New Cluster Leaders

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Welcome

• New Cluster Leaders

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BENEFITS
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TOPICS OF TRAINING

• Roles and Responsibilities
• Timeline and Calendar
• Ethics
• Scoring

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Roles and Responsibilities

• True/False Quiz
• ???

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True or False?

• 1. Cluster Leader provides a one-hour scoring
  training session for Cluster Teachers as close to
  the actual scoring session as possible.
• False

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True or False?

• 2. Cluster Leader participates in the planning
  and/or presentation of all writing training at
  his/her school.
• True

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True or False?

• 3. Cluster Leader makes available writing
  resources upon request and/or as required.
• True

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Roles and Responsibilities Organizational Chart
CLUSTER LEADER
CLUSTER TEACHERS
OTHER STAFF PRINCIPALS, COUNSELORS, LIBRARIANS,
AND ALL TEACHERS IN THE IMPLEMENTATION OF
SCHOOL-WIDE WRITING PROGRAM
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True or False?

• 4. Cluster Leader is not required to view the
  scoring training telecast specific to his/her
  grade level.
• False

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True or False?

• 5. Cluster Leader gives the official composite
  portfolio score during a scoring session.
• False

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True or False?

• 6. Cluster Leaders role is that of writing
  instructional leader and professional development
  provider.
• True

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Roles and Responsibilities

• 1 Provide optional and required teacher
  portfolio development training sessions for your
  Cluster Teachers/staff.

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Roles and Responsibilities

• 2 Provide ongoing support to your Cluster
  Teachers/staff as they help students develop as
  writers.

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Roles and Responsibilities

• 3 Inform Cluster Teachers about sessions.

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Roles and Responsibilities

• 4 View and obtain a recording of your
  grade-specific Scoring Training telecast from KET
  (telecast dates are announced in the fall).

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Roles and Responsibilities

• 5 Attend your regional Cluster Leader Scoring
  Training session (see timeline for dates).

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Roles and Responsibilities

• 6 Provide a 3 or 6-hour Scoring Training
  session for Cluster Teachers as close to the
  actual scoring sessions as possible.

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Roles and Responsibilities

• 7 Provide on-going support to your Cluster
  Teachers/scoring team as they begin assessing the
  portfolios.

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Roles and Responsibilities

• 8 Maintain close contact with KDE Writing
  Consultants who will be providing and
  disseminating necessary information.

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Contacts

• Dena Cole, Middle School Writing Consultant,
• Dena.Cole_at_education.ky.gov
• Depeka Croft, Elementary Writing Consultant,
  Depeka.Croft_at_education.ky.gov
• Lee Ann Hager, High School Writing Consultant,
• LeeAnn.Hager_at_education.ky.gov

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Roles and Responsibilities

• 9 Each Cluster Leader will work with building
  principal(s), faculty, BAC, and DAC to establish
  a policy for maintaining working folders for all
  levels within the building.

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Roles and Responsibilities

• Strategies for Networking In Your District
• Create your own information network
• Create a Writing Portfolio study/support group
• Create and/or join a Professional Development
  Planning Committee
• Create a professional library in your school or
  district
• Join the KY WRITE Listserv at this internet
  address http//www.uky.edu/Education/kylists.html
  

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Roles and Responsibilities

• Cluster Leaders must be familiar with 703
  KAR5010 Writing Portfolio Procedures and
  Ethical Practices.

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Time Line/Calendar
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August/September

• Do
• Review roles and responsibilities
• Schedule scoring training for teachers with
  principal, BAC, and/or DAC
• Review 100 day rule procedures
• Check to make sure all forms/handbooks are
  current and complete
• Ethical and unethical reminder at faculty meeting
  with principals permission

• Think
• How will working writing folders be managed?

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October/November

• Do
• Review dates for scoring training with
  administration team
• Set date for portfolio completion for your school
  with principal and inform staff
• Review Writing Scoring Rubric with staff
• Attend Fall Cluster Leader Training and share
  with staff
• Discuss Conferencing Management with staff and
  school leaders

• Think
• What method of analyzing instructional practices
  and portfolio checkpoint review can I utilize?

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December/January

• Do
• Portfolio Checkpoint Review and Analyze
  Instructional Practices
• Update principal about suggested writing
  professional development opportunities for next
  year
• Review Conferencing Management
• Discuss scoring team members, date, and location
  with principal, BAC/DAC

• Think
• Are there instructional practices/strategies that
  I can help implement?
• What other resources and methods can we utilize?

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February/March

• Do
• Early March
• Attend KDE delivered training
• Mid-Late March
• Prepare paperwork for scoring session
• Conduct scoring training

• Think
• What resources will I need to conduct scoring
  training?
• Reflect on effective instructional practices
  what works and what doesnt

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April/May

• Do
• April 23-May 4 (CATS Testing Window) Portfolio
  Window Closes on April 23 end of day
• Contact BAC/DAC to determine when to turn in
  composite scores
• Discuss with principal location of storing
  portfolios
• Discuss portfolio analysis with principal to
  update professional development plan for
  school-wide writing program

• Think
• How can I adjust this schedule to best fit my
  needs for next year?

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June/July

• Think
• Reflect on working folder management school wide
  and make suggestions if needed
• Reflect on student performance using feedback
  from scoring session

• Do
• Attend KDE summer cluster leaders meeting
• Compile resources for staff development
• Review portfolio analysis to create the upcoming
  master schedule that addresses writing
  instruction and conference management

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Ethics
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• 1. Johnny is asked to write a poem for his
  portfolio, but his teacher has only scheduled one
  class period for poetry instruction.
• Okay or not okay?

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• 2. Mr. Smith allows his students to write daily
  within his classroom but doesnt allow his
  students to work outside the classroom on any of
  their pieces.
• Okay or not okay?

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• 3. Mrs. Jones includes the Kentucky Writing
  Scoring Rubric and samples that exhibit each
  cells criteria in her daily classroom
  instruction.
• Okay or not okay?

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• 4. Mrs. Jones loves Johnnys short story and
  insists that he include it as one of the pieces
  in his assessment portfolio.
• Okay or not okay?

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• 5. Mrs. Jackson has asked five 8th graders, who
  are excellent writers to conference with her 7th
  grade students. Her colleague, Mr. Smith suggests
  that they be re-trained on ethical conferencing,
  but Mrs. Jackson thinks this training is
  unnecessary.
• Okay or not okay?

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• 6. During conferencing, Mrs. Jones asks her
  students questions to help clarify purpose,
  strategies, meaning, etc.
• Okay or not okay?

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• 7. Mr. Cooper, the principal, is concerned about
  ethical marking of student papers therefore, he
  has instructed his teachers to make no marks on
  any papers.
• Okay or not okay?

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• 8. Mr. Cooper, the principal, sends out a memo to
  all Language Arts teachers instructing them that
  all portfolios must be word-processed.
• Okay or not okay?

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• 9. Mrs. Smith, a 4th grade teacher, only provides
  instruction on fables for the students literary
  requirement.
• Okay or not okay?

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Go Directly to Jail (Do Not Collect 200!)

• (See Administration Guidelines for Writing
  Instruction
• and the writing regulation document)

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• Mr. Smith, a social studies teacher, announced to
  his class that this was portfolio week and gave
  his students the prompt.
• VIOLATION! Go to Jail or
• In Compliance

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• Mrs. Smith, a language arts teacher, wants her
  students to maintain ownership of each writing
  piece. As a result, she limits her comments to
  the terms, Edit, Revise, and Good Job!
• VIOLATION! Go to Jail or
• In Compliance

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• Mr. Smith assigns a feature article on Wednesday
  and announces the due date for the final draft is
  Friday.
• VIOLATION! Go to Jail or In Compliance

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Scoring

• Setting Up a Scoring Session

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Scoring Session Design(Discuss with
Principal,BAC/DAC)

• Who will score?
• - Whole school
• - Select group
• Where will the session be held?
• - options
• - schedule (testing window)

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Design Continued

• What method will be used?
• -Double blind -- mandatory 2007
• -Third reading?

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Scoring Materials

• Quality Control Portfolios
• (Contact DAC)
• Practice Portfolio (Spring Training)
• Scoring Handbook
• Kentucky Writing Scoring Rubric

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Kentucky Writing Scoring Rubric
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Language of the Rubric
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(No Transcript)
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Flow Chart
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Scoring Materials Continued

• Forms
• - Writing Portfolio Score Form
• - Quality Control Portfolio Form
• - Table Leader Read Behind
• - Instructional Analysis
• - Portfolio Score Report

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What to do with the old scoring materials

• Quality Controls
• Benchmarks
• Exemplars

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How can the scoring rubric improve writing
instruction?

• Authentic focused purpose
• Awareness of audiences needs
• Idea development and support
• Characteristics of the genre
• Transitional elements
• Enhancing the meaning
• Control
• Documentation

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REMEMBER

• Keep in close contact with your BAC/DAC for
  information regarding timelines and procedures
  for turning in portfolio scores.

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• Questions and Answers