+ CKEC Instructional Support Leadership Network October 16 th, 2014 Today’s materials can be...

+ CKEC Instructional Support CKEC Instructional Support Leadership Network Leadership Network

October 16October 16thth, 2014, 2014

Today’s materials can be accessed at:Today’s materials can be accessed at: http://www.debbiewaggoner.com/

oct-2014-isln.html 

+CKEC ISLN Facilitation CKEC ISLN Facilitation

TeamTeam

+

+ NormsNorms

Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully.

Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials.

Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations.

Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.

+ ISLN Meeting IMPORTANT NOTES

What do I want to remember?

How will I use this information, and how will I share it with others in my district?

PINK Sheet

Also don’t forget your

YELLOW Evaluation sheet

We Need your FEEDBACK!

+ CKEC ISLN October 16CKEC ISLN October 16thth, 2015 Meeting AGENDA, 2015 Meeting AGENDA -Welcome, Introduction, District Team Reflection Review-Authentic Use of Data – Data, Data, Data article and Video Interview with guiding questions – Cherry BoylesConcurrent Sessions:

Social Studies Update – Teaching Kids to Ask Their Own Questions Review/Preview Social Studies Network Meeting – Debbie Waggoner

       Science Update – 3D Science Lesson Plan Development Review/Preview Science Network Meeting – Terry RhodesPGES Update – Using Multiple Sources of Evidence to Establish Baseline data for Student Growth Goals – Becky Woosley & Kelly Philbeck

-PGES Review of Resources – Mike Cassady -District Action Plan – Cherry Boyles -Meeting Evaluation

Today’s Agenda

Inside Cover

Pillars again

TPGES –Teacher Professional Growth and Effectiveness System

CKEC ISLN GOAL 2014-2015:

Build the capacity of district leadership teams 

to support the implementation of PGES, KCAS, 

effective leadership, effective teaching and 

assessment literacy through strategies and 

resources.

+ District Team Reflection Review

Packet page 1

+Data…Data…Data:

From Triangulation to Student Growth

Packet pages 2-6

+

Listening to Teacher Voices

http://youtu.be/yJGN9LkhkOQ

Packet page 2

+ Concurrent SessionsConcurrent SessionsDISTRICTS Session 1Session 1 Session 2Session 2 Session 3Session 3

A-FA-F Side HallwaySide HallwayPGES UpdatePGES Update

Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update

Front RoomFront RoomScience Network Science Network updateupdate

G-OG-O Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update

Front RoomFront RoomScience Network Science Network updateupdate

Side HallwaySide HallwayPGES UpdatePGES Update

P-ZP-Z Front RoomFront RoomScience Network Science Network updateupdate

Side HallwaySide HallwayPGES UpdatePGES Update

Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update

+ Student GrowthStudent Growth Goal-Setting Scenario Goal-Setting Scenario

Rebecca Woosley, Effectiveness CoachKelly Philbeck, LDC/ELA Instructional Specialist Oct. 16, 2014

+ Today’s Targets

the process (HOW the teacher collected and used data for SG)

the decisions the teacher made (WHAT he did)

the rationale (WHY he made those decisions)

+ Let’s look at a social studies scenario

Mr. Diamond,

a World History

teacher at Ben Franklin

High School

+

Step 1: Determining Needs

+ 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

+

Enduring Skills/Learning Mr. Diamond’s PLC identified:

Construct compelling and supporting questions to develop inquiry skills

Use evidence to support a claimEvaluate the credibility of sourcesCommunicate conclusions to a range of audiences

Critique own work as well as the work of others

Take informed action

+ Determining the baseline and growth measure

What did Mr. Diamond plan to use for his baseline data and growth measure?

How did he arrive at the decision?

+LDC Classroom Assessment

• Allows for pre-assessment baseline data using one of the LDC rubrics

• Allows formative and end of year post-assessment data

• Uses the same template as the teaching task in the LDC module

+

+LDC Classroom Assessment Task

(Results of the first LDC Classroom Assessment Task)

+ Assessments from Instructional Ladder of the 1st LDC Module

+

+

+

+ Step 2: Creating the Step 2: Creating the Student Growth GoalStudent Growth Goal

The teacher creates a student growth goal built on the baseline data collected and analyzed in Step 1.

+

Goal … a statement of an intended outcome of your work:

Student Learning

Distinct from Strategies

Strategies = Means

Goal = End (the intended outcome)

What is a Student Growth Goal?

Kentucky Department of EducationProfessional Growth and Effectiveness System

Student Growth Goals Basics…• SMART goal

• Proficiency component & Growth component

• One classroom of students, one content area

Specific, Measureable, Appropriate, Realistic,

Time-Bound

___% of students will reach the level of

proficiency as determined by…

All of my students will grow at least

_____.

3rd Grade math students1st period 7th grade language arts

students6th period high school concert band

students

+ Mr. Diamond’s SGGFor the current school year, For the current school year, all of the 10all of the 10thth grade grade

world history students in my 3world history students in my 3rdrd block class block class will will

make measurable progress in the enduring make measurable progress in the enduring

skillskill, , use evidence to support a claimuse evidence to support a claim. . All All

students will move up at least 1 level in each of students will move up at least 1 level in each of

the three scoring elementsthe three scoring elements and and 75% of 75% of

students will achieve at the 3 or higher level on students will achieve at the 3 or higher level on

the the controlling idea, reading/research, controlling idea, reading/research, andand

developmentdevelopment areas of areas of the LDC Argumentation the LDC Argumentation

Rubric. Rubric.

+Step 3: Creating & Implementing Strategies (What skills/instruction?)

+Start by deciding on Start by deciding on instructional strategies instructional strategies for goal attainment for goal attainment

19

+ Carefully chosen Carefully chosen strategies arestrategies are……

• supported by researchsupported by research

• developmentally appropriatedevelopmentally appropriate

• appropriate for the subject appropriate for the subject mattermatter

20

+Some Places to Look

PD 360

Teaching Channel

LDC Core Tools

Other teacher experts, coaches

+Coming in November... Step 4: Monitoring Student Progress and Making Adjustments

+ Concurrent SessionsConcurrent SessionsDISTRICTS Session 1Session 1 Session 2Session 2 Session 3Session 3

A-FA-F Side HallwaySide HallwayPGES UpdatePGES Update

Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update

Front RoomFront RoomScience Network Science Network updateupdate

G-OG-O Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update

Front RoomFront RoomScience Network Science Network updateupdate

Side HallwaySide HallwayPGES UpdatePGES Update

P-ZP-Z Front RoomFront RoomScience Network Science Network updateupdate

Side HallwaySide HallwayPGES UpdatePGES Update

Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update

UPDATESUPDATESTerry RhodesRegional Science Network Instructional Specialistterry.rhodes@education.ky.gov Cell: 859-585-7762Web: www.terryrhodes1science.com

Packet pages 7-12

CKEC Alternate Aligned Science Standards Plan2014 – 2015

Sally Miracle & Terry Rhodes

• Hold summer trainings on the new science standards – the same info would be presented at both sessions to allow teachers to attend either date.

• Have all teachers together (do not separate by levels)• Present to teachers on the progressions

What is the progression assessing The deconstructed standards/progressions 2 – 3 hands on experiences for each aligned standard in each progression

Resources for each progressionVideos, Books, Works samples, websites, etc.

• Give them an Alternate Aligned Science Vocabulary dictionary

Alternate  Science Standards Progressions

Earth Science4-ESS2-1 6-ESS2-4     HS-ESS2-5

Engineering and Technology3-5-ETS1-1 MS-ETS1-1   HS-ETS1-3

Life Science 13LS1-1 7-LS1-5       HS-LS4-5

Life Science 23LS4-3 6-LS2-2       HS-LS2-6

Physical Science 12-PS1-1 7-PS1-2       HS-PS1-2

Physical Science23-PS2-2 6-PS2-2       HS-PS2-3

+

• Obtain Information• Ask Questions/Define Problems• Plan & Carry Out Investigations• Use Models to Gather Data• Use Mathematics & Computational

Thinking

• Evaluate Information• Analyze Data • Use Mathematics and Computational

Thinking• Construct Explanations/Solve Problems• Developing Arguments from Evidence • Use Models to Predict & Develop Evidence

• Communicate Information• Using Argue from Evidence (written/oral)• Use Models to Communicate(Moulding, 2012)

Packet pages 7-12

Lesson Plan Idea T

emplate

Sample Le

sson Plan

 Idea 

October KSLN

Article-”This is not a lesson plan”Reflections on Lesson Plan Ideas implemented since last meetingWaves 3-Dimensional Lesson IdeaLooking at assessments through 3-D lensDesigning AssessmentsScience Formative Assessments

+ Seven Essential Skills for Today’s Students

Critical thinking and problem-solving

Collaboration

Agility and adaptability

Initiative and entrepreneurialism

Effective oral and written communication

Accessing and analyzing information

Curiosity and imagination

http://vimeo.com/53913251

Attribute 

As a table, look at the attributes anddiscuss reflection questions in terms of the attributes…how can we make the shift to equipping our students for success in the classroom and beyond?

Packet page 12

+ Concurrent SessionsConcurrent SessionsDISTRICTS Session 1Session 1 Session 2Session 2 Session 3Session 3

A-FA-F Side HallwaySide HallwayPGES UpdatePGES Update

Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update

Front RoomFront RoomScience Network Science Network updateupdate

G-OG-O Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update

Front RoomFront RoomScience Network Science Network updateupdate

Side HallwaySide HallwayPGES UpdatePGES Update

P-ZP-Z Front RoomFront RoomScience Network Science Network updateupdate

Side HallwaySide HallwayPGES UpdatePGES Update

Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update

+

Debbie WaggonerKDE Regional Instructional

Specialist Social Studies & Mathematicswww.debbiewaggoner.com

CKEC ISLNSocial StudiesUPDATE 

October 2014

Packet pages 13-23

+Projected Timeline At A Projected Timeline At A Glance…Glance…

September 2014 Targeted Focus Groups

October 2014 First Read KBE and compile feedback

November 2014 Representative sub-group of standards writers will meet to review Feedback and Refine Draft

December 2014 Second Read

January 2015 Public Comment Period

2015-2016 Implementation

+ Focus on Inquiry enhances classroom practice…

+THE QUESTION FORMULATION

TECHNIQUE (QFT)

Students' Questions as a Catalyst for: Deeper Learning, Joy in Teaching and a Healthier

Democracy Based on the Keynote presentation for Ky Council of Social

Studies Conference September 2014 Erlanger, KYBy Dan Rothstein

The Right Question Institute: Cambridge, MA

+The Big Idea

Students are more successful when they learn to ask their own questions

+The Vision: High School Students in Boston, MA

“When you ask the question, you feel like it’s your job to get the answer.”

ENGAGEMENT!ENGAGEMENT!

+

A Question Focus

Rules for Producing Questions

Producing Questions

Categorizing Questions-Open/Closed

Prioritizing Questions

Next Steps

Reflection

Components of the Question Formulation TechniqueTM

Packet pages 13-15

+Rules for Producing Questions Ask as many questions as you can.

Do not stop to answer, judge, or discuss.

Write down every question exactly as it was stated.

Change any statements into questions.

Packet pages 16-17

+Experiencing the Question Formulation TechniqueTM

+Question Focus

Some students are not asking questions in my

classroom

Packet pages 16-17

+Producing Questions

Some students are not asking questions in my

classroom1.Ask Questions

2.Follow the Rules

3.Number the Questions

Packet pages 16-17

+Categorizing Questions: Closed/OpenDefinitions:

Closed-ended questions can be answered with a “yes” or “no” or with a one-word answer.

Open-ended questions require more explanation.

Directions: Identify your questions as closed-ended or open-ended by marking them with a “C” or an “O”.

+Discussion

+Change Closed to Open andOpen to Closed -Ended QuestionsDirections: Take one closed-ended question and change it into an open-ended question

+Prioritizing Questions

Review your list of questions

Choose the three questions you consider most important.

While prioritizing, think about your QFocus:

Some students are not askingquestions in my classroom

+Prioritizing Questions

Why did you choose those three questions as the most important?

Where are your priority questions in the sequence of your entire list of questions?

+Share

1.Questions you changed from closed to open

2.Your three priority questions and their numbers in your original sequence

3.Rationale for choosing priority questions

+Reflection What did you learn?

How did you learn it?

What do you understand differently now about asking questions?

+Classroom Example: SecondaryTeacher: Megan Harvell, Boston, MATopic: American History –The Civil WarPurpose: Pre-reading activity to engage students

QuestionFocus:

+Student Questions

1. Why are they fighting?

2. Are they fighting?

3. Are they part of the government?

4. Where were they?

5. Who are they?

6. Were they signing anything?

7. Who else was there?

8. Why are you hitting him?

9. Why didn’t they call 911?

10. Was this related to slavery?

11. Why is he hitting him with a bat?

11. Why are you taking a pen?

12. Why are they in court?

13. Who hit who first?

15.Who died?

16. Why are they smiling?

+

1. Why are they fighting?

2. Are they fighting?

3. Are they part of the government?

4. Where were they?

5. Who are they?

6. Were they signing anything?

7. Who else was there?

8. Why are you hitting him?

9. Why didn’t they call 911?

10. Was this related to slavery?

11. Why is he hitting him with a bat?

11. Why are you taking a pen?

12. Why are they in court?

13. Who hit who first?

15.Who died?

16. Why are they smiling?

Compelling Questions“Focus on enduring issues and concerns. They deal with curiosities about how things work; interpretations and applications of disciplinary concepts; and unresolved issues that require students to construct arguments in response.”

C3 Framework p.23

Supporting Questions“Focus on descriptions, definitions, and processes on which there is general agreement within the social studies disciplines, and require students to construct explanations that advance claims of understanding in response”

C3 Framework p.23

C3 Dimension 1

+Educator Observations

Novice Teachers “I’ve never seen my students so engaged as when they are

using the QFT.”

Veteran Teachers “I’ve prided myself in my 33 years of teaching in the good

questions I ask of my students. But, I saw that they go through this process and they ask great questions that I never, ever would have thought of.”

University Professors “I have been stunned by the depth and breadth of questions

that my students have created during QFT sessions – and I feel that I am just beginning to learn how to use the technique.”

+The Skill of Asking Questions

For getting to better answers

For increasing engagement and ownership

For demonstrating inquiry in the classroom

For a little more joy in a very demanding profession

And…

+The Research Confirms the Importance of Student QuestioningSelf-Questioning (metacognitive strategy):

Students formulating their own questions proved to be one of the most effective metacognitive strategies

Engaging in pre-lesson self-questioning improved students rate of learning by nearly 50% (Hattie, p.193)

Visible Learning: A Synthesis of Over 800 meta-Analyses Relating to Achievement by John Hattie. 1st Edition, December 26, 2008.

+ Tools for QFT Tips for Facilitating the QFT – Question Formulation

Technique packet pages 18-19

Designing the Question Focus packet pages 20-21

Assessing Facilitation of the QFT packet page 22

QFT on one page packet page 23

Also on the Agenda… Design a Question Focus to try the QFT for your grade level

Reading Strategies for Social Studies

21st Century Curriculum Implications and district planning

Burning Questions about the Disciplinary Content Strands

+ Concurrent SessionsConcurrent SessionsDISTRICTS Session 1Session 1 Session 2Session 2 Session 3Session 3

A-FA-F Side HallwaySide HallwayPGES UpdatePGES Update

Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update

Front RoomFront RoomScience Network Science Network updateupdate

G-OG-O Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update

Front RoomFront RoomScience Network Science Network updateupdate

Side HallwaySide HallwayPGES UpdatePGES Update

P-ZP-Z Front RoomFront RoomScience Network Science Network updateupdate

Side HallwaySide HallwayPGES UpdatePGES Update

Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update

+

PGES ROAD MAP TO RESOURCES

+

http://education.ky.gov/teachers/PGES/Pages/PGES.aspx

+ 2014-15 Student Voice Survey

WindowsFor the 2014-15 SY, there are Fall and Spring Student Voice Survey windows available to gather student perception. The Fall window occurs from November 3rd through November 21st. The Spring window occurs from March 4th through March 25th. Districts may elect to participate in one or both survey windows. 

+Self-Reflection and PGP

By now self-reflection and PGP should be completed by teachers

Self-reflection and PGP entered into CIITS by teachers

Teachers should reflect throughout year (two additional windows)

PGP should be part of mid-year review

+

Next Steps:Next Steps:

Leadership Team Commitments

Packet page 24 and Blue sheet for your district

+Please complete the yellow

evaluation before you leave.

We need your feedback!We need your feedback!

+ CKEC Instructional Support Leadership Network 2014-2015

NorthEast Christian Church

8:30am-12:30pm

Thurs. Sept. 18th, 2014 Thurs. Oct. 16th, 2014 Thurs. Nov. 20th, 2014 Thurs. Jan. 22nd, 2015 Thurs. Feb. 19th, 2015 Thurs. Mar. 19th, 2015

MAKE UP DATE Thurs. Apr. 16th, 2015

See you next month on November 20See you next month on November 20thth!!