Transcript Moving Forward with Student Growth[o]

CKEC Instructional Support
Leadership Network Meeting
April
th
16 ,
2015
Access materials at: www.debbiewaggoner.com/apr-2015-isln.html
CKEC ISLN Facilitation Team
Cherry Boyles,
Instructional Supervisor,
Washington County Schools
Debbie Waggoner,
KDE/CKEC Instructional
Specialist – Math & Social
Studies Emphasis
Rebecca Woosley,
Effectiveness
Coach, KDE
Terry Rhodes,
KDE/CKEC
Instructional
Specialist –
Science Emphasis
Kelly Philbeck,
KDE Literacy/LDC
Mike Cassady,
PGES Consultant
CKEC/KDE
Sharing
Learning
Over 100 years of Excellence
Supporting
Teaching
Enhancing
PGES - Professional Growth and Effectiveness System
Access materials at: www.debbiewaggoner.com/apr-2015-isln.html
Norms:
Respect
Cell phone
Engagement
Restrooms
Being Prepared
Side Conversations
ISLN Meeting
IMPORTANT NOTES
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?)
6. What support have you provided to
schools, teachers, and/or students as a
result of the knowledge/skills gained at
the last meeting?
Moving Forward
with
Student Growth
Becky Woosley
Effectiveness Coach
Formative Assessment:
What’s YOUR comfort level
with student growth in the
TPGES?
Relaxed.
I’ve totally
got this!
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
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.
Table Talk
Do these same problems
exist outside of
student growth goals?
Problem: Teachers don’t know
their standards well enough to
identify enduring skills.
How do you
plan to address
the problem?
4th 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?
Problem: Goals are not focused
on enduring skills.
How do you
plan to address
the problem?
Resource Question
Have teachers used the
Enduring Skills process
(Student Growth web page)
to engage in a deep dive
into their standards?
Strategy
Engage teachers in identifying
enduring skills in collaborative
content teams
Why?
 Fosters
reflection that informs decisions
 Impacts instructional scaffolding
 Becomes the basis for alignment between
curriculum, instruction and assessment
Let’s take
another
look at the
social studies
scenario
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)
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
Mr. Diamond’s SGG
For the current school year, all of the 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 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.
ENDURING LEARNING
WHAT IT IS
 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
WHAT IT ISN’T
 A sub skill
 Explicit content
knowledge
 An activity
 A skill with limited
application
 A strategy for
learning
You try it
Problem: Growth and proficiency
targets are not established with
baseline data.
How do you
plan to address
the problem?
Help teachers understand the
different types of data.
Contextual
Data vs. Baseline Data
Contextual
Data
Baseline Data
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
Let’s take
another
look at the
ELA scenario
Your Turn: Mrs. Turner
4th Grade ELA
Contextual Data
Baseline Data
Your Turn: Mrs. Turner
4th Grade ELA
Contextual Data
MAP data from previous year
Baseline Data
LDC 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
LDC Baseline Data:
Focus
12
15
68
5
Controlling
Idea
20
25
52
3
Reading/
Research
16
74
8
2
Development
21
68
9
2
Organization
14
33
39
4
Conventions
15
15
65
5
Content
Understanding
10
55
35
10
Step 3:
Creating & Implementing Strategies
(What skills/instruction?)
Step 1:
Determine
needs
Step 2:
Step 3:
Create
specific
learning
goals based
on preassessment
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
Step 4:
Monitoring Student Progress
and Making Adjustments
Step 1:
Determine
needs
Step 2:
Step 3:
Create
specific
learning
goals based
on preassessment
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
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.
www.ldc.org
CoreTools:
36
LDC Mini-Task Library
Dialogue
Boxes
Double Entry Journal
Cornell Notes
CER (Claim, Evidence, Reasoning)
Close Reading Annotation
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.
Problem: Assessments aren’t
congruent with goal targets.
How do you
plan to address
the problem?
4th 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 4th grade
enduring understanding listed above?
DOK – Depth of Knowledge
BLOOM’S
Math Practice Standards: Problem Solving, Reasoning, etc.
What makes the Karl’s Garden
and Carnival Tickets tasks more
aligned to the enduring
understanding?
4th grade Math Enduring Understanding:
Represent and solve real world problems to show
understanding and fluency with multi-digit
multiplication and division with remainders.
Questions to Consider
 Are
 Do
 Do
teachers assessment literate?
they understand DOK…….?
they understand how to
aggregate the data to establish
baseline data?
Strategies
1. Engage teachers in determining
appropriate DOK for learning targets
Why?
Supports alignment between curriculum,
instruction and assessment
2. Provide rubric workshop
Why?
Gives teachers a tool, aligned to standards,
to aggregate data and to use for monitor
growth across the year.
Social Studies
UPDATES
CKEC SS Network Meeting:
Tues Apr 21st, 2015
[email protected]
www.debbiewaggoner.com/apr-2015-social-studies.html
Social Studies Standards Timeline
March 2015
April 2015
Lavender page
KEY Messages
Lavender page
Feedback
Revisions and
Support Materials
CKEC Summer SS Network
Thurs. June 11th
Curriculum Planning
Day
Tues. July 21st
Curriculum Planning
Day
Thurs. July 23rd
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?
Focus on Inquiry enhances
classroom practice…
Taking
Informed
Action
http://youtu.be/ZcYc8o3b4XI
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.
Continuum
 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.
Updates
Next Network Meeting: Wed, April 22nd
Summer Dates:
June 10-Curriculum
July 16-Curriculum
Both days will be the same
July 23-Joint SS/Science LDC Training
[email protected]
www.terryrhodes1science.com
Phenomenological Focus
study of phenomena
What is phenomena?
observable facts or events
Is it possible to make all
science experiences into
phenomenological
experiences?
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
x
April
63
New Word!
KERFUFFLE
ker-fuf-fle
A commotion or fuss,
especially one caused by
conflicting views
We hope you will join your district
teams for our summer sessions:
Social Studies Curriculum Planning: June 11th or July 21st
Science Curriculum Planning: June 10th or July 16th
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!