SREB College-and CareerReadiness Standards
Networking Conference
Using LDC to
Support Student
Growth
JULY 13-15, 2015
Tweet about this session at
#CCRS15
Our Facilitators
Becky Woosley
Effectiveness Coach
Kentucky Department of Education
rebecca.woosley@education.ky.gov
Twitter: @PGEScoach
Carol Franks
Effectiveness Coach
Kentucky Department of Education
carol.franks@education.ky.gov
Twitter: @caroljunefranks
Kelly Philbeck
LDC State Lead/Instructional Specialist
Kentucky Department of Education
kelly.philbeck@education.ky.gov
www.kellyphilbeck.com
Twitter: @kellyphilbeck #KYLDC
FB: KYLDC
Presentation Materials
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Connecting the Dots:
Using LDC to support the
Student Growth Process
Ensuring
CURRICULUM
appropriate
alignment of
TEACHER
EFFECTIVENESS
Student
Growth
INSTRUCTION
curriculum,
instruction,
and
ASSESSMENT
assessment
5
Our Guiding
Questions…
• How can teachers use LDC in the student
growth process?
• How does LDC allow teachers to
demonstrate effective teaching?
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Why use LDC in the
Student Growth process?
• Template tasks based on the KAS (CCSS) for
ELA/Literacy in History/Social Studies, Science and
Technical Subjects
• Valid, standards-based rubrics aligned to
informational, argumentative, and narrative writing
• Common rubrics to aggregate data from multiple
sources of evidence and to provide formative
feedback throughout the instructional process
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How does LDC help
support rigor in the
student growth process?
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Turn and Talk
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Rigor =
Congruency to standards
Do the measures provide an
opportunity for students to
demonstrate mastery of the
identified skills, concepts or
processes at the level of rigor
intended in the standard?
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What is the KY SG
Process?
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
students
achieved
the goals
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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
students
achieved the
goals
After identifying
the Enduring
Skills, decide on
the appropriate
measurement.
(Consider - Is
writing an
appropriate
method of
measurement for
the identified
skill?)
Use the LDC
template tasks to
create a
classroom
assessment as
part of the
baseline data.
NOTE: This
writing product is
evidence of what
students can do
independently.
After analyzing
classroom
assessment
results, use that
data to inform
module and/or
mini-tasks design
- specifically,
Section 2 (What
Skills?) and
Section 3 (What
Instruction?).
During module
implementation,
formative
assessment data
will inform
instructional
decisions. Build
in additional
assessments for
evidence of
students’ abilities
to independently
apply learning.
Use a classroom
assessment for
summative SGG
data for the
enduring skill.
(An LDC template
task may be used
for the
assessment task.)
What’s enduring learning?
• ENDURES beyond a single test date
• is of value in other disciplines
• is relevant beyond the classroom (applying
learning to new and unique situations)
• is worthy of embedded, course-long focus
• may be necessary for the next level of
instruction
• requires critical thinking (analyzing,
creating and evaluating)
13
Let’s take
a look at the
ELA scenario
STEP 1: Determining Need –
How did Mrs. Turner decide how to focus
her goal and establish a baseline?
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Contextual vs. Baseline Data
• Contextual Data:
– Data that informs teachers of where students are
performing; aids your decision making for
determining an area of focus for enduring skills:
state assessments, interim assessments from
previous year, common assignment/common
assessment data, classroom formative
assessments
• Baseline Data:
– Data that establishes a beginning point of where
students are against an enduring skill; provides
the starting point for student growth goal-setting
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Mrs. Turner’s 4th Grade
ELA Data
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Mrs. Turner’s 4th Grade
ELA Data
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Mrs. Turner’s Teaching
Task
Task Template: A3:
Does making recess time longer help students do
better in school or does it make them do worse in
school? After reading informational texts on the
pros and cons of extending recess time, write a
letter to our principal in which you explain your
opinion on whether or not we should extend
recess time in our school. Support your opinion
with evidence from the texts.
For baseline (independent, cold read/write, on demand
like, no scaffolding of instruction) to determine baseline
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LDC Baseline Data
Not Yet
1
Approaches
Expectations
2
Meets
Expectations
3
Exceeds
Expectations
4
Focus
15%
42%
38%
5%
Controlling Idea
25%
40%
32%
3%
Reading/
Research
74%
16%
8%
2%
Development
68%
21%
9%
2%
Organization
33%
49%
14%
4%
Conventions
16%
44%
36%
4%
Content
Understanding
56%
31%
11%
2%
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Scoring Elements for Growth
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Unpacking a
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Step 2:
Create Specific Learning Goals Based
on Pre-Assessment
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
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For the 2014-2015 school
Time Interval
year, all students in my 4th
grade class will make
measurable progress in
supporting an opinion/claim
Specific growth need
with appropriate and credible
details. All students will move
Specific growth measure
up at least one performance
level in Reading/Research and
Development and 40% will
achieve at least a 3 or better
using the 2-5 Opinion Rubric
and/or the 2-5 LDC
Informational Rubric.
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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
25
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
26
Steps 3 & 4 –
Time for Teacher Reflection
27
Monitoring the Student
Growth Process
Monitoring – What & Why
What - Monitor both
* student progress toward goal
attainment
* strategy effectiveness through
formative assessment processes.
Why - Adjust strategies and instruction
as needed, while maintaining the
goal.
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It’s what we do with
data that’s important
– use it authentically
to inform practice.
29
SG Process Steps 2-5 Mirror the LDC cycle
Step 2 / What Task?
Step 3 / What Skills & Instruction?
Step 4 / Monitoring learning
during mini-task instruction?
Step 5 / What Results?
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STEPS 3 & 4
31
32
CoreTools Mini-Task Library:
www.ldc.org
https://www.youtube.com/watch?v=0rDLr5dcC8E
33
CoreTools Mini-Task Library:
www.ldc.org
https://www.youtube.com/watch?v=0rDLr5dcC8E
34
Explore the Rich Resources in
the
LDC Mini-Task Library
Some examples:
Dialogue Boxes
Double Entry Journal
Cornell Notes
CER (Claim, Evidence, Reasoning)
Close Reading Annotation
35
LDC’s 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.
36
Engaging Students in
Monitoring Their Own Growth
37
Step 5:
determining growth
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
38
Now, let’s think about
how the LDC framework
supports effective
teaching?
39
How does LDC allow teachers to
demonstrate effective teaching?
Domain 1:
Planning and
Preparation
Domain 2:
Classroom
Environment
Domain 3:
Instruction
Domain 4:
Professional
Responsibilities
A.
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
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
A.
B.
C.
D.
B.
C.
D.
E.
F.
Demonstrating Knowledge
of Content and Pedagogy
Demonstrating Knowledge
of Students
Setting Instructional
Outcomes
Demonstrating Knowledge
of Resources
Designing Coherent
Instruction
Designing Student
Assessments
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional
Community
E. Growing and Developing
Professionally
F. Showing Professionalism
40
How does LDC allow teachers to
demonstrate effective teaching?
Domain 1:
Planning and Preparation
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
41
Domain 1 Connections
•
Teaching task content choice - worthy of extended time
•
Teaching task appropriate match for content and product
•
Content standards identified in module and addressed in Skills Ladder
•
Teaching task engages students
•
Accommodations embedded in module
•
Teaching task clearly describes what students will learn
•
Purposeful LDC mini-tasks lead to measureable outcomes
•
Intentional sequencing of mini-tasks leads to mastery
•
Carefully chosen resources for module (beyond textbook)
•
Grade level appropriate texts (text complexity)
•
Mini-tasks organized/scaffolded to advance learning, represent cognitive challenges with differentiation
of activities/resources
•
Clear structure: teaching task; standards; skills list; mini-tasks; rubrics (all interdependent)
•
Reasonable pacing
•
Formative assessment w/mini-tasks inform instruction
•
Instructional ladder – intentional and differentiated
•
Clear criteria (rubric/mini-tasks)
42
How does LDC allow teachers to
demonstrate effective teaching?
Domain 2:
Classroom Environment
A.Creating an Environment of Respect & Rapport
B.Establishing a Culture for Learning
C.Managing Classroom Procedures
D.Managing Student Behavior
E.Organizing Physical Space
43
Domain 2 Connections
•Choice of texts showing multiple
perspectives
•Students cognitively busy
•Students responsible for their learning
•Teacher as facilitator of learning
•Opportunities for
respectful collaboration
debate
real world connections
44
How does LDC allow teachers to
demonstrate effective teaching?
Domain 3:
Instruction
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
45
Domain 3 Connections
• Content scaffold clear and accurate (mini-tasks aligned to
standards)
• Tasks allows student choice/multiple approaches
• Students intellectually engaged (mini-tasks/instruction require
analysis and content understanding)
• Task design promotes thinking / guides inquiry
• Teacher and student facilitated engaging discussions
• Opportunities for learner reflection promote metacognition
• Task/mini-tasks aligned to a standards/instructional outcomes
• Pacing allows for intellectual engagement
• formative assessment process informs instruction
• Actionable feedback to students facilitate their ability to
improve their work
46
How does LDC allow teachers to
demonstrate effective teaching?
Domain 4:
Professional Responsibilities
A.Reflecting on Teaching
B.Maintaining Accurate Records
C.Communicating with Families
D.Participating in a Professional Community
E.Growing and Developing Professionally
F.Showing Professionalism
47
Domain 4 Connections
• Teacher self-reflection through anecdotal notes; use of
student work; common rubric; collaboration notes
• Reflection informs instruction
• Use of common LDC rubric lends itself to a growth
mindset (student progress)
• Job embedded collaborative professional learning
• Teachers collaboratively review student work to
-identify areas for further instruction
-identify gaps in the curriculum
-identify effective and ineffective strategies
-identify areas for additional professional learning to
support their instruction and student learning
48
Our Guiding
Questions…
• How can teachers use LDC in the student
growth process?
• How does LDC allow teachers to
demonstrate effective teaching?
49
One last reflection …
As we implement
LDC, how do we
(can we) use
student growth to
change practice?
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Presentation Materials
LDC TEACHER SURVEY
https://ldc.org/tell-us-what-you-think
52
CONNECT WITH LDC
Check out our website: www.ldc.org
Sign up for a free Core Tools Account
Ask a question at info@ldc.org
Tweet us @LitDesignCollab
“Like” us on Facebook
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Thank You for Joining Us!
Questions?
Contact:
rebecca.woosley@education.ky.gov
carol.franks@education.ky.gov
kelly.philbeck@education.ky.gov
Tweet about this session at
#CCRS15
54