Instructional
Support Leadership
Network
November 12, 2012
METS Center
Meet Your Facilitators
• Curtis Hall- Executive Director, Northern Kentucky Cooperative
for Educational Services
• Dr. Rosa Weaver- Educational Leadership Coordinator,
Northern Kentucky University
• Ben Lusk- Director of Assessment Support Boone County
Schools
• Ruthie Staley- Regional Network English Content Specialist
• Jenny Ray- Regional Network Math Content Specialist
• Ellen Sears- Office of Next Generation Learners
• Brian Mercer- CIO Campbell County Schools
• Marty Park- KETS Engineer, KDE
AGENDA
• Language Arts Network Update
• Mathematics Network Update
• Innovation Configuration Map
• Professional Growth
• Bring Your Own Device
• Digital Citizenship
INSTRUCTIONAL SUPPORT LEADERSHIP
NETWORK
ENGLISH LANGUAGE ARTS UPDATE
November 12th , 2012
Ruthie Staley
ELA Content Specialist – Kentucky Department of Education
Ruthie.staley@education.ky.gov
www.ruthiestaley.net
(859) 609-7958
ELA UPDATES- LDC TEACHER INSTITUTES
Saturday sessions include a general
session and breakout topics. The
strands for the topics include:
o Brand new to LDC
o Looking to Write LDC Modules
o Honing in on Skills and Mini-Tasks
o Focus on Instructional Strategies
DATES AND LOCATIONS FOR SATURDAY SESSIONS
Session 1
November 3rd: Lexington, Sheraton Four Points
November 10th: Elizabethtown, John Hardin High School
December 8th: Richmond, E.K.U., Perkins Building
Session 2:
February 9th, Lexington
March 16th, Richmond
April 16th, Elizabethtown
All session will start at 9:00 and end at 4:00
LDC TEMPLATE TASKS FOR ELEMENTARY
Posted on my website are the elementary template
tasks for the Literacy Design Collaborative
Tab: LDC
www.ruthiestaley.net
REMOTE COACHING PLATFORM
•
Virtual community offered by the Gates Foundation that provides an opportunity
for collaboration and coaching support with those involved in creating LDC
Modules
•
Remote coaching is voluntary
•
Invitations have been extended to teacher leaders across the state
•
Northern Kentucky Teacher Leaders received information on remote coaching on
October 7th . It was sent out as a reminder again on October 16 th
•
If teacher leaders want to participate, they must have a release form signed by
October 23rd and sent to me. I will submit names and identifying information to
Cathy Feldman and Lee Kappas, from the Gates Foundation
NOVEMBER’S ELA AGENDA FOR
NOVEMBER 26TH
• Professional Growth Effectiveness System: Domain 3
• Close Reading/ Practice and Create Text Dependent Questions
• Focus Standards:
Primary: Writing Standard 2, Reading Informational Standard 3
Upper Elementary: Reading Informational 3 and 5
Middle School: Language Standards/Revisit Mechanically
Inclined
High School: Writing Standard 3, Reading Standard
• Literacy Design Collaborative: Work on Instructional Ladder
• Book Study: Teach Like A Champion by Doug Lemov
Grades 6-12 Reading Standards
CLOSE READING
Standard 1: Read closely to determine what a text says explicitly
and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions
drawn from the text.
CLOSE READING DEFINED BY CCSS
•
Methodical investigation of a complex text through answering text dependent
questions geared to unpack meaning of text
•
The Anchor Standards for Reading found in the Common Core State Standards
prioritize the close reading skill of extracting evidence and making inferences
(Standard 1) when reading complex text (Standard 10).
•
All of the intervening standards (Standards 2 – 9) call on students to answer text
dependent questions – from determining theme (Standard 2) to building
knowledge by comparing two or more text (Standard 9)
*Note: This text dependent approach is one of the key shifts embodied in the CCSS
ELEMENTS OF CLOSE READING INSTRUCTION
•
Focuses on portions of text posing the biggest challenges to comprehension,
confidence and stamina
•
Directs student to carefully examine unique text in front of them
•
Poses questions about specific ideas within the text, but also asks students to
make inferences based on evidence beyond what is explicitly stated
•
Directs student to pay close attention to text structure
•
Channels student focus on a sequential integrated line of inquiry
•
Stresses that students should synthesize the evidence in an organized fashion
•
Helps students become aware of nuances in word meaning as well as acquire
knowledge of academic vocabulary
CLOSE READING AND BACKGROUND
KNOWLEDGE
Close Reading:
• does not rely on students using background knowledge or
experiences to answer text dependent questions
• empowers students to use the text as a rich source for
constructing knowledge
• requires students to grapple with text first to determine what is
unclear or confusing
Background Knowledge should be given only if students need additional
information for the purpose of explicitly understanding the text
KEY POINTS THAT DESERVE ATTENTION
WITH CLOSE READING
• Selecting short, worthy passages
• Rereading as a strategy
• Reading with a pencil
• Noticing confusing parts
• Discussing the text
• Asking Text-Dependent Questions
Moves from
literal to
interpretive
Requires students
to return to the text
to formulate
responses
Text-dependent Questioning
TEXT DEPENDENT QUESTIONS DEFINED BY CCSS
•
Embraces the key principals of Close Reading embedded in the CCSS
Anchor Standards
•
Asks students to provide evidence from complex text and draw inferences
based on what the text says explicitly (Standards 1 and 10)
•
Calls on students to perform a variety of tasks reflected in the intervening
Anchor Standards (Standards 2 – 9)
•
Does not rely on the student to posses background information or
experience
•
Privileges the text itself and the information extracted from the text
PROGRESSION OF
TEXT-DEPENDENT QUESTIONS
Whole
Across
texts
Entire text
Opinions, Arguments,
Intertextual Connections
Inferences
Author’s Purpose
Segments
Vocab & Text Structure
Paragraph
Key Details
Sentence
Word
Part
General Understandings
TEXT COMPLEXITY:
RAISING RIGOR IN READING
B Y D O U G L A S F I S H E R , N A N C Y F R E Y,
DIANE LAPP
ISBN: 978-0-87207-478-1
ACCESS MY WEBSITE FOR NOVEMBER’S
RESOURCES
Go to the ELA Resources
Tab and click on
November’s Resources
www.ruthiestaley.net
Innovation Configuration Maps
An instrument
used to define
and measure
implementation
of a new
program or
practice
Hall and Hord, (2011). Implementing Change: Patterns, Principles, and Potholes. Boston: Allyn and Bacon
Innovation Configuration Map…
 Clarifies what a new program is or isn’t
 Defines “quality” clearly—what
practices look like in use or in
operation
 Indicates the degree to which the
innovation is being implemented
 Informs how to best assist and support
educator’s successful use of new
practices
Innovation Configuration Map…
Provides a blueprint for learning,
planning, and resources required for
implementation
 Determines significant factors that ensure
successful implementation of the
innovation to increase student
achievement
 Provides a consistent guide to how
districts begin and continue efforts to
implement the standards

Innovation Configuration Map Conventions
PILLAR—LEADERSHIP
CENTRAL OFFICE STAFF
Component 1: Develops strategic structures and processes for the effective implementation of the pillars (CHETL, Standards, Leadership, and Assessment
Literacy) in all schools.
Level One


Designs a
schedule for
strategic use
Level
of timeOne:
that

Ideal
includes
clearly
identified
goals Provides
time for
learning teams
to work, while
focusing on
district goals
related to
CHETL
Level Two
Designs a plan
that provide
time with clearly
identified goals;
Allows learning
teams to work,
monitoring that
time is used
effectively to
address district
goals related to
CHETL
Level Three
•Recognizes that time
for effective
implementation is
critical and develops a
plan to provide time for
teams to work on
CHETL, Assessment
Literacy, and KCAS.
Level Four

Recognizes the need
for time for
effective
implementation but
does not develop a
plan for providing
time
Level Five

Continuum of Behaviors
Has not
addressed
providing time
for
implementation
of CHETL,
Assessment
Literacy, and
KCAS.
Level Six
IC Map Conventions
1.
2.
3.
4.
5.
An IC map describes behaviors for a specific
group—Central Office staff [principals, teachers,
etc.]
The component describes major outcomes for
Central Office related to implementation of a
CCSS pillar.
“Ideal” or high-quality implementation appears
on left-hand side—Level One.
The continuum of behaviors describes
implementation variations from “Ideal—Level
One” to “Not Yet Begun—Level Five/Six”
The number of levels can differ for each
component. Some components might have 3
levels others 6.
Directions
1.
2.
3.
4.
5.
In a district group, select a single
pillar to focus on
Each person individually reads all the levels and
decides which level best describes the district’s
current actions
Using a Round Robin process, each person shares
his/her response and provides a brief rationale
If responses indicate different levels, discuss and
come to consensus on a single level
Identify next steps—examine the level beyond
your current assessment for other strategies
ISLN
November 2012
Making Connections
To Teacher
Effectiveness
2012-13 Detailed Timeline
• May 2012
 Data Collection and Analysis
 District feedback -Revise Training
 June – July (Ext. Field Test)
 Evaluation System Training
 Observer training – Inter-rater reliability
and certification
 Focus on meaningful feedback
 August - December
 Extended field test
 Full Evaluation System Cycle
 Scaling Criteria
 Training on the Principal Evaluation
System
 Readiness and Preparation (remaining
120 districts)
• January 2013
 120 district leadership team
meetings
 February – May 2013
 120 districts leadership teams
focus prepare for PGES
 June – July 2013
 State leadership team training
for all districts
 August 2013
 Statewide pilot implementation
 Local district scaling to full
implementation
 August 2014
 Statewide implementation in
accountability
Target
I can apply the Framework for Teaching to identify and support
effective teaching practices.
I can recognize rigorous implementation of The KY Core Academic
Standards (KCAS) including the use of the Literacy Design
Collaborative (LDC) and Math Design Collaborative (MDC)
instructional tools.
KY Accountability System
31
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Domain 5: Student Growth
How can the Framework
for Teaching be used to
identify & support
effective teaching practices
What are the 3C “look fors?”
3C Engaging Students in Learning
•
•
•
•
Activities and Assignments
Grouping
Instructional Materials and Resources
Structure and Pacing
What stands out in 3C?
…students are not merely “busy,”
nor are they “on task.”
…students are developing their
understanding through what they
do.
A Literacy Design Collaborative
(LDC) Classroom
A Math Design Collaborative
(MDC) Classroom
Accomplished

The learning tasks and
activities are aligned with
instructional outcomes and
designed to challenge student
thinking, the result being that
Exemplary

most students display

active intellectual
engagement with important
and challenging content and
are supported in that
engagement by teacher
scaffolding.

Virtually all students are
intellectually engaged in challenging
content through well-designed learning
tasks and suitable scaffolding by the
teacher and fully aligned with the
instructional outcomes.
In addition, there is evidence of some
student initiation of inquiry
and of student contribution to
the exploration of important
content.

The pacing of the lesson is
appropriate, providing most
students the time needed to be
intellectually engaged.
The pacing of the lesson provides
students the time needed to
intellectually engage with and reflect
upon their learning and to consolidate
their understanding.

Students may have some
choice in how they complete
tasks and may serve as
resources for one another.
Share Out
What impact are you seeing of
LDC/MDC implementation on
teacher effectiveness?
DebriefHow can you use this activity in
your school or district to build
understanding of teacher
effectiveness?
Video Resources –
*Literacy Design Collaborative website
*YouTube for Math Design Collaborative
*Check out PD 360 videos linked to the
Framework
Make a visit
Visit a LDC and/or MDC classroom to
enhance your list of look-fors and
connections to the TPGES.
Where To Learn More
• Go to KDE Website.
• Enter “Effective Teachers” in the
search box.
Effective teachers
Search
Email resource If you have questions about
the field test
cathy.white@education.ky.gov
ellen.sears@education.ky.gov
BYOD … Bring your
own Device
CCS Technology Department, 2012
Why BYOD?
O District Vision
O CIO SMART GOALS- 3-5 year plan
(December 2010)
O District Focus Points
O Promote District-Wide Technologies
O BYOD vs 1:1
O $!
Network Preparation:
O Network
O Upgrade Core
O Network Switches (10/100/1000)
O Wireless Access Points – 802.11n
O Controller (Manages Access Points)
O WAP Licenses
O Transparent Proxy
O Network Access Controller (NAC)
O Safety and Security PODNET (Personal Owned Device NETwork)
O Safety-Filter Content through proxy
O Safety- Force “safe search” block the rest
O Security- Bubble and Virus
Building Management &
Communication:
O February 2011 -- The CCMS SBDM begins exploring the 1:1
initiative (April 2011 SBDM allocates partial funding for wireless
access points.)
O July 2011 -- Ad Hoc One to One Committee formed
O September 2011 -- Committee begins “BYOD” Policy Draft (adopted
December 2012)
O Parents Notification: Automated all-call and feature article in school
newsletter sent out outlining the initiative and inviting stakeholders to
SBDM meeting.
O October 2011 – Superintendent introduces BYOD initiative to DIP
Committee.
O November 2011 – Digital Citizenship Professional Development for
teachers.
O January 2012 - Policies and procedures for the voluntary program
are released.
Digital Citizenship Training
for Students
O Digital Driver’s License
O www.idrivedigital.com
O What is taught and who is teaching it?
Digital Access, Health and Wellness
O Introducing Digital Commerce
O Digital Communication, Etiquette, and Security
O
O Cyber Bullying—Social Networking (online behavior) and internet
safety
O
Digital Media Fluency
Management of Student
Access
O Digital Citizenship Training
O Make-up and New Students
O Passing the Digital Driver’s License Test
O What is the expectation? Will you have levels?
O Students Connecting their Devices
O Schedule for bringing in devices
O How to connect…
O Help Webpage
O With student movement…how will you know?
O Infinite Campus
O LifeTouch
CCMS Digital Driver License
Student awarded a Digital Driver License upon a passing score
of 80% or higher. Remediation when necessary.
Process for Student Access
1) Student passes DDL training and receives
DDL.
2) Student turns in a signed AUP and BYOD
parent signature docs.
3) Student is given access in the next 24
hours.
I.
II.
Managed at school level via Active
Directory Groups.
4 Tier Groups
?
O Training, training, training
O High School & Middle School differences
Before You Leave
• Please fill out your Implementation and Impact
survey
• Please fill out an evaluation form and leave it at your
table
• Next meeting date, Monday, January 7th