Instructional Support Leadership Network November 12, 2012 METS 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 NetworkEnglish Language Arts Update November 12th , 2012 Ruthie Staley ELA Content Specialist – Kentucky Department of Education Ruthie.email@example.com www.ruthiestaley.net (859) 609-7958
ELA Updates- LDC Teacher Institutes • Saturday sessions include a general session and breakout topics. The strands for the topics include: • Brand new to LDC • Looking to Write LDC Modules • Honing in on Skills and Mini-Tasks • Focus 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
Close Reading 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 Defined by CCSS • 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
Elements of Close Reading Instruction • 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
Close Reading and BackGround Knowledge • 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
Key Points That Deserve Attention with Close Reading • Selecting short, worthy passages • Rereading as a strategy • Reading with a pencil • Noticing confusing parts • Discussing the text • Asking Text-Dependent Questions
Moves from literal to interpretive Requires students to return to the text to formulate responses Text-dependent Questioning
Text Dependent Questions defined by ccss • 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
Progression of Text-dependent Questions Whole Acrosstexts Entire text Segments Paragraph Sentence Word Part
Text Complexity: Raising Rigor in Reading By Douglas Fisher, Nancy Frey, Diane Lapp 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 Continuum of Behaviors Level One: Ideal
IC Map Conventions • An IC map describes behaviors for a specific group—Central Office staff [principals, teachers, etc.] • The component describes major outcomes for Central Office related to implementation of a CCSS pillar. • “Ideal” or high-quality implementation appears on left-hand side—Level One. • The continuum of behaviors describes implementation variations from “Ideal—Level One” to “Not Yet Begun—Level Five/Six” • The number of levels can differ for each component. Some components might have 3 levels others 6.
Directions • In a district group, select a single pillar to focus on • Each person individually reads all the levels and decides which level best describes the district’s current actions • Using a Round Robin process, each person shares his/her response and provides a brief rationale • If responses indicate different levels, discuss and come to consensus on a single level • Identify next steps—examine the level beyond your current assessment for other strategies
ISLN November 2012 Making Connections To Teacher Effectiveness
2012-13 Detailed Timeline • May 2012 • Data Collection and Analysis • District feedback -Revise Training • June – July (Ext. Field Test) • Evaluation System Training • Observer training – Inter-rater reliability and certification • Focus on meaningful feedback • August - December • Extended field test • Full Evaluation System Cycle • Scaling Criteria • Training on the Principal Evaluation System • Readiness and Preparation (remaining 120 districts) • January 2013 • 120 district leadership team meetings • February – May 2013 • 120 districts leadership teams focus prepare for PGES • June – July 2013 • State leadership team training for all districts • August 2013 • Statewide pilot implementation • Local district scaling to full implementation • August 2014 • Statewide 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.
Student Voice Professional Growth Student Growth Peer Observation Reflective Practice Observation Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth
How can the Framework for Teaching be used to identify & support effective teaching practices
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
A Math Design Collaborative (MDC) Classroom Math Lesson
Share Out What 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 visit Visit a LDC and/or MDC classroomto 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
Email resource -If you have questions about the field test firstname.lastname@example.org email@example.com
BYOD … Bring your own Device CCS Technology Department, 2012
Why BYOD? • District Vision • CIO SMART GOALS- 3-5 year plan (December 2010) • District Focus Points • Promote District-Wide Technologies • BYOD vs 1:1 • $!
Network Preparation: • Network • Upgrade Core • Network Switches (10/100/1000) • Wireless Access Points – 802.11n • Controller (Manages Access Points) • WAP Licenses • Transparent Proxy • Network Access Controller (NAC) • Safety and SecurityPODNET (Personal Owned Device NETwork) • Safety-Filter Content through proxy • Safety- Force “safe search” block the rest • Security- Bubbleand Virus
Building Management & Communication: • February 2011 -- The CCMS SBDM begins exploring the 1:1 initiative (April 2011 SBDM allocates partial funding for wireless access points.) • July 2011 -- Ad Hoc One to One Committee formed • September 2011 -- Committee begins “BYOD” Policy Draft (adopted December 2012) • Parents Notification: Automated all-call and feature article in school newsletter sent out outlining the initiative and inviting stakeholders to SBDM meeting. • October 2011 – Superintendent introduces BYOD initiative to DIP Committee. • November 2011 – Digital Citizenship Professional Development for teachers. • January 2012 - Policies and procedures for the voluntary program are released.