Thank you so much for today. I have a greater understanding of assessments and how I can implement them in my classroom to help my students and to help my own teaching.
You have been a breath of fresh air on this committee. I appreciate how you have brought your patience and perspective of teaching to this lead team. Also, your commitment to your students and understanding of NGSS, makes you a strong lead on this committee. Thank you!
Being a common core lead has provided me with a better understanding of performance tasks and ELD Standards. It has provided me with the knowledge and skills to implement stronger teaching and learning skills in my classroom. Therefore providing a better education for my students. It has also assisted me with the skills to help and coach other teachers with their own performance tasks and using the new ELD Standards in their own classes. It has been a rewarding class and I continue to learn new things every session of this course.
You have been a strong presents at this these lead meetings. You have a unique perspective regarding visual rhetoric that would make Tufte proud. I appreciate your willingness to work with all content areas and to see where your area of emphasis can be strengthened by other fields, while simultaneously, contributing valuable input to your colleagues to better their practice. Thank you for your hard work and professionalism.
On 2/9/16 SVUSD CCSS Cohort 1 & 2 Leads spent a rigorous day sharing with ELD assessment strategies we are using in our classrooms and discussing the current ELA/ELD assessment framework. ELD assessments are challenging and the format of our meeting allowed us to become more comfortable with the difficult task of identifying an EL's level of language acquisition and delivering appropriate context embedded assessments. Additionally, teams deconstructed and discussed all of the assessment standards in Ch. 8 of the CA ELA/ELD Framework and planned a 3 hour professional development seminar that Cohorts 1&2 will lead in small groups at SVHS on Feb. 12, 2016.
I am thrilled that you saw the Chapter 8 day of ELD articulation as valuable. I recognized how hard you worked in your groups to socially negotiate text and make meaning of the new assessment requirements. I could see that while you were concentrating on the new information, you were envisioning your students and how to better prepare your lessons to meet their needs. I know that you have already adapted your rubrics and are looking forward to more alignment for NGSS. Thank you!
I have spent a great deal of time working through this process as a Common Core Teacher Lead. Over that time, I have gained a great understand of Literacy and how to teach it to my students. Throughout this year and specifically on 2/9, I have learned about ELD and the changes that have been made recently. I have spent time engaging with the ELD standards and framework. My role as teacher lead gives me an opportunity to dive deeper into this documents. I then get the chance to turn around and impart my new knowledge to other educators as well as put these findings into practice with my own students. It has been a great model for professional learning and development.
I am glad to see that you have seen the value as a CC lead. Your kinesiology degree and lens has been a keen insight into our lead committee. You have taken the valuable literacy standards of CC and strategically applied them to your discipline. The ELD standards made immediate sense to you last fall when we first explored their role into our content areas. The population you teach only can benefit more when adapting your content further with the new ELD lens. You saw the the ongoing thread of literacy in the four domains of learns apply to to your PE curriculum as a constant moving stand of acquiring language ( when we were at "The Ranch'), instantly. From there you have been able to practice these deliberate ELD literacy practices in PE and share them with your colleagues. These are all of your kids, and I agree it is a great model for leads to share their new findings with peers. Thank you.
Using this time to review the ELD standards on assessments was a great help when it came to leading our on site professional development. It gave me an opportunity to review and absorb different perspectives and gain insight from fellow professionals. Spending this time with the large group allows us to hear from many different voices from all of the content areas and brings in perspective that we don't always receive.
Glad to see the the 2/9 lead collaboration on the chapter 8 ELD framework helped you to prepare for the site wide PD day. Which perspectives specifically helped you gain better knowledge of ELD assessment? You teach AVID and your history classes have several EL students that will only benefit from these literacy standards. Which ideas from chapter 8/ELD assessment, are the most beneficial to you and your practice and why?
Thanks for being a lead!
Our meeting was a great chance to explore the new ELD standards. When were first given these a couple months ago I was overwhelmed. As we continue to work through them and have opportunities to discuss techniques with colleagues I'm gaining a better understanding of how I can work these standards into my curriculum.
The second part of our meeting was another chance to discuss with colleagues the changes to our content standards. I'm genuinely excited to conduct the PD on 2/29 with these individuals, it's going to be a great chance for collaboration and building cohesiveness between the high school sciences and middle school sciences.
Being a common core lead has been a valuable experience for me, I enjoy the chance for collaboration among my peers and look forward to each and every meeting!
I am glad to see that you persevered with these standards. You did not appear to be overwhelmed with them last fall. It was only obvious that you had a curiosity of how they would work with your science curriculum.
I am glad to see that your hard work and planning paid off with the NGSS workshop that you successfully taught with your fellow leads last week. What a strong model you NGSS teachers have provided. This will be more work, as you know, in the next 18 months of the NGSS roll out. How can we be mindful of dovetailing the NGSS standards and the ELD standards? That is at least an all day work shop. Thanks for your feedback. Nancy
A group of benevolent super leads, the heroes of this tale, set out on a quest to find the true meaning of Chapter Eight of the ELD Framework (part of the holy grail of educational texts today). This laborious task was met without resistance (because it would be futile). In fact, these leads took the challenge as an opportunity to make their way through the labyrinth and face the minotaur straight on. "What do the labyrinth and the minotaur symbolize in this story" you may ask? The labyrinth -- the framework; the minotaur -- the teachers who the super leads would have to convince that this task and knowledge would be imperative to their practice as educators of students whose tongues first utterances were not of the Queen's English. To help mitigate this herculean task, Professor Case-Rico -- who is as fair and wise as Athena herself -- broke the heroes off into groups to cogitate over Chapter Eight, which was focused on assessment of ELs. Each group, with highlighters and pencils in hand (just two of the weapons in their arsenal) made their way through the labyrinth with only small beads of sweat permeating their temples. Before the task was done, each group reported their treasures to the goddesslike mentor, Professor Case-Rico, who used her magical astrolabe to project the findings so that all the super leads could see and learn from their cohort. With only minutes to spare, the professor prepared the leads for the minotaur. “Create a lesson plan that you will use to temper the wild beast and to show him/her the way so that all of the ELs across the land will reap the benefit,” she proclaimed. The gauntlet had been thrown and the super leads were prepared to live up to the adjective in their titles with humility. If they could do it so could the misnomered minotaurs.
When it came time to battle, because the leads had been prepared so well, the minotaur may have entered the ring but left with his/her head held high with a super lead by his/her side. The teachers, whose titles no longer mattered, left as equals ready to serve the EL population a bit better than the day before. The quest was a success and the labyrinth had been solved.
WOW! How do I begin to interact with such a soliloquy? I can assess from above however, that you found the 2/9/16 all day ELD meeting to be interactive, educational, and well, fun! I appreciate how you were a lead of your expert group and you found the dialogue to be meaningful and challenging. I appreciate that you saw this ELD roll out as a battle that can be won. I agree, with this smart group sharing the responsibility of the literacy, I do believe the integrated ELD can be"conquered" in our classes. This is just the beginning and we will need to continue the discussions around adapting our new CC and SBAC aligned work to support our language learners. Thank you and I Iook forward to you next post. I will try and keep up! Nancy
I'm hesitant, to say the least, to post a comment that follows Veronica's great tale, but here it goes... As Felicia said in her post, the ELD standards are overwhelming! As a teacher on leave, I feel like I have dropped out of the loop with respect to these standards and that I will have a great task ahead of me when I begin the 2016/2017 school year. However, as I have gone through the chapter regarding assessment, I have recognized that much of what is presented as appropriate assessment are the strategies and we have all used in our classrooms for the past few years. This recognition has definitely made me feel a bit more at ease. I know that my 11th grade English and History colleagues are grading benchmarks on Monday (an assessment that is focused on in chapter 8) and I'm curious to see what the assessment looked like and how their students fared. While I know that this fantastic group of Common Core Leads and Nancy will whip me into shape in no time next year, it would be an understatement to simply say that I am overwhelmed. I hope as this year progresses and turns into summer, I am able to catch up on some of the work and research you have all completed so that I am ready to go next fall. While I am comfortable with the information regarding assessment, the ELD standards are definitely a great place to start!
You have been missed! I am glad that you jumped back into our dialogue and began deconstructing the ELD standards and framework. I think that you will be able to "Run along side the train" just fine next fall. And of course, the leads will help you keep up with our new findings. I think if you could focus on the short, medium, and long assessment of the ELD framework, along with the section on formative assessment in chapter 8, you will be fine. Also, we will be looking at adapting our PT's to the new ELD standards, pointedly, how do we slow it down and create more "Short assessments" via built in constructive verbiage?
So glad to have you back!
2/9 was an interesting day. I found it be effective for the groups of teacher to examine Chapter 8 of the ELD Standards. I think that our group was a little small, I believe that the staff would have had more detailed infographics if their groups were a little larger. All & all I think they staff was able to leave with additional and valuable insight on the new ELD State Standards. I think that starting with the piece about what individuals are already doing was a strong beginning to captivate the staffs' engagement to the activity.
Aaron,thanks for your post. I thought the one page infographic idea was a great way to illustrate the group's discoveries of the ELD chapter eight findings. I am glad that day started with what your colleagues were already doing well- that was a good starting point. Hopefully the work you had them do, only furthered their understandings of how to better assess their EL's. Thank you, Nancy
This day was a powerful day to review and coach peers about their performance tasks. Going over Common Rubrics, Vocabulary and sharing with colleagues about effective tools for instruction and examples of what we were each doing in our own classrooms. As a group we found ways to collaborate to keep our classes aligned with common strategies, vocabulary, rubrics and resources for the students. It helped to evolve effective expectations for the articulation amongst the Visual and Performing Arts. It also became a day of learning to exercise extreme patience when working with some of my peers, who were having a difficult time understanding standards and performance tasks. I found that the best way to deal with their frustration is to reiterate that they are not starting from scratch that they are fitting in the lessons that they already doing into the common core mold and identifying which standards that they are already using.
The best part of the day was collaborating with my peers to create a way to create Cultural Exemplar lessons that were student driven with interactive posters and blogging to give the students that don’t have a voice in class a voice online. Another powerful part of the day was observing some of my colleagues’ written performance tasks and coming to the conclusion as a group that there were some adjustments that we needed to make to the performance task checklist for our departments.
How very powerful that the leads found: Common rubrics, vocabulary and review of PT's to be exactly what electives needed to focus on re: common core. I appreciate that you repeated that they need to refocus their lessons around what they are already doing well with in regards to their content AND how to adapt their content to CC. Recall, the demands that your colleagues have control of their content and know the learning levels of their kids. When this happens first, the pedagogy and CC literacy/ ELD adaptations can happen. Having them look at the exemplar PT's from the leads was a very safe place to take your fellow teachers. I was in the back of the room when you were finishing your presentation of your PT and a teacher asked you how long that took you to teach. You responded:" 2-3 weeks... all my units take 2-3 weeks, I just put into a PT format and taught my content through this method." I think some teachers really appreciated that clarification- we are not changing the what- but aligning the how to PT's/SBAC support.
Thank you, Nancy
Today I ran PD for Physical Education and Foreign Language with Erica Chapin. The morning was spent in small group collaboration. The afternoon was spent peer editing performance tasks and then debriefing some ideas that came from our collaboration. During the morning session, it seemed like all of the small groups made some progress toward common rubrics. My group of middle school Phys Ed teachers worked on revising a common rubric we already used. We then began to discuss common vocab.
The afternoon session was more of a struggle. Only four of the twelve teachers in the room have administered a performance task. Three of those teachers had given multiple performance tasks. For those inexperienced teachers, a lot of knowledge was gained through looking at the peer evaluation sheet. During our debrief as a large group that included VPACT, a few example performance tasks were shown. Then we had a length discussion about technical subject performance tasks and the difference between the PTs we are administering with students verse the core subjects. It was clear that through this discussion PTs started to click with teachers. We discussed changing the peer evaluation to better fit the PTs being given in the technical subjects. We also had a brief talk about it being necessary for us to support the core subjects not change our curriculum for the core subject. I think everyone left having completed some good work for the day.
That was a good way to divide that day with specific tasks to improve their practice in the morning and then to transition into PT review in the afternoon. Assessing PT's is not easy, especially when you perhaps have struggled to teach and to write them. In your group, you mentioned 4 of the 12 had given PT's. Yes, and the leads have designed and given multiple PT's! Awesome. How can we support these teachers as a follow up to this very successful PD day and see those 8 align their curriculum to PT's? Does that involve you and Erica working with these teachers on an individual basis? Do I follow up with them on their prep? How could you and Erica reach out to support these teachers to adapt their content to CC/ELD standards? Thanks, Nancy
Learning more about the ELD standards and framework was enlightening. Focusing on Chapter 8 of the framework was very helpful. I had the chance to learn more about short, medium, and long cycle assessments, and how to better implement them in my classroom for not just English Learners, but all of my students. The practices we learn in these sessions may focus on ELD students, but they are beneficial to all teaching populations.
Thanks Michelle for being and expert lead in your group for this ELD training. Great insight to the ELD standards and framework applying to all of your students. Especially when it comes to assessment. I agree this is good teaching for all kids. What part of 2/9 was the most effective for you? The group discussion? Actually deconstructing your part of the chapter? Let me know-thanks-Nancy
This was the day I spent with my fellow science teachers, learning more about the Next Generation Science Standards (NGSS) and how it fits into our Common Core classroom. I taught a demo lesson that compared the standard approach to teaching science with the new way that NGSS is asking us to teach. After the demo lesson, we looked at the three dimensions of the standards and identified which ones the teachers saw in the lesson. Then we had a discussion about differences between the "old" and "new" ways of teaching. Most teachers were into the discussion and seemed excited about approaching science in a different way. There were a couple teachers though that either didn't take the discussion seriously, or defended the "old" way of teaching, which made me think they missed the point of what the demo lesson was for. My hope is that throughout the day, these teachers were better able to understand NGSS through the activities and discussion had with their peers and teacher leaders.
On February 12th, the superleads were tasked with facilitating the ELD Chapter 8 Framework in small groups. Two-by-two, the leads took their small group, and started a new quest.
First, leads asked pairs of teachers to talk to one another about how they scaffold for ELs. Then the leads asked them to talk to one another about how they differentiate instruction for ELs. While the teachers conversed freely and easily about scaffolding, it was obvious that the question about assessment was something they hadn't given much thought to. To be fair, it is a heavy question and depending on your definition of assessment, you will come up with a very different response. It was clear that are task for the day was to define what assessment is, when and how often to do it, and why it was so important for the ELs in our classroom.
We jigsawed chapter eight up, giving each pair ten pages to be responsible for, and told them they were responsible for creating a one-pager. We then explained the one-pager and handed out the directions for it. Quite a few of them had never heard of the strategy or had never used it in their class. After the teachers were done, each pair was responsible for presenting their one-pager and teaching the rest of the group about their section. This was not only a successful way to get teachers fully engaged with the topic, but it was also a great way to teach a new strategy. Many of the teachers talked about how they would try it out in their classes and most of them were Math teachers in our group.
After the presentations, we had a really good debrief where we talked about how we assess our ELs and the different methods of doing so in our content areas. It was a fruitful conversation, and I truly think that everyone got quite a bit out of it. Many thanked us on the way out and said "I didn't think I needed to her here today because I teach Math, and I was totally wrong." I think this day in particular really made it clear that all of us have something to learn about how to better support and assess our students -- especially our students who are still in the process of becoming fluent in English.
yes- your groups was pretty powerful! You won over Drue ! That was amazing. Thank you for an informational morning and I was impressed how you and Janet kept the teachers moving at a swift pace. At the end of the morning with lunch approaching, you did a great quick assessment of each teacher/admin. in the room. You asked them to talk about what they will take back with them re: ELD and assessment. That must have been a very rewarding feeling as a facilitator/presenter; to receive such meaningful comments and listen to teachers take away instantly new ways to integrate ELD into the classroom. The math perspective was also great. How did you reach all of the different disciplines in your group? Impressive. I also appreciate how you took notes of what each teacher said. It would be great to collect those comments as well.Perhaps we should have that as an added component to our collaboration days?
Thanks for your hard work,
Thanks for a great NGSS day. Wait until you see the survey results from your colleagues!!
Your demo lesson is commented on several times as being very clarifying and effective. I think that this is avery exciting and powerful time to be a science teacher. Your discipline has more funding then ever ( NGSS wise) and you all are being given the support to really implement this new framework correctly. I think that 2/29 was a very important day for science teachers in this district and even if it may have appeared that some were unsure about the logistics or order of NGSS, be patient. Change in a program/teaching, when done correctly, takes 5 years. What year would you say that group on 2/29 "was on" as we speak? These discussions are perfect. Even the difficult ones.
See you Wednesday! Thank you, Nancy
At the CCSS Lead Committee Meeting on February 9, we did a Socratic Inquiry on Erica Chapin's Living Skills class that we observed on January 22. We listened to Michelle Waters, Andy Gibson and Alison Manchester describe their most recent PT's. We discussed the methods of assessment we currently use in our classes. After lunch we worked in small groups, read and annotated Chapter 8 (Assessment) of the ELA/ELD Framework, and discussed the reading as a group using the Jigsaw teaching strategy.
It was a new experience for me to articulate my observations about a colleague’s teaching practice. It made me analyze the structure of a lesson and realize how many teaching strategies we use in every class. I got to listen to what other teachers observed and their suggestions for improvement, which I found constructive, informative and generous.
Listening to Andy, Michelle and Alison describe their PT’s was very insightful. I learned a lot about the different types of sources that were used and it opened my mind to the variety of texts that are available. Michelle’s PT on superheroes was a shockingly clever hook to tap into students’ prior knowledge.
I was pretty sure that the way I assessed my students was fair and accurate. However, during our discussion I discovered that for some students I assess them based on their effort and for others I assess based on their ability. This created a lively banter in our group! By the end of the session, I was questioning my assessment policy.
Chapter 8 of the ELA/ELD Framework had the information I needed. It was very helpful to have the time to read the information and then discuss what we read in the chapter with the teachers. I immediately understood the short, medium and long types of assessments after Pedro Merino explained them to us. I started the short-term assessment practice the next day in class and was immediately able to adjust my instruction, especially for the EL students. Medium cycle assessments help me assess when the students are ready to continue or if we need to re-teach, and long-term assessments will assess if I am doing a good job!
At the end of the meeting, I listened to, discussed with and learned from expert teachers. I have never had a chance to discuss teaching at this level and for this amount of time. This meeting was exceptional. The experience I am gaining by being on this committee is invaluable and I am thrilled to be a Common Core lead.
Thank you for your comprehensive response. Thank you for making the time to observe Erica and make constructive comments about her teaching. I am glad you found the debrief valuable. The chapter 8 commentary is very helpful to me as a facilitator of the group and I am pleased that their were difficult and lively discussions about how we teach/assess EL's. I think that these blunt conversations help us as educators grow in our teaching practice. Also, for you to see the connection between what we are already doing and what is expected of us according to the ELD framework is a perfect deduction. We have to first see where we are and then make deliberate efforts to modify our practice in accordance to the new standards.
You spend a lot of time reflecting on your practice and I appreciate how much time you spend on each lesson and with each one of your students.
On March 3rd, I helped lead a collaboration day at my site. We broke the staff into 4 focus groups: Google Classroom, iMovie, Literacy apps, and Math apps. We allowed teachers to select the group they wanted to be in. Most teachers took full advantage of this collab time. They had time to explore, and then create a lesson that they shared into our staff Google Classroom page. 3 out of the 4 groups were working the entire time, and they were the groups that got the most out of the time. The 4th group was the largest, and also the most off task. But we can only offer the time and resources, and it's up the the teachers to take advantage of it. Overall, I felt the day was a success, and the lessons people came up with will help all students in their classes.
Yes, I saw your group in the corner of the library working on Science Aps. I believe. The idea of placing teachers in tech. training groups was a good idea. Do you think we should revisit Edutopia by content groups? I think an ongoing dialogue with other teachers in middle schools with similar demographics as Altimira would help. What are your thoughts?
Thanks for organizing and your fellow leads made sure that you have role on the 4/7/16 collaboration day. Very generous of them I know.
Travel safe from Tennessee and bring back NGSS magic info. Thank you for your feedback!
On February 12th, I collaborated with the other teacher leads at my site giving professional development time to ELD and Assessment. We broke out into smaller groups and discussed specific types of assessment. We then shared our findings to the whole group. We finished the PD by looking at "A Tool for Scaffolding" for ELD students.
The group I led had great conversations around ELD and assessment. We looked specifically at teacher observation. Our section led to a discussion about many of our native English speakers not using the ideas on the teacher observation form. We discussed the time aspect of these observations, especially at our site with the high number of English Learners at our school and in our classes.
Although this PD was difficult and cumbersome, it seemed like the teachers learned a lot from the conversations and share outs. These standards and assessments are vital to the learning of our students at Altimira. The more our teachers understand and use the ELD standards, the better prepared our students will be for testing, the high school, college, and life.
Thanks for back tracking and responding to this day. It appeared to be going well when I was there in the morning. The idea of supporting ELD is not a "tough sell" at your site. Nice work making difficult and new ELD standards applicable to your teachers and kids.
Did you think the half day was enough time for the ELD work? I know you imovie work in the afternoon was also a hit with your staff. How can we start making all of this work complement each other? We should be looking a creating an imovie or nearpod with these ELD concepts already adapted into the lessons? How can we continue to practice tech/media as part of the literacy piece- like reading/writing/speaking/listening? So many questions. Thank you for your response and hard work.
I was unable to attend this meeting in person. However, my group and I collaborated through gmail, drive document collaboration, and text messaging. We completed and revised our agenda for the 2/29 professional development day we led. We discussed how to focus our group on common rubrics, common vocab, and implementing graphic organizers. We created a plan to look at and develop performance tasks with the goal of review and revision. As a wrap up at the end of the day we will be sharing out performance task ideas.
The creation of GAFE has changed the way teachers can interact with each other. Thanks to our district being a GAFE district, I was able to participate in the meeting even though I could not be in the room with everyone else. It was great to get to add input and telecommute to this class.
I hope the creation of the HyperDoc Template will increase student production on Performance Task type assignments. When combined with Google Classroom, this document should be an easy way for students to practice using reading and writing skills online. Although the format of the document does not match SBAC testing, there is not a cheap/easy way to mimic the SBAC testing interface. With the use of a scanner, even teachers who have paper PTs should be able to easily change to this format which will allow their students to practice testing on the computer. Since the PT I have created is for next school year ('16-'17), I will not have any real life experience with the HyperDoc I have created until next year. Hopefully, I will stilled be enthused when I do give it to students.
Nancy Case Rico