I nstructional Support Leader Network

INSTRUCTIONAL SUPPORT LEADER NETWORK

ISLN FACILITATORS

Kentucky LeadershipNetworks Timeline 2010-

2013July-Aug 2010 Sept– Dec 2010 Jan-May 2011 June-July 2011 Aug-Dec 2011 Jan-May 2012 June-July 2012 Aug 2012-June 2013

Networks Launch – orientation to: •Kentucky’s Core Academic Standards•Assessment Literacy•Highly Effective Teaching and Learning

•Reaching consensus with colleagues on the meaning of each standard in terms of its expected depth and breadth•Deconstructing Kentucky’s Core Academic Standards into clear learning targets•Planning and reflecting on their own/others’ teaching using the Characteristics of Highly Effective Teaching and Learning as a guide

•Reviewing and editing the deconstructed standards•Understanding characteristics of high quality formative and summative assessments and how to utilize resulting data effectively to improve teaching and learning•Engaging in ‘gap analysis’ for transition from old standards/curricula to new•Sharing highly effective teaching and learning strategies and resources

•Finalizing implementation plans for 2011-12 school year•Working collaboratively on model maps/pacing guides•Planning quality learning experiences/assessments around KCAS for first semester of year•Populating an online repository for instructional resources for all Kentucky teachers/leaders to access

•Designing/implementing high-quality formative and summative assessments and utilizing resulting data effectively to improve teaching and learning via Gates Foundation Literacy Design Collaborative(LDC)/Mathematics Formative Assessment Lesson (FAL) models•Planning/selecting rigorous and congruent (i.e., completely aligned) learning experiences for instruction •Selecting evidence-based strategies and resources to enhance instruction•Supporting other educators as they try out these same processes/strategies in their own classrooms•Populating an online repository for instructional resources for all Kentucky teachers/leaders to access

•Reflecting on 1st year implementation of standards•Revising pacing guides/maps•Refining LDC/FAL assessment and learning tasks for wider implementation•Designing additional LDC/FAL-like modules/tasks

•Teacher Leaders support others in their schools/districts in the effective implementation of LDC/FAL modules/tasks•Field-test/refine newly designed tasks/modules

KDE:ONxGL: KK (fcs) February 2011

Networks Launch – Orientation to: •Kentucky’s Core Academic Standards•Assessment Literacy•Highly Effective Teaching and Learning

JULY-AUG

SEPT-DEC•Understanding the meaning of the KCAS•Deconstructing Kentucky’s Core Academic Standards into clear learning targets•Planning and reflecting on their own/others’ teaching using the Characteristics of Highly Effective Teaching and Learning as a guide

•Gap Analysis•Working collaboratively on model maps/pacing guides•Understanding high quality formative and summative assessments•Planning quality learning experiences/assessments around KCAS for first semester of year•Building leadership capacity•Launch of CIITS

JAN-JUNE

KENTUCKY LEADERSHIP NETWORKS:

2011-12 YEAR-AT-A-GLANCEInstructional Support English Language Arts Mathematics

Focus Follow-up Focus Follow-up Focus Follow-up

September Re-Establish

purpose for Instructional Support Leadership Network (ISLN) and relationship with the content leadership networks

Describe the design and intent of Literacy Design Collaborative(LDC)/Formative Assessment Lessons (FALs) and their ‘fit’ with network goals

Introduction to Literacy Design Collaborative (LDC) as a strategy for highly effective teaching and learning to implement KCAS

Writing an argument Making explicit connections

among the KCAS ELA Strands 21st century learning and

communications (CHETL) Goal setting/self-reflection

(Teacher Effectiveness)

Create an LDC task

Reflect on new Writing Instruction Information

Orientation of Mathematics Formative Assessment Lessons (FALs) with connections to formative assessment processIntro to FAL (Problem-solving task) Formative assessment as process Feedback to move learners forward (CHETL)Choosing cognitively demanding tasks – analyzing tasks (becoming a critical consumer of tasks)Content Connection: Number and Algebraic Thinking

In ClassroomSuccessfully implement a formative assessment cycle (short, medium, and long term)Identify the cognitive demand of a task and modify as needed.In PLC/School/DistrictFacilitate a discussion around the formative assessment process (short, medium, long term)- consider using NCTM research briefBegin building the capacity of others to identify the cognitive demands of a task and to modify as needed.Describe the design and purpose of a FALBegin building the capacity of others to identify the cognitive demands of a task and to modify as needed.Reading: CASL ch 8

SUPPORT SERVICES DOCUMENT

Please review this document as well as the Coaching/Feedback Protocol.

Karen will not finalize until all ISLN networks have reviewed and given their feedback.

WHY THESE TASKS?

THE INSTRUCTIONAL CORE

•Principle #1: Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement.

•Principle #2: If you change one element of the instructional core, you have to change the other two.

•Principle #3: If you can’t see it in the core, it’s not there.

•Principle #4: Task predicts performance.

•Principle #5: The real accountability system is in the tasks that students are asked to do.

•Principle #6: We learn to do the work by doing the work.

•Principle #7: Description before analysis, analysis before prediction, prediction before evaluation.

TEACHER STUDENT

CONTENT

TASK

INTERACTION: STUDENTS AND

TEACHER Teacher: what a teacher does in the classroom.

Depends on teacher’s skill and knowledge (repertoire and ability to match)

Student: what students do in the classroom. Level of ACTIVE student learning

Content: how concepts are presented and the tasks students are asked to complete. Difficulty of content; level of challenge; activity vs. mastery focus

IMPROVE STUDENT LEARNING

1) You can raise the level of the content that students are taught.

2) You can increase the skill and knowledge that teachers bring to the teaching of that content.

3) You can increase the level of students’ active learning of the content.

Schools don’t improve through political and managerial incantation; they improve through the complex and demanding work of teaching and learning. (Instructional Rounds, Richard Elmore, et al)

OBSERVING AND ANALYZING THE

TASK What is the actual work that students are

being asked to do?

What do you have to know in order to engage the task?

What is the actual product of the task?

What is the distribution of the performance among students in the class on the task?

If you were a student and did the task, what would you know how to do?

CURRENT CLASSROOM

CULTURE

Of the task observed, 80% of task required procedure and fluency

“Don’t change a culture like this. You have to take out the current and put something else in its place.”

Richard Elmore

WHAT IS DIFFERENT ABOUT THESE TASKS?

Pedagogy will be different: Questioning Strategies change Student Discourse will be necessary Level of Cognitive Demand is Increased Literacy and Thinking skills

Student Response will be different: Response to cognitively demanding questions Constructing Questions Academic discourse to learn content

EVOLUTION OF TASKS

GATES FOUNDATION: SUPPORTING

INSTRUCTION INVESTING IN TEACHING

Teachers worry that the new round of standards and tests will continue to focus on accountability without sufficient support for how teachers actually help their students master more-rigorous expectations.

Carina Wong

Deputy Director,Education Bill & Melinda Gates Foundation

GATES FOUNDATION: BUILDING TOOLS

8 STATESMath – Formative Assessment Lessons Literacy – Smart Templates

Students are given easily administered initial assessment task.

Students are immersed in the mathematics of the initial assessment task through a set of collaborative activities.

Students are engaged in a whole-class discussion.

Students return to improve their response to the initial assessment.

Template tasks are purpose-specific collections of fill-in-the-blank tasks based on the Common Core State Standards for literacy.

Instructional modules support teachers in planning and delivering quality instruction focused on ensuring students succeed at the template tasks.

Eventually:Courses that ground content in college- and career-ready literacy instruction are the ultimate goal of the LDC system.

WHAT IS LDC AND FAL?

Literacy Design Collaborative

Brochure

https://knowledgebase.newvisions.org/CustomTeamsIndividual.aspx?id=409

Math: Formative Assessment Lessons

An Overview

http://map.mathshell.org/materials/background.php?subpage=about

BEGIN WITH THE END IN MIND

Teacher Doing Student Doing Student Saying Coherence occurs when adults agree on

what they are trying to accomplish and are consistent from classroom to classroom.

MOVING TOWARD HIGHER QUALITY

INSTRUCTION

MATHEMATICS FORMATIVE ASSESSMENT LESSON AND

LITERACY DESIGN COLLABORATIVE TASK

How do the design and intent of the tasks use Highly Effective Teaching and Learning to bridge from the Standard to

the Assessment?

PILLARS AGAIN

ImplementatioImplementationn

FALFAL

Questioning Techniques

Engineering Student

Discussions

Formative assessment can and should be done BY STUDENTS as

well as by teachers.

The key to improvement is how students and teachers

use assessment information.

YOUR DISTRICTFORMATIVE

ASSESSMENTS

List a variety of formative assessments used in your district.

List one assessment per post-it note.

Bell Bell

RiRingersExit Exit SlipsSlips

ThiThinklink

WHAT DOES RESEARCH SAY THE BENEFITS OF

FORMATIVE ASSESSMENT ARE?

TYPOLOGY OF KINDS OF FORMATIVE

ASSESSMENT

Type Focus Length

Long-cycle Across marking periods, quarters, semesters, years

4 weeks to 1 year

Medium-cycle Within and between instructional units

1 to 4 weeks

Short-cycle •day-by-day •minute-by-minute

Within and between lessons

24-48 hours

5 seconds to 2 hours

POST-IT SORT

Arrange your post-it notes into one of three categories:

DOES YOUR DISTRICT HAVE A BALANCED

ASSESSMENT SYSTEM?

Are there any types that need more attention?

How do you as a leadership team ensure that appropriate assessments occur and that the data generated moves learning forward?

FORMATIVE ASSESSMENT

“I THOUGHT THAT IF I TAUGHT THEM ALL THE

BITS, [STUDENTS] COULD PUT THEM

TOGETHER.”

FAL TRIAL TEACHER

The Big Picture

WE REMAIN CONNECTED TO

CASL!

ASPECTS OF ASSESSMENT FOR

LEARNINGWhere the learner is going

Where the learner is right now

How to get there

TEACHER Clarifying and sharing intentions and criteria for success

Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of learning

Providing feedback that moves learners forward

PEER Understanding and sharing learning intentions and criteria for success

Activating students as instructional resources for one another

LEARNER Activating students as owners of their own learning

Student-friendly learning targets

Peer and self-assessment

Meaningful Feedback

Academic talkThoughtful questions

BOOMERANG TASK

Teacher packet

Mathematical Practice Standards

Common Core Standards

Misconceptions

Questions to guide students forward in their learning

Samples of student work

THE LITERACY DESIGN

COLLABORATIVE The LDC framework is a way to put

“legs” on the common core, to translate them into classroom practice and student experiences.

LDC tasks are extended literacy assignments taught over several weeks.

LDC modules add literacy instruction to ensure the reading, writing, and thinking tasks needed to complete the task are intentionally taught.

LDC TASKS ARE STANDARDS IN

ACTION “The task predicts performance. What

determines what students know and are able to do is not what the curriculum says they are supposed to do, nor even what the teacher thinks he or she is asking students to do. What predicts performance is what students are actually doing.” (Richard Elmore, City et al., 2009)

& other Common Core Standards when appropriate*

LDC FRAMEWORK

TEMPLATE TASKS

Argument(opinion at the

elementary grades)

Informative/ Explanatory Narrative

Target the 3 modes of writingin the Common Core State Standards

Teacher/Student-Selected

Texts

Appropriate, grade-level texts

that support selected content

Supported by an Instructional LadderSkills students need to complete the task

Mini-tasks for building each skill

LDC TEMPLATE TASKS

Connect reading and writing instruction

Are based on multiple standards

Require students to:

Read texts as specified by the CCSS

Write products as specified by the CCSS

Apply common core literacy standards to content with a focus on ELA, social studies, and/or science

LDC TEMPLATE TASKS

Template tasks come with rubrics for scoring students’ work and specifications of the Common Core State Standards the resulting tasks will address.

Some template tasks provide optional additions to the basic assignment, allowing teachers an additional way to vary the level of work students will create. (L2, L3)

LDC TEMPLATE TASKS

Teachers fill in the prompt, including: The content of the task Texts to read Text students will write Whether to make the task

more demanding by using the Level 2 and Level 3 options

SEPTEMBER=TASK 2 (ARGUMENT)

(Add Essential Question) After reading _________ (literature or informational texts), write ___________ (review, article, editorial, speech, etc…) 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.

WHY ARGUMENTATION

WRITING?

What student doesn’t like to argue? Argument is motivating to students.

CCSS require students to move on to argumentation writing instead of persuasive.

ARGUMENT MOVES FROM…TO…

IMPLICATIONS OF LDC

Provides a content specific way to embed writing across the curriculum.

Supports the expectations in Writing Program Reviews

Will build collaboration across the disciplines

Supports the move from Persuasive Writing to Argumentation Writing.

TASK 2 EXAMPLE

BREAK

Return in 15 minutes.

SUPPORT FOR TEACHER LEADERS

How are the tasks for Mathematics and English/Language Arts similar and how are they different?

How can school and district leaders support the work of the teacher leaders?

HOW ARE THE TASKS… SIMILAR?

DIFFERENT?

Increased exposure to instructional strategies and practices (individual)

Increased expectation of group success leads to “normative press” (lateral accountability)

Press leads to greater risk-taking, perseverance, resilience in face of failure

Leadership Practice

Organizational Processes

Model public learning

Create environment supportive of risk-taking (psychological safety)

Focus on structures, processes and content of team work

Examine available instructional supports / PD Individual efficacy

linked to classroom behaviors

Collective efficacy a strong predictor of whole-school achievement

Structures in place

Instructional mandate (vertical accountability)

Attention to processes

Explicit focus on group commitments

Individual and Collective Efficacy

Beliefs

Student Achievement

CONTENT NETWORK UPDATES

SEPTEMBER MATH TEACHER LEADER

NETWORK TARGETS

Participants can describe why formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

Participants can describe the design and purpose of a Formative Assessment Lesson.

Participants can modify a task from low cognitive demand into a high cognitive demand task.

EXPECTATIONS FOR MATH TEACHER

LEADERS

In Teacher’s

Own Classroom

Successfully implement a formative assessment cycle (short, medium, and long term)

Identify the cognitive demand of a task and modify as needed


LEADERS

In Teacher’s

PLC, Dept., or Team

Facilitate a discussion around the formative assessment process (short, medium, long term) - consider using NCTM research brief

Begin building the capacity of others to identify the cognitive demand of a task and modify as needed


LEADERS

In Teacher’s

School



LEADERS

In District Planning

Team


Participants can describe the design and purpose of a FAL

Begin building the capacity of others to identify the cognitive demand of a task and modify as needed

SEPTEMBER ELA TEACHER LEADER

NETWORK TARGETS

Articulate the goals and purpose of the content leadership networks

Recognize instruction that makes the connection among the standards (CASL was a touchstone text for assessment literacy; LDC is a touchstone for Highly Effective Teaching and Learning)

SEPTEMBER ELA TEACHER LEADER

NETWORK TARGETS Compare and contrast persuasion,

opinion, and argument, as it progresses

Create a teaching task that integrates the ELA strands (Task 2)

Set personal goals and make an action plan to advance the vision of 21st century learning.

SEPTEMBER EXPECTATIONS FOR

ELA TEACHER LEADERS

Create an argumentation task.

Read from either The Daily 5, The English Teacher’s Companion, or Classroom Discussions and try one new strategy in your classroom. Be prepared to discuss.

Take action on your action plan to advance the vision of 21st century learning in your classroom.

GRREC HOT TOPICS

I nstructional Support Leader Network

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