2. School on Fire: Student Growth and Inquiry for Hot Results Wayne Stevens, Effectiveness Coach Kentucky Department of Education @WayneStevens1 wayne.stevens@education.ky.gov 1

3. Learning Targets I can  identify enduring skills in the C3 Framework  identify the types of assessments needed to develop baseline measures  measure student growth using the enduring skills in the C3 Framework. 2

4. Instructional Shifts Required by the Common Core  Regular practice with complex text and its academic language  Reading, writing and speaking grounded in evidence from text, both literary and informational  Building knowledge through content-rich nonfiction 3Reach Associates 2014

5. Turn and Talk What are the expectations? What are the benefits? What are the challenges? What are possible solutions to the challenges? What are the implications? 4

6. Instructional Shifts… A Closer Look Increasing rigor and relevance 5

7. Instructional Shifts… A Closer Look Building knowledge through content-rich nonfiction and informational text 6

8. Instructional Shifts… A Closer Look Reading, writing, speaking and listening grounded in evidence from texts 7

9. Instructional Shifts… A Closer Look Practicing regularly with complex text and academic vocabulary 8

10. Instructional Shifts… A Closer Look Emphasizing 3 modes of academic writing Argumentation Informational / Explanatory Narrative 9

11. SKILL, noun The ability to use one’s knowledge effectively and readily in execution and performance. Merriam & Webster Dictionary 10

12. The C3 Framework What skills are in the C3 Framework ? – Dimension 1 – Dimension 2 (Historical Thinking) – Dimension 3 – Dimension 4 11

13. On your own - Highlight or underline the skills or competencies you notice in your section of the C3 Framework. 12

15. What About ENDURING? In order to get to a quality student growth goal, you need to move beyond skills to identifying the ENDURING SKILLS, CONCEPTS, or PROCESSES for your content area. 14

16. Defining ENDURING Learning that 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. 15

17. ENDURING LEARNING Writing Example EXAMPLESNON-EXAMPLES Write arguments to support claims with clear reasons and relevant evidence. -Establish the significance of claims - Create logical organization of claims, reasons and evidence -Use words, phrases and clauses to create cohesion Sub Skills 16

18. ENDURING LEARNING Reading Example EXAMPLESNON-EXAMPLES Summarize key supporting details and ideas -Identifying main ideas of a text -Differentiate between bias and evidence. -Differentiate between essential and irrelevant information. -Skimming or scanning a text. Sub Skills Strategy 17

19. ENDURING LEARNING Social Studies Example EXAMPLESNON-EXAMPLES Produce an argument to support claims with appropriate use of relevant historical evidence. Describe point of view for primary and secondary sources. Use Chicago Style correctly when citing evidence. Improve student perception of history. Sub Skill Strategy Disposition 18

20. Sample List-KDE 19

21. Enduring Learning What it isWhat it isn’t 20

22. ENDURING LEARNING WHAT IT ISWHAT 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 school Can be measured over time 21

23. ENDURING LEARNING WHAT IT ISWHAT IT ISN’T A sub skill Explicit content knowledge An activity A skill with limited application A strategy for learning 22

24. Step 1: Determine Needs 23

25. Social Studies Scenario

26. LDC Classroom Assessment

27. Baseline Data

29. Student #18

31. Step 2: Create Specific Learning Goal For the current school year, all of my 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 three 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.

32. Before August 2014 During first weeks of school 31

33. Steps 3 & 4 32

34. Step 5 33

35. Results from the final assessment Use Evidence to Support a Claim GoalResult % Proficient75%63% Student Growth100%90% 34

36. School on Fire: Student Growth and Inquiry for Hot Results Wayne Stevens, Effectiveness Coach Kentucky Department of Education @WayneStevens1 wayne.stevens@education.ky.gov 35