November 27, 2012
Perkins Building, EKU


Kentucky Department of Education
Network
Name
School
District

What’s you favorite
winter memory?
Kentucky Department of Education
Network
2
www.todaysmeet.com/
lovemath
Tips: no spell check, limited number of
characters, twitter/texting rules do
apply, no delete button
Kentucky Department of Education
Network
3
Titan Pad for Classroom Use

Google titanpad to create your own free pad… limited
number of users for free… must teach electronic manners
like todays meet
Renee’ Yates
Math Content Specialist,
KDE
Lisa Perkins
Southeast Educational
Cooperative
Krista Althauser
Eastern Kentucky
University
Amy Patterson
Math Consultant, KDE
Peggy Petrilli
Eastern Kentucky University
Rachel Stinson
Southeast Educational
Cooperative
Kentucky Department of Education
Network
5
Electronic
Device etiquette
Rule of 2 Feet
Parking Lot
www.reneeyates2math.com
Back Channel @
www.todaysmeet.com/lovemath
Kentucky Department of Education
Network
7
Be an ACTIVE
If you must leave early, please
leader– before,
sign-out
and
indicate the time.
during &
after
Also,
please fill out the
meetings
EVALUATION
form and leave it on
Keep the success
of sign-in/out
ALL students
the
table before you go!
thealways
focus and
We
need your feedback.
purpose
of
all
we
Evaluation form can now be
do.
completed online! Click link 
Kentucky Department of Education
Network
8
Every school district in the Commonwealth of
Kentucky has a knowledgeable and cohesive
leadership team that guides the professional
learning and practice of all administrators,
teachers, and staff so that every student
experiences highly effective teaching,
learning and assessment practices in every
classroom, every day.
Kentucky Department of Education
Network
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All participants will understand how
to translate Kentucky’s Core
Academic Standards into clear
learning targets in order to design
high quality formative and
summative assessments and to
plan/select rigorous and congruent
learning experiences.
Kentucky Department of Education
Network
10
Characteristics of Highly Effective Teaching
and Learning (CHETL)
Assessment Literacy
Kentucky’s Core Academic Standards
(KCAS)
Leadership
Kentucky Department of Education
Network
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SEPT:
Domain 3: Instruction
Component B - Questioning and
Discussion Techniques
NOV:
Domain 4: Professional Responsibilities
Component A - Reflecting on Teaching
Domain 1: Planning & Preparation
Component F - Designing Student Assessment
Domain 3: Instruction
Component D - Using Assessment in Instruction
Kentucky Department of Education
Network
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Continue TPGES Familiarity
 Debrief peer observations TPGES 3B
(Questioning)
 Debrief FAL implementation TPGES 4A
(Reflecting on Teaching)
 FA strategies 2,4,5 and TPGES 4A
 Connect CHETL to TPGES 1F (Designing Student
Assessments) & 3D (Using Assessment in
Instruction)
Kentucky Department of Education
Network
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Grade
Band Breakout Sessions (K-2) (35) (6-8) (9-12)
LUNCH
Grade Band Break-out Sessions
continues
o CIITS sessions with grade band groups.
I
can prepare to teach Kentucky’s Core
Academic Standards in the context of
highly effective teaching, learning and
assessment practices and lead others to
do the same.
I
can make connections between the
four pillars of the teacher leader
networks and the Teacher Professional
Growth & Effectiveness Framework.
Kentucky Department of Education
Network
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This means…
I will practice identifying effective questions,
discussions and tasks that elicit evidence of student
learning and involve others in that learning process.
I can use evidence of success of student learning to
make decisions about instruction.
I can identify congruence between evidence of success
(artifacts, observations, professional learning, logs,
video, interview) and professional learning.
Kentucky Department of Education
Network
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I will analyze classroom video focused on formative
assessment strategies 2 (Effective Discussions,
Questions), 4 (Students as resources for one
another), and 5 (Students as owners of their own
learning). (Connect to CHETL and TPGES 4A –
Reflecting on Teaching)
I will continue to strengthen my content knowledge
so that I can better interpret and illustrate the
intent of the standards and support others as they
do the same. (breakout time)
TPGES
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18

Kentucky Department of Education
Network
Observation
Teacher Professional
Growth and
Effectiveness System
All measures are
supported through
evidence.
Kentucky Department of Education
Network
Peer Observation
Professional Growth
Reflective Practice
Student Voice
Student Growth
19
TPGES Framework
Page 3
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
a. Demonstrating Knowledge of Content and
Pedagogy
b. Demonstrating Knowledge of Students
c. Setting Instructional Outcomes
d. Demonstrating Knowledge of Resources
e. Designing Coherent Instruction
f. Designing Student Assessments
a. Creating an Environment of Respect
and Rapport
b. Establishing a Culture for Learning
c. Managing Classroom Procedures
d. Managing Student Behavior
e. Organizing Physical Space
Domain 4: Professional Responsibilities
Domain 3: Instruction
a. Reflecting on Teaching
b. Maintaining Accurate Records
c. Communicating with Families
d. Participating in a Professional
Community
e. Growing and Developing Professionally
g. Demonstrating Professionalism
a. Communicating with Students
b. Using Questioning and Discussion
Techniques
c. Engaging Students in Learning
d. Using Assessment in Instruction
e. Demonstrating Flexibility and
Responsiveness
Kentucky Department of Education
Network
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teacher
PEER
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Network
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TPGES Framework
pg. 27

Using data collected from 3B (pg. 27) in TPGES framework discuss with a partner…
How was the experience from the observer point of view?
How was the experience from the teacher being observed
perspective?
Was evidence collected “neutral”? Fact Based… No bias, no
interpretations?
What does the evidence tell you about the teacher’s
questioning techniques?
What conversation could you have to support your peer?
Titan Pad for Classroom Use
Share
a couple of sentences to
summarize your partner conversation.
Where were most of your dots?



Silently read through Component 4A Domain, Indicators,
Critical Attributes, and possible Examples

Using talking pens, share important points.

Analyze student work evidence you brought. Reflect on the
Formative Assessment Lesson/task.

Complete the Reflecting on Common Lessons handout.

Share with tablemates. Talk about the Non-Negotiables
handout.
1. Clarifying, sharing, and understanding goals for learning and
criteria for success with learners.
2. Engineering effective classroom discussions,
questions, activities, and tasks that elicit evidence of
students’ learning.
3. Providing feedback that moves learning forward.
4. Activating students as owners of their own learning.
5. Activating students as learning resources for one
another.



Count off 2,4,5 around your table.
Read your section and make note of important points to
remember. What evidence would you see to support your
selected strategy?
Watch the following video link focusing on your strategy.
Math
Talk in a 6th grade Class
All 2, 4, and 5 meet in designated areas and discuss
evidence you saw in the video clip of your strategy.
(7 minutes)


Return to table and share out.
Consider:
 Where did this video fall short?
 What could have happened before, during, after the lesson
to support your strategy?

Evidence: Facts/What is seen or
said
Interpretation: What you
“think” happened
Bias: Your own beliefs
Kentucky Department of Education
Network
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How can I reflect on evidence
of success in my own
professional learning to


make informed decisions
and
build the capacity of others in
my school/district?
Teacher Impact on
Assessment YIKES!
Framework 4A
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content and
Pedagogy
•Demonstrating Knowledge of StudentsPLAN
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
APPLY
Domain 2: The Classroom Environment
•Creating an Environment of Respect and
Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
TEACH
Domain 3: Instruction
Domain 4: Professional Responsibilities
•Communicating with Students
•Reflecting on Teaching
•Using Questioning and Discussion
•Maintaining Accurate Records
Techniques
•Communicating with Families
REFLECT•Engaging Students in Learning
•Participating in a Professional
•Using Assessment in Instruction
Community
•Demonstrating Flexibility and
•Growing and Developing Professionally
Responsiveness
•Showing Professionalism
We must Plan for Assessment 1F
We must use Assessment to inform instruction 3D
CHETL CHECK
CHETL Card

Material/Resources to support Designing Student
Assessments (1F) and Using Assessment in Instruction (3D)
1. Split table into 2 groups.
2. Group 1 read through 1F packet.
3. Group 2 read through 3D packet.
4. Share information with your tablemates.
What are you
seeing?
What impact have math
Formative Assessment
strategies have had on
your teacher effectiveness
and/or other teachers in
your school or district?


Discuss at your table & summarize
your ideas on Today’s Meet.
MATHEMATICS Formative Assessment: 75
Practical Strategies for Linking Assessment,
Instruction & Learning
September Focus: Questioning
# 21 Hot Seat Questioning pg. 103
# 38 Partner Speaks pg. 143
Kentucky Department of Education
Network
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MATHEMATICS Formative Assessment: 75
Practical Strategies for Linking Assessment,
Instruction & Learning
November Focus: Peer and SelfAssessment
#24 I used to think, but now I know pg109
#28 Learning Goals Inventory pg119
#41 Peer to Peer Focused Feedback pg151
#66 Traffic Light Dots pg203
#67 Two Minute Paper pg204
#73 What are you doing and why? pg216
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Network
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Kentucky Department of Education
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 Implement
2 FALs – one before Nov meeting and
then one before Jan meeting bring back evidence
 Collect
evidence focusing on Component 3B before
Nov meeting.
o Video self or Observe fellow teacher leader in
district or in nearby district, Observe classroom
next door, etc. looking for 3b…
 Collect
multiple artifacts of evidence focused on
formative assessment strategies 4 and 5 after Nov
meeting.
 Develop
Kentucky Department of Education
a plan for sharing
Networkwork to others in district.
43
Focus
on congruency between common
assessment items and KCAS
Work through a Formative Assessment
Lesson/task
Book Study K-8 / Critical focal areas of
KCAS
CIITS work in lab as a grade band
Evaluation of day
Kentucky Department of Education
Network
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 Choose
a FAL or FAL like task to implement with
your students. Bring back evidence of students
using each other as resources of one another and
students as owners of learning. Collect multiple
artifacts of evidence focused on formative
assessment strategies 4 and 5. (Student work,
video, pictures, lesson plan, etc.)
 K-5 teachers: Consider the new Field Test ready
FALs for Elementary and provide feedback.
Kentucky Department of Education
Network
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Kentucky Department of Education
Network
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Characteristics of Highly Effective Teaching
and Learning (CHETL) 1F, 4A
Assessment Literacy 1F, 3D, 4A
Kentucky’s Core Academic Standards
(KCAS) – (breakout)
Leadership – How will you share with
others?
Kentucky Department of Education
Network
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Keep On Keeping
on....
See you on January 29, 2013
K-2
210
3-5
211
6-8
High
School
Thanks for your participation today.
Renee’ Yates
Regional Content Specialist
Kentucky Department of Education
Office of Next Generation Learners
Renee.yates2@education.ky.gov
www.reneeyates2math.com
Mobile 859.583.4350 Follow me on twitter @ryates2
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