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Instructional Support Leadership Network. Kentucky Valley Educational Cooperative October 19 and 20 th. Today’s Targets. I can identify the 3 modes of writing for ALL content areas and recognize the connection to assessment.

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Instructional support leadership network

Instructional Support Leadership Network

Kentucky Valley Educational Cooperative

October 19 and 20th


Today s targets

Today’s Targets

  • I can identify the 3 modes of writing for ALL content areas and recognize the connection to assessment.

  • I can identify the sub-domains of the KY DRAFT INSTRUCTIONAL Writing Rubric and distinguish the differences in language across the modes.

  • I can recognize instruction that makes the connection among the standards: LDC.

  • I can explain the format and procedure of a FAL.

  • I can compare problem solving and content FALs.

  • I can plan for ways to support MTL as they implement FALs.


Today s targets continued

Today’s Targets (continued)

  • I can differentiate between the traditional process of teacher/principal growth and evaluation and the new vision for teacher/principal effectiveness.

  • I can discuss the Teacher/Principal Effectiveness Frameworks and identify proposed multiple measures that could become a part of the process.

  • I can relate CHETL to the Teacher/Principal Effectiveness Framework.


English language arts isln october 2011

Effective Instruction That

Impacts Assessment

English/Language Arts ISLN October, 2011


Kcas writing modes of discourse

KCAS Writing Modes of Discourse

  • Informative/Explanatory

  • Opinion (K-5)/Argumentative (6-12)

  • Narrative (Not Personal Narrative!!)

    Modes may be applied in a variety of forms,

    and instruction should not limit choices

    based on anticipated test formats.


Writing standard 1

Writing Standard #1

Anchor Standard: W.CCR.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.

K-12 Progressions


Ky writing draft instructional rubric

KY Writing DRAFT Instructional Rubric

Look at a copy of the KCAS and identify where the standards appear in the rubric for the sub-domain of STRUCTURE.


Instructional support leadership network

One big change in the writing standards is the shift from opinion/persuasion to argumentation…


Opinion persuasion and argumentation what s the difference

Opinion, Persuasion and Argumentation: What’s the difference?

Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think


Does it meet the intent of the standard

Does it meet the intent of the Standard?

Items Needed

  • Copy of Writing Deconstructed Standard #1 (5, 8 or 10)

  • Copy of Student Writing Response (5, 8 or 10)

Instructions

  • Review Writing Standard #1

  • Read the Student Response

  • Determine whether or not the response meets the intent of Writing Standard #1


Arguments from to

Arguments: From…To…


Instructional support leadership network

Teaching Argument for

Critical Thinking and Writing:

An Introduction

By George Hillocks Jr.


Ldc framework

TEMPLATE TASKS

Target the 3 modes of writing

in the Common Core State Standards

Teacher/Student-Selected

Texts

LDC Framework

or

or

Appropriate, grade-level texts that support selected content

Argument

(opinion at the elementary grades)

Informative/ Explanatory

Narrative

& other Common Core Standards when appropriate*

Supported by an Instructional Ladder

Skills students need to complete the task

Mini-tasks for building each skill


Template task 2 argument

Template Task 2: Argument

[Insert essential question] After reading ___________ (literature or informational texts), write a(n) ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

LDC design team, Template Task Bank


From templates task to teaching task

From Templates Task to Teaching Task

Teachers fill in the template task to create a teaching task, meaning a major student assignment to be completed over two to four weeks.

The content can be science, history, language arts, or another subject.

The template task becomes a teaching task when a teacher adds the text to be read (content) an essential question and a writing assignment.


Ldc guide for teachers template task collection 1

LDC Guide for Teachers Template Task Collection 1

  • The main sections are argumentation, information/explanation, and narrative (matching Common Core’s three kinds/modes of writing)

  • The template tasks start either with an essential question or with “after researching)

  • They include templates for definition, description, procedural-sequential writing, synthesis, analysis, comparison, evaluation, problem-solution, and cause-effect


Take a look

Take a Look

With a partner . . .

  • Look over the sample tasks together.

  • Choose one of them and list some plussesthat make sense to you and some puzzles you want to know more about.

  • Discuss them with a partner.


Ldc framework1

TEMPLATE TASKS

Target the 3 modes of writing

in the Common Core State Standards

Teacher/Student-Selected

Texts

LDC Framework

or

or

Appropriate, grade-level texts that support selected content

Argument

(opinion at the elementary grades)

Informative/ Explanatory

Narrative

& other Common Core Standards when appropriate*

Supported by an Instructional Ladder

Skills students need to complete the task

Mini-tasks for building each skill


Instructional support leadership network

LDC MODULE BASICS


October ela network meeting focus

October ELA Network Meeting Focus

Literacy Design Collaborative and CHETL

  • Teaching Task 2: Can This Task Be Saved?

  • A First Instructional Ladder

  • Embedded connections to CHETL

    Grade Level Groups:

  • Assessment Literacy: Formative Assessment

  • Book Study: Mechanically Inclined , by Jeff Anderson

  • Leadership and Personal Goal Setting


Connecting effective instructional practices to assessment

Connecting Effective Instructional Practices to Assessment

Constructed response, as defined in Senate Bill 1, is a general term that describes any type of item where students must develop or build a response to a question or prompt:

  • Fill in the Blank

  • Short Answer

  • Extended Answer (Response)

  • Open Response

  • On-Demand


On demand writing assessment purposes

“On-Demand” Writing Assessment Purposes

  • To provide students the opportunity to demonstrate independently the communication skills they have developed through instruction

  • To reflect authentic reading and writing —understanding the role reading plays in the development of writing without testing reading ability

  • To use source material to promote authentic content in writing

  • To reflect the type of writing required for college/job readiness, reflected in the CCSS (KCAS)


Where does od writing appear in the standards

Where does OD Writing appear in the Standards?

Range of Writing—CCR

10. Write routinely over extended time frames

(time for research, reflection, and revision)

and shorter time frames (a single sitting or a

day or two) for a range of tasks, purposes, and

audiences.


Ky field testing process and timeline od writing

KY Field Testing Process and Timeline OD Writing

This fall, selected districts will be field testing OD prompts

Feedback from the field tests will inform decisions about the rubric, time limits, etc. for the spring assessment


Od assessment information

OD Assessment Information

  • OD Assessments will be administered in late spring, Grades 5, 6, 8, 10, 11

  • All tested students will respond to 2 prompts in 2 testing sessions—1 passage-based and 1 direct (which may also include short texts or a writing situation)

  • Language Mechanics will be assessed in grades 4 and 6 with MC only. In HS, the PLAN will count as the Editing and Mechanics assessment


Writing dispositions and habits of mind

Writing Dispositions and Habits of Mind

Writing dispositions/ habits of mind (the ways that writers approach writing in ALL content areas) include:

  • engagement through making connections among ideas;

  • persistence to grapple with challenging ideas and texts;

  • responsibility to incorporate ideas of others, giving proper attribution;

  • flexibility of approaches and styles to match purpose; and

  • utilizing metacognitive skills to reflect on their development as writers.

    FromFramework for Success in Postsecondary Writing, co-authored by The Council of Writing Program Administrators (CWPA), the National Council of Teachers of English (NCTE), and the National Writing Project (NWP)


Teaching writing skills without testing drills example

Teaching Writing Skills Without Testing Drills Example

Do presidential policies really make a difference in

the lives of Americans? After reading primary and

secondary sources, write an essay that compares

John F. Kennedy’s New Frontier social policies with

Lyndon Johnson’s Great Society social policies and

argue which had a more significant impact on

Americans. Be sure to support your position with

evidence from the texts.

From Supporting Instruction Cards, BMGF 2011.


Kentucky literacy link

Kentucky Literacy Link

The September 2011 issue focuses on argument in the reading and writing standards for ELA, and the Literacy standards for History/Social Studies, Science and Technical Subjects.

This issue of the Literacy Link, and all previous issues, can be accessed at: http://www.education.ky.gov/KDE/Instructional+Resources/High+School/English+Language+Arts/Writing/Literacy+Link+Newsletter.htm

Be sure to check this site monthly for updates!


Mathematics isln october 2011

Mathematics ISLN October, 2011


Getting to the core

Getting to the “Core”

Looking for Evidence

of Highly Effective Teaching and Learning

Introduction:

Take 5 minutes to read and reflect on the handout.


Success at the core

Success at the Core

http://successatthecore.com/about_qi_video.aspx


Key points from video

Differentiated instruction also is things like how you group students and the kinds of questions you ask to facilitate their learning.

Key points from video

We’re crystal clear on the targets we’re teaching to.

Quality instruction is asking the right questions at the right time.

We are under constant gentle pressure relentlessly applied to keep pushing people forward to student engagement.

Rigor is challenging students where ever they’re at.

Students are truly engaged. They can tell you haw and what they are learning.

There are real conversations between the teacher and the students.

Rigor is not being able to find an answer right away, but being able to put together an answer from what ever they’re working with.

Students have to learn to trust each other.


Recall boomerang activity

Recall Boomerang activity

How did the Boomerang activity engage students and teachers in some of the key points of the instructional core?

Recall that this was a problem solving FAL.


Concept fal increasing and decreasing quantities by a percent

Concept FAL: Increasing and Decreasing Quantities by a Percent


Compare

COMPARE:

  • How were the boomerang activity and the percent change activity similar?

  • How were they different?


Instructional core

Instructional Core

  • How did the percent change FAL relate to the instructional core?


What does number and algebraic thinking look like

What does number and algebraic thinking look like?

  • Figure a 15% tip for an $8.59 lunch.


Expectations for mtl s this month

Expectations for MTL’s this month

  • Good questions activity with anticipating student responses

  • Anticipating responses and developing questions with grade level FALs

  • Implementing grade level FALs and providing student work and feedback

  • Continue minute-by-minute, day-by-day FA

  • Share understandings about number and algebraic thinking from book studies


How can you relentlessly gently nudge your teachers and support them as they implement fals

How can you “relentlessly gently nudge” your teachers and support them as they implement FALs?


Access hs fal s and resources

Access HS FAL’s and Resources

http://map.mathshell.org/materials/lessons.php?taskid=210#task210


Time for a belly laugh

Time for a belly laugh!

http://www.youtube.com/watch?v=sDlaf7-JJ14


Next generation professionals

Next Generation Professionals


Construction underway

Construction underway


Progress to date implementation cycle

Progress to Date: Implementation Cycle

The feedback loop provided local districts and steering committee members the opportunity

to inform the work at each stage of the process.


Next generation evaluations

Next Generation Evaluations


Teacher impact

Teacher impact

Which teacher a student happens to get within a school matters more than which school the student happens to attend.

Source: Nye, Konstantopoulos, & Hedges, 2004


Kentucky commitments

Kentucky Commitments

Change how teachers and administrators are evaluated.

Change how they are supported to:

  • Continuously improve their professional practice;

  • Enhance their effectiveness; and

  • Drive increasingly high levels of student achievement.


Elevating the formative

Elevating the Formative

  • Re-examine the purpose and focus of the formative phase.

  • During the post-formative conference, evaluator should work with employee to clarify expectations:

    • What is to occur during the year – including planning and systematic collection of data.

    • What the supervisor will look for during the subsequent observations.


What are the multiple measures

What are theMultiple Measures?


Framework designations

FRAMEWORK designations


Basis for ratings

Basis for ratings

Multiple-measures of teacher/ principal evaluation, including student growth, will be part of the future of K-12 education.

Implications?


Examples of artifacts

Examples of Artifacts

  • Video/Audio Tapes

  • Office Referral Data

  • Student Feedback

  • Attendance Data

  • Parent Communication

  • Mentoring/Coaching

  • PD Logs

  • SBDM Committee Work

  • PD Presentations

  • Videos

  • Lesson/Unit Plans

  • Student Work Products

  • Learning Logs


Effectiveness framework the domains

Effectiveness Framework:The Domains


Instruction

Instruction


Learning climate

Learning Climate


Leadership and professionalism

Leadership and Professionalism


Student performance

Student Performance


Bill gates on great teachers

Bill Gates on Great Teachers

“We’ve never had a meaningful evaluation system that identifies the dimensions of great teachers so we can transfer the skills to others.”

Key predictors of how much kids will learn:

  • Does the teacher use class time well?

  • When students are confused, does the teacher help get them straightened out?


Making vital connections

Making Vital Connections

Can we make a strong connection between teacher and principal frameworks and CHETL?


Characteristics of the new system

Characteristics of the New System

  • Moves the discussion from teacher quality (as measured by degrees/rank) to teacher & leader effectiveness (are students learning?)

  • Focuses on teacher and principal professional growth; is fair and equitable to those being evaluated

  • Developed through a collaborative, inclusive and transparent process

  • Comprehensive/holistic approach incorporating multiple measures.


Charge of the steering committees

Charge of the Steering Committees

  • To provide guidance on the design, development and deployment of the Teacher and Principal Professional Growth and Evaluation systems.

  • To make recommendations informed by the field to the State Board of Education


Kentucky s new professional growth and efectiveness system

Kentucky’s NEW Professional Growth and Efectiveness System

Phase 2: Developing, Validating, and Ensuring Reliability


What progress has been made to date

What progress has been made to date?

  • We are on target with the timelines for our work.

  • Teacher and Principal Effectiveness Steering Committee(s) representing KASA, KSBA, KEA, JCTA, CPE, colleges and universities, EPSB, parents, and individual teachers, principals and superintendents from volunteer districts have been convened and met quarterly over the past year.

  • To identify the characteristics of good teaching and leadership practice, the committees and volunteer districts were provided with previously developed rubrics of teacher/leader effectiveness as a beginning point for discussion (teacher rubric – KDE work with Wallace Foundation, principal rubric – designed by a subgroup of principal steering committee)


Specific impact for isln

Specific Impact for ISLN

Some of you are pilot districts. You are already up to your neck’s in the process.

Some of you are keeping up through presentations like this one.

Regardless we must all be informed.

  • 2012-2013 State Wide Pilot

  • 2013-2014 Full State Implementation


Using data from our resources wisely

Using Data from our Resources Wisely

While Creating a Balanced Assessment System


Using assessment resources

Using Assessment Resources

What are some of the assessments

that you have purchased?


Assessment balance and quality

Assessment Balance and Quality

Chapter Three:

The Path to Assessment Balance and Quality

ACTION ONE:

Balance the District’s Assessment System

ACTION TWO:

Refine Achievement Standards to Reflect Clear

and Appropriate Expectations

(Page 51 Formative and Summative Assessments)

ACTION THREE:

Ensure Assessment Quality in All Context to Support

Good Decision Making


Real life example

REAL-LIFE EXAMPLE

32 % of students P +D on Interim Assessment

Factoring Issue

x2+6x+8 = 0

(x+2) (x+4) = 0

X= -2 x= -4

  • Quadratic Equations

    What might that mean???

    ax2+bx+c = 0

    Parabola

    Graph

    Discriminate

    Derive the equation???


Action six

ACTION SIX

  • “Teachers can help their students get smarter, both in reality and in their own eyes. “

  • “Students develop strong academic confidence by being fully engaged in a task….”

    (page 79)

Motivate Students With Learning Success


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