Alvord Unified School District High School ILT

Day 2 Training

CELEBRATE!!!

• Welcome!

• Please sign in

• Find a seat with your site ILT

• As you wait for others to arrive, share some celebrations with each other. What are some of the good things in your life right now?

Memories...

• What was the first music you ever bought?

• Was it a single or a full-length album?

• What was the format (Record, 8-track, Tape,

CD, Digital download)?

• Share your stories at your table!

High School ILT Norms

• Attend to Personal Needs

o Eat, drink, and use restroom as needed

• Be Present

o Everyone participates equally

o Limit sidebar conversations

o Be respectful of electronic equipment use

• Choose a Positive Attitude

o Honor opposing viewpoints

o Be determined to walk away with something useful!

The Big Picture for Today: Agenda

• Lens of Understanding: Building more functional teams

• Four-step summary writing and the IVF

• Breakout sessions: Academic Vocabulary, Common Core Shifts for Math, My Big Campus

• Lunch

• Site ILT Work time

Expected Outcomes

• Strategies to work as a more functional team

• Deeper understanding of the Common Core Shifts

for English Language Arts/Literacy and Summary

Writing

• Knowledge of Tier 2 Academic Vocabulary, 3 Shifts

in Math, My Big Campus

• Site ILT's plan for how your school will run

Professional Development days in June

TOOLBOX!

Throughout the day, you will learn strategies to add to your ILT Toolbox, making you even better Teacher Leaders. So far, we have modeled:

• Starting with Celebrations: Sets a positive tone for the meeting

• Music Memories: From Empty the Cup... Before You Fill it Up, by Ernest Mendes, Ph.D.

• Norms: Clear behavioral expectations

• Agenda and Outcomes: Keeps participants on task, assures no one's time is wasted

Building More Functional Teams

The Lens of Understanding

from Dr. Rick Brinkman's Dealing With People

You Can’t Stand, How to Bring Out the Best in

People at Their Worst, Brinkman & Kirschner,

McGraw-Hill, 1996,2003

Building More Functional Teams

Identify Your Personal Communication Style

• For each row (a-j), mark the one descriptor that best matches your communication style

• Total the number of marks in columns A & D

• Do not total columns B & C

• Plot your totals, using the X-axis for your A score and the Y-axis for your D score

• Find the quadrant in which you fall

Building More Functional Teams

Get it Right-Task focus-Passive-"Well, this place is good because of these reasons, but this place is good because..."

Get it Done-Task focus-Aggressive-"Let's just choose a place and go!"

Get Along-People focus-Passive-"Doesn't matter where we go, I like everything"

Get Appreciated-People focus-Aggressive-"I know a great place to go - you will LOVE it"

10

5

DA 5 10

Building More Functional Teams

• Go to your corner!

• As a group, brainstorm and record:

o What assets does your communication style bring to

a team?

o What challenges does your communication style

bring to a team?

• Share results

Building More Functional Teams

Use your new Lens of Understanding to build trust, not manipulate, dismiss, or insult others

Building More Functional Teams

As the Teacher Leaders in your ILTs, one of your roles will be to

keep colleagues out of the "Red

Zone" by identifying and

addressing their needs

Toolbox!

• Celebrations

• Empty the Cup... Before You Fill it Up

• Norms

• Agenda and Outcomes

• Lens of Understanding

http://www.youtube.com/watch?v=Jt_2jI010WU&list=UUF0pa3nE3aZAfBMT8pqM5PA&index=8&edufilter=L-Hmzxw5LmLXyzgFh4WyAg&safe=active

Quick Look at Common Core Writing Emphasis

Building knowledge through content-rich nonfiction

Reading, writing, and speaking grounded in evidence from text, both literary and informational

Regular practice with complex text and its academic language

TEXT-DEPENDENT QUESTIONSSUMMARY

WRITING

Integrated Model of Literacy

Reading and writing are not the same in every content area, but serve specific purposes.

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NAEP Alignment in WritingThree mutually reinforcing writing capacities:To persuadeTo explainTo convey real or imagined experience

Grade Persuade Explain Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

2011 © CA County Superintendents Educational Services Association18

7th Grade

Integrated Model of Literacy

Write Informative/Explanatory Texts

English Language Arts 2. Write informative/explanatory texts, including career development documents (e.g., simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

History/Social Studies

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

2011 © CA County Superintendents Educational Services Association

19

Science and History/Social Studies: What’s New? • For 2013-14, Current Standards

in Science and History/Social Studies remain in place.

• The CCSS describes what the reading and writing should look like in subject matter classes.

2011 © CA County Superintendents Educational Services Association20

Consistent Subheadings of Writing Standards

Text Types and PurposesStudents should be able to write effective arguments, informative/explanatory texts, and narratives.

Production and Distribution of WritingStudents should be able to make their texts appropriate to varying task demands, purposes, and audiences (including writing processes and technology).

Research to Build and Present KnowledgeStudents should learn to conduct research, gather relevant information from multiple sources, and use information in their writing.

Range of WritingStudents should be able to produce quality writing under a range of demands and circumstances.

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Looking Closely at Writing

http://www.ted.com/talks/jon_nguyen_tour_the_solar_system_from_home.html

http://eyes.nasa.gov/intro.html

Summarize as you watch

California Common Core State Standards

Writing Standard 2 Grade 9Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic or thesis statement; organize complex ideas, concepts, andinformation to make important connections and distinctions; include formatting (e.g.,headings), graphics (e.g., figures, tables), and multimedia when useful to aidingcomprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, createcohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

ObjectivesStandard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CO- We will write an informative summary paragraph identifying the author’s purpose. LO- I will analyze verbs to select which words best summarize purpose. Sentence Frame-The verb __________ best summarizes the purpose of ____________ because __________ and __________.

Summary, defined

A informative summary is a short restatement of the main points of articles, stories, films, or chapters/sections in textbooks.

Four-Step Summary Paragraphs

• Summary writing can be introduced in one lesson or distributed in small segments over a number of days.

• Teachers must model the strategy several times and practice with students often, using reading text from all content areas.

Four-Step Summary ParagraphTool 1-30cStep Up to Writing

Step 1: IVF Topic Sentence

• type of work/source

• title of work

• author

• choose from list • main idea• theme

http://www.ted.com/talks/jon_nguyen_tour_the_solar_system_from_home.html

In the video “Tour the solar system from home, Jon Nguyen ________ “Eyes on the Solar System” in order to ____________________.

The verb __________ best summarizes the purpose of the video because __________ and __________.

The aspect of the IVF that will

challenge our students the

most is________

because_________________.

showsasksclarifiesintroducesdemonstratesencouragesdescribes

Summary Verbscomparesdescribesexplainsgivesuseslistssharespresentsprovidesidentifiesillustratesnamessuggeststeachesrevealsimpartsdiscloses

showstellsaddsacknowledgesasksclarifiesconfirmsconfrontsdemonstratesencouragesexploresfeaturesoffersrecommendsexposesuncoverssupplies

Press Release.

Step 1: IVF Topic Sentence

• type of work/source

• title of work

• author

• choose from list • main idea• theme

In the ___________, NASA ________“Eyes on the Solar System” in order to ____________________.

The verb __________ best summarizes the purpose of the press release because __________ and __________.

showsasksclarifiesintroducesdemonstratesencouragesdescribes

Step 2: Copy the Sentence

Type of work/source “Title of Work”,

Author, verb follow with main idea.

Step 3: Create a Fact Outline

-main events (narrative)

-star ideas (expository)

-significant details (narrative and expository

Step 4: Write Summary Paragraph

-IVF Topic Sentence

-Restatement of Main Events (Narrative) or Star Ideas (Expository)

- Significant Details

-Basic Transitions (*if needed to support sequencing*)

-No Formal Conclusion

Objective CheckStandard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CO- We will write an informative summary paragraph identifying the author’s purpose. LO- I will discuss verbs to decide which words best summarize purpose.

California Common Core State Standards

Anchor Standard 2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

The “Four-Step Summary Paragraph” supports effective __________ of content through __________.

Toolbox!• Celebrations

• Empty the Cup... Before You Fill it Up

• Norms

• Agenda and Outcomes

• Lens of Understanding

• Sentence Frames

• 4 Step Summary with IVF

• Content and Language Objectives

• Modeling Cycle

• Multimedia as text

• Tier Two Vocabulary Focus

Break-out Sessions!

A – 3 Shifts in Math – Oghwa Ladner

B – Academic Vocabulary – Gustavo Flores and Holly Barnes

C – My Big Campus – Wells Panel facilitated by Meghan Martinez

After Lunch: Areas to Relay

Lunch!

•Be back in 45 mins.

Areas to Relay: Prioritize

How to begin planning your days…Step 1 – Site visiona. Number tiles with your site’s prioritiesb. Record priorities on the protocol

Step 2 – Goal-settinga. Determine semester 1 and semester 2 focusb. Place a red dot on Semester 1 tiles and a blue dot on Semester 2

tiles

Step 3 – Big picture planc. Decide which steps will be whole school and which will be subject

teamsd. Use a sticky note to label your tiles with an “S” for school and a “T”

for teams a. Consider strategic groupings for any “T” tiles (grade level, inter-

departmental, etc.)e. Sort tiles into 6/4 topics and 6/5 topics

Step 4 – The specificsa. Who? When? Where? How?

Model A Day One 8-11 AM Day One 11-12 AM Day One 1-3 PMWhole staff divided in two rotate Whole Staff Inter. Dept. Teams Grade Level Teams PAPA Plan

Model A Day Two 8-9:30 AM Day Two 10-12 AM Day Two 1-3 PMGrade Level Teams TIER2 Plan Whole Staff Inter. Dept. Teams Grade Level Teams Modeling

Model B Day One 8-11 AM Day One 11-12 AM Day One 1-3 PMWhole staff divided in three rotate Vertical Teams Explore Whole Staff Inter. Dept. Team

Model B Day Two 8-11 AM Day Two 11-12 AM Day Two 1-3 PM Whole staff Whole Staff Inter. Dept. Teams Grade Level Teams plan

Toolbox!• Celebrations

• Empty the Cup... Before You Fill it Up

• Norms

• Agenda and Outcomes

• Lens of Understanding

• Sentence Frames

• 4 Step Summary with IVF

• Content and Language Objectives

• Modeling Cycle

• Multimedia as text

• Tier Two Vocabulary Focus

• Visual Tiles

• Ranking

• Consensus Conversations

• Sorting

• Protocol for Problem Solution

ILT Collaboration and Presentations

•What do you want to see in classrooms in 2013-14?

•What knowledge and skills will that require?

•What information do varying sections of your staff already have?

•What format is best for your teams to learn each aspect?

EvaluationPlease provide feedback!