Instructional Support Leadership Network

1. Instructional Support Leadership Network Kentucky Valley Educational Cooperative October 19 and 20th

2. Today’s Targets • I can identify the 3 modes of writing for ALL content areas and recognize the connection to assessment. • I can identify the sub-domains of the KY DRAFT INSTRUCTIONAL Writing Rubric and distinguish the differences in language across the modes. • I can recognize instruction that makes the connection among the standards: LDC. • I can explain the format and procedure of a FAL. • I can compare problem solving and content FALs. • I can plan for ways to support MTL as they implement FALs.

3. Today’s Targets (continued) • I can differentiate between the traditional process of teacher/principal growth and evaluation and the new vision for teacher/principal effectiveness. • I can discuss the Teacher/Principal Effectiveness Frameworks and identify proposed multiple measures that could become a part of the process. • I can relate CHETL to the Teacher/Principal Effectiveness Framework.

4. Effective Instruction That Impacts Assessment English/Language Arts ISLN October, 2011

5. KCAS Writing Modes of Discourse • Informative/Explanatory • Opinion (K-5)/Argumentative (6-12) • Narrative (Not Personal Narrative!!) Modes may be applied in a variety of forms, and instruction should not limit choices based on anticipated test formats.

6. Writing Standard #1 Anchor Standard: W.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. K-12 Progressions

7. KY Writing DRAFT Instructional Rubric Look at a copy of the KCAS and identify where the standards appear in the rubric for the sub-domain of STRUCTURE.

8. One big change in the writing standards is the shift from opinion/persuasion to argumentation…

9. Opinion, Persuasion and Argumentation: What’s the difference? Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think

10. Does it meet the intent of the Standard? Items Needed • Copy of Writing Deconstructed Standard #1 (5, 8 or 10) • Copy of Student Writing Response (5, 8 or 10) Instructions • Review Writing Standard #1 • Read the Student Response • Determine whether or not the response meets the intent of Writing Standard #1

11. Arguments: From…To…

12. Teaching Argument for Critical Thinking and Writing: An Introduction By George Hillocks Jr.

13. TEMPLATE TASKS Target the 3 modes of writing in the Common Core State Standards Teacher/Student-Selected Texts LDC Framework or or Appropriate, grade-level texts that support selected content Argument (opinion at the elementary grades) Informative/ Explanatory Narrative & other Common Core Standards when appropriate* Supported by an Instructional Ladder Skills students need to complete the task Mini-tasks for building each skill

14. Template Task 2: Argument [Insert essential question] After reading ___________ (literature or informational texts), write a(n) ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. LDC design team, Template Task Bank

15. From Templates Task to Teaching Task Teachers fill in the template task to create a teaching task, meaning a major student assignment to be completed over two to four weeks. The content can be science, history, language arts, or another subject. The template task becomes a teaching task when a teacher adds the text to be read (content) an essential question and a writing assignment.

16. LDC Guide for Teachers Template Task Collection 1 • The main sections are argumentation, information/explanation, and narrative (matching Common Core’s three kinds/modes of writing) • The template tasks start either with an essential question or with “after researching) • They include templates for definition, description, procedural-sequential writing, synthesis, analysis, comparison, evaluation, problem-solution, and cause-effect

17. Take a Look With a partner . . . • Look over the sample tasks together. • Choose one of them and list some plussesthat make sense to you and some puzzles you want to know more about. • Discuss them with a partner.

19. TEMPLATE TASKS Target the 3 modes of writing in the Common Core State Standards Teacher/Student-Selected Texts LDC Framework or or Appropriate, grade-level texts that support selected content Argument (opinion at the elementary grades) Informative/ Explanatory Narrative & other Common Core Standards when appropriate* Supported by an Instructional Ladder Skills students need to complete the task Mini-tasks for building each skill

20. LDC MODULE BASICS

21. October ELA Network Meeting Focus Literacy Design Collaborative and CHETL • Teaching Task 2: Can This Task Be Saved? • A First Instructional Ladder • Embedded connections to CHETL Grade Level Groups: • Assessment Literacy: Formative Assessment • Book Study: Mechanically Inclined , by Jeff Anderson • Leadership and Personal Goal Setting

22. Connecting Effective Instructional Practices to Assessment Constructed response, as defined in Senate Bill 1, is a general term that describes any type of item where students must develop or build a response to a question or prompt: • Fill in the Blank • Short Answer • Extended Answer (Response) • Open Response • On-Demand

23. “On-Demand” Writing Assessment Purposes • To provide students the opportunity to demonstrate independently the communication skills they have developed through instruction • To reflect authentic reading and writing —understanding the role reading plays in the development of writing without testing reading ability • To use source material to promote authentic content in writing • To reflect the type of writing required for college/job readiness, reflected in the CCSS (KCAS)

24. Where does OD Writing appear in the Standards? Range of Writing—CCR 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

25. KY Field Testing Process and Timeline OD Writing This fall, selected districts will be field testing OD prompts Feedback from the field tests will inform decisions about the rubric, time limits, etc. for the spring assessment

26. OD Assessment Information • OD Assessments will be administered in late spring, Grades 5, 6, 8, 10, 11 • All tested students will respond to 2 prompts in 2 testing sessions—1 passage-based and 1 direct (which may also include short texts or a writing situation) • Language Mechanics will be assessed in grades 4 and 6 with MC only. In HS, the PLAN will count as the Editing and Mechanics assessment

27. Writing Dispositions and Habits of Mind Writing dispositions/ habits of mind (the ways that writers approach writing in ALL content areas) include: • engagement through making connections among ideas; • persistence to grapple with challenging ideas and texts; • responsibility to incorporate ideas of others, giving proper attribution; • flexibility of approaches and styles to match purpose; and • utilizing metacognitive skills to reflect on their development as writers. FromFramework for Success in Postsecondary Writing, co-authored by The Council of Writing Program Administrators (CWPA), the National Council of Teachers of English (NCTE), and the National Writing Project (NWP)

28. Teaching Writing Skills Without Testing Drills Example Do presidential policies really make a difference in the lives of Americans? After reading primary and secondary sources, write an essay that compares John F. Kennedy’s New Frontier social policies with Lyndon Johnson’s Great Society social policies and argue which had a more significant impact on Americans. Be sure to support your position with evidence from the texts. From Supporting Instruction Cards, BMGF 2011.

29. Kentucky Literacy Link The September 2011 issue focuses on argument in the reading and writing standards for ELA, and the Literacy standards for History/Social Studies, Science and Technical Subjects. This issue of the Literacy Link, and all previous issues, can be accessed at: http://www.education.ky.gov/KDE/Instructional+Resources/High+School/English+Language+Arts/Writing/Literacy+Link+Newsletter.htm Be sure to check this site monthly for updates!

30. Mathematics ISLN October, 2011

31. Getting to the “Core” Looking for Evidence of Highly Effective Teaching and Learning Introduction: Take 5 minutes to read and reflect on the handout.

32. Success at the Core http://successatthecore.com/about_qi_video.aspx

33. Differentiated instruction also is things like how you group students and the kinds of questions you ask to facilitate their learning. Key points from video We’re crystal clear on the targets we’re teaching to. Quality instruction is asking the right questions at the right time. We are under constant gentle pressure relentlessly applied to keep pushing people forward to student engagement. Rigor is challenging students where ever they’re at. Students are truly engaged. They can tell you haw and what they are learning. There are real conversations between the teacher and the students. Rigor is not being able to find an answer right away, but being able to put together an answer from what ever they’re working with. Students have to learn to trust each other.

34. Recall Boomerang activity How did the Boomerang activity engage students and teachers in some of the key points of the instructional core? Recall that this was a problem solving FAL.

35. Concept FAL: Increasing and Decreasing Quantities by a Percent

36. COMPARE: • How were the boomerang activity and the percent change activity similar? • How were they different?

37. Instructional Core • How did the percent change FAL relate to the instructional core?

38. What does number and algebraic thinking look like? • Figure a 15% tip for an $8.59 lunch.

39. Expectations for MTL’s this month • Good questions activity with anticipating student responses • Anticipating responses and developing questions with grade level FALs • Implementing grade level FALs and providing student work and feedback • Continue minute-by-minute, day-by-day FA • Share understandings about number and algebraic thinking from book studies

40. How can you “relentlessly gently nudge” your teachers and support them as they implement FALs?

41. Access HS FAL’s and Resources http://map.mathshell.org/materials/lessons.php?taskid=210#task210

42. Time for a belly laugh! http://www.youtube.com/watch?v=sDlaf7-JJ14

43. Next Generation Professionals

44. Construction underway

45. Progress to Date: Implementation Cycle The feedback loop provided local districts and steering committee members the opportunity to inform the work at each stage of the process.

46. Next Generation Evaluations

47. Teacher impact Which teacher a student happens to get within a school matters more than which school the student happens to attend. Source: Nye, Konstantopoulos, & Hedges, 2004

48. Kentucky Commitments Change how teachers and administrators are evaluated. Change how they are supported to: • Continuously improve their professional practice; • Enhance their effectiveness; and • Drive increasingly high levels of student achievement.

49. Elevating the Formative • Re-examine the purpose and focus of the formative phase. • During the post-formative conference, evaluator should work with employee to clarify expectations: • What is to occur during the year – including planning and systematic collection of data. • What the supervisor will look for during the subsequent observations.

50. What are theMultiple Measures?