Senate Bill 1 & Common Language Glossary

Newport Independent

Schools February 2011 Training (K-12)

Before our training begins, please complete the following:“Knowledge Rating Handout”

Directions: Make a checkmark in the appropriate column based on your knowledge of the each word.

Activity

Our training today will include the following broad topics: Overview of Senate Bill 1 (SB1) New Common Language Glossary.

Welcome

Housekeeping

Law of Two Feet Parking Lot Resources Needed:

Handouts Vocabulary card (given out later by presenter) Other materials needed are provided in the table

baskets

Completion of Knowledge Rating handout Welcome , Agenda, Learning Targets &

Housekeeping Videos & discussion Nuts and Bolts of SB1 Common Language Glossary

Rationale Knowledge Rating Activity “I Have, Who Has?” card activity

Agenda

YouTube Video, “A Vision of K-12 Students Today“

“Need for Change & 21st Century Learning” Dr. Terry Holliday and guests (3:00) Stream video from http://www.teachersdomain.org/resource/sbo10.plr.module1/

At your table, discuss the following question:

How do you think the focus on college and work readiness will change schools in Kentucky and

your school in particular?

Video Discussion

Nuts & Bolts of SB1Handout

Overview of SB1

At Newport Schools, we want all our staff to realize maximum results. One of our first steps towards this ultimate goal was the creation of a Common Language Glossary . The main three purposes of this resource are:

1. To provide agreed upon descriptions of the essential terms most

commonly used. 2. To invite all teachers to share a common language and understanding of

the terminology, purpose and processes involved in successfully implementing all aspects of SB1.

3. To open the door for everyone to hold quality instructional conversations

with colleagues and to maximize the learning and teaching success of our students and staff.

Common Language GlossaryRationale

Post the “Knowledge Rating” chart on the wall.Using your individual “Knowledge Rating” sheet

completed prior to today’s training, do the following:

1. Mark the enlarged poster using one sticker for each vocabulary word.

2. Look at the completed chart.3. Using our compiled “Knowledge Rating” chart,

what are the implications?

Knowledge Rating Activity

Common Core Standards – provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be rigorous and relevant to the real world. The “core” helps students effectively inquire and make sense of important but complicated ideas, knowledge, and know how; a bridge to findings and explorations.

Top 10 Words To Know

Formative assessment – generally carried out throughout a course. Formative assessment is used to aid learning and provides feedback on a student’s work and would not necessarily be used for grading purposes.

Learning Targets - Statements of what we want students to learn and be able to do. Your learning targets should clearly state what you expect students to know and be able to do as a result of the lesson.

5 types of Learning Targets:1. Knowledge Targets 2. Reasoning Targets 3. Skill Targets4. Product Targets5. Dispositional Targets

Top 10 Words to Know cont.

Instructional Relevance - a teacher’s ability to facilitate learning experiences that are meaningful to students and prepare them for their futures.

Top 10 cont.

Learning Climate - a safe environment supported by the teacher in which high, clear expectations and positive relationships are fostered; active learning is promoted

Scaffolding – specialized teaching strategies geared to support learning when students are first introduced to a new subject. Scaffolding gives students a context, motivation, or foundation from which to understand the new information that will be introduced during the coming lesson. (see glossary for list of strategies)

Top 10 cont.

Summative Assessment - assessment generally carried out at the end of a course or project.

Top 10 cont.

Monitor- Obtaining reliable and ongoing information for making continuing adjustments to instruction, based on identified academic and behavior

Top 10 cont.

Assessment FOR Learning – assessments that happen while learning is still taking place. Conducted throughout teaching and learning to diagnose student needs, plan next instructional steps, provide students with feedback they can use to improve the quality of their work, and help them feel in control of their learning.

Assessment OF Learning – assessments that happen after learning is supposed to have occurred to determine if it did.

Presenter will provide directions for this activity.

Activity ~ “I Have, Who Has?

• Final thoughts on SB1 and the Common Language Glossary.

• If you have any questions, please write them on a post it note and stick them on our “Parking Lot” chart paper.

Thank you!