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Educational Technology and Library Services

August 2012

Standards Institute

Colorado Standards 21st Century Skills: Transformative Teaching

• AASL Standards for the 21st Century Learner http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk

• ISTE NETS http://www.iste.org/standards.aspx• Comparison Chart:

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/toolkits/bldnglvl/skills_comparison_chart.pdf

Content/Language Objectives

Presented by

Helen ButtsEnglish Language Acquisition/Literacy Curriculum

Coordinator

Outcomes

• Identify the evolution of the DPS content/language objective

• Identify the components of the DPS content/language objective

• Write content/language objectives with differentiated supports

English Language Development (ELD) Standards (also known as “WIDA”)

ELD Standards Abbreviation1-English language learners communicate for Social and Instructional purposes within the school setting

Social and Instructional language

2-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts

The language of Language Arts

3-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics

The language of Mathematics

4-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science The language of Science

5-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies

The language of Social Studies

Let’s Talk About The ELD Standards

• What drives the content of the ELD standards? In other words, what will teachers teach English language learners?

Content (what students will learn)

Function (what students are doing with the language)Domain (that is targeted)

Supports (differentiated by language proficiency levels)

SAMPLE Planning for Common Core Standards for Writing #5 and ELD Standard #2

How can we ensure language (specifically academic language) is a part of the content teachers are teaching?

Remember the ELD Standard:• #2-• English language learners communicate information, ideas,

and concepts necessary for academic success in the content area of Language Arts

• The language of Language Arts

Forms (what the language looks like)

Sentence frames, stems

or cues..

Conventions (Grammar, Usage,

Mechanics)

Academic vocabulary or

language

http://www.wida.us/downloadLibrary.aspx

Where to Find the Sample Planning for CCSS and ELD Standards (Amplified Strands)

The resources only provide SAMPLES of the kind of planning teachers should engage in to make the content accessible to English learners.

What other subjects do you see embedded in the samples?How do all teachers become teachers of language?

Rationale for DPS Content/Language Objective:

In planning for all students to be able to access ambitious new core content, we recognized that teachers needed a structure to be deliberate about student access to content.

Teacher Effectiveness FrameworkLE.1 Demonstrates knowledge of, interest in, and respect for diverse students’

communities and cultures in a manner that increases equity LE.2 Fosters a motivational and respectful classroom environment LE.3 Implements high, clear expectations for student behavior and routines LE.4 Classroom resources and physical environment support students and their

learning I.1 Clearly communicates the standards-based content/language objective(s)

for the lesson, connecting to larger rationale(s) I.2 Provides rigorous tasks that require critical thinking with appropriate digital

and other supports to ensure student success I.3 Intentionally uses instructional methods and pacing to teach the content/language objective(s) I.4 Ensures all students’ active and appropriate use of academic language I.5 Checks for understanding of content/language objective(s) I.6 Provides differentiation that addresses students’ instructional needs and

supports mastery of content/language objective(s) I.7 Provides students with academically-focused descriptive feedback aligned

to content/language objective(s) I.8 Promotes student communication and collaboration

Components of DPS Content/Language Objective

• ContentWhat are students learning?

• Targeted DomainWhat domain will I specifically target in

this lesson?• Language Function

How will students use language in the lesson?

• Language FormWhat grammatical structures of the language, syntax, and academic vocabulary will be used?

• Supports1) What graphic organizer will help all of my students complete the

function and what forms (language) will help them communicate their ideas?

2) How can I differentiate supports so that my… a) 1-2 language proficiency level students understand the content? b) 3-4 language proficiency level students understand the content? c) 5-6 language proficiency level students understand the content?

Activity: Domains

• #1 Strong Listening = Strong Speaking?• #2 Strong Reading = Strong Writing?• #3 Strong Speaking = Strong Reading?• #4 Strong Writing = Strong Speaking?

Strong Reading=Strong Speaking?

Mrs. W is a 75-year-old female who first presented to Presbyterian/St. Luke's 3/12/10 with altered mental status and supraventricular tachycardia. She was easily converted with adenosine, but her workup revealed hypoxemia and pulmonary hypertension (PH). Since that time she has had a thorough evaluation to delineate the etiology of her PH. She had a CTA 3/12/10 showing no evidence of PE; a lower extremity US 3/14/10 showing no DVT; and normal labs including CBC, CMP, ANA profile, UA, T3, T4, and coagulation studies.

DPS Content/Language Objective Structure

A language function articulated to a language domain, a language form, content, and language supports that are differentiated according to language proficiency levels to support flexible groups:

a) levels 1 and 2; b) levels 3 and 4; andc) levels 5 and 6

Tools for Writing Content/Language Objectives

Listening Speaking Reading Writingact, arrange, distinguish, duplicate, categorize, choose, copy, follow directions, identify, indicate, label, listen, match, order, point, recognize, role play, show, sort, tell

agree/disagree, answer, ask, converse, debate, define, describe, discuss, explain, express, give instructions, identify, name, practice, predict, pronounce, rehearse, repeat, rephrase, respond, restate, say steps in a process, share, state, summarize, tell, use vocabulary

discover, distinguish, explore, find, find specific information, identify, infer, interpret, locate, make connections, preview, predict, read, read aloud, skim

ask and answer questions, brainstorm, classify, collect, compare, contrast, create, describe, edit, evaluate, explain, illustrate, journal, label, list, order, organize, record, revise, state and justify, opine, summarize, support, take notes, write

Functions by Language Domain

5 High Yield Functions

1) Describe, Explain, Classify2) Compare and Contrast3) Sequence4) Cause & Effect5) Defend/Propose/Justify

“Seasons” on a Bubble Map

How could this graphic organizer have more supports for a younger child or a student with less English proficiency?

How could this be built up for students with more advanced language?

Venn Diagram, Level 2 & 3

Venn Diagram, Levels 3 & 4

Flow Map for Sequencing

When do you ask students to sequence in your class? Is this language appropriate? Too easy? Are pictures needed?

Flow Map, Levels 3/4; Levels 5/6

Venn Diagram, Level 2 & 3

Language Function Possible Language FORMS

Expressing needs and likes

Indirect/ direct object, subject/ verb agreement,pronouns

I like/don’t like—(object)—. I need a/some—(object)—.

Describing people, places, and things

Nouns, pronouns, adjectives

The (my, her) ____is/are____. A (it) has/have ____.

Describing spatial and temporal relations

Prepositional phrases

next to, beside, between, in front of, in back of, behind, on the left/right, in the middle of, above, below, under

Describing actions

Adverbs

telling how, where or when

Retelling/relating past events

Past tense verbs, past progressive

Yesterday/Last___/On___day, (pronoun)___-ed.(pronoun) ___was/were (have/has been) ____-ing.

Sample Language Forms

Defend a Problem/Propose/Justify Reason #1 Reason #2

Reason #3

My opinion/claim

Reason #4

What structured language belongs on this? I believe… I think…What language do your students need?

Activity: Bonjour!

• Listen to the lesson. • How do you feel?• Do you know what you are asked

to do? • Are you able to do it?

Sensory Supports Visual Supports Group Supports• Manipulatives• Pictures &

photographs• Illustrations,

diagrams & drawings

• Magazines & newspapers

• Physical activities• Videos & films• Broadcasts• Models & figures• Real-life object

(realia)

• Graphic organizers• Maps• Tables• Graphs• Charts• Timelines• Diagrams• Number lines

In pairs or partners In triads or small groups In a whole group Using cooperative group

structures With the Internet

(Websites) or software programs

In the native language (L1) With mentors Heterogeneous or

homogenous groups by proficiency in academics or language

Sample Language Supports:“The Magic Three”

Sensory Supports

Visual Supports

Group Supports

CAN DO Descriptors to Help with Differentiated Supports

http://www.wida.us/downloadLibrary.aspx

Sample #1

Students will orally explain, using sequential words (first, second, …), how to solve a system of linear equations by graphing with their partners:

a) using labeled cards b) using discussion cards (no common solutions, one common solution,

etc.)

c) using multiple pairs of linear equations

Let’s Write a Content/Language

Objective

Essential Question—Evaluation Task 14:

[Insert question] After reading _____________ (literature of informational texts) on _____________ (content), write a/an (essay or substitute) that describes _____________ (content) and addresses the question. Support your discussion with evidence from the text.

Essential Question—Evaluation Task 14:

Why would a slave not feel a part of the Fourth of July celebration? After reading “What to the Slave Is the Fourth of July?” on the slave’s perspective on independence from England, write an essay that describes and addresses the question. Support your discussion with evidence from the text.

Structure of the DPSContent/Language Objective(CLO)

A language function articulated to a language domain, a language form, content, and supports, including a whole group support (graphic organizer with language) that are differentiated according to proficiency levels to support flexible groups:

a) levels 1 and 2; b) levels 3 and 4; andc) levels 5 and 6

Summative CLOExplain in writinga language form, content, and language supports that are differentiated according to language proficiency levels to support flexible groups:

a) levels 1 and 2; b) levels 3 and 4; andc) levels 5 and 6

Summative CLO

Explain in writing,why a slave would not feel a part of the Fourth of July celebrationa language formand language supports that are differentiated according to language proficiency levels to support flexible groups:

a) levels 1 and 2; b) levels 3 and 4; andc) levels 5 and 6

Summative CLOExplain in writing, why a slave would not feel a part of the Fourth of July celebrationusing varied transitions and syntax (because, yet due to, even though, there is little evidence, etc.) and language supports that are differentiated according to language proficiency levels to support flexible groups:

a) levels 1 and 2; b) levels 3 and 4; andc) levels 5 and 6

Summative CLOExplain in writing why a slave would not feel a part of the Fourth of July celebration using varied transitions and syntax (because, yet due to, even though, there is little evidence, etc.)

after completing a tree map and witha. labeled pictures clarifying language and concepts from readingb. student exemplars (teacher created for the first year if necessary)c. published essays with varied transitions and syntax highlighted

Backwards Planning

Look at the reading on page 173. What will students need to do first?

Would you agree that we need to…• build background knowledge?• define vocabulary and phrases?

Describe in writing daily experiences of slavery using descriptive language (cotton burrs, hoeing fields, etc.) after exploring a trunk of artifacts (journal of a slave, clothing, cotton plants, shackles) with a bubble map and

a. a video with closed captions and slowed English

b. a Freyer model of “work” for slavesc. informational texts describing work for slaves

Orally explain phrases used in Douglass’ speech using synonymous phrases (not wanting in= not lacking in, give frame to= to develop, etc.) after working in small groups to complete a bubble map and with

a. labeled pictures clarifying language and conceptsb. a teacher-created dictionary of archaic languagec. full sentences to paraphrase

Backwards Planning

After understanding the language in the reading, what will students need to do next?

Would you agree that we need to support students’…

• analysis of the text?• skills in finding relevant details?

Analyze by writing notes of Douglass’ view of slaves’ feelings about emancipation from Britain using descriptive phrases (no relief from work, unjust experiences, etc.) after completing a cause & effect map and with

a. labeled pictures clarifying language and concepts

b. a teacher-created dictionary of archaic language

c. informational texts describing slavery

Backwards Planning

What else do they need to know how to do?

Would you agree that more objectives need to be developed to support…

• transitions and syntax?• textual support (evidence from text)?• commentary?• structure of the essay, mechanics?

Expectations Meeting Student Expertise

If you are planning for your own classroom, use the CCSS student exemplars to backwards plan the content/language objectives to build up to the language that your students need to access content and language based on where they are.

If you are planning for the district or a localized team, use the CCSS student exemplars and backwards plan the content/language objectives after careful examination of the population’s mastery and gaps of the scope and sequence before making assumptions about which language needs to be built up.

Assessment Development for Libraries and Technology Courses

8/22/2012

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Standards

Teacher Effectiveness

Assessments

Goals

• The goals of this presentation are to:– Provide an overview and context for non-tested subjects assessment

development work

– Give updates on progress to date

– Provide tentative plan for libraries and technology in the 2012-13 school year and beyond

– Highlight ways that teachers can engage in the development process

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Overview

• The purpose of this work is to develop common district assessments in traditionally non-tested subjects, including:– The Arts (Dance, Drama/Theater Arts, Music, Visual Arts)– Physical Education– Science– Social Studies– World Languages– Career and Technical Education– Technology– Library– Some literacy courses

• Teachers in non-tested subjects account for 70 percent of DPS teachers

A new opportunity…

New assessments in non-tested subjects will:– Highlight instruction taking place in ALL content areas– Highlight learning and concept and skill mastery taking place in ALL

content areas– Create greater course consistency across the district as curriculum

and instruction transition to new standards– Provide valuable data to teachers on student learning and the

effectiveness of their instructional practices

Overview – continued

• Results from these assessments will be used to calculate measures of student academic growth (the change in student achievement for an individual student between two or more points in time)– Assessments will have a pretest (given towards the beginning of

instruction in a course) and a posttest (given towards the end of instruction in a course)

– How student growth will be calculated is still being determined

• The results will contribute to teacher evaluations in the student outcomes component of LEAP

What is Driving this Work?

Standards Implementation

Educator Effectiveness

ActS.B. 10-191

• Transitioning to the Common Core State Standards (CCSS) and the Colorado Academic Standards (CAS)

• DPS will spend the 2012-13 school year aligning curriculum, instruction, and assessments to new standards

• Full implementation to begin in the 2013-14 school year• New assessments will align to the new standards

– gauge student progress towards new expectations for students found in the standards

– What does this mean for libraries and technology?

Standards Implementation

Non-Tested Subjects Standards Alignment

Content Area DPS will use

The Arts (Dance, Drama/Theatre, Music, Visual Arts) CAS

Physical Education and Comprehensive Health CAS

Science CAS/Next Generation Science Standards (TBD by CDE)

Social Studies CAS

World Languages CAS

Career and Technical Education State CTE Standards (Governed by Colorado Community College System)

Library/Technology No Standards

LEAP

* Principal observation, peer observation, professionalism, and student perception survey components are not shown to scale

Student Outcomes Components

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Category 1:State-

mandated common

assessment

Category 2:District-

approved common

assessments

Category 3:English

language acquisition

Category 4:Teacher/team

developed assessment

Category 5:School-wide

measure

Purpose:

- Accountability to state- Capture longitudinal growth

Example:TCAP

Purpose:

- Capture incremental growth- Inform instruction

Example:Interim assessments

Purpose:

- Account for collective responsibility- Capture multiple areas of growth

Example:SPF

Purpose:

- Allow for flexibility in the demonstration of student achievement

Example:Core curriculum

Purpose:

- Account for high number of ELLs

Example:CELA

* Categories are a result of SB191 and Student Outcomes Design Team

Student Outcomes Breakdown

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Teacher Effectiveness Principal

Observation Peer

Observation Student

Perception Survey Professionalism Student

Outcomes

Student Outcomes State

Assessments District

Assessments ELA Teacher/Team

Created School

State Assessments

Pre Post Growth

TCAP - 1 X Y N

TCAP - 2 X Y N

District Assessments Pre Post Growth STAR 4th Grade Visual Arts Assessment Dist. Writing

ELA

Pre Post Growth

CELA/ACCESS X Y N

Teacher/Team - Created

Pre Post Growth Test A X Y Y-X

Test B X Y Y-X

School

SPF A* B*

% Change in rubric

• Defines teacher and principal effectiveness• At least 50 percent of teacher and principal evaluation must be

based on student growth• Requires three consecutive years of effectiveness to acquire

non-probationary status• Allows for loss of non-probationary status after two years of less

than effective ratings• For additional information:

http://www.cde.state.co.us/EducatorEffectiveness/index.asp

State legislation – SB10-191

NTS Philosophy

• Develop assessments in non-tested subjects that:– Provide teachers with valuable information about students, in addition

to their use in teacher evaluations• Inform instructional practices

– Are AUTHENTIC to each course and content area• Use appropriate items types including multiple choice questions, open/short

response, product/performance, portfolios, etc.

– Align to new standards where possible– Allow teachers to drive the process

• Opportunities to participate in assessment development design teams• Provide ongoing opportunities to provide feedback

Short- and Long-Term NTS Goals

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Short-term goal:

Measurements of student growth for all

non-tested subjects teachers

from district-created

assessments in at least

ONE course they teach

Ongoing assessm

ent develop

ment beginning in the 2012-13 school year

Long-term goal:

Measurements of student growth for all

non-tested subjects teachers

from district-created

assessments in at least 50

percent of the courses they teachAssessments for

over 100 coursesAssessments for approximately 85 courses

• Since November, teacher groups have been working on assessments in select courses the following content areas:– Music– Visual Arts– Physical Education– Social Studies– World Languages

• Teachers have explored curriculum, identified course learning and assessment objectives, and developed sample assessment items

• In the spring, teachers piloted sample assessment item types in their classrooms to inform summer development

• Groups continued their assessment development work this summer, and will be piloting assessments during the 2012-13 school year in select courses and schools

Current Work

• Begin to identify different instructional practices across the district

• Engage teachers to determine where assessment development efforts should focus

• Begin thinking about barriers to assessments and what messages need to be delivered and to whom

Plans for Libraries and Technology

• Assessment development work will continue in music, PE, social studies, and visual arts

• We will begin assessment conversations with teachers in the following content areas:– Fall 2012*

• Dance• Drama/Theater Arts• Technology/Library

– Spring 2013*• Career and Technical Education• Social Studies

– Summer 2013*• Science

During the 2012-13 School Year…

*subject to change

Proposed Timelines

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2012-13 2013-14 2014-15Assessment development

Assessment development in select courses and content areas.

Field testing and revising existing assessments

Continued assessment development, field testing, and revising

Continued assessment development, field testing, and revising

Growth measures/Included in teacher evaluations?

Growth calculations developed/No

Growth calculations validated/Yes (pending available assessment and validated growth measures)

Growth measures used in teacher evaluations

Communications and Trainings

Understanding student outcomes measure of LEAP

Understanding student growth

Content area open houses

Understanding student growth used in teacher evaluations

• We need your input to make these tests the best they can be– Open Houses throughout the year

• Check out the tests & help us figure out how to make them better

– Work teams for assessments under development– Email us at Leap@dpsk12.org

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Talk to Us!

Contact

For any questions, please contact:

Kenny SmithProgram Manager, Non-Tested Subjects720-423-3635kenny_smith@dpsk12.org

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Appendix

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Assessments will be administered in the following courses:

2012-13 Assessment Pilot

– PE• 5th Grade• 6th Grade• Fitness/Cnd Weight

Training 1

– Music• 2nd Grade• 6th Grade• HS Concert Courses

– Visual Arts• 4th Grade• 7th Grade• Level I High School

Courses

– Social Studies• 8th Grade

– World Languages• Spanish/French Level

1/2 (second version)

These assessments WILL NOT be used in teacher evaluations during the 2012-13 school year