Instructional Support Leadership Network

Instructional Support Leadership Network

Kentucky Valley Educational Cooperative

October 19 and 20th

Today’s Targets1. I can identify the 3 modes of writing for ALL content

areas and recognize the connection to assessment.2. I can identify the sub-domains of the KY DRAFT

INSTRUCTIONAL Writing Rubric and distinguish the differences in language across the modes.

3. I can recognize instruction that makes the connection among the standards: LDC.

4. I can explain the format and procedure of a FAL.5. I can compare problem solving and content FALs.6. I can plan for ways to support MTL as they implement

FALs.

Today’s Targets (continued)

7. I can differentiate between the traditional process of teacher/principal growth and evaluation and the new vision for teacher/principal effectiveness.

8. I can discuss the Teacher/Principal Effectiveness Frameworks and identify proposed multiple measures that could become a part of the process.

9. I can relate CHETL to the Teacher/Principal Effectiveness Framework.

English/Language Arts ISLN

October, 2011

Effective Instruction That Impacts Assessment

KCAS Writing Modes of Discourse

• Informative/Explanatory• Opinion (K-5)/Argumentative (6-12)• Narrative (Not Personal Narrative!!)

Modes may be applied in a variety of forms, and instruction should not limit choices

based on anticipated test formats.

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Writing Standard #1

Anchor Standard: W.CCR.1 Write arguments to support claims in

an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.

K-12 Progressions

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KY Writing DRAFT Instructional Rubric

Look at a copy of the KCAS and identify where the standards appear in the rubric for the sub-domain of STRUCTURE.

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One big change in the writing standards is the

shift from opinion/persuasion to

argumentation…

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Opinion, Persuasion and Argumentation: What’s the difference?

Opinion Persuasion Argumentation

May acknowledge other perspectives on the issue, but generally focuses on 1 point of view

Relies on opinion to support ideas; often uses emotional appeals; generalized support

Focuses on convincing the reader to adopt the opinion

May consider other perspectives on the issue

Blends facts and emotion to make its case, relying often on opinion

May predict the results of accepting the position, especially if the information will help convince the reader to adopt the opinion

Considers other perspectives on the issue

Offers facts that support the reasons; provides textual evidence

Anticipates and evaluates the consequences of accepting the argument

Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think

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Does it meet the intent of the Standard?

Items Needed• Copy of Writing

Deconstructed Standard #1 (5, 8 or 10)

• Copy of Student Writing Response (5, 8 or 10)

Instructions• Review Writing

Standard #1• Read the Student

Response• Determine whether or

not the response meets the intent of Writing Standard #1

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Arguments: From…To…

Stating opinions Supporting with evidence

Supporting with textual evidence

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Teaching Argument for Critical Thinking and Writing:

An IntroductionBy George Hillocks Jr.

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LDC Framework

& other Common Core Standards when appropriate*

TEMPLATE TASKS

Argument(opinion at the

elementary grades)

Informative/ Explanatory Narrative

Target the 3 modes of writingin the Common Core State Standards

Teacher/Student-Selected

Texts

Appropriate, grade-level texts

that support selected content

Supported by an Instructional LadderSkills students need to complete the task

Mini-tasks for building each skill

or or

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Template Task 2: Argument[Insert essential question] After reading ___________ (literature or informational texts), write a(n) ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

LDC design team, Template Task Bank

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From Templates Task to Teaching TaskTeachers fill in the template task to create a teaching task, meaning a major student assignment to be completed over two to four weeks.The content can be science, history, language arts, or another subject. The template task becomes a teaching task when a teacher adds the text to be read (content) an essential question and a writing assignment.

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LDC Guide for Teachers Template Task Collection 1

The main sections are argumentation,

information/explanation, and narrative (matching Common Core’s three kinds/modes of writing)

The template tasks start either with an essential question or with “after researching)

They include templates for definition, description, procedural-sequential writing, synthesis, analysis, comparison, evaluation, problem-solution, and cause-effect

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Take a LookWith a partner . . .• Look over the sample tasks together.• Choose one of them and list some

plusses that make sense to you and some puzzles you want to know more about.• Discuss them with a partner.

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LDC Framework

& other Common Core Standards when appropriate*

TEMPLATE TASKS

Argument(opinion at the

elementary grades)

Informative/ Explanatory Narrative

Target the 3 modes of writingin the Common Core State Standards

Teacher/Student-Selected

Texts

Appropriate, grade-level texts

that support selected content

Supported by an Instructional LadderSkills students need to complete the task

Mini-tasks for building each skill

or or

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1. What Task?

2. What Skills?

4. What Work?

3. What

Instruction?

LDC MODULE BASICS

October ELA Network Meeting Focus Literacy Design Collaborative and CHETL

Teaching Task 2: Can This Task Be Saved? A First Instructional Ladder Embedded connections to CHETL

Grade Level Groups: Assessment Literacy: Formative Assessment Book Study: Mechanically Inclined , by Jeff

Anderson Leadership and Personal Goal Setting

Connecting Effective Instructional Practices to Assessment

Constructed response, as defined in Senate Bill 1, is a general term that describes any type of item where students must develop or build a response to a question or prompt:– Fill in the Blank – Short Answer – Extended Answer (Response)– Open Response – On-Demand

“On-Demand” Writing Assessment Purposes

• To provide students the opportunity to demonstrate independently the communication skills they have developed through instruction• To reflect authentic reading and writing —

understanding the role reading plays in the development of writing without testing reading ability • To use source material to promote authentic content

in writing • To reflect the type of writing required for college/job

readiness, reflected in the CCSS (KCAS)

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Where does OD Writing appear in the Standards?

Range of Writing—CCR 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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KY Field Testing Process and Timeline OD Writing

• This fall, selected districts will be field testing OD prompts

• Feedback from the field tests will inform decisions about the rubric, time limits, etc. for the spring assessment

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OD Assessment Information• OD Assessments will be administered in late

spring, Grades 5, 6, 8, 10, 11• All tested students will respond to 2 prompts in

2 testing sessions—1 passage-based and 1 direct (which may also include short texts or a writing situation) • Language Mechanics will be assessed in grades

4 and 6 with MC only. In HS, the PLAN will count as the Editing and Mechanics assessment

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Writing Dispositions and Habits of MindWriting dispositions/ habits of mind (the ways that writers approach writing in ALL content areas) include: • engagement through making connections among ideas; • persistence to grapple with challenging ideas and texts;• responsibility to incorporate ideas of others, giving proper

attribution; • flexibility of approaches and styles to match purpose; and • utilizing metacognitive skills to reflect on their

development as writers.

From Framework for Success in Postsecondary Writing, co-authored by The Council of Writing Program Administrators (CWPA), the National Council of Teachers of English (NCTE), and the National Writing Project (NWP)

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Teaching Writing Skills Without Testing Drills Example

Do presidential policies really make a difference inthe lives of Americans? After reading primary andsecondary sources, write an essay that comparesJohn F. Kennedy’s New Frontier social policies withLyndon Johnson’s Great Society social policies andargue which had a more significant impact onAmericans. Be sure to support your position withevidence from the texts.

From Supporting Instruction Cards, BMGF 2011.

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Kentucky Literacy LinkThe September 2011 issue focuses on argument

in the reading and writing standards for ELA, and the Literacy standards for History/Social

Studies, Science and Technical Subjects. This issue of the Literacy Link, and all previous

issues, can be accessed at: http://www.education.ky.gov/KDE/Instructional+Resources/High+School/English+Language+Arts/Writing/Literacy+Link+Newsletter.htm

Be sure to check this site monthly for updates!29

Mathematics ISLN

October, 2011

Getting to the “Core”

Looking for Evidence of Highly Effective Teaching and Learning

Introduction:Take 5 minutes to read and reflect on the handout.

Success at the Corehttp://successatthecore.com/about_qi_video.aspx

Key points from videoWe’re crystal clear

on the targets we’re teaching to.

Rigor is challenging students where ever

they’re at.

Rigor is not being able to find an answer right away, but

being able to put together an answer from what ever they’re working with.

Differentiated instruction also is

things like how you group students and the kinds of questions you ask to facilitate their

learning.

Students have to learn to trust each other.

Quality instruction is asking the right questions at the right

time.

There are real conversations between the

teacher and the students.

Students are truly engaged. They can tell you

haw and what they are learning.

We are under constant gentle pressure

relentlessly applied to keep pushing people forward to student

engagement.

Recall Boomerang activity

How did the Boomerang activity engage students and teachers in some of the key points of the instructional core?

Recall that this was a problem solving FAL.

Concept FAL: Increasing and Decreasing Quantities by a Percent

COMPARE:

• How were the boomerang activity and the percent change activity similar?

• How were they different?

Instructional Core

• How did the percent change FAL relate to the instructional core?

What does number and algebraic thinking look like?

• Figure a 15% tip for an $8.59 lunch.

Expectations for MTL’s this month

• Good questions activity with anticipating student responses

• Anticipating responses and developing questions with grade level FALs

• Implementing grade level FALs and providing student work and feedback

• Continue minute-by-minute, day-by-day FA• Share understandings about number and

algebraic thinking from book studies

How can you “relentlessly gently nudge” your teachers and support them as they

implement FALs?

Access HS FAL’s and Resources

http://map.mathshell.org/materials/lessons.php?taskid=210#task210

Time for a belly laugh!

http://www.youtube.com/watch?v=sDlaf7-JJ14

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Next Generation Professionals

Construction underway3-year Process of System Redesign

Teacher Effectiveness & Principal

Effectiveness Steering Committees

Design Team Synthesizes District

Focus Teams/Steering Committee Feedback

Limited Testing 2010-2011 (25

districts)

Expanded Field Testing 2011-2012 (possibly 25

additional districts)

Full State Implementation

in 2013-2014

State-wide Pilot2012-2013

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Progress to Date: Implementation CycleSteering Committee

(Provides initial guidance)

Design Team(incorporates Committee

guidance into documents)

District Focus Group(Reviews individual

components)Regional Focus Group

(Reviews total components)

Design Team(Incorporates Focus Group guidance into documents)

The feedback loop provided local districts and steering committee members the opportunity to inform the work at each stage of the process.

Next Generation Evaluations

KEY ASSUMPTION

Teachers are the KEY school determinant for driving student achievement.

KEY QUESTIONS

How to evaluate teacher/ principal effectiveness?

How to continuously improve effective teaching/ administrative leadership?

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Teacher impact

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Which teacher a student happens to get within a school

matters more than which school the student happens to attend.

Source: Nye, Konstantopoulos, & Hedges, 2004

Kentucky Commitments

Change how teachers and administrators are evaluated.

Change how they are supported to:Continuously improve their professional

practice;Enhance their effectiveness; andDrive increasingly high levels of student

achievement.48

Elevating the Formative

• Re-examine the purpose and focus of the formative phase.

• During the post-formative conference, evaluator should work with employee to clarify expectations:–What is to occur during the year –

including planning and systematic collection of data.– What the supervisor will look for during the subsequent observations.

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Teacher Effectiveness Framework

Observation Protocols

Artifacts & Evidence

Professional Growth

Student Growth

Analysis & Reflection

Student/Parent Voices

Principal Effectiveness Framework

Observation Protocols/ Val-Ed 360

Artifacts & Evidence

Professional Growth

Student Growth

School Goals

Student/Parent Voices

What are the

Multiple Measures?

FRAMEWORK designations

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Ineffective Developing Accomplished Exemplary

Basis for ratings

Multiple-measures of teacher/ principal evaluation, including student growth, will be part of the future of K-12 education.

Implications?

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Examples of Artifacts

Instruction Learning Climate

Leadership & Professionalism

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Videos Lesson/Unit Plans Student Work Products Learning Logs

Video/Audio Tapes Office Referral Data Student Feedback Attendance Data Parent Communication

Mentoring/Coaching PD Logs SBDM Committee

Work PD Presentations

Effectiveness Framework:

The Domains

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Instruction

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Learning Climate

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Leadership and Professionalism

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Student Performance

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Bill Gates on Great Teachers“We’ve never had a meaningful evaluation system that identifies the dimensions of great teachers so we can transfer the skills to others.”Key predictors of how much kids will learn:Does the teacher use class time well?When students are confused, does the

teacher help get them straightened out?

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Can we make a strong connection between teacher and principal frameworks and CHETL?

Making Vital Connections

Characteristics of the New System• Moves the discussion from teacher quality (as

measured by degrees/rank) to teacher & leader effectiveness (are students learning?)

• Focuses on teacher and principal professional growth; is fair and equitable to those being evaluated

• Developed through a collaborative, inclusive and transparent process

• Comprehensive/holistic approach incorporating multiple measures.

Charge of the Steering Committees

• To provide guidance on the design, development and deployment of the Teacher and Principal Professional Growth and Evaluation systems.

• To make recommendations informed by the field to the State Board of Education

Kentucky’s NEW Professional Growth and Efectiveness System

Phase 2: Developing, Validating, and Ensuring Reliability

What progress has been made to date? We are on target with the timelines for our work.

Teacher and Principal Effectiveness Steering Committee(s) representing KASA, KSBA, KEA, JCTA, CPE, colleges and universities, EPSB, parents, and individual teachers, principals and superintendents from volunteer districts have been convened and met quarterly over the past year.

To identify the characteristics of good teaching and leadership practice, the committees and volunteer districts were provided with previously developed rubrics of teacher/leader effectiveness as a beginning point for discussion (teacher rubric – KDE work with Wallace Foundation, principal rubric – designed by a subgroup of principal steering committee)

Specific Impact for ISLN

Some of you are pilot districts. You are already up to your neck’s in the process.Some of you are keeping up through presentations like this one. Regardless we must all be informed.• 2012-2013 State Wide Pilot• 2013-2014 Full State Implementation

Using Data from our Resources Wisely

While Creating a Balanced Assessment System

Using Assessment ResourcesWhat are some of the assessments that you have purchased?

Assessment Balance and QualityChapter Three:The Path to Assessment Balance and Quality

ACTION ONE: Balance the District’s Assessment System

ACTION TWO: Refine Achievement Standards to Reflect Clear and Appropriate Expectations(Page 51 Formative and Summative Assessments)

ACTION THREE: Ensure Assessment Quality in All Context to Support Good Decision Making

REAL-LIFE EXAMPLE

32 % of students P +D on Interim Assessment• Quadratic Equations

What might that mean??? ax2+bx+c = 0ParabolaGraphDiscriminateDerive the equation???

Factoring Issue

x2+6x+8 = 0

(x+2) (x+4) = 0X= -2 x= -4

ACTION SIX

• “Teachers can help their students get smarter, both in reality and in their own eyes. “

• “Students develop strong academic confidence by being fully engaged in a task….”

(page 79)

Motivate Students With Learning Success