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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
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
[email protected] 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!