EVIDENCE WITH 5D+ FOR FITNESS/HEALTH, PERFORMING ARTS, CTE AND SPECIAL EDUCATION STACEY KRUMSICK, ICFFS DEBBIE LINDGREN & MARTY NEYMAN-HEALTH & FITNESS.

EVIDENCE WITH 5D+ FOR FITNESS/HEALTH,

PERFORMING ARTS, CTE AND SPECIAL EDUCATION

STACEY KRUMSICK, ICFFS

DEBBIE LINDGREN & MARTY NEYMAN-HEALTH & FITNESS

SARA WEYRICK & WENDY MCPHETRES-PERFORMING ARTS

TONY SHARPE & JANINE COLBURN-CTE

MICHELLE SCHMICK-SPECIAL EDUCATION

PURPOSE

• Stage 1 training- “What does this look like and sound like for my classroom?”• CEL stance• Like minds.

LEARNING TARGETS

• Teachers will have a deep understanding of the indicators in each dimension.• Teachers will be able to identify evidence for performance

levels by indicator, sub-dimension and dimension.

SUCCESS CRITERIA

• I can describe to a content similar colleague how the rubric fits for our content area.• I can explain to that same colleague what evidence would

be needed to be observed for proficient and distinguished.

INSTRUCTIONAL CORE

Increasing the knowledge, skills and expertise of the

teacher.

Changing the role of the student as learner.

Increasing the level and complexity of the

curriculum/content.

Text/Task“Content”

StudentTeacher

Context

CHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007

THE 5 DIMENSIONS OF TEACHING AND LEARNING INSTRUCTIONAL FRAMEWORK

Purpose

Student Engagement

Curriculum & Pedagogy

Assessment for Student Learning

Classroom Environment & Culture

CORE IDEAS IN EACH DIMENSION

Equity: each and every student.

Student role in their own learning:

agency and ownership.

Student independence with the learning.

Rigorous intellectual work.

THE 5D+ TEACHER EVALUATION RUBRIC

Shared and common vision of high quality teaching.

Inquiry-based growth model, not a checklist.

Joins instructional leaders and teachers in co-learning.

Accessible and actionable.

Equity is embedded in each dimension.

Anchors classroom observations and continuous conversation about teaching and learning.

A CLEAR PURPOSE IS ESSENTIAL TO TEACHING AND LEARNING

“Without clear targets, we can’t do any of the following things:

Know if the assessment adequately covers and samples what we taught.

Correctly identify what students know and don’t know and their level of achievement.

Plan next steps in instruction.

Give detailed, descriptive feedback to students.

Have students self-assess or set goals likely to help them learn more.

Select instructional activities that actually help students achieve the target.”– Karen Kidwell

Kentucky Department of Education. (n.d.) Deconstructing Standards into Achievable Learning Targets (PowerPoint presentation). Retrieved from http://www.slideshare.net/suehellman/learning-targets-by-karen-kidwell.

MOVING TO PURPOSE!

Identify key ideas in the Purpose section of the rubric.

Start at Basic.

Identify what’s different as you move up and down the performance levels.

Pay attention to teacher, student, and, or, frequency words, commas.

EVIDENCE

• With your content area specialists, brainstorm what evidence would look like and sound like for Proficient in Purpose 1 Standards: Connection to standards, broader purpose and transferable skill. (5 minutes)

• Share out

• Continue this process with Purpose. Capture ideas on poster and your handouts. (20 minutes)

• Gallery Walk the other content areas (5 minutes)

BREAK

ASSESSMENT FOR STUDENT LEARNING

• Continue same process with this dimension. (30 minutes)

CURRICULUM AND PEDAGOGY

• Continue same process with this dimension. (30 minutes)

STUDENT ENGAGEMENT

• Continue same process with this dimension. (20 minutes)

CLASSROOM ENVIRONMENT AND CULTURE

• This dimension will be your homework. Use the same process as the other dimensions.

LEARNING TARGETS

• Teachers will have a deep understanding of the indicators in each dimension.• Teachers will be able to identify evidence for performance

levels by indicator, sub-dimension and dimension.

SUCCESS CRITERIA

• I can describe to a content similar colleague how the rubric fits for our content area.• I can explain to that same colleague what evidence would

be needed to be observed for proficient and distinguished.

EVALUATIONS

• Please fill out evaluation form and leave on your table.• THANK YOU for all your hard work today!