instructional support leadership network november 12, 2012 mets center
TRANSCRIPT
Instructional Support Leadership NetworkNovember 12, 2012METS Center
Meet Your Facilitators• Curtis Hall- Executive Director, Northern Kentucky Cooperative
for Educational Services• Dr. Rosa Weaver- Educational Leadership Coordinator,
Northern Kentucky University• Ben Lusk- Director of Assessment Support Boone County
Schools• Ruthie Staley- Regional Network English Content Specialist• Jenny Ray- Regional Network Math Content Specialist• Ellen Sears- Office of Next Generation Learners• Brian Mercer- CIO Campbell County Schools• Marty Park- KETS Engineer, KDE
AGENDA
• Language Arts Network Update• Mathematics Network Update• Innovation Configuration Map • Professional Growth• Bring Your Own Device• Digital Citizenship
INSTRUCTIONAL SUPPORT LEADERSHIP NETWORK
ENGLISH LANGUAGE ARTS UPDATE
November 12th , 2012
Ruthie StaleyELA Content Specialist – Kentucky Department of Education
(859) 609-7958
ELA UPDATES- LDC TEACHER INSTITUTES
Saturday sessions include a general session and breakout topics. The strands for the topics include:oBrand new to LDCoLooking to Write LDC ModulesoHoning in on Skills and Mini-TasksoFocus on Instructional Strategies
DATES AND LOCATIONS FOR SATURDAY SESSIONS
Session 1
November 3rd: Lexington, Sheraton Four Points
November 10th: Elizabethtown, John Hardin High School
December 8th: Richmond, E.K.U., Perkins Building
Session 2:
February 9th, Lexington
March 16th, Richmond
April 16th, Elizabethtown
All session will start at 9:00 and end at 4:00
LDC TEMPLATE TASKS FOR ELEMENTARY
Posted on my website are the elementary template tasks for the Literacy Design Collaborative
Tab: LDC
www.ruthiestaley.net
REMOTE COACHING PLATFORM
• Virtual community offered by the Gates Foundation that provides an opportunity for collaboration and coaching support with those involved in creating LDC Modules
• Remote coaching is voluntary
• Invitations have been extended to teacher leaders across the state
• Northern Kentucky Teacher Leaders received information on remote coaching on October 7th . It was sent out as a reminder again on October 16th
• If teacher leaders want to participate, they must have a release form signed by October 23rd and sent to me. I will submit names and identifying information to Cathy Feldman and Lee Kappas, from the Gates Foundation
NOVEMBER’S ELA AGENDA FOR NOVEMBER 26TH
• Professional Growth Effectiveness System: Domain 3
• Close Reading/ Practice and Create Text Dependent Questions
• Focus Standards:
Primary: Writing Standard 2, Reading Informational Standard 3
Upper Elementary: Reading Informational 3 and 5
Middle School: Language Standards/Revisit Mechanically
Inclined
High School: Writing Standard 3, Reading Standard
• Literacy Design Collaborative: Work on Instructional Ladder
• Book Study: Teach Like A Champion by Doug Lemov
Grades 6-12 Reading Standards
Standard 1: Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CLOSE READING
• Methodical investigation of a complex text through answering text dependent questions geared to unpack meaning of text
• The Anchor Standards for Reading found in the Common Core State Standards prioritize the close reading skill of extracting evidence and making inferences (Standard 1) when reading complex text (Standard 10).
• All of the intervening standards (Standards 2 – 9) call on students to answer text dependent questions – from determining theme (Standard 2) to building knowledge by comparing two or more text (Standard 9)
*Note: This text dependent approach is one of the key shifts embodied in the CCSS
CLOSE READING DEFINED BY CCSS
• Focuses on portions of text posing the biggest challenges to comprehension, confidence and stamina
• Directs student to carefully examine unique text in front of them
• Poses questions about specific ideas within the text, but also asks students to make inferences based on evidence beyond what is explicitly stated
• Directs student to pay close attention to text structure
• Channels student focus on a sequential integrated line of inquiry
• Stresses that students should synthesize the evidence in an organized fashion
• Helps students become aware of nuances in word meaning as well as acquire knowledge of academic vocabulary
ELEMENTS OF CLOSE READING INSTRUCTION
Close Reading:• does not rely on students using background knowledge or experiences to
answer text dependent questions
• empowers students to use the text as a rich source for constructing knowledge
• requires students to grapple with text first to determine what is unclear or confusing
Background Knowledge should be given only if students need additional information for the purpose of explicitly understanding the text
CLOSE READING AND BACKGROUND KNOWLEDGE
• Selecting short, worthy passages
• Rereading as a strategy
• Reading with a pencil
• Noticing confusing parts
• Discussing the text
• Asking Text-Dependent Questions
KEY POINTS THAT DESERVE ATTENTION WITH CLOSE READING
Text-dependent Questioning
Requires students to return to the text to formulate responses
Moves from literal to
interpretive
• Embraces the key principals of Close Reading embedded in the CCSS Anchor Standards
• Asks students to provide evidence from complex text and draw inferences based on what the text says explicitly (Standards 1 and 10)
• Calls on students to perform a variety of tasks reflected in the intervening Anchor Standards (Standards 2 – 9)
• Does not rely on the student to posses background information or experience
• Privileges the text itself and the information extracted from the text
TEXT DEPENDENT QUESTIONS DEFINED BY CCSS
PROGRESSION OF TEXT-DEPENDENT QUESTIONS
Opinions, Arguments, Intertextual ConnectionsInferences
Author’s Purpose
Vocab & Text Structure
Key Details
General UnderstandingsPart
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
BY DOUGLAS FISHER, NANCY FREY, DIANE LAPP
TEXT COMPLEXITY: RAISING RIGOR IN READING
ISBN: 978-0-87207-478-1
ACCESS MY WEBSITE FOR NOVEMBER’S RESOURCES
Go to the ELA Resources Tab and click
on November’s Resources
www.ruthiestaley.net
Innovation Configuration Maps
An instrument used to define and measure implementation of a new program or practice
Hall and Hord, (2011). Implementing Change: Patterns, Principles, and Potholes. Boston: Allyn and Bacon
Innovation Configuration Map…
Clarifies what a new program is or isn’t
Defines “quality” clearly—what practices look like in use or in operation
Indicates the degree to which the innovation is being implemented
Informs how to best assist and support educator’s successful use of new practices
Innovation Configuration Map…
Provides a blueprint for learning, planning, and resources required for implementation
Determines significant factors that ensure successful implementation of the innovation to increase student achievement
Provides a consistent guide to how districts begin and continue efforts to implement the standards
Innovation Configuration Map Conventions
PILLAR—LEADERSHIP
CENTRAL OFFICE STAFF
Component 1: Develops strategic structures and processes for the effective implementation of the pillars (CHETL, Standards, Leadership, and Assessment Literacy) in all schools.
Level One Level Two Level Three Level Four Level Five Level Six
Designs a schedule for strategic use of time that includes clearly identified goals Provides time for learning teams to work, while focusing on district goals related to CHETL
Designs a plan that provide time with clearly identified goals;
Allows learning teams to work, monitoring that time is used effectively to address district goals related to CHETL
•Recognizes that time for effective implementation is critical and develops a plan to provide time for teams to work on CHETL, Assessment Literacy, and KCAS.
Recognizes the need for time for effective implementation but does not develop a plan for providing time
Has not addressed providing time for implementation of CHETL, Assessment Literacy, and KCAS.
Level One: Ideal
Level One: Ideal
Continuum of Behaviors Continuum of Behaviors
IC Map Conventions1. An IC map describes behaviors for a specific
group—Central Office staff [principals, teachers, etc.]
2. The component describes major outcomes for Central Office related to implementation of a CCSS pillar.
3. “Ideal” or high-quality implementation appears on left-hand side—Level One.
4. The continuum of behaviors describes implementation variations from “Ideal—Level One” to “Not Yet Begun—Level Five/Six”
5. The number of levels can differ for each component. Some components might have 3 levels others 6.
Directions1. In a district group, select a single
pillar to focus on2. Each person individually reads all the levels
and decides which level best describes the district’s current actions
3. Using a Round Robin process, each person shares his/her response and provides a brief rationale
4. If responses indicate different levels, discuss and come to consensus on a single level
5. Identify next steps—examine the level beyond your current assessment for other strategies
ISLNNovember 2012
Making Connections
To Teacher Effectiveness
2012-13 Detailed Timeline
• May 2012Data Collection and Analysis District feedback -Revise Training
June – July (Ext. Field Test)Evaluation System TrainingObserver training – Inter-rater reliability
and certification Focus on meaningful feedback
August - DecemberExtended field test
Full Evaluation System CycleScaling Criteria
Training on the Principal Evaluation System
Readiness and Preparation (remaining 120 districts)
• January 2013120 district leadership team
meetings
February – May 2013 120 districts leadership teams focus
prepare for PGES
June – July 2013State leadership team training for
all districts
August 2013Statewide pilot implementationLocal district scaling to full
implementation
August 2014Statewide implementation in
accountability
Target I can apply the Framework for Teaching to identify and support
effective teaching practices.I can recognize rigorous implementation of The KY Core Academic
Standards (KCAS) including the use of the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) instructional tools.
31
KY Accountability System
Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional ResponsibilitiesDomain 5: Student Growth
Observ
ation
Reflective
Practice
Student
Growth
Professio
nal
GrowthStudent
Voice
Peer
Observati
on
How can the Framework for Teaching be used to identify & support effective teaching practices
What are the 3C “look fors?”
3C Engaging Students in Learning• Activities and Assignments• Grouping• Instructional Materials and Resources• Structure and Pacing
What stands out in 3C?
…students are not merely “busy,” nor are they “on task.”
…students are developing their understanding through what they do.
A Literacy Design Collaborative (LDC) Classroom
Social Studies
Lesson
Accomplished Exemplary
The learning tasks and activities are aligned with instructional outcomes and designed to challenge student thinking, the result being that
most students display active intellectual engagement with important and challenging content and
are supported in that engagement by teacher scaffolding.
The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.
Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and suitable scaffolding by the teacher and fully aligned with the instructional outcomes.
In addition, there is evidence of some
student initiation of inquiry
and of student contribution to the exploration of important content.
The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning and to consolidate
their understanding. Students may have some
choice in how they complete
tasks and may serve as resources for one another.
Share OutWhat impact are you seeing of LDC/MDC implementation on teacher effectiveness?
Debrief-How can you use this activity in your school or district to build understanding of teacher effectiveness?
Video Resources –*Literacy Design Collaborative website*YouTube for Math Design Collaborative*Check out PD 360 videos linked to the Framework
Make a visitVisit a LDC and/or MDC classroom to enhance your list of look-fors and connections to the TPGES.
Where To Learn More
• Go to KDE Website.• Enter “Effective Teachers” in the
search box.Effective teachers Search
Email resource -If you have questions about
the field test
BYOD … Bring your own Device
CCS Technology Department, 2012
Why BYOD?
ODistrict VisionOCIO SMART GOALS- 3-5 year plan
(December 2010)ODistrict Focus Points
O Promote District-Wide Technologies
OBYOD vs 1:1O$!
Network Preparation:O Network
O Upgrade CoreO Network Switches (10/100/1000)O Wireless Access Points – 802.11nO Controller (Manages Access Points)O WAP LicensesO Transparent ProxyO Network Access Controller (NAC)
O Safety and Security PODNET (Personal Owned Device NETwork)
O Safety-Filter Content through proxy O Safety- Force “safe search” block the restO Security- Bubble and Virus
Building Management & Communication:
O February 2011 -- The CCMS SBDM begins exploring the 1:1 initiative (April 2011 SBDM allocates partial funding for wireless access points.)
O July 2011 -- Ad Hoc One to One Committee formedO September 2011 -- Committee begins “BYOD” Policy
Draft (adopted December 2012) O Parents Notification: Automated all-call and feature article
in school newsletter sent out outlining the initiative and inviting stakeholders to SBDM meeting.
O October 2011 – Superintendent introduces BYOD initiative to DIP Committee.
O November 2011 – Digital Citizenship Professional Development for teachers.
O January 2012 - Policies and procedures for the voluntary program are released.
Digital Citizenship Training for Students
O Digital Driver’s LicenseO www.idrivedigital.com
O What is taught and who is teaching it? O Digital Access, Health and WellnessO Introducing Digital CommerceO Digital Communication, Etiquette, and Security
O Cyber Bullying—Social Networking (online behavior) and internet safety
O Digital Media Fluency
Management of Student Access
O Digital Citizenship TrainingO Make-up and New Students
O Passing the Digital Driver’s License TestO What is the expectation? Will you have levels?
O Students Connecting their DevicesO Schedule for bringing in devicesO How to connect…O Help Webpage
O With student movement…how will you know? O Infinite Campus O LifeTouch
CCMS Digital Driver License
Student awarded a Digital Driver License upon a passing score of 80% or higher. Remediation when necessary.
Process for Student Access
1) Student passes DDL training and receives DDL.
2) Student turns in a signed AUP and BYOD parent signature docs.
3) Student is given access in the next 24 hours.
I. Managed at school level via Active Directory Groups.
II. 4 Tier Groups
NAC
View
? O Training, training, trainingO High School & Middle School
differences
Before You Leave
• Please fill out your Implementation and Impact survey
• Please fill out an evaluation form and leave it at your table
• Next meeting date, Monday, January 7th