July 10 KIPP (LINDSEY & LAURENS PRESENTATION) Knowledge is Power Program Born from Teach From America get

college grads to work in underprivileged high schools for 2 years See www.kipp.org/kippvideos The promise to get kids on or ahead of grade level Credit to the teacher o Mentor o Contribute to student achievement o Leader o Continue to enhance their craft Promotes thinking All community members and stake holders are involved and have the same mandate (of getting kids to college) Student voice component, community invovlement o Kids, families, teachers and leaders in the home of the student 2 key things o Leadership o Community partnerships 5 Pillars of Kipp on powerpoint and their website

What to take from this presentation: The role of the teacher as leader Community partnership & funding

What would the 5 pillars be of IE: 1. That the imagination is educable and it will create flexibility of mind to make meaning of the world 2. We believe in nurturing beliefs and values which are not measurable. 3. A rich imaginative life 4. At least once a day, your students should be emotionally engaged (from Gillian Judson). You should be able to stop kids and ask them what they learned today and they say something like, I learned worms have 5 hearts. proof 5. Richly developed and use of language in the cognitive tool that theyre in, demonstrating in embrotic from Lunch Break:

Sandra & Lindas Presentation Activity: grade the logo against the rubric Gillians take: May use as guidelines for IE evaluation: be specific why use student voice, why use x, y or z? 6 situated practices? 4 dispositions to evaluative judgement

Order of the Comprehensives You each have an hr. Aim for 10-15 minutes and leave the rest as an opportunity to ask questions. Only demo some piece of your learning. The Schedule: Thursday, July 19. 10:30am to about 4pm 1. 2. 3. 4. 5. 6. 7. 8. Lauren Karo Heidi Emma Lindsey Colleen H. Bilal Steph

Friday, July 20. 9:30am to about 3pm 9. 10. 11. 12. 13. 14. Bridget Kelly Shareeda Colleen B. Melanie The Alices

Plan for the rest of the week July 11-end Thursday is independent, final write up day This Fridays class is a full class. Start 8:30 is the seminar stuff with the key note at 9am but 1:30-4pm back in classroom for peer edit. Plan to already have had your breaks. 2

Susan & Ninas Presentation (make sure you get the group answer key to the 10 dimensions activity)

6+1 Traits: Stephanie & Heidis Presentation Assessment & Evaluation Case Study

Principles & Guidelines History: By a group of teachers involved in evaluating papers in creative ways 6 common characteristics developed and then a 7th as the +1 The program uses common language and scoring guides Vygotsky prolapses & mediation IE the missing piece in 6+1 Traits Young authentic assessment, assessing the use of imagination PLO Ministry Standards

Where is it used? Mostly a US program but many places around the world Used across curricular areas including Math, Science, etc

Validity? Goal was to raise 5th graders from 50th to 54th percentile (achieve that goal) Study designed and implemented by marketers of the program

Rubric Assessment How can one rubric address writing across such a wide span of years? Anchor papers (benchmarks at each grade level) Multiple assessments, peer/self/teacher, across the year, not just a final rubric assessment Crosswalk standards (alignment of state standards Gr. 3-12 with rubric

What are the 6 Traits? 1. 2. 3. 4. 5. Ideas: Ideas make up the content of the piece of writing the heart of the message. Organization Voice Word Choice Conventions 3

6. Missing 1I didnt get it down 7. (the +1 part) Presentation Sample Rubrics Too small for me to copy

What is missing? Co-created assessment Imagination (L. Young) Imaginative Lesson plans Song

Potato without an e If you teach writing in a more imaginative way, is the writing achievement higher? How does the rubric change the assessment when the imagination is added? 6+1 Traits and another +1 the Imagination

Everybody needs a Pete! Activity Close your eyes and feel the bumps in your potato

The Program Purpose of writing Vygotsky influence, mediates, remediates Making connections that engage an emotional connection for the writer Draws on experiences of writer Takes time

Whats the Story? Activity: Meet Your Pete! Write as imaginatively as possible on your Pete using the graphic organizers. Strengths and Limitations What are the strengths of the program? o Adaptability of program o Authentic, on-going assessment o Available resources o Opportunity to include cognitive tool, engage emotions What are the limitations of the program? o Time consuming, prep and knowledge of the teacher 4

o o o

Limited validity and research into longitude/span Uses only one rubric framework Missing the imaginative evaluation in the rubric

How do you see us using IE into a rubric? (Gillians question) Mostly cognitive tooling in the rubric? (Gillians suggestion/question) Must have cross curricular components in a rubric (Heidis answer) Turn to Marks evaluation/rubric (Stephanies answer) Looking for indicators of imaginative o Childs spontaneous use of metaphor?

Using a Rubric to evaluate IE? Is that how we go about it? (Gillian Asks) Looking for evidence for spontaneous use of metaphor? Assuming it is one piece of a multimodal model? Is a rubric possible? Kellys answer: rubrics are possible but as long as we give the student the tool like binary opposites. So I am assessing your ability to find binary opposites Go. What will they say?

Question for reflection: Having a common language, and we dont have one Are trotmans 6 suggestions possible? Do students and teachers need to be able to talk about this program interchangeably with a common language Should the common language be based on cognitive tools then???