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CKEC Instr uctional Suppor t
+
Leadership Network
October
th
16 ,
2014
Today’s materials can be accessed at:
http://www.debbiewaggoner.com/
oct-2014-isln.html
+
CKEC ISLN Facilitation
Team
Cherry Boyles,
Instructional Supervisor,
Washington County Schools
Debbie Waggoner,
KDE/CKEC Instructional
Specialist – Math & Social
Studies Emphasis
Rebecca Woosley,
Effectiveness
Coach, KDE
Terry Rhodes,
KDE/CKEC
Instructional
Specialist – Science
Emphasis
Kelly Philbeck,
KDE Literacy/LDC
Mike Cassady,
PGES Consultant
CKEC/KDE
+
Sharing
Learning
Over 100 years of Excellence
Supporting
Teaching
Enhancing
+
Norms
 Be
an ambassador of “lifelong learning.” Show your
enthusiasm for the work, support the learning of others,
be willing to take risks, participate fully.
 Come
to meetings prepared. Be on time, any
preparations/ readings completed, with necessary
materials.
 Be
focused during meetings. Stick to network goals/
targets, use technology to enhance work at hand, limit
sidebar conversations.
 Work
collaboratively. All members’ contributions are
valued and honored, seek first to understand, then be
understood.
+
PINK Sheet
ISLN Meeting
IMPORTANT
NOTES
How will I use
What do I want to
this information,
remember?
and how will I
share it with
others in my
district?
+
Today’s Agenda
CKEC ISLN October 16th, 2015 Meeting AGENDA
-Welcome, Introduction, District Team Reflection Review
-Authentic Use of Data – Data, Data, Data article and Video
Interview with guiding questions – Cherry Boyles
Concurrent Sessions:
Social Studies Update – Teaching Kids to Ask Their Own
Questions Review/Preview Social Studies Network Meeting
– Debbie Waggoner
Science Update – 3D Science Lesson Plan Development
Review/Preview Science Network Meeting – Terry Rhodes
PGES Update – Using Multiple Sources of Evidence to
Establish Baseline data for Student Growth Goals – Becky
Woosley & Kelly Philbeck
-PGES Review of Resources – Mike Cassady
-District Action Plan – Cherry Boyles
Inside Cover
-Meeting Evaluation
Kentucky’s Core Academic Standards
Leadership
Assessment
Literacy
Highly Effective Teaching and
learning
Pillars again
Network Foundations….
TPGES –Teacher Professional Growth and Effectiveness System
+
District Team
Reflection Review
Packet page 1
+
Data…Data…Data:
From Triangulation to Student Growth
Packet pages 2-6
Listening to Teacher Voices
+
http://youtu.be/yJGN9LkhkOQ
Packet page 2
+
Concurrent Sessions
DISTRICTS
Session 1
Session 2
Session 3
A-F
Side Hallway
PGES Update
Main Room
Social Studies
Network Update
Front Room
Science Network
update
G-O
Main Room
Social Studies
Network Update
Front Room
Science Network
update
Side Hallway
PGES Update
P-Z
Front Room
Science Network
update
Side Hallway
PGES Update
Main Room
Social Studies
Network Update
+
Student Growth
Goal-Setting Scenario
Rebecca Woosley, Effectiveness Coach
Kelly Philbeck, LDC/ELA Instructional Specialist
Oct. 16, 2014
+ Today’s Targets
the
process (HOW the teacher
collected and used data for SG)
the
decisions the teacher made
(WHAT he did)
the
rationale (WHY he made those
decisions)
+ Let’s look at a social studies
scenario
Mr. Diamond,
World History
at Ben Franklin
High School
a
teacher
+
Step 1: Determining Needs
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
+
What did Mr. Diamond’s
PLC do first?
Enduring Learning –
ENDURES beyond a single test date
is
of value in other disciplines
is
relevant beyond the classroom
is
worthy of embedded, course-long focus
may
be necessary for the next level of
instruction
+
 Construct
compelling and supporting
questions to develop inquiry skills
 Use
evidence to support a claim
 Evaluate
the credibility of sources
 Communicate
audiences
 Critique
others
 Take
conclusions to a range of
own work as well as the work of
informed action
+
Determining
the baseline and
growth measure
What did Mr. Diamond plan to use for
his baseline data and growth measure?
How did he arrive at the decision?
+LDC
Classroom Assessment
•
Allows for pre-assessment baseline data
using one of the LDC rubrics
•
Allows formative and end of year postassessment data
•
Uses the same template as the teaching
task in the LDC module
+
LDC Classroom Assessment Task
+ (Results of the first LDC Classroom Assessment Task)
Not Yet
1
Approaches
Expectations
2
Meets Expectations
3
Advanced
4
Focus
0%
15%
80%
5%
Controlling Idea
30%
66%
3%
0%
Reading/
Research
13%
73%
13%
0%
Development
33%
33%
33%
0%
Organization
0%
10%
90%
0%
Conventions
15%
15%
65%
5%
Content
Understanding
10%
15%
75%
0%
Scoring Elements
+ Assessments from Instructional Ladder
of the 1st LDC Module
Instructional Ladder
Meets Expectations
Preparing for the Task
100%
Reading Process
45%
Transition to Writing
40%
Writing Planning & Development
40%
Revision and Editing
30%
+
+
+
+ Step 2: Creating the Student
Growth Goal
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
The teacher creates a student growth goal built on the baseline
data collected and analyzed in Step 1.
What is a
Student Growth Goal?
+
Goal … a statement of an intended outcome of
your work:
Student Learning
Distinct from Strategies

Strategies = Means
 Goal
= End (the intended outcome)
Kentucky Department of Education
Professional Growth and Effectiveness System
Student Growth Goals Basics…
• SMART goal
Specific, Measureable,
Appropriate, Realistic, TimeBound
• Proficiency component & Growth component
___% of students will reach
the level of proficiency as
determined by…
All of my students
will grow at least
_____.
• One classroom of students, one content area
3rd Grade math students
1st period 7th grade language arts students
6th period high school concert band students
+ Mr. Diamond’s
SGG
For the current school year, all of the 10th grade
world history students in my 3rd block class will
make measurable progress in the enduring skill,
use evidence to support a claim. All students
will move up at least 1 level in each of the three
scoring elements and 75% of students will
achieve at the 3 or higher level on the controlling
idea, reading/research, and development areas of
the LDC Argumentation Rubric.
+
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
+
Start by deciding on
instructional strategies
for goal attainment
19
+
Carefully chosen
strategies are…
•
supported by research
•
developmentally appropriate
•
appropriate for the subject
matter
20
+Some
PD
Places to Look
360
Teaching
LDC
Channel
Core Tools
Other
teacher experts,
coaches
+ Coming
in November...
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
+
Concurrent Sessions
DISTRICTS
Session 1
Session 2
Session 3
A-F
Side Hallway
PGES Update
Main Room
Social Studies
Network Update
Front Room
Science Network
update
G-O
Main Room
Social Studies
Network Update
Front Room
Science Network
update
Side Hallway
PGES Update
P-Z
Front Room
Science Network
update
Side Hallway
PGES Update
Main Room
Social Studies
Network Update
UPDATES
Packet pages 7-12
Terry Rhodes
Regional Science Network Instructional Specialist
[email protected]
Cell: 859-585-7762
Web: www.terryrhodes1science.com
CKEC Alternate Aligned Science Standards Plan
2014 – 2015
Sally Miracle & Terry Rhodes
• Hold summer trainings on the new science standards – the same
info would be presented at both sessions to allow teachers to
attend either date.
• Have all teachers together (do not separate by levels)
• Present to teachers on the progressions
 What is the progression assessing
 The deconstructed standards/progressions
 2 – 3 hands on experiences for each aligned standard in each
progression
 Resources for each progression
Videos, Books, Works samples, websites, etc.
• Give them an Alternate Aligned Science Vocabulary dictionary
Alternate Science Standards Progressions
Earth Science
4-ESS2-1 6-ESS2-4 HS-ESS2-5
Engineering and Technology
3-5-ETS1-1 MS-ETS1-1 HS-ETS1-3
Life Science 1
3LS1-1 7-LS1-5
HS-LS4-5
Life Science 2
3LS4-3 6-LS2-2
HS-LS2-6
Physical Science 1
2-PS1-1 7-PS1-2
HS-PS1-2
Physical Science2
3-PS2-2 6-PS2-2
HS-PS2-3
+
Packet pages 7-12
•
•
•
Gathering •
•
Obtain Information
Ask Questions/Define Problems
Plan & Carry Out Investigations
Use Models to Gather Data
Use Mathematics & Computational
Thinking
• Evaluate Information
• Analyze Data
Reasoning • Use Mathematics and Computational
Thinking
• Construct Explanations/Solve Problems
• Developing Arguments from Evidence
• Use Models to Predict & Develop Evidence
(Moulding, 2012)
• Communicate Information
Communicating
• Using Argue from Evidence (written/oral)
• Use Models to Communicate
October KSLN
 Article-”This is not a lesson plan”
 Reflections on Lesson Plan Ideas implemented
since last meeting
 Waves 3-Dimensional Lesson Idea
 Looking at assessments through 3-D lens
 Designing Assessments
 Science Formative Assessments
+
Seven Essential Skills for
Today’s Students
Critical
thinking and problem-solving
Collaboration
Agility
and adaptability
Initiative
and entrepreneurialism
Effective
oral and written communication
Accessing
Curiosity
and analyzing information
and imagination
http://vimeo.com/53913251
Attribute
As a table, look at the attributes and
discuss reflection questions in terms of
the attributes…how can we make the
shift to equipping our students for
success in the classroom and beyond?
Packet page 12
+
Concurrent Sessions
DISTRICTS
Session 1
Session 2
Session 3
A-F
Side Hallway
PGES Update
Main Room
Social Studies
Network Update
Front Room
Science Network
update
G-O
Main Room
Social Studies
Network Update
Front Room
Science Network
update
Side Hallway
PGES Update
P-Z
Front Room
Science Network
update
Side Hallway
PGES Update
Main Room
Social Studies
Network Update
+
CKEC ISLN
Social Studies
UPDATE
October 2014
Packet pages 13-23
Debbie Waggoner
KDE Regional Instructional Specialist
Social Studies & Mathematics
www.debbiewaggoner.com
+
Projected Timeline At A Glance…

September 2014 Targeted Focus Groups

October 2014 First Read KBE and compile feedback

November 2014 Representative sub-group of standards
writers will meet to review Feedback and Refine Draft

December 2014 Second Read

January 2015 Public Comment Period

2015-2016 Implementation
+ Focus on Inquiry enhances
classroom practice…
+
THE QUESTION
FORMULATION
TECHNIQUE (QFT)
Students' Questions as a Catalyst for:
Deeper Learning, Joy in Teaching and a Healthier Democracy
Based on the Keynote presentation for Ky Council of Social
Studies Conference September 2014 Erlanger, KY
By Dan Rothstein
The Right Question Institute: Cambridge, MA
+
The Big Idea
Students are more successful
when they learn to ask their
own questions
+
The Vision: High School
Students in Boston, MA
“When you ask the question, you feel
like it’s your job to get the answer.”
ENGAGEMENT!
+
Components of the Question
Formulation TechniqueTM
 A Question Focus
 Rules for Producing Questions
 Producing Questions
 Categorizing Questions-Open/Closed
 Prioritizing Questions
 Next Steps
 Reflection
Packet pages 13-15
+
Rules for Producing Questions

Ask as many questions as you can.

Do not stop to answer, judge, or discuss.
 Write
down every question exactly as it
was stated.

Change any statements into questions.
Packet pages 16-17
+
Experiencing the Question
Formulation TechniqueTM
+
Question Focus
Some students are not
asking questions in my classroom
Packet pages 16-17
+
Producing Questions
Some students are not
asking questions in my classroom
1.
2.
3.
Packet pages 16-17
Ask Questions
Follow the Rules
Number the Questions
+
Categorizing Questions:
Closed/Open
Definitions:
 Closed-ended
questions can be answered with
a “yes” or “no” or with a one-word answer.
 Open-ended
questions require
more explanation.
Directions: Identify your questions as closedended or open-ended by marking them with
a “C” or an “O”.
+
Discussion
+
Change Closed to Open and
Open to Closed -Ended
Questions
Directions: Take one closed-ended
question and change it into an openended question
+
Prioritizing Questions
 Review
your list of questions
 Choose
the three questions you consider
most important.
 While
prioritizing, think about your QFocus:
Some students are not asking
questions in my classroom
+
Prioritizing Questions
 Why
did you choose those three
questions as the most important?
 Where
are your priority questions in the
sequence of your entire list of questions?
+
Share
1.
Questions you changed from closed to
open
2.
Your three priority questions and their
numbers in your original sequence
3.
Rationale for choosing priority questions
+
Reflection
 What

did you learn?
How did you learn it?
 What
do you understand differently now
about asking questions?
Classroom
Example: Secondary
+
Teacher: Megan Harvell, Boston, MA
Topic: American History –The Civil War
Purpose: Pre-reading activity to engage students
Question
Focus:
+
Student Questions
Why are you taking a pen?
1.
Why are they fighting?
11.
2.
Are they fighting?
12.
Why are they in court?
3.
Are they part of the government?
13.
Who hit who first?
4.
Where were they?
15.
Who died?
5.
Who are they?
16.
Why are they smiling?
6.
Were they signing anything?
7.
Who else was there?
8.
Why are you hitting him?
9.
Why didn’t they call 911?
10.
Was this related to slavery?
11.
Why is he hitting him with a bat?
+
C3 Dimension 1
1.
Why are they fighting?
11.
2.
Are they fighting?
12.
Why are they in court?
3.
Are they part of the government?
13.
Who hit who first?
4.
Where were they?
15.
Who died?
5.
Who are they?
16.
Why are they smiling?
6.
Were they signing anything?
7.
Who else was there?
8.
Why are you hitting him?
9.
Why didn’t they call 911?
10.
Was this related to slavery?
11.
Why is he hitting him with a bat?
Why are you taking a pen?
Supporting Questions
Compelling
Questions
“Focus on descriptions,
definitions,
and
enduring issues
and
processes
on which
is general
concerns. They
dealthere
with curiosities
agreement
withinwork;
the social
studies
about how things
interpretations
disciplines,
and require
students to
and applications
of disciplinary
construct
thatissues
advance
concepts; explanations
and unresolved
that
claims
understanding
in response”
requireofstudents
to construct
arguments
in response.”
C3 Framework p.23
C3 Framework p.23
+
Educator Observations
 Novice Teachers
 “I’ve never seen my students so engaged as when they are using
the QFT.”
 Veteran Teachers
 “I’ve prided myself in my 33 years of teaching in the good
questions I ask of my students. But, I saw that they go through this
process and they ask great questions that I never, ever would have
thought of.”
 University Professors
 “I have been stunned by the depth and breadth of questions that
my students have created during QFT sessions – and I feel that I am
just beginning to learn how to use the technique.”
+
The Skill of Asking Questions
 For
getting to better answers
 For
increasing engagement and ownership
 For
demonstrating inquiry in the classroom
 For
a little more joy in a very demanding
profession
 And…
+
The Research Confirms the
Importance of Student Questioning
Self-Questioning (metacognitive strategy):

Students formulating their own questions proved to be
one of the most effective metacognitive strategies

Engaging in pre-lesson self-questioning improved
students rate of learning by nearly 50% (Hattie, p.193)
Visible Learning: A Synthesis of Over 800 meta-Analyses Relating to
Achievement by John Hattie. 1st Edition, December 26, 2008.
+ Tools for QFT

Tips for Facilitating the QFT – Question Formulation Technique
packet pages 18-19

Designing the Question Focus packet pages 20-21

Assessing Facilitation of the QFT packet page 22

QFT on one page packet page 23
Also on the Agenda…

Design a Question Focus to try the QFT for your grade level

Reading Strategies for Social Studies

21st Century Curriculum Implications and district planning

Burning Questions about the Disciplinary Content Strands
+
Concurrent Sessions
DISTRICTS
Session 1
Session 2
Session 3
A-F
Side Hallway
PGES Update
Main Room
Social Studies
Network Update
Front Room
Science Network
update
G-O
Main Room
Social Studies
Network Update
Front Room
Science Network
update
Side Hallway
PGES Update
P-Z
Front Room
Science Network
update
Side Hallway
PGES Update
Main Room
Social Studies
Network Update
+
PGES ROAD MAP
TO RESOURCES
+
http://education.ky.gov/teachers/PGES/Pages/PGES.aspx
+
2014-15
Student Voice Survey Windows
For the 2014-15 SY, there are Fall and Spring
Student Voice Survey windows available to
gather student perception. The Fall window
occurs from November 3rd through
November 21st. The Spring window occurs
from March 4th through March 25th.
Districts may elect to participate in one or
both survey windows.
+
Self-Reflection and PGP
By
now self-reflection and PGP should
be completed by teachers
Self-reflection
and PGP entered into
CIITS by teachers
Teachers
should reflect throughout
year (two additional windows)
PGP
should be part of mid-year
review
Next Steps:
+ Leadership Team
Commitments
Packet page 24 and
Blue sheet for your district
+
Please complete the yellow
evaluation before you leave.
We need your feedback!
+ CKEC Instructional Support Leadership
Network 2014-2015
NorthEast Christian Church
8:30am-12:30pm
Thurs. Sept. 18th, 2014
Thurs. Oct. 16th, 2014
Thurs. Nov. 20th, 2014
Thurs. Jan. 22nd, 2015
Thurs. Feb. 19th, 2015
Thurs. Mar. 19th, 2015
MAKE UP DATE Thurs. Apr. 16th, 2015
See you next month on November 20th!