OCDE Project GLAD® and TPEP

Jody Bader

OCDE Project GLAD® Consultant

ESL Consulting Services, Inc.

WABE Fall Institute, November 2017

Agenda and Outcomes

¤ OCDE Project GLAD® - TPEP supports to date

¤ What is needed?

¤ Artifacts

¤ Rubric Basics

¤ You try it

¤ Gain a deeper understanding of the Pictorial Input Chart and its extensions.

¤ Understand how to analyze any OCDE Project GLAD® strategy for levels of performance.

iCriteria (Domain and Elements)

GLAD Strategies that Provide Evidence/Artifacts

GLAD-related Student Evidence

DOMAIN 1: Planning and Preparation 1a. Demonstrating Knowledge of Content and Pedagogy • Knowledge of Content and the Structure of the

Discipline • Knowledge of the Prerequisite Relationships • Knowledge of content-Related Pedagogy

Focus/Motivation 3 personal standards

CCD Inquiry Chart

Literacy Awards Observation Charts

Prediction/Reaction Guide Teacher-Made Big Book

Input

Graphic Organizer Narrative Input Chart Pictorial Input Chart

Review with word cards

Guided Oral Practice Chants

Exploration Report Picture File Cards

Sentence Patterning Chart T-graph for Social Skills

Team Tasks

Reading/Writing Cooperative Strip Paragraph Cooperative Strip Reading

Ear-to-ear reading ELD Group Frame

Expert Groups Here/There Reading Group Home/School Connection

Interactive Journals Listen & Sketch

Mind Map/Process Grid Story Map

Student Portfolios

Home/School Connection Inquiry Chart

Interactive Journals Prediction/Reaction Guide

Observation Charts Student Portfolios

Team Tasks

1b. Demonstrating Knowledge of Students • Knowledge of Child and Adolescent Development

Focus/Motivation 3 personal standards

Home/School Connections Inquiry Chart

CEL$5D+™$Teacher$Evaluation$&$OCDE$$Project$GLAD®$Rubric$2.0$

1$Katie$Adams$–$Certified$Project$GLAD®$Trainer$I$Fife$School$District$2013$Adapted$by$Jody$Bader,$2017$

Criterion$1:$Centering$instruction$on$high$expectations$for$student$achievement.$$P1#Purpose#–#Standards:$Connection(to(standards,(broader(purpose(and(transferable(skill$$Distinguished#–#4#The$lesson$is$based$on$grade$level$standards$and$the$learning$target(s)$align$to$the$standard.$The$lesson$is$consistently$linked$to$broader$purpose$or$a$transferable$skill.$$

OCDE#Project#GLAD®#Strategies##• YearIlong$plan$• Backwards$Planning$(UBD)$• Enduring$Understanding$$• TeacherIMade$Big$Book$$

P4#Purpose#–#Learning#Target:#Communication(of(learning(target(s)$Distinguished#–#4#Teacher$communicates$the$learning$target(s)$through$verbal$and$visual$strategies,$checks$for$student$understanding$of$what$the$target(s)$are$and$references$the$target$throughout$instruction.$$

OCDE#Project#GLAD®#Strategies###

P5#Purpose#–#Learning#Target:$Success(criteria(and(performance(task(s)(Distinguished#–#4#The$success$criteria$for$the$learning$target(s)$are$clear$to$students.$The$performance$tasks$align$to$the$success$criteria.$Students$refer$to$success$criteria$and$use$them$for$improvement.$$

OCDE#Project#GLAD®#Strategies##• Teacher$&$StudentIcreated$rubrics#• Team$Evaluations$for$TIGraph$for$Socials$Skills#

SE3#Student#Engagement#–#Engagement#Strategies:#High(cognitive(demand((Distinguished#–#4#Teacher$expectations$and$strategies$engage$all$students$in$work$of$high$cognitive$demand.$$

OCDE#Project#GLAD®#Strategies##• Cooperative$Learning$Strategies$

o Heads$Together$o Numbered$Heads$

• 10:2$• Three$Personal$Standards$with$Scouts$• All$Project$GLAD®$Strategies$$

CEC3#Classroom#Environment#&#Culture#–#Classroom#Routines#&#Rituals:#Discussion,(collaboration(and(accountability((Distinguished#–#4#Routines$for$discussion$and$collaborative$work$have$been$explicitly$taught,$are$evident,$and$result$in$effective$discourse$related$to$the$lesson$purpose.$Students$independently$use$the$routines$during$the$lesson.$Students$are$held$accountable$for$their$work,$take$ownership$for$their$learning$and$support$the$learning$of$others.$$

OCDE#Project#GLAD®#Strategies##• Cooperative$Learning$Strategies$

o Heads$Together$o Numbered$Heads$

• 10:2$• TIGraph$for$Social$Skills$

o Team$Points$o Team$Oral/Written$Evaluation$$

• Three$Personal$Standards$with$Scouts$• Literacy$Awards$$

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Average Range Average number of strategies per week (surveys)

12.5 0-22

Average quality rating (observations)

69% 19-100%

5

The frequency and quality of implementation varied

significantly across teachers.

3c Engaging Students in Learning OCDE Project GLAD® Strategies and Principles: Color coding Gradual Release of Responsibility Linking strategies: Observation/Inquiry, Input chart/Learning Log/ELD Review, Input/Expert Groups/Process Grid/Co-op Strip FM: CCD, Observation charts, Inquiry chart, Teacher-made Big Book, Input: Input charts w/ 10/2 lecture, word card review, GOP: Picture File Cards, ELD Review, SPC w/extensions, Team Tasks, RW: Expert groups, Co-op Strip Paragraph, Poetry Frames, Story Map, Process Grid, AF: Graffiti Wall Unsatisfactory – 1 Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced.

Basic – 2 Activities and assignments, materials, and groupings of students are partially appropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure, but that structure is not fully maintained.

Proficient - 3 Activities and assignments, materials, and groups of students are fully appropriate for the instructional outcomes and students’ cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace.

Distinguished – 4 Students, throughout the lesson, are highly intellectually engaged in significant learning and make material contributions to the activities, student groupings, and materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure.

Unsatisfactory Possible Teacher Observables: Pictorial Input Chart is done in one color and has only one category/chunk of content. Teacher does not follow up with a learning log and ELD review after the lesson, nor a word card review during a follow up lesson.

Basic Possible Teacher Observables: Students sit in close proximity to chart. Chart is pre-planned with lecture notes, sketches, and categories in pencil. Teacher presents information in chunks, with color-coding. Chart includes academic vocabulary and students are prompted to “say it with me” as teacher writes and says the word. The next day the teacher processes the chart with a word card review.

Proficient Possible Teacher Observables: In addition to Basic: Teacher intentionally sketches visuals and writes words as she says them, standing to the side of the chart to ensure all students can see it. Teacher defines or paraphrases each category and uses gestures, synonyms, primary language support, and defines vocabulary during instruction. Teacher uses a 10/2 lecture and prompts students to process each section orally with a partner before moving on to the next section. A learning log and ELD review follow the whole class lesson. Teacher differentiates word card review with varying prompts.

Distinguished Possible Teacher Observables: In addition to Proficient: Teacher’s prompts for 10/2 lecture are pre-planned for content and ELD. Written stems and frames that incorporate language form and function, along with content, are posted to scaffold academic conversation. During word/picture card review teacher processes chart multiple times with different intention/goal each time. Students are prompted to “Read it with me.” Each exposure to the chart ends with a learning log. It has an intentional prompt related to the oral 10/2s.

Differentiate Word Card Review

¤ Word match

¤ Word and sketch

¤ Picture File Card

¤ Word family

¤ Synonym

¤ Quote

¤ Blank

¤ Different days for different purposes

10/24/7 method (distributive practice)

Learning with spaced out exposures and opportunities to practice with slight variations in context to add retention. (Hermann Ebbinghaus)

¤ 10 – lecture in 10 minute chunks. Review.

¤ 24 – Review within 24 hours

¤ 7 – Review within 7 days

3c Engaging Students in Learning OCDE Project GLAD® Strategies and Principles: Color coding Gradual Release of Responsibility Linking strategies: Observation/Inquiry, Input chart/Learning Log/ELD Review, Input/Expert Groups/Process Grid/Co-op Strip FM: CCD, Observation charts, Inquiry chart, Teacher-made Big Book, Input: Input charts w/ 10/2 lecture, word card review, GOP: Picture File Cards, ELD Review, SPC w/extensions, Team Tasks, RW: Expert groups, Co-op Strip Paragraph, Poetry Frames, Story Map, Process Grid, AF: Graffiti Wall Unsatisfactory – 1 Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced.

Basic – 2 Activities and assignments, materials, and groupings of students are partially appropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure, but that structure is not fully maintained.

Proficient - 3 Activities and assignments, materials, and groups of students are fully appropriate for the instructional outcomes and students’ cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace.

Distinguished – 4 Students, throughout the lesson, are highly intellectually engaged in significant learning and make material contributions to the activities, student groupings, and materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure.

Unsatisfactory Possible Teacher Observables: Pictorial Input Chart is done in one color and has only one category/chunk of content. Teacher does not follow up with a learning log and ELD review after the lesson, nor a word card review during a follow up lesson.

Basic Possible Teacher Observables: Students sit in close proximity to chart. Chart is pre-planned with lecture notes, sketches, and categories in pencil. Teacher presents information in chunks, with color-coding. Chart includes academic vocabulary and students are prompted to “say it with me” as teacher writes and says the word. The next day the teacher processes the chart with a word card review.

Proficient Possible Teacher Observables: In addition to Basic: Teacher intentionally sketches visuals and writes words as she says them, standing to the side of the chart to ensure all students can see it. Teacher defines or paraphrases each category and uses gestures, synonyms, primary language support, and defines vocabulary during instruction. Teacher uses a 10/2 lecture and prompts students to process each section orally with a partner before moving on to the next section. A learning log and ELD review follow the whole class lesson. Teacher differentiates word card review with varying prompts.

Distinguished Possible Teacher Observables: In addition to Proficient: Teacher’s prompts for 10/2 lecture are pre-planned for content and ELD. Written stems and frames that incorporate language form and function, along with content, are posted to scaffold academic conversation. During word/picture card review teacher processes chart multiple times with different intention/goal each time. Students are prompted to “Read it with me.” Each exposure to the chart ends with a learning log. It has an intentional prompt related to the oral 10/2s.

Content Language What scientists do with the content SP7

3c Engaging Students in Learning OCDE Project GLAD® Strategies and Principles: Color coding Gradual Release of Responsibility Linking strategies: Observation/Inquiry, Input chart/Learning Log/ELD Review, Input/Expert Groups/Process Grid/Co-op Strip FM: CCD, Observation charts, Inquiry chart, Teacher-made Big Book, Input: Input charts w/ 10/2 lecture, word card review, GOP: Picture File Cards, ELD Review, SPC w/extensions, Team Tasks, RW: Expert groups, Co-op Strip Paragraph, Poetry Frames, Story Map, Process Grid, AF: Graffiti Wall Unsatisfactory – 1 Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced.

Basic – 2 Activities and assignments, materials, and groupings of students are partially appropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure, but that structure is not fully maintained.

Proficient - 3 Activities and assignments, materials, and groups of students are fully appropriate for the instructional outcomes and students’ cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace.

Distinguished – 4 Students, throughout the lesson, are highly intellectually engaged in significant learning and make material contributions to the activities, student groupings, and materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure.

Unsatisfactory Possible Teacher Observables: Pictorial Input Chart is done in one color and has only one category/chunk of content. Teacher does not follow up with a learning log and ELD review after the lesson, nor a word card review during a follow up lesson.

Basic Possible Teacher Observables: Students sit in close proximity to chart. Chart is pre-planned with lecture notes, sketches, and categories in pencil. Teacher presents information in chunks, with color-coding. Chart includes academic vocabulary and students are prompted to “say it with me” as teacher writes and says the word. The next day the teacher processes the chart with a word card review.

Proficient Possible Teacher Observables: In addition to Basic: Teacher intentionally sketches visuals and writes words as she says them, standing to the side of the chart to ensure all students can see it. Teacher defines or paraphrases each category and uses gestures, synonyms, primary language support, and defines vocabulary during instruction. Teacher uses a 10/2 lecture and prompts students to process each section orally with a partner before moving on to the next section. A learning log and ELD review follow the whole class lesson. Teacher differentiates word card review with varying prompts.

Distinguished Possible Teacher Observables: In addition to Proficient: Teacher’s prompts for 10/2 lecture are pre-planned for content and ELD. Written stems and frames that incorporate language form and function, along with content, are posted to scaffold academic conversation. During word/picture card review teacher processes chart multiple times with different intention/goal each time. Students are prompted to “Read it with me.” Each exposure to the chart ends with a learning log. It has an intentional prompt related to the oral 10/2s.

Rubric Basics ¤  Stay off the fence

¤  4-point scale

¤  Bookends ¤  Start with 1 or 4, then do the other ¤  Basic 2 – Newly trained teacher has got the basics down ¤  Proficient 3 – Experienced OCDE Project GLAD® teacher or trainer has

all the pieces of the strategy ¤  Distinguished 4 – Incorporate 1 or more ELD considerations (scaffolds).

Must integrate SI / ELD. Have a deeper understanding of the strategy

¤  Specific and Descriptive Language ¤  Avoid “good” “excellent” ¤  Reading the possible teacher observables, you need knowledge of

the strategies. You’re not going to get a GLAD® how-to from reading the rubric.

¤  Each description and each characteristic should be mutually exclusive, but can build on one another

3c Engaging Students in Learning OCDE Project GLAD® Strategies and Principles: Color coding Gradual Release of Responsibility Linking strategies: Observation/Inquiry, Input chart/Learning Log/ELD Review, Input/Expert Groups/Process Grid/Co-op Strip FM: CCD, Observation charts, Inquiry chart, Teacher-made Big Book, Input: Input charts w/ 10/2 lecture, word card review, GOP: Picture File Cards, ELD Review, SPC w/extensions, Team Tasks, RW: Expert groups, Co-op Strip Paragraph, Poetry Frames, Story Map, Process Grid, AF: Graffiti Wall Unsatisfactory – 1 Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced.

Basic – 2 Activities and assignments, materials, and groupings of students are partially appropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure, but that structure is not fully maintained.

Proficient - 3 Activities and assignments, materials, and groups of students are fully appropriate for the instructional outcomes and students’ cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace.

Distinguished – 4 Students, throughout the lesson, are highly intellectually engaged in significant learning and make material contributions to the activities, student groupings, and materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure.

Unsatisfactory

Possible Teacher Observable:

Teacher leads students in a K/W/L chart prior to new instruction. No student to student conversation is present; the teacher does most of the talking. No visuals are used to build background for students. The teacher may exhibit frustration with students’ lack of background, “You should know this…” The L column is never filled in.

Basic

Possible Teacher Observable:

Teacher leads students in an Inquiry Chart before new instruction. It may or may not be color-coded. Student comments may or may be written verbatim. Observation Charts did not precede the Inquiry chart, or if they did were done on a different day. Limited student-student conversation took place.

Proficient

Possible Teacher Observable:

In addition to Basic:

Inquiry Chart was done with 80-100% fidelity. The two columns were color coded, teacher wrote student responses verbatim, students had time to put heads together before responding to prompt. Teacher explicitly teaches “hypothesis” during the first column. The chart is processed at least once. Observation charts preceded the Inquiry Chart during the same lesson.

Distinguished

Possible Teacher Observable:

In addition to Proficient:

Inquiry Chart was done with 100% fidelity. Observation charts may incorporate a realia or technology variation. Teacher teaches “W & H” question words on second column, if appropriate for grade and language proficiency level. Teacher records names or initials of students, if appropriate. Inquiry Chart is processed on a regular basis for content extensions, misconceptions, language, sources cited, questions answered. Student questions were continuously added to chart during unit. Teams and/or individuals researched answers to questions. A teacher pulls aside ELLs to do a primary language Inquiry Chart.

THANK YOU

More about OCDE Project GLAD® training and support Jody Bader ESL Consulting Services, Inc. www.eslconsultingservices.com jody@eslconsultingservices.com , or gladbader@hotmail.com 425-238-4617 OCDE Project GLAD® National Training Center http://www.ocde.us/NTCProjectGLAD/Pages/default.aspx