CCRS QUARTERLY MEETING

LITERACY STANDARDS FOR CAREER & TECHNICAL SUBJECTS

http://alex.state.al.us/ccrs/

OUTCOMESPARTICIPANTS WILL:1. REVISIT DIMENSIONS I AND II OF THE EQUIP RUBRIC.2. ANALYZE DIMENSIONS III AND IV OF THE EQUIP RUBRIC.3. EXAMINE EVIDENCE OF STUDENT LEARNING.4. IDENTIFY INSTRUCTIONAL STRATEGIES THAT WILL

INCORPORATE LITERACY STANDARDS INTO CONTENT INSTRUCTION.

5. USE INSTRUCTIONAL STRATEGIES TO INCORPORATE LITERACY STANDARDS INTO A LESSON PLAN.

6. PREPARE TO SHARE RESOURCES WITH DISTRICT LEA TEAM AND COLLEAGUES.

ALABAMA QUALITY TEACHING STANDARDS

1.4-DESIGNS INSTRUCTIONAL ACTIVITIES BASED ON STATE CONTENT STANDARDS2.7-CREATES LEARNING ACTIVITIES THAT OPTIMIZE EACH INDIVIDUAL’S GROWTH AND ACHIEVEMENT WITHIN A SUPPORTIVE ENVIRONMENT5.3-PARTICIPATES AS A TEACHER LEADER AND PROFESSIONAL LEARNING COMMUNITY MEMBER TO ADVANCE SCHOOL IMPROVEMENT INITIATIVES

REVISIT DIMENSIONS I AND II OF EQUIP RUBRIC

TAKE A MOMENT AND LOOK BACK AT THE FIRST TWO DIMENSIONS WE ADDRESSED IN QUARTERLY MEETINGS I AND II. SHARE INSIGHTS AND ANY NEEDS FOR CLARIFICATION.

ANALYZE DIMENSION III OF THE EQUIP RUBRIC

• FOLD A SHEET OF BLANK PAPER “HOT DOG” STYLE. • ON THE TOP OF ONE SIDE WRITE

INSTRUCTIONAL SUPPORTS.• LIST 5 WORDS/TERMS YOU ASSOCIATE WITH

INSTRUCTIONAL SUPPORTS.• SHARE, COMPARE, AND LIST THE WORDS YOU

HAVE IN COMMON WITH OTHER GROUP MEMBERS.

ANALYZE DIMENSION III OF THE EQUIP RUBRIC

• READ DIMENSION III AND MARK THE TEXT.• UNDERLINE WORDS/TERMS THAT ARE IN

COMMON WITH THOSE LISTED BY YOUR GROUP, AS WELL AS, NEW WORDS YOU THINK ARE IMPORTANT.• DEVELOP A COMMON DEFINITION FOR

INSTRUCTIONAL SUPPORTS.

ANALYZE DIMENSION IV OF THE EQUIP RUBRIC

• RETURN TO YOUR “HOT DOG” FOLDABLE. • ON THE TOP OF THE OTHER SIDE WRITE

ASSESSMENT.• LIST 5 WORDS/TERMS YOU ASSOCIATE WITH

ASSESSMENT.• SHARE, COMPARE, AND LIST THE WORDS YOU

HAVE IN COMMON WITH OTHER GROUP MEMBERS.

ANALYZE DIMENSION IV OF THE EQUIP RUBRIC

• READ DIMENSION IV AND MARK THE TEXT.• UNDERLINE WORDS/TERMS THAT ARE IN

COMMON WITH THOSE LISTED BY YOUR GROUP, AS WELL AS, NEW WORDS YOU THINK ARE IMPORTANT.• DEVELOP A COMMON DEFINITION FOR

ASSESSMENT.

EXAMINE EVIDENCE OF STUDENT LEARNING.

DOES STUDENT WORK SHOW MASTERY OF (OR TOWARD) THE STANDARD?

1. SORT YOUR STUDENT WORK SAMPLES INTO 3 STACKS: “MET STANDARD”, “PARTIALLY MET STANDARD”, OR “DID NOT MEET STANDARD”.

2. DISCUSS WHAT THE RISC STRATEGY TELLS YOU ABOUT THE ROLE STRATEGIES PLAY IN CONTENT INSTRUCTION.

3. DISCUSS HOW STRATEGIES, IN GENERAL, ARE THE VEHICLE FOR INCORPORATING LITERACY STANDARDS INTO CONTENT INSTRUCTION.

LUNCH!!!

IDENTIFY INSTRUCTIONAL STRATEGIES THAT WILL INCORPORATE LITERACY STANDARDS INTO CONTENT INSTRUCTION.

• EXAMINE THE INSTRUCTIONAL STRATEGIES IN YOUR PACKET. • CHOOSE 3-5 STRATEGIES TO EXAMINE

THOROUGHLY.• DISCUSS HOW THE 3-5 CHOSEN STRATEGIES

SUPPORT THE READING AND WRITING LITERACY STANDARDS.

LESSON PLANNING & HOMEWORK

• USE FAMILIAR INSTRUCTIONAL STRATEGIES, COS, AND CCRS LITERACY STANDARDS TO DEVELOP A LESSON PLAN. • BRING BACK A SET OF STUDENT WORK THAT

RESULTED FROM THE LESSON YOU TAUGHT. • PREVIEW-FOR QM #4, WE WILL PUT ALL THE

PIECES TOGETHER AND ASSESS LESSONS USING ALL FOUR DIMENSIONS OF THE EQUIP RUBRIC.

POSSESSES THE KNOWLEDGE AND SKILLS NEEDED TO ENROLL AND SUCCEED IN CREDIT-BEARING, FIRST-YEAR COURSES AT A TWO- OR FOUR-YEAR COLLEGE, TRADE SCHOOL, TECHNICAL SCHOOL, WITHOUT THE NEED FOR REMEDIATION.

PREPARED GRADUATE DEFINED

Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.

WRAPPING UP…..