CKEC Instructional Support Leadership Network Meeting

April 16th, 2015

Access materials at: www.debbiewaggoner.com/apr-2015-isln.html

CKEC ISLN Facilitation Team

Debbie Waggoner, KDE/CKEC Instructional

Specialist – Math & Social Studies Emphasis

Kelly Philbeck, KDE Literacy/LDC

Mike Cassady, PGES Consultant

CKEC/KDE

Terry Rhodes, KDE/CKEC

Instructional Specialist –

Science Emphasis

Cherry Boyles,Instructional Supervisor,

Washington County Schools

Rebecca Woosley,

Effectiveness Coach, KDE

Learning

Teaching

Enhancing

Supporting

Sharing

Burgin Independent SchoolOver 100 years of Excellence

PGES - Professional Growth and Effectiveness System

Access materials at: www.debbiewaggoner.com/apr-2015-isln.html

Norms: Respect

Cell phone

Engagement

Restrooms

Being Prepared

Side Conversations

ISLN Meeting IMPORTANT NOTESPINK

Sheet

Discuss with your district team and

ANSWER

questions 6 & 7 on your EVALUATION

NOW

6. What support have you provided to schools, teachers, and/or students as a result of the knowledge/skills gained at the last meeting?

7. What steps has your District Leadership Team taken to promote the effective implementation of KCAS since the last meeting? (If you have not met, what plans are in place?)

Moving Forward

with Student Growth

Becky WoosleyEffectiveness

Coach

Formative Assessment: What’s YOUR comfort level with student growth in the TPGES?

Relaxed. I’ve

totally got this!

Clueless

. I’m

worried.

Start where you left off

Engage teacher teams in using the SGG rubric to analyze goals

Pinpoint areas of need

Differentiate professional learning based on needs

Common Areas for Improvement

Problem: Teachers don’t know their standards well enough to identify enduring skills.

Problem: Goals are not focused on enduring skills.

Problem: Growth and proficiency targets are not established with baseline data.

Problem: Assessments aren’t congruent with goal targets.

Do these same problems exist

outside of student growth

goals?

Table Talk

Problem: Teachers don’t know their standards well enough to identify enduring skills.

How do you plan to address

the problem?

4th Grade Science Teacher Unit: Erosion Unit used in the past and enhanced with activities found on the Internet (yellow) Does the unit/activities meet the intent of the identified Performance Expectation?

TABLE TALK

Now look at the enduring skills (blue)If the teacher does not know the true intent of the standard, how can they identify the enduring skills needed to measure student growth?

Problem: Goals are not focused on enduring skills.

How do you plan to address

the problem?

Resource Question

Have teachers used the Enduring Skills process (Student Growth web page) to engage in a deep dive into their

standards?

StrategyEngage teachers in identifying enduring skills in collaborative content teams

Why?Fosters reflection that informs

decisions Impacts instructional scaffolding Becomes the basis for alignment

between curriculum, instruction and assessment

Let’s take another look at the social studies scenario

What did Mr. Diamond’s PLC do first?

Enduring Learning – ENDURES beyond a single test date is of value in other disciplines is relevant beyond the classroom is worthy of embedded, course-long

focus may be necessary for the next level

of instruction Requires critical thinking (analyzing,

creating and evaluating)

Enduring Skills/Learning Mr. Diamond’s PLC identified:Construct compelling and supporting questions to develop inquiry skills

Use evidence to support a claimEvaluate the credibility of sourcesCommunicate conclusions to a range of audiences

Critique own work as well as the work of others

Take informed action

Mr. Diamond’s SGGFor the current school year, all of the 10th

grade world history students in my 3rd

block class will make measurable progress

in the enduring skill, use evidence to

support a claim. All students will move

up at least 1 level in each of the 3 scoring

elements and 75% of students will achieve

at the 3 or higher level on the controlling

idea, reading/research, and development

areas of the LDC Argumentation Rubric.

ENDURING LEARNING

WHAT IT IS WHAT IT ISN’T Worthy of extended

focus Fundamental to

learning in other disciplines

Aptitude that has value and utility beyond one narrow context

Foundational for the application of content

Applicable beyond the classroom Can be measured over time

A sub skill Explicit content

knowledge An activity A skill with

limited application

A strategy for learning

You try it

Problem: Growth and proficiency targets are not established with baseline data.

How do you plan to address

the problem?

Help teachers understand the different types of data.

Contextual Data vs. Baseline Data

Contextual Data Baseline Data

StrategyEngage teachers in identifying contextual data and baseline data in collaborative content teams.

Why?Fosters reflection that informs

decisionsProvides multiple sets of data to inform

instructionWhen we combine data, we have the

capacity to take better action

Let’s take another look at the ELA scenario

Your Turn: Mrs. Turner4th Grade ELA

Contextual Data Baseline Data

Your Turn: Mrs. Turner4th Grade ELA

Contextual Data Baseline Data

MAP data from previous year LDC Assessment Task

K-PREP data from previous year

Cold Read/Cold Write

Formative Assessments Rubric

Student Observations 7 Scoring Elements

Performance Assessments

Classwork

Classroom conversations

LDC Baseline Data:

Focus 12 15 68 5

Controlling Idea

20 25 52 3

Reading/Research

16 74 8 2

Development 21 68 9 2

Organization 14 33 39 4

Conventions 15 15 65 5

Content Understanding

10 55 35 10

Step 3: Creating & Implementing Strategies (What skills/instruction?)Step 1:Determine needs

Step 2:

Create

specific

learning

goals based on pre-assessme

nt

Step 3:

Create

and implement

teaching and

learning

strategies

Step 4:

Monitor

student

progress

through

ongoing

formative

assessmen

t

Step 5:

Determin

e whether the student achieved the goal

s

Step 4: Monitoring Student Progress and Making AdjustmentsStep 1:Determine needs

Step 2:

Create

specific learning goal

s based on pre-assessment

Step 3:

Create

and implement

teaching and

learning

strategie

s

Step 4:

Monitor

student

progress

through

ongoing

formative assessme

nt

Step 5:

Determin

e whether the student achieved the goal

s

Monitoring Student Progress

• Monitor both student progress toward goal attainment AND strategy effectiveness through formative assessment processes.

• Make adjustments to strategies and instruction as needed.

• NOTE: Goals are not adjusted.

CoreTools:

www.ldc.org

36

LDC Mini-Task LibraryDialogue BoxesDouble Entry JournalCornell NotesCER (Claim, Evidence, Reasoning)

Close Reading Annotation

LDC Big Task Bank

RI.1 (Insert optional question.) After reading _______________, write a(n) (extended response) in which you explain what the text says explicitly and when drawing inferences. Use details and examples from the text to support your response.

RI.2 After reading ______________, write ______________ in which you determine the main idea of the text and explain how key details support the main idea. Include a summary of the text.

RI.9 (Insert Optional Question) After reading _________________, write________________ in which you integrate information in order to write or speak about the subject knowledgeably.

Problem: Assessments aren’t congruent with goal targets.

How do you plan to address

the problem?

4th grade Math Enduring Understanding: Represent and solve real world problems to show understanding and fluency with multi-digit multiplication and division with remainders.Are the assessment items congruent to the 4th

grade enduring understanding listed above?

BLOOM’S

DOK – Depth of Knowledge

Addresses common misconceptions

High Cognitive Demand

Conceptual Understanding

Math Practice Standards: Problem Solving, Reasoning, etc.

What makes the Karl’s Garden and Carnival

Tickets tasks more aligned to the enduring understanding?

4th grade Math Enduring Understanding: Represent and solve real world problems to show understanding and fluency with multi-digit multiplication and division with remainders.

Questions to Consider

Are teachers assessment literate?

Do they understand DOK…….?

Do they understand how to aggregate the data to establish baseline data?

Strategies1. Engage teachers in determining appropriate DOK for learning targets

Why?Supports alignment between curriculum, instruction and assessment2. Provide rubric workshop

Why?Gives teachers a tool, aligned to standards, to aggregate data and to use for monitor growth across the year.

CKEC SS Network Meeting:Tues Apr 21st, 2015

Social Studies UPDATES

Debbie.waggoner@education.ky.gov

www.debbiewaggoner.com/apr-2015-social-studies.html

Social Studies Standards Timeline

March 2015 April 2015 Lavender page

KEY Messages

Lavender page

Feedback

Revisions and Support Materials

CKEC Summer SS NetworkThurs. June 11th Tues. July 21st Thurs. July

23rdCurriculum Planning Day

Curriculum Planning Day

Joint Science and Social Studies LDC DayWhen is your district team

going to attend? Who will you include on your district team?

Plan to focus on planning inquiry based units to try out and start implementing for

the upcoming year. What other needs does your district have for the time we spend together on these

dates?

Focus on Inquiry enhances classroom practice…

Taking Informed Action

http://youtu.be/ZcYc8o3b4XI

Taking Informed Action The Inquiry Cycle concludes with Taking

Informed Action.

Action can come in many forms and require varying degrees of complexity.

There is no right way. What’s most important is that students have opportunities to act on their learning.

Continuum Assuming “organize a rally” is most

complex and “create a poster and hang it in a public space” is least complex, work as a group to place the different examples of Taking Informed Action along a continuum of complexity.

As you discuss, if you feel other examples should be the ends of the continuum, feel free to rearrange

This was originally presented at the New York Council for Social Studies Conference. Thanks to Dr. Kathy Swan, Joe Karb, and Steve Lazar for sharing their materials.

UpdatesNext Network Meeting: Wed, April 22nd

Summer Dates:June 10-CurriculumJuly 16-Curriculum

July 23-Joint SS/Science LDC Training

Both days will be the same

terry.rhodes@education.ky.gov www.terryrhodes1science.com

Phenomenological Focus study of phenomena

What is phenomena? observable facts or events

Is it possible to make all science experiences into phenomenological experiences?

April’s Focus will be phenomenological

• What scientific phenomena have your students investigated?

• Are your tasks related to scientific phenomena? How?

• If not, could they be?• How does your task make student

thinking visible?

• Teachers will be revising tasks to be focused on phenomena and to elicit evidence of learning from students

63

xApril

KERFUFFLE

ker-fuf-fle

A commotion or fuss, especially one caused by

conflicting views

New Word!

Please complete your evaluation before

you leave today. We need your feedback!

We hope you will join your district teams for our summer sessions:

Social Studies Curriculum Planning: June 11th or July 21st

Science Curriculum Planning: June 10th or July 16th

Joint Science and Social Studies LDC Day: July 23rd

Have a great end of the school year, and a wonderful summer! Call us for your

professional learning needs ASAP, our calendars are filling

up fast. Thanks for a great 2014-2015 year with ISLN!