1. Instructional Support Leadership Network CKEC Instructional Support Leadership Network Meeting April 16 th, 2015 Access materials at: www.debbiewaggoner.com/apr-2015-isln.html

2. CKEC ISLN Facilitation Team Debbie Waggoner Debbie Waggoner, KDE/CKEC Instructional Specialist – Math & Social Studies Emphasis Kelly Philbeck Kelly Philbeck, KDE Literacy/LDC Mike Cassady, Mike Cassady, PGES Consultant CKEC/KDE Terry Rhodes, Terry Rhodes, KDE/CKEC Instructional Specialist – Science Emphasis Cherry Boyles, Instructional Supervisor, Washington County Schools Rebecca Woosley Rebecca Woosley, Effectiveness Coach, KDE

3. Learning Teaching Enhancing Supporting Sharing

4. PGES - Professional Growth and Effectiveness System

5. Access materials at: www.debbiewaggoner.com/apr-2015-isln.html

6. Norms: Respect Cell phone Engagement Restrooms Being Prepared Side Conversations

7. ISLN Meeting IMPORTANT NOTES PINK Sheet

8. 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?)

9. Moving Forward with Student Growth Becky Woosley Effectiveness Coach

10. What’s YOUR comfort level with student growth in the TPGES? Formative Assessment: What’s YOUR comfort level with student growth in the TPGES? Relaxed. I’ve totally got this! Clueless. I’m worried.

12. 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

13. 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.

14. Do these same problems exist outside of student growth goals? Table Talk

15. Problem: Teachers don’t know their standards well enough to identify enduring skills. How do you plan to address the problem?

16. 4 th 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?

17. Problem: Goals are not focused on enduring skills. How do you plan to address the problem?

18. Resource Question Have teachers used the Enduring Skills process (Student Growth web page) to engage in a deep dive into their standards?

19. Strategy Engage teachers in identifying enduring skills in collaborative content teamsWhy? Fosters reflection that informs decisions Impacts instructional scaffolding Becomes the basis for alignment between curriculum, instruction and assessment

20. Let’s take another look at the social studies scenario

21. 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)

22. Enduring Skills/Learning Mr. Diamond’s PLC identified:  Construct compelling and supporting questions to develop inquiry skills  Use evidence to support a claim  Evaluate the credibility of sources  Communicate conclusions to a range of audiences  Critique own work as well as the work of others  Take informed action

23. Mr. Diamond’s SGG For the current school year, all of the 10 th grade world history students in my 3 rd 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.

24. 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 the classroom Can be measured over time A sub skill Explicit content knowledge An activity A skill with limited application A strategy for learning

25. You try it

26. Problem: Growth and proficiency targets are not established with baseline data. How do you plan to address the problem?

27. Help teachers understand the different types of data.  Contextual Data vs. Baseline Data  Contextual Data Baseline Data

28. Strategy Engage teachers in identifying contextual data and baseline data in collaborative content teams.Why? Fosters reflection that informs decisions Provides multiple sets of data to inform instruction When we combine data, we have the capacity to take better action

29. Let’s take another look at the ELA scenario

30. Your Turn: Mrs. Turner 4 th Grade ELA Contextual DataBaseline Data

31. Your Turn: Mrs. Turner 4 th Grade ELA Contextual DataBaseline Data MAP data from previous yearLDC 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

32. LDC Baseline Data: Focus 1215685 Controlling Idea 2025523 Reading/ Research 167482 Development 216892 Organization 1433394 Conventions 15 655 Content Understanding 10553510

33. Step 3: Creating & Implementing Strategies (What skills/instruction?) Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether the student achieved the goals

34. Step 4: Monitoring Student Progress and Making Adjustments Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether the student achieved the goals

35. 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.

36. CoreTools: www.ldc.org 36

37. LDC Mini-Task Library  Dialogue Boxes  Double Entry Journal  Cornell Notes  CER (Claim, Evidence, Reasoning)  Close Reading Annotation

38. 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.

39. Problem: Assessments aren’t congruent with goal targets. How do you plan to address the problem?

40. 4 th 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 4 th grade enduring understanding listed above?

41. BLOOM’S DOK – Depth of Knowledge Addresses common misconceptions High Cognitive Demand Conceptual Understanding Math Practice Standards: Problem Solving, Reasoning, etc.

49. What makes the Karl’s Garden and Carnival Tickets tasks more aligned to the enduring understanding? 4 th grade Math Enduring Understanding: Represent and solve real world problems to show understanding and fluency with multi-digit multiplication and division with remainders.

50. Questions to Consider Are teachers assessment literate? Do they understand DOK…….? Do they understand how to aggregate the data to establish baseline data?

51. Strategies 1. Engage teachers in determining appropriate DOK for learning targetsWhy? Supports alignment between curriculum, instruction and assessment 2. Provide rubric workshopWhy? Gives teachers a tool, aligned to standards, to aggregate data and to use for monitor growth across the year.

52. CKEC SS Network Meeting: Tues Apr 21 st, 2015 Social Studies UPDATES Debbie.waggoner@education.ky.gov www.debbiewaggoner.com/apr-2015-social-studies.html

53. Social Studies Standards Timeline March 2015 April 2015 Lavender page

54. KEY Messages Lavender page Feedback Revisions and Support Materials

55. CKEC Summer SS Network Thurs. June 11 th Tues. July 21 st Thurs. July 23rd Curriculum Planning Day Joint Science and Social Studies LDC Day When 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?

56. Focus on Inquiry enhances classroom practice…

57. Taking Informed Action http://youtu.be/ZcYc8o3b4XI

58. 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.

59. Continuum most least  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.

60. Updates Next Network Meeting: Wed, April 22 nd Summer Dates: June 10-Curriculum July 16-Curriculum July 23-Joint SS/Science LDC Training Both days will be the same terry.rhodes@education.ky.gov www.terryrhodes1science.com

61. Phenomenological Focus study of phenomena What is phenomena? observable facts or events Is it possible to make all science experiences into phenomenological experiences?

62. 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. 63 x April

64. KERFUFFLE ker-fuf-fle A commotion or fuss, especially one caused by conflicting views New Word!

65. Please complete your evaluation before you leave today. We need your feedback!

66. We hope you will join your district teams for our summer sessions: Social Studies Social Studies Curriculum Planning: June 11 th or July 21 st Science Science Curriculum Planning: June 10 th or July 16 th LDC 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!