 2.0 Sample Questions and Answer Key Books http://fcat.fldoe.org/fcat2/fcatitem.asp Georgia Department of Education: Formative Item Bank in OAS http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/OAS-Resources.aspx Kentucky Department of Education: Sample Test Items http://education.ky.gov/AA/items/Pages/default.aspx

  17. Suggested Assessment Resources New York Department of Education • 3rd grade:  Multiple Choice, Short Response, Extended Response Samples (Literature and Info text Cold Reads) http://www.edinformatics.com/testing/new_york_state/ela-grade-3.pdf • 7th grade: Multiple Choice, Short Response, Extended Response Samples (Literature, Info Text, & Paired Passages Cold Reads) http://www.edinformatics.com/testing/new_york_state/ela-grade-7.pdf • 8th grade: Multiple Choice, Short Response, Extended Response Samples (Literature, Info Text, & Paired Passages Cold Reads) http://www.edinformatics.com/testing/new_york_state/ela-grade-8.pdf

  18. Suggested Assessment Resources SBAC: Practice Test Scoring Guides for different grade levels 5th grade • http://sbac.portal.airast.org/wp-content/uploads/2013/08/Grade5ELA.pdf 8th grade • http://sbac.portal.airast.org/wp-content/uploads/2013/08/Grade8ELA.pdf 11th grade • http://sbac.portal.airast.org/wp-content/uploads/2013/08/Grade11ELA.pdf SuggestedAssessment Resources are available on the Summer Academy Wikispacehttp://2014elasummerinstitute.wikispaces.com/

  19. Parking Lot • Using Padlet, post your questions/comments on the parking lot. • http://padlet.com/ELALiteracy/SummerAcademy

  20. “Sticky Business” List one obstacle that hinders you from changing your instructional practice? What do ELA teachers need most in order to meet and master the change ahead?

  21. Gallery Walk • Working in groups of four or five, write your group’s response to the “Sticky Business.” • Take a stroll around the room to look at what other groups have posted. • Using post-its, leave behind written comments as you go.

  22. Are You Ready for Change?

  23. Contact Us Carolyn Waters, ELA Program Manager cwaters@doe.k12.ga.us 404.463.1933 Laura Hooven, ELA Program Specialist lhooven@doe.k12.ga.us 404.656.0675 Stephanie Sanders, ELA Program Specialist ssanders@doe.k12.ga.us 404.657.9811

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