7th grade novel selection committee...2017/02/28 · critiquing –courageous conversations...

7TH GRADE NOVEL SELECTION COMMITTEE

Helens Room 2:30-4:30

BSD MISSION: TO PROVIDE ALL STUDENTS WITH AN EXEMPLARY COLLEGE PREPARATORY EDUCATION SO THEY CAN SUCCEED IN COLLEGE, CAREER, AND LIFE.

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AGENDA


• Introductions

• BSD Mission and Reminders

• Norms

• Adoption Timeline

• 7th Grade Pilot Website

• Decision Making Process

• ELA CCSS Standards

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7TH GRADE NOVEL SELECTION COMMITTEE


Committee Member Affiliation

Kristin Barna Tillicum Middle School

Amy King Odle Middle School

Rebecca Davis Big Picture

Carol Prinsloo Chinook Middle School

Scott Norton Highland Middle School

Rachel Guim Tyee Middle School

Bjorn Unneland ELL

Terry Lee Parents and Community

Kathy Myers Administration

Cathy Wellington Secondary ELA Curriculum Developer

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GETTING TO KNOW EACH OTHER

What is one thing that people wouldn’t know about you by just looking at you.

What your favorite book/movie of all time and why did it speak to you so much?

What is something that inspires you?


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OBJECTIVES

Set norms for our meetings

Understand the decision making process for text adoption

Review ELA CCSS

Next steps- text review


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BELLEVUE SCHOOL DISTRICT MISSION

The Bellevue School District’s mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.


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REMINDERS

We are making a recommendation for adoption of instructional material that will be the base for our curriculum. The texts are not the curriculum.

All decisions are made based on sound research, the best interests of our students, and align with our district mission and criteria.

We are choosing texts that will be required for all students in the course.

Please keep an open mind throughout the process.


Also worth considering resources for kids at home (e-reader for SpEd, etc.).

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NORMS

Presume positive intent

Speak with consideration and respect for

others and their efforts

Acknowledge and appreciate others perspectives

Monitor your personal air time.

Keep an open mind

Listen and participate


(Added) Method for taking turns – Interest based speaking cards: Everyone makes name cards and turns them on edge when you have something to say. It helps us to make sure everyone is heard, and it helps us to monitor our own “air time.”

How are we intentionally addressing race—

How is the culture portrayed and is it a positive portrayal…

What are the considerations--- How are our students going to benefit from a more global perspective…

Procedural question--

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ADOPTION TIMELINE

Winter 2018 Form Adoption Committee

Spring 2018: adoption committee meetings to establish review materials and select materials.

Fall 2018: Experimental use in classroom– Collect survey and assessment data

Winter 2018-19: Two committee meetings to review data and develop recommendation to the IMC

Spring 2019: Adoption recommendation to the IMC and presentation to the School Board for possible adoption


Discussion::

Important to have texts that have elements of inspiration--

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7TH GRADE HONORS ELA INSTRUCTIONAL MATERIALS COMMITTEE WEBSITE

Share emails received at: [email protected]


Website in “Community Engagement.” Includes information about parent role.Dedicated email.

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COMMON CORE FOR 7TH GRADE


Committee has question as to whether we can see multiple people teaching the materials.

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3 KEY INSTRUCTIONAL SHIFTS

Regular practice with complex text and its academic vocabulary

Reading, writing and speaking grounded in evidence from the text

Building knowledge through content rich non-fiction and informational text

http://www.corestandards.org/other-resources/key-shifts-in-english-language-arts/

Background information:

This is an instructional shift from previous standards to CCSS. We are well situated in Bellevue to meet these standards and we’ve been working toward these standards since before Common Core.

We’ve talked about this many times before, but it’s worth reiterating here. The CCSS really require three key instructional shifts in order to ensure students are prepared to achieve the expectations of the standards. Here in BSD, we’ve been working to adjust our curriculum and resources so they align with these shifts. The more closely we examine the Smarter Balanced Assessment, the more apparent it becomes that students must regularly engage with these three key shifts. They must build their content knowledge, they must learn to ground their thinking in evidence, and they must practice processing complex text and it’s academic vocabulary on a very regular basis.

In the next few activities we’ll be looking at ways these three keys show up on the SBA and how students will be asked to demonstrate their experience with/knowledge of these keys.

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Draw the conversation back to the fact that the SBA is how students will be asked to demonstrate their knowledge/mastery of the standards; the instructional shifts support student mastery of the standards, the SBA is how they are asked to demonstrate their mastery

Shift 1: Building knowledge through content rich non-fiction and informational text

Shift 2: Reading, writing and speaking grounded in evidence from the textI like to think of this 2nd shift as being like a courtroom…

• Evidence must be provided to support claims and arguments • Speaking must be clear, grounded in evidence – craft a strong argument,

justify reasoning • Cannot rely on past experiences, emotions, prior knowledge • Keep conversations grounded in the text/evidence

To me, this shift is really about supporting students in becoming critical reviewers and analytical thinkers.

Shift 3: Regular practice with complex text and its academic vocabularyThis 3rd shift really requires something different of us. We have to keep our expectations high. This quote speaks to that and is a stark reminder that the goal of these standards is to prepare students for college and career – part of that preparation must include the types of complex text students are likely to encounter in college and career.

The research shows that while the complexity of reading demands for college, career, and citizenship have held steady or risen over the past half century, the complexity of texts students are exposed to has steadily decreased in that same interval. In order to address this gap, the CCSS emphasize increasing the complexity of texts students read as a key element in improving reading comprehension. ~CCSS Supplemental Info for Appendix A

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INSTRUCTIONAL SHIFTS: TEXT COMPLEXITY


Colleges have kept the same level of complexity over the years, but schools have dropped that level. CCSS demands a shift here.

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WHAT PROMPTED US TO CONSIDER REVISIONS?Smarter Balanced assessment

Reinvigorate the curriculum

DIVERSITY of voices in 7th Grade underrepresented in current curriculum

Offering of multiple perspectives

Students need to be reading and writing in preparation for college, career and life.

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DIGGING IN TO COMMON CORE


In the ELA CCSS booklet:

• Students who are College and Career Ready in Reading, Writing,

Speaking, Listening, and Language. p. 7 How do these skills inform the

text we select?

• College and Career Readiness Anchor Standards for Reading p. 35

• Reading Standards for Literature Grade 7

How do these skills inform the text we select?Both books are approachable and accessible for students read at home.Bringing in narrative writing.Meet the needs of students. Value in these novels in meeting these skills.

How do we get to know these question?Why would do we read about other perspectives?Why do the characters respond the way they do? Examining the lived experiences of these characters?

How much will this resonate with students?Integrate varieties of texts?Advertising and argumentation– Re-write for a different audience

Critiquing – Courageous conversations protocol– critical of the view presentedSelecting evidence that matches their commentaryReflection of how these books will impact with others audiences

What do we hope that students walk away with ---

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REFLECTION ON THE STANDARDS

2 standards I think we do well.

2 standards that are new, challenging, or where we might need more work.

Used to think, now I think.


• Wondering: How do we increase diversity in reading while also boosting addressing CCSS.

• Special Ed: How can I help students meet standards so they can move to gen edclasses.

• How do we get students to engage with the high-complexity, challenging texts?• How do you get all students to take control and develop autonomy with curriculum

materials the way IB/AP expects? • ELLs: Excited about the amount of choice and diversity – more relevant to our

students. For ELL students, informational texts are more accessible; literature is more challenging.

• Hope this process is empowering for students and teachers.

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UNIT OVERVIEW

What are the CCSS we want to meet?

What are the EAs we are interested in having for this unit?

What are the gaps in the current curriculum that we are trying to fill?

What experiences do our students need to have to be college and career ready?


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DESCRIPTION OF THE PROCESS

Selection process to develop criteria for materials review

Pilot follows selection of at least two materials to collect data while using the materials with students.

Adoption recommendation to the Instructional Materials Committee (IMC)

Implementation following School Board approval to begin district-wide use.


Need to pilot to different demographic areas. Ideally, we have as many people piloting as possible, and all texts are piloted in all buildings. Can’t really have students read them all to test them out (unlike how math texts can be compared). How can we get comparative data? Asking one teacher to pilot multiple texts for different periods is probably far too much work.

Type of data: teacher, student, and parent surveys, assessment data (although assessment data may not work here)

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7th grade novel selection committee...2017/02/28 · critiquing –courageous conversations...

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