CKEC Instr uctional Suppor t + Leadership Network October th 16 , 2014 Today’s materials can be accessed at: http://www.debbiewaggoner.com/ oct-2014-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 + Norms 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. + PINK Sheet ISLN Meeting IMPORTANT NOTES How will I use What do I want to this information, remember? and how will I share it with others in my district? + Today’s Agenda CKEC ISLN October 16th, 2015 Meeting AGENDA -Welcome, Introduction, District Team Reflection Review -Authentic Use of Data – Data, Data, Data article and Video Interview with guiding questions – Cherry Boyles Concurrent 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 Rhodes PGES 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 Inside Cover -Meeting Evaluation Kentucky’s Core Academic Standards Leadership Assessment Literacy Highly Effective Teaching and learning Pillars again Network Foundations…. TPGES –Teacher Professional Growth and Effectiveness System + 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 Sessions DISTRICTS Session 1 Session 2 Session 3 A-F Side Hallway PGES Update Main Room Social Studies Network Update Front Room Science Network update G-O Main Room Social Studies Network Update Front Room Science Network update Side Hallway PGES Update P-Z Front Room Science Network update Side Hallway PGES Update Main Room Social Studies Network Update + Student Growth Goal-Setting Scenario Rebecca Woosley, Effectiveness Coach Kelly 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, World History at Ben Franklin High School a teacher + Step 1: Determining Needs Step 1: Determine needs Step 2: Create specific learning goals based on preassessment Step 3: 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 + 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 + Construct compelling and supporting questions to develop inquiry skills Use evidence to support a claim Evaluate the credibility of sources Communicate audiences Critique others Take conclusions to a range of own work as well as the work of 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 postassessment 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) Not Yet 1 Approaches Expectations 2 Meets Expectations 3 Advanced 4 Focus 0% 15% 80% 5% Controlling Idea 30% 66% 3% 0% Reading/ Research 13% 73% 13% 0% Development 33% 33% 33% 0% Organization 0% 10% 90% 0% Conventions 15% 15% 65% 5% Content Understanding 10% 15% 75% 0% Scoring Elements + Assessments from Instructional Ladder of the 1st LDC Module Instructional Ladder Meets Expectations Preparing for the Task 100% Reading Process 45% Transition to Writing 40% Writing Planning & Development 40% Revision and Editing 30% + + + + Step 2: Creating the Student Growth Goal Step 1: Determine needs Step 2: Create specific learning goals based on preassessment Step 3: 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 The teacher creates a student growth goal built on the baseline data collected and analyzed in Step 1. What is a Student Growth Goal? + Goal … a statement of an intended outcome of your work: Student Learning Distinct from Strategies Strategies = Means Goal = End (the intended outcome) Kentucky Department of Education Professional Growth and Effectiveness System Student Growth Goals Basics… • SMART goal Specific, Measureable, Appropriate, Realistic, TimeBound • Proficiency component & Growth component ___% of students will reach the level of proficiency as determined by… All of my students will grow at least _____. • One classroom of students, one content area 3rd Grade math students 1st period 7th grade language arts students 6th period high school concert band students + 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 three 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. + Step 3: Creating & Implementing Strategies (What skills/instruction?) Step 1: Determine needs Step 2: Create specific learning goals based on preassessment Step 3: 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 + Start by deciding on instructional strategies for goal attainment 19 + Carefully chosen strategies are… • supported by research • developmentally appropriate • appropriate for the subject matter 20 +Some PD Places to Look 360 Teaching LDC Channel Core Tools Other teacher experts, coaches + Coming in November... Step 4: Monitoring Student Progress and Making Adjustments Step 1: Determine needs Step 2: Create specific learning goals based on preassessment Step 3: 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 + Concurrent Sessions DISTRICTS Session 1 Session 2 Session 3 A-F Side Hallway PGES Update Main Room Social Studies Network Update Front Room Science Network update G-O Main Room Social Studies Network Update Front Room Science Network update Side Hallway PGES Update P-Z Front Room Science Network update Side Hallway PGES Update Main Room Social Studies Network Update UPDATES Packet pages 7-12 Terry Rhodes Regional Science Network Instructional Specialist terry.rhodes@education.ky.gov Cell: 859-585-7762 Web: www.terryrhodes1science.com CKEC Alternate Aligned Science Standards Plan 2014 – 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 progression Videos, Books, Works samples, websites, etc. • Give them an Alternate Aligned Science Vocabulary dictionary Alternate Science Standards Progressions Earth Science 4-ESS2-1 6-ESS2-4 HS-ESS2-5 Engineering and Technology 3-5-ETS1-1 MS-ETS1-1 HS-ETS1-3 Life Science 1 3LS1-1 7-LS1-5 HS-LS4-5 Life Science 2 3LS4-3 6-LS2-2 HS-LS2-6 Physical Science 1 2-PS1-1 7-PS1-2 HS-PS1-2 Physical Science2 3-PS2-2 6-PS2-2 HS-PS2-3 + Packet pages 7-12 • • • Gathering • • Obtain Information Ask Questions/Define Problems Plan & Carry Out Investigations Use Models to Gather Data Use Mathematics & Computational Thinking • Evaluate Information • Analyze Data Reasoning • Use Mathematics and Computational Thinking • Construct Explanations/Solve Problems • Developing Arguments from Evidence • Use Models to Predict & Develop Evidence (Moulding, 2012) • Communicate Information Communicating • Using Argue from Evidence (written/oral) • Use Models to Communicate October KSLN Article-”This is not a lesson plan” Reflections on Lesson Plan Ideas implemented since last meeting Waves 3-Dimensional Lesson Idea Looking at assessments through 3-D lens Designing Assessments Science 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 Curiosity and analyzing information and imagination http://vimeo.com/53913251 Attribute As a table, look at the attributes and discuss 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 Sessions DISTRICTS Session 1 Session 2 Session 3 A-F Side Hallway PGES Update Main Room Social Studies Network Update Front Room Science Network update G-O Main Room Social Studies Network Update Front Room Science Network update Side Hallway PGES Update P-Z Front Room Science Network update Side Hallway PGES Update Main Room Social Studies Network Update + CKEC ISLN Social Studies UPDATE October 2014 Packet pages 13-23 Debbie Waggoner KDE Regional Instructional Specialist Social Studies & Mathematics www.debbiewaggoner.com + Projected Timeline At A 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, KY By 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! + Components of the Question Formulation TechniqueTM A Question Focus Rules for Producing Questions Producing Questions Categorizing Questions-Open/Closed Prioritizing Questions Next Steps Reflection 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 classroom 1. 2. 3. Packet pages 16-17 Ask Questions Follow the Rules Number the Questions + Categorizing Questions: Closed/Open Definitions: 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 closedended or open-ended by marking them with a “C” or an “O”. + Discussion + Change Closed to Open and Open to Closed -Ended Questions Directions: Take one closed-ended question and change it into an openended 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 asking questions 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: Secondary + Teacher: Megan Harvell, Boston, MA Topic: American History –The Civil War Purpose: Pre-reading activity to engage students Question Focus: + Student Questions Why are you taking a pen? 1. Why are they fighting? 11. 2. Are they fighting? 12. Why are they in court? 3. Are they part of the government? 13. Who hit who first? 4. Where were they? 15. Who died? 5. Who are they? 16. Why are they smiling? 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? + C3 Dimension 1 1. Why are they fighting? 11. 2. Are they fighting? 12. Why are they in court? 3. Are they part of the government? 13. Who hit who first? 4. Where were they? 15. Who died? 5. Who are they? 16. Why are they smiling? 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? Why are you taking a pen? Supporting Questions Compelling Questions “Focus on descriptions, definitions, and enduring issues and processes on which is general concerns. They dealthere with curiosities agreement withinwork; the social studies about how things interpretations disciplines, and require students to and applications of disciplinary construct thatissues advance concepts; explanations and unresolved that claims understanding in response” requireofstudents to construct arguments in response.” C3 Framework p.23 C3 Framework p.23 + 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 Questioning Self-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 Sessions DISTRICTS Session 1 Session 2 Session 3 A-F Side Hallway PGES Update Main Room Social Studies Network Update Front Room Science Network update G-O Main Room Social Studies Network Update Front Room Science Network update Side Hallway PGES Update P-Z Front Room Science Network update Side Hallway PGES Update Main Room Social Studies Network Update + PGES ROAD MAP TO RESOURCES + http://education.ky.gov/teachers/PGES/Pages/PGES.aspx + 2014-15 Student Voice Survey Windows For 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: + Leadership Team Commitments Packet page 24 and Blue sheet for your district + Please complete the yellow evaluation before you leave. 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 20th!