November ISLN Meeting Corbin, KY Michael. 9-9:15 through slide 5.

AGENDA Welcome Innovation Configuration Maps TPGES: observations and engagement Text-Dependent Questions Updates

Congratulations Kristal Doolin KY TEACHER OF THE YEAR Corbin Independent

Leadership Network Vision Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day. March 2012 Math Network Meeting

Leadership Network Goal All participants will understand how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences. March 2012 Math Network Meeting

4 Pillars 1. Kentucky’s Core Academic Standards (KCAS) 2. Characteristics of Highly Effective Teaching and Learning (CHETL) 3. Assessment Literacy 4. Leadership Capacity MICHAEL. 9-9:15. Welcome and reminder of 4 pillars of network systems.

Today’s Targets Recognize Innovation Configuration maps Know how TPGES observations are conducted Investigate and make connections between rigor and student engagement Differentiate between and evaluate reader-response/text-to-self questions and text-dependent questions.

Linda Lawson Bell County Schools

Innovation Configuration Map: a definition An Innovation Configuration (IC) map is an instrument used to define and quantify implementation of a new program or practice (Hall and Hord, 2001). It identifies and describes the major components and a continuum of implementation levels... It presents patterns of innovation use from non-use to ideal practice… Robin and Linda Lawson. 9:15-9:45 Innovation Configuration maps. I added to clarify and be speific. Once we had a first draft Learning Forward sent them to Friendly states for review. They would review and highlight things for clarification. I know that we had KDE reviewers, Friendly state reviewers, and we reviewed each others work. I worked on Assessment Literacy (definition ) we tried to footnote where we used Researched based strategies.

Innovation Configuration Maps: Key Characteristics Clarifies what a new program is or isn’t Defines “quality” clearly – what it looks like in use 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 Maps: Key Characteristics, cont’d 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 Maps: What to Watch for… Innovation Configuration maps for our 4 pillars (KCAS, CHETL, Balanced Assessment Literacy and Building Leadership Capacity) Released by: January, 2013

Mike York, Effectiveness Coach TPGES: OBSERVATIONS Mike York. 9:45-11:15

Text-Dependent Questioning …building a critical foundation of knowledge needed for comprehending complex texts Photo: http://www.sptimes.com/2007/05/03/State/Reading_scores_drop.shtml

The Situation The standards strongly focus on students gathering evidence, knowledge, and insight from what they read and therefore require that a majority of questions and tasks that students ask and respond to (both orally and in writing) be based on the text under consideration. Based on CCSS Publishers’ Criteria

80-90% of (CCSS) reading standards require text-dependent analysis yet over 30% of questions in major textbooks do not. – from Sue Pimental, Lead Author of CCSS for ELA/Literacy. From Sue Pimentel, Lead Author of Common Core State Standards for ELA/Literacy Rhode Island Department of Education 2/2012

Why adjust the way we question? Asking students to make connections to themselves, other texts and the world is a common style of questioning that guides students away from the text. Asking students simple, literal questions to ensure they have read the text expends class time and energy that could focus on text-specific questions that ensure close reading AND bring students to a deeper understanding of the text.

Instructions Instructions ALL Read through p. 4; stop at “General Understandings” Divide your table group in 2 groups Group 1 should read p.4 to p.7; Stop at “Text Dependent Questions for Informational Text.” Group 2 should read p.7 to p.9; Begin at “Text Dependent Questions for Informational Text.” ALL Read “It’s More Than Recall.” Robin and Michael. 11:15-11:35 Link to article: http://www.missionliteracy.com/page78/page72/assets/FisherFrey%20Text%20Dependent%20Questions%20April%202011.pdf

Instructions Read through the sample ACT text; as a group, write at least 3 text-dependent questions; use the progression chart on p. 11 of Fisher and Frey article. Evaluate the ACT questions that are provided. Are they text-dependent?

VIDEO ABOUT TEXT-BASED QUESTIONING This is an 11 minute video which features a discussion between NYS Commissioner of Education John B. King Jr., David Coleman (contributing author to the Common Core) and Kate Gerson (a Sr. Fellow with the Regents Research Fund) addressing Shift 4 –Text Based Answers. By unpacking Shift 4, the discussion addresses what it takes to create opportunities for students to have deep, evidence-based conversations about text.

Questions to Consider… What does it mean to ask text-based questions? How should this knowledge impact instruction? What challenges will we face as we make this shift? What are the implications for teacher training, teacher planning and planning time in schools? What questions will take the students deeper into this text and cause them to pay careful attention to it? Rhode Island Department of Education 2/2012

Text-Dependent Questions… are questions that can only be answered correctly by close reading of the text and demand careful attention to the text. require an understanding that extends beyond recalling facts. often require students to infer. do not depend on information from outside sources. allow students to gather evidence and build knowledge. provide access to increasing levels of complex text. call for careful and thoughtful teacher preparation. require time for students to process. are worth asking.

Chamber of Commerce Video Kentucky’s Core Academic Standards and Assessment and Accountability Chamber of Commerce Video 11:35-11:45

MATH NETWORK UPDATE www.reneeyates2math.com November 27, 2012 Perkins Building EKU Congruent assessment items and tasks TPGES 1F and 3D Critical focal areas in KCAS Reflecting on Teaching TPGES 4A Renee. 11:45-11:50

ELA Network Update www.Robin.Hebert.net November 28, 2012; Perkins Building, EKU Questioning & Building Congruent Assessments January 24, 2013; Perkins Building, EKU Student Engagement (TPGES: Domain 3c) Narrative Writing 21st Century Learning and Communications February 22, 2013 (makeup date) March 29, 2013; Perkins Building, EKU Jurying of LDC Modules & Analysis of Student work Teacher reflection & adjustments (TPGES: Domain 3e) 11:50-11:55

Thanks for being here! session evaluation Don’t forget to fill out the and leave it in the box by the exit. Michael 11:55-12.