Leadership and Literacy Effective Guidance and Evaluation in CCGPS Implementation

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Leadership and Literacy Effective Guidance and
Evaluation in CCGPS Implementation

• English Language Arts and Literacy
• Georgia Department of Education

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Literacy as an Overarching Goal

• The power of literacy lies not only in the
  ability to read and write, but rather in an
  individuals capacity to put those skills to work
  in shaping the course of his or her own life.
• - Paulo Freire

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Literacy, Language, and LiteratureThe ELA CCGPS
in Practice

• Foundational Shifts in ELA with the CCGPS
• More complex text choices with academic
  vocabulary
• More content-rich informational text with
  academic vocabulary
• More integration of reading and writing
• Requiring text evidence for claims
• Requiring constructed response in assessment
• Meaningful annotation and discussion

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Literacy and the Common Core

• Close, attentive, critical reading that is at the
  heart of understanding and enjoying complex works
  of literature
• Wide, deep, and thoughtful engagement with
  high-quality literary and informational texts,
  building knowledge, enlarging experience, and
  broadening worldviews
• Cogent reasoning and use of evidence that is
  essential to both private deliberation and
  responsible citizenship
• 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.

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Essential Components of an Effective Literacy
Action Plan

• An effective school-wide literacy plan guides
  action on many levels, focusing multiple
  activities toward increasing students' reading,
  writing, and thinking skills. A comprehensive
  literacy action plan has action steps related to
  five key areas
• Strengthening Literacy Development Across the
  Content Areas
• Literacy Interventions for Struggling Readers and
  Writers
• School Policies, Structures, and Culture for
  Supporting Literacy
• Building Leadership Capacity
• Supporting Teachers to Improve Instruction

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Effective Implementation of the CCGPS Builds a
Culture of Literacy

• Common goals
• Common language
• Common process
• Equivalency of rigor
• Clear expectations
• Rituals and routines

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• Effective Leadership
• Shared vision
• Academic rigor
• Clear instructional policy
• Efficient use of resources
• Meaningful evaluation
• Useful feedback

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• GPS
  CCGPS
• Literacy in ELA Literacy in ELA/Content
• ELA Textbook
  Complex Texts
• Fiction
  Fiction, Plus 50
  Informational
• Word Wall Tier 1, 2, and 3 vocabulary
• Lexile Text Complexity Rubric
• Independence Collaboration
• Teacher-Centered Student-Centered
• Multiple Choice/Scantron/DOK1 Constructed Prose
  Response
• Extemporaneous Writing Evidence/Text Based
  Writing
• Persuasion Argument
• 20 Pages of Standards and Elements 4 Pages of
  Standards
• Students identify standard, LOTS Students Know
  Their Learning
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  Target, I Can

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Actions and ArtifactsCCGPS and the Focus Walk

• If you have 10 or 15 minutes to visit an ELA
  classroom, what do you look for or notice?
• Jot the top 3-5 items (or more if they come to
  mind) on the large index cards on your table.

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• Effective Instruction

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Professional KnowledgeWhat to Look For

• Professional Development
• opportunities from the DOE

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Join list serv
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Upcoming Opportunities Summer Institute Four
locations around the state No registration fee No
luncheon fee Rotating workshops featuring
collaborative efforts and partnerships
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Keeping up to date with Professional Learning
Opportunities The Learning Tree
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Instructional Planning What to Look For
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ONE EXTENDED TEXT SHORT TEXTS (THEMATICALLLY
CONNECTED) SUGGESTED ASSESSMENTS
STANDARDS FOCUS GENRE FOCUS UNIT OUTLINE
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https//www.georgiastandards.org/Common-Core/Pages
/ELA-6-8.aspx
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Planning Best Practices

• Unit and lesson planning should derive from the
  desired OUTPUT or RESULT
• Planning should not derive from the INPUT (texts
  on hand, favored activities)

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STANDARD

• Plan Deliver
• Assessments
• Instruction

LEARNING TARGETS
for teachers
STUDENT FRIENDLY TARGETS
for learners
self-assess
I can I am learning to
Success criteria
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From Standard to Learning Target

• ELACC8RL4 Determine the meaning of words and
  phrases as they are used in a text, including
  figurative and connotative meanings analyze the
  impact of specific word choices on meaning and
  tone, including analogies or allusions to other
  texts.

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Clear Learning Targets shift us away from what
we, as teachers, are covering
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towards what our students are learning.
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What Does a Learning Target Look Like?

• I can identify metaphors and similes.
• I can distinguish between historical fact and
  opinion.
• I can read aloud with fluency and expression.
• I can write a clear thesis statement to introduce
  an argument.

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The Learning Target Philosophy

• Student growth happens in the immediacy of an
  individual lesson, or it doesnt happen at all.
  Teachers design the right learning target for
  todays lesson when they consider where the
  lesson resides in a larger learning trajectory
  and identify the next steps students must take to
  move toward the overarching understandings.
• Connie Moss and Susan Brookhart
• Learning Targets Helping Students Aim for
  Understanding in Todays Lesson
• LEARNING TARGETS BECOME MEANINGFUL AND
  IDENTIFIABLE STEPS IN ACHIEVING MASTERY OF
  COMMON CORE GEORGIA PERFORMANCE STANDARDS

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Texts What to Look For

• A fresh consideration of texts taught new
  choices
• Evidence of appropriate complexity
• Non-fiction and informational texts
• Primary source documents
• Digital resources
• Multiple texts of all genres
• No genre-driven units of instruction (e.g.
  Poetry Unit)

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Determining Text Complexity
LEXILE
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Quantitative aspects of text complexity, such as
word length or frequency, sentence length, and
text cohesion, that are difficult if not
impossible for a human reader to evaluate
efficiently, especially in long texts, and are
thus today typically measured by computer software
Qualitative aspects of text complexity best
measured by an attentive human reader, such as
levels of meaning or purpose structure language
conventionality and clarity and knowledge demands
Reader and task considerations focus on the
inherent complexity of text, reader motivation,
knowledge, and experience and the purpose and
complexity of the task at hand. This kind of
assessment is best made by teachers employing
their professional judgment.
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• Text Complexity Rubric
• Intended to assist educators in evaluating
  multiple dimensions of a text.
• The rubric addressees the three aspects of text
  complexity required for consideration in Common
  Core Appendix B qualitative, quantitative, and
  reader/task match.
• Each of these three dimensions includes specific
  relevant categories, each of which is listed with
  a short explanation to assist users in making the
  best possible determination.

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Instructional Strategies What to Look For

• Close reading
• Listening and speaking
• Student centered classroom
• Integrated reading and writing
• Technology
• I Can statements
• Collaboration

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Classic Strategies andOrganic Strategies

• Predicting _____________________
• Questioning _____________________
• Clarifying _____________________
• Visualizing _____________________
• Summarizing _____________________
• (Nuero text)

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We Need Our Media Specialists

• Define informational genres, make palatable
  suggestions
• Locate texts of appropriate type and level
• Help teachers understand dimensions of complexity
• Vet existing text choices for
• availability
• appropriateness
• cost
• thematic connections etc.,
  etc., etc.

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• Effective use of Galileo
• Newspapers, journals, magazines, primary source
  documents
• Research connections
• Citation writing
• Recommend thematically connected short texts of
  mixed genres
• Effective reading tasks and strategies/close
  reading

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Instructional Red Flags

• Units from previous years/unchanging syllabus
• Desks in rows every day
• Talking teacher, silent students
• Students working independently more often than in
  groups
• Lack of technology evident in lessons
• Large amounts of photocopying
• Students off task, unengaged
• Little student work in evidence in environment
• Lack of student portfolios
• Lack of meaningful feedback on performance tasks
  (rubric, commentary)

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Differentiation What to Look For

• The Standards set grade-specific standards but do
  not define the intervention methods or materials
  necessary to support students who are well below
  or well above grade-level expectations. No set of
  grade-specific standards can fully reflect the
  great variety in abilities, needs, learning
  rates, and achievement levels of students in any
  given classroom. However, the Standards do
  provide clear signposts along the way to the goal
  of college and career readiness for all
  students."

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Differentiation What to Look For
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What is UDL?
UDL Guidelines Video
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UDL Framework
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Assessment Red Flags

• What and where questions instead of why and how
  questions
• Multiple choice tests
• Closed Book tests
• Assessments not tied to text evidence
• Not performance based (unique products)
• In ELA the question is not is this correct, the
  question is can you make a strong argument for
  your position, based on evidence

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What is Formative Assessment?

• An assessment functions formatively to the extent
  that evidence about student achievement is
  elicited, interpreted and used by teachers,
  learners, or their peers to make decisions about
  the next steps in instruction that are likely to
  be better, or better founded, than the decisions,
  they would have made in the absence of that
  evidence.
• Like tasting the soup as you cook

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What is Summative Assessment?

• Summative assessments measure student growth
  after instruction and are generally given at the
  end of a course in order to determine whether
  long term learning goals have been met. High
  quality summative information can shape how
  teachers organize their curricula or what courses
  schools offer their students.
• The end result

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What is an Assessment-Capable Student?
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Grade 10Sample Item PARCC
ELA Model Frameworks Students will analyze the
methods of persuasion used and the claims made by
Patrick Henry in his Speech at the Virginia
Convention, Thomas Paine in Common Sense, and
those within Thomas Jeffersons Declaration of
Independence. Using specific references to the
texts and documenting their supports, students
will choose two texts and discuss which would
have had the greater effect on colonists
perspective of the burgeoning country, had all
the people been exposed to both writings.
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A Word About Literacy in the Content Areas

• https//www.georgiastandards.org/Common-Core/Pages
  /CCGPS_Literacy.aspx

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