Instructional Support Leadership Network

1. Instructional Support Leadership Network www.kvecsupportnetwork.wikispaces.com January 19-20, 2012

2. Your Facilitators for Today Abbie Combs KVEC ISLN Facilitator Carole Mullins Regional Network Content Specialist, Eng/LA Katrina Slone Regional Network Content Specialist, Math Lori Hollen KVEC/KDE Effectiveness Coach

3. TODAY’S TARGETS • I can explain how the “Big Ideas” presented in ISLN connect and support overall “Unbridled Learning Initiatives” • I can identify strong models of CHETL “Rigor and Student Engagement” utilized by a teacher when observing a classroom within my district. • I can explore 21st century learning and communications through print and non-print examples. • I can visualize progress toward development and implementation of Kentucky’s new Growth and Effectiveness system • I can explain the seven strategies of assessment for learning and the importance of their implementation.

4. Big Picture ActivityArrange these seven major components into a visual, illustrating the relationshipamong them. LCD KCAS PGES MDC 21st Century Skills Assessment For Learning CHETL

5. CHETL Do your teachers know what these look like in action and how to implement them into their classroom? Do you, as an administrator (evaluator) know what they look like? Let’s examine one of the 5 CHETL components.

6. Examining Instructional Rigor and Student Engagement for a Deeper Understanding Everyone should have the IR/SE CHETL handout. Person in the group with the birthday closest to today will draw the first card.(Cards indicate the characteristic that will be examined). Choose any person in your group, and assign them the characteristic to elaborate on for the group. The person chosen should explain what this characteristic looks and sounds like in action. If they are unsure, they can ask for help from the group. When the person has clarified the characteristic, the group must either give a thumbs up or down depending on if they agree or not, or ask further clarifying questions if they are unsure. The next person, going clockwise, will draw a card and repeat the process choosing a different person to respond until time is called.

7. Reflection of CHETL Activity • Why is it important for teachers and administrators to be having these kinds of discussions together? • What kinds of conversations did your group have around these characteristics? • How can we ensure that all teachers and administrators in your district understand the CHETL document in action? **For subject specific CHETL characteristics, visit the KDE website.**

8. Reading a Visual Image English/LA Kentucky Core Academic Standards Anchor Standards Reading Literature and Informational Standard 7 Integration of Knowledge and Ideas: #7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* Writing Standard 8 Research to Build and Present Knowledge: #8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Staring is NOT necessarily thinking! Recent studies show the average American Teenager now devotes almost seven hours a day to “screen time,” marinating in visual images.

10. Reading Non-Print Texts • A picture is really worth a thousand words • Exposing kids ‘in this generation’ to connect with text via pictures • We are about to view a picture in another way

11. Reading Non-Print Texts • Make Observations • Make Inferences • Make a claim • Problem-Solving “yesterday's answers won’t solve tomorrow’s problems?"

12. United States: The Revis family of North Carolina Food expenditure for one week: $341.98 Favorite foods: spaghetti, potatoes, sesame chicken Read more: http://www.time.com/time/photogallery/0,29307,1626519,00.html#ixzz1ckVgjk91

13. Steps to Viewing Comprehension • Step 1: Prepare an image in advance. • Step 2: Have students form pairs • Step 3: Help students set up note-taking forms • Step 4: Project the full image • Step 5: View by quadrants • Step 6: Monitor note-taking • Step 7: Display the full image a second time • Step 8: Pairs discuss • Step 9: Share with the whole class

20. Second Viewing: Drawing Conclusions about the Visual Image • What are the three most important details you and your partner noticed? • What conclusions about the images can you draw from these details? • If you were to give the image a title, what would it be?

21. Multiple Text Types for Reading and Writing PROMPT/TASK to guide instruction for informational/explanatory writing As part of our study of various cultures from around the world. Examine 2 photographs from the series “What the World Eats” and read 2 entries of text about 2 families. Write to inform our class blog readers about what you learn as you compare and contrast what the 2 families eat.

23. Make a claim about tomorrow’s problems of the American family.

25. Resources for You!! K-5 6-12

26. COMMENTARY “Rigor on Trial”by Tony Wagner Using the “Rigor on Trial” Article and Reading Guide: • Identify some points made by the author and your thoughts about them on the guide • Small Group Discussions

27. *Productive Struggle* “I have not failed. I’ve just found 10,000 ways that won’t work.” Thomas A. Edison

28. AGENDA • Today’s Learning Targets • Plan-Do-Review Reflection • Descriptive Feedback • CHETL:Classroom Assessment & Reflection • LDC Scoring Rubric for Argumentation • Deconstructing the Rubric and Scoring Student Work • Providing Descriptive Feedback • Grade Level Groups: • Evaluate Student Work and Teaching Task Through the Lens of the Scored Student Work • Debrief “Rigor on Trial” • Resources • Explore 21st Century Learning Skills • Connections: Standards-CHETL-Assessment-Leadership • Leadership: Personal Goal Setting • Assessment Updates • Extended Learning and Closing

29. Inclement Weather Procedure for ELA Network If the Perry County Schools are closed for inclement weather, the KVEC ELA Network will not meet. Please check WYMT or the Lexington TV stations and/or websites for school closing information. Meetings will be rescheduled ASAP and you will be contacted via email with the new meeting date. Our Next Meeting Hazard Community & Technical College February 21, 2012 9:00 a.m. – 4:00 p.m.

30. Addressing 3 Modes of WritingKCAS in the 21st Century Tips for understanding standards, instruction & assessment Winter 2012 Office of Next Generation Learners

31. The guidebook will: • include information about the standards, instruction to support the teaching of the standards, and assessment. • focus on the 3 modes of writing and serve as a starting point for planning writing instruction. • emphasize information about the formative assessment process. • embed details that assist teachers to address how the new KCAS English/LA standards have impacted ODW.

32. Kentucky Writer’s Reference Sheet New KY writer’s reference sheet to be released soon • Grades 5 & 6 • Grades 8, 10, & 11

33. On-Demand Writing Info. • Student writing will be scored based on a holistic 4 point scoring rubric. Form is NOT part of the rubric. • Although forms will not be scored in ODW, they will be mentioned in the prompt to provide context for writing.

34. On-Demand Writing Info. • Students will be evaluated on their ability to communicate effectively with an audience by supporting complex ideas in a coherent structure (using the requested mode). • All student writing for the assessment will be scored with the understanding that they are FIRST DRAFTS (because of time and space).

35. On-Demand Writing Info. All pre-writing will happen within the student test booklet: • Students will have 1 page to brainstorm and pre-write (teachers will NOT provide scrap paper). • For the 30/40 minute situational prompt, students will have 2 pages to write their response. • For the 90 minute passage-based prompt, students will have 4 pages to write their response. • Pre-writing will NOT be scored.

36. Rigor and Productive Struggle VS Low Expectations

37. Real Learning • Think of a time when you learned something outside of school. • Why and how did you learn it? • Was there a struggle? • Do you still remember it?

38. When/why does real learning occur? • Picture Connection to past learning Relevance (survival, usefulness) Emotional reaction Decay

39. Propane Tanks Problem • What would students need to know to get started on this problem? • Is there more than one way to approach the problem? • What is the best way to introduce the problem? • What should the teacher do after introducing the problem?

40. Seven Strategies of Assessment for Learning Where am I going? Provide students with a clear and understandable statement of the learning target. Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? Design lessons to focus on one learning target or aspect of quality at a time. Teach students focused revision. 7.Engage students in self-reflection, and let them keep track of and share their learning.

41. Are these in place? • Provide students with a clear and understandable statement of the learning target. • Use examples and models of strong and weak work. 3. Offer regular descriptive feedback.

42. Provide students with a clear and understandable statement of the learning target. (Chapter 1) Revisit the Propane Tanks Problem • H.G.GMD Explain volume formulas and use them to solve problems. • H.G.GMD Visualize relationships between two-dimensional and three dimensional objects. • I can use volume formulas to solve problems. • I can explain why volume formulas were helpful in solving the problems. • I can use the relationship between two-dimensional and three dimensional objects to solve a problem.

43. Use examples and models of strong and weak work. (Chapter 2)I can explain why volume formulas were helpful in solving the problems. • The volume formula was helpful because it showed me how to do the problem. It showed that length x width x height = volume. • Length times width times height is the formula for the volume of a rectangular prism (box). This means I multiply how high the box is times how long the box is, times how wide it is. This formula is helpful b/c it works with any box and it helps me to set up my problem to find the volume.

44. Offer regular descriptive feedback. (Chapter 3)Characteristics of Effective Feedback • Directs attention to the learning, pointing out strengths and offering specific information to guide improvement • Occurs during the learning process • Addresses partial understanding • Does not do the thinking for the student • Limits correctives to what student can act on in given time

45. The Water Problem A group of eight people are all going camping for three days and need to carry their own water. They read in a guide book that 12.5 liters are needed for a party of 5 people for one day. Based on the guide book, what is the minimum amount of water the eight people should carry all together? Explain your answer.

46. You were correct to start with 8 people. What is the important information in the problem? Explain why you are adding these numbers. Is your answer reasonable with the information in the problem? Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement.

47. Occurs during the learning, while there is still time to act on it. 100% A+

48. Addresses partial understanding.

49. You need to multiply this by three because there are 3 days! Does not do the thinking for the student.

50. Limits corrective information to the amount of advice the student can act on. Tell what the 50 means. Label your answer. Use numbers! Why did you circle 5? Don’t people have eyes? Show the math. Why did you draw this many people? Explain what you are doing!