Jan 04, 2016
Your Facilitators for Today
Abbie CombsKVEC ISLN Facilitator
Carole MullinsRegional Network Content Specialist, Eng/LA
Katrina SloneRegional Network Content Specialist, Math
Lori Hollen KVEC/KDE Effectiveness Coach
TODAY’S TARGETS• I can explain how the “Big Ideas” presented in ISLN
connect and support overall “Unbridled Learning Initiatives”
• I can identify strong models of CHETL “Rigor and Student Engagement” utilized by a teacher when observing a classroom within my district.
• I can explore 21st century learning and communications through print and non-print examples.
• I can visualize progress toward development and implementation of Kentucky’s new Growth and Effectiveness system
• I can explain the seven strategies of assessment for learning and the importance of their implementation.
Big Picture Activity
Arrange these seven major components into a visual,
illustrating the relationshipamong them.
KCAS
AssessmentFor
Learning
PGES
LCD
MDC
CHETL
21st Century Skills
CHETL
• Do your teachers know what these look like in action and how to implement them into their classroom?
• Do you, as an administrator (evaluator) know what they look like?
• Let’s examine one of the 5 CHETL components.
Examining Instructional Rigor and Student Engagement for a Deeper Understanding
1. Everyone should have the IR/SE CHETL handout.2. Person in the group with the birthday closest to today will draw the
first card.(Cards indicate the characteristic that will be examined). 3. Choose any person in your group, and assign them the characteristic
to elaborate on for the group.4. The person chosen should explain what this characteristic looks
and sounds like in action. If they are unsure, they can ask for help from the group.
5. When the person has clarified the characteristic, the group must either give a thumbs up or down depending on if they agree or not, or ask further clarifying questions if they are unsure.
6. The next person, going clockwise, will draw a card and repeat the process choosing a different person to respond until time is called.
Reflection of CHETL Activity• Why is it important for teachers and administrators
to be having these kinds of discussions together?• What kinds of conversations did your group have
around these characteristics? • How can we ensure that all teachers and
administrators in your district understand the CHETL document in action?
**For subject specific CHETL characteristics, visit the KDE website.**
English/LA Kentucky Core Academic StandardsAnchor Standards
Reading Literature and Informational Standard 7Integration of Knowledge and Ideas:
#7 - Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.*
Writing Standard 8
Research to Build and Present Knowledge:
#8 - Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
Reading a Visual Image
Staring is NOT necessarily thinking!
Recent studies show the average AmericanTeenager now devotes almost seven hours a day to “screen time,”marinating in visual images.
Reading Non-Print Texts
• A picture is really worth a thousand words
• Exposing kids ‘in this generation’ to connect with text via pictures
• We are about to view a picture in another way
Reading Non-Print Texts
• Make Observations
• Make Inferences
• Make a claim
• Problem-Solving “yesterday's answers won’t solve tomorrow’s problems?"
United States: The Revis family of North CarolinaFood expenditure for one week: $341.98
Favorite foods: spaghetti, potatoes, sesame chicken
Read more: http://www.time.com/time/photogallery/0,29307,1626519,00.html#ixzz1ckVgjk91
Steps to Viewing Comprehension
• Step 1: Prepare an image in advance.• Step 2: Have students form pairs• Step 3: Help students set up note-taking forms• Step 4: Project the full image• Step 5: View by quadrants• Step 6: Monitor note-taking• Step 7: Display the full image a second time• Step 8: Pairs discuss• Step 9: Share with the whole class
Second Viewing: Drawing Conclusions about the Visual Image
• What are the three most important details you and your partner noticed?
• What conclusions about the images can you draw from these details?
• If you were to give the image a title, what would it be?
Multiple Text Types for Reading and Writing
PROMPT/TASK to guide instruction for informational/explanatory writing
As part of our study of various cultures from around the world. Examine 2 photographs from the series “What the World Eats” and read 2 entries of text about 2 families. Write to inform our class blog readers about what you learn as you compare and contrast what the 2 families eat.
Make a claim about tomorrow’s problems of the
American family.
COMMENTARY “Rigor on Trial”by Tony Wagner
Using the “Rigor on Trial” Article and Reading Guide: • Identify some points made by the author and your
thoughts about them on the guide• Small Group Discussions
*Productive Struggle*
“I have not failed. I’ve just found 10,000 ways that
won’t work.”Thomas A. Edison
AGENDA• Today’s Learning Targets• Plan-Do-Review Reflection• Descriptive Feedback• CHETL: Classroom Assessment & Reflection
• LDC Scoring Rubric for Argumentation Deconstructing the Rubric and Scoring Student Work Providing Descriptive Feedback
• Grade Level Groups: Evaluate Student Work and Teaching Task Through the Lens of
the Scored Student Work Debrief “Rigor on Trial” Resources
• Explore 21st Century Learning Skills• Connections: Standards-CHETL-Assessment-Leadership
• Leadership: Personal Goal Setting
• Assessment Updates• Extended Learning and Closing
Inclement Weather Procedure for ELA Network
Addressing 3 Modes of WritingKCAS in the 21st Century
Tips for understanding standards, instruction & assessment
Winter 2012Office of Next Generation Learners
The guidebook will:• include information about the standards, instruction
to support the teaching of the standards, and assessment.
• focus on the 3 modes of writing and serve as a starting point for planning writing instruction.
• emphasize information about the formative assessment process.
• embed details that assist teachers to address how the new KCAS English/LA standards have impacted ODW.
Kentucky Writer’s Reference Sheet
New KY writer’s reference sheet to be released soon
Grades 5 & 6
Grades 8, 10, & 11
On-Demand Writing Info.
• Student writing will be scored based on a holistic 4 point scoring rubric. Form is NOT part of the rubric.
• Although forms will not be scored in ODW, they will be mentioned in the prompt to provide context for writing.
On-Demand Writing Info.
• Students will be evaluated on their ability to communicate effectively with an audience by supporting complex ideas in a coherent structure (using the requested mode).
• All student writing for the assessment will be scored with the understanding that they are FIRST DRAFTS (because of time and space).
On-Demand Writing Info.
All pre-writing will happen within the student test booklet:
– Students will have 1 page to brainstorm and pre-write (teachers will NOT provide scrap paper).
– For the 30/40 minute situational prompt, students will have 2 pages to write their response.
– For the 90 minute passage-based prompt, students will have 4 pages to write their response.
– Pre-writing will NOT be scored.
Rigor and Productive Struggle Rigor and Productive Struggle VS VS
Low ExpectationsLow Expectations
Real LearningReal Learning
• Think of a time when you learned something outside of school.
• Why and how did you learn it?
• Was there a struggle?
• Do you still remember it?
When/why does real learning occur?When/why does real learning occur?
• Picture Connection to past learning
Relevance (survival, usefulness)
Emotional reactionDecay
Propane Tanks ProblemPropane Tanks Problem
• What would students need to know to get started on this problem?
• Is there more than one way to approach the problem?• What is the best way to introduce the problem?• What should the teacher do after introducing the
problem?
Seven Strategies of Assessment for Seven Strategies of Assessment for LearningLearning
Where am I going?1. Provide students with a clear and understandable
statement of the learning target.2. Use examples and models of strong and weak
work.
Where am I now?3. Offer regular descriptive feedback.4. Teach students to self-assess and set goals.
How can I close the gap?5. Design lessons to focus on one learning target or
aspect of quality at a time.6. Teach students focused revision.7. Engage students in self-reflection, and let them
keep track of and share their learning.
Are these in place?Are these in place?1.Provide students with a clear
and understandable statement of the learning target.
2.Use examples and models of strong and weak work.
3. Offer regular descriptive feedback.
Provide students with a clear and understandable statement of the learning target. (Chapter 1)
Revisit the Propane Tanks Problem
•H.G.GMD Explain volume formulas and use them to solve problems.•H.G.GMD Visualize relationships between two-dimensional and three dimensional objects.
•I can use volume formulas to solve problems.•I can explain why volume formulas were helpful in solving the problems.•I can use the relationship between two-dimensional and three dimensional objects to solve a problem.
Use examples and models of strong and weak work. (Chapter 2)I can explain why volume formulas were helpful in solving the problems.
• The volume formula was helpful because it showed me how to do the problem. It showed that length x width x height = volume.
• Length times width times height is the formula for the volume of a rectangular prism (box). This means I multiply how high the box is times how long the box is, times how wide it is. This formula is helpful b/c it works with any box and it helps me to set up my problem to find the volume.
Offer regular descriptive feedback. (Chapter 3)
Characteristics of Effective Feedback1. Directs attention to the learning, pointing out
strengths and offering specific information to guide improvement
2. Occurs during the learning process
3. Addresses partial understanding
4. Does not do the thinking for the student
5. Limits correctives to what student can act on in given time
The Water Problem
A group of eight people are all going camping for three days and need to carry their own water. They read in a guide book that 12.5 liters are needed for a party of 5 people for one day. Based on the guide book, what is the minimum amount of water the eight people should carry all together? Explain your answer.
Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement.
What is the important information in the problem?
Explain why you are adding these numbers.
You were correct to start with 8 people.
Is your answer reasonable with the information in the problem?
Occurs during the learning, while there is still time to act on it.
100% A+
Addresses partial understanding.
Does not do the thinking for the student.
You need to multiply this by three because there are 3 days!
Limits corrective information to the amount of advice the student can act on.
Use numbers!
Explain what you are doing!
Tell what the 50 means.
Why did you circle 5?
Why did you draw this many people?
Don’t people have eyes?
Label your answer.
Show the math.
Self Assessment
MTLN Agenda
• Intro/KDE Update• Productive Struggle article, video, discussion• Intro to 7 Strategies of Assessment for Learning• FAL Pilot School Presentation• Breakout sessions
– Book study– Activities– Networking
Kentucky’s
Professional Growth
and Effectiveness
SystemJanuary, 2012 ISLN Update
Key Considerations
Volunteer districts are the state’s “Goodwill Ambassadors”.
Evidence is not being gathered on individuals during the field test, but on the process.
The process and products remain “fluid”. Training will be based on Framework versions 3.3 currently still in review by the Steering Committees and Commissioner.
MULTIPLE MEASURES FOR TEACHER EFFECTIVENESS TO
BE FIELD TESTED
Teacher Effectiveness Framework
Observation
Peer Observatio
nProfessiona
l Growth
Self Reflection
Student Voice
Parent Voice
Student Growth
The field testing process will provide
data on which measures of
teacher effectiveness can
best be documented with
validity and reliability through
artifacts and evidence.
Matrix of Standards for Teacher Effectiveness as Addressed by Multiple Measures
MULTIPLE MEASURES FOR PRINCIPAL EFFECTIVENESS TO
BE FIELD TESTED
Principal Effectiveness Framework
Professional Growth
Student Growth
Student Voice
Parent Voice
Observation
Self-Reflection
Teacher Reflection
The field testing process will provide
data on which measures of
principal effectiveness can
best be documented with
validity and reliability through
artifacts and evidence.
ValEd 360
Supervisor
Reflection
CONSTRUCTION UNDERWAYThree Year
Process of System
Redesign Framework Design 2010 –
2011
( 25 Districts)
Field Testing
2011-2012
(50+ Districts)
State-wide Pilot
2012 - 2013
Full State Implementation
2013 - 2014
Framework Refinement
2011 - 2012
)
See You At Our Next ISLN Meeting
February 16 at Hazard Community College
First Federal Center
Or
February 17th at
The Mountain Arts Center in Prestonsburg