Learning

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Welcome from Commissioner Holliday

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Who are we?

How far is your home from this facility? Less than 1 hour More than 1 hour About an hour

Who are we? Which job title

describes how you spend the majority of your time? Classroom teacher Central office personnel Coach/resource

teacher/lead teacher/etc. other

Who are we?

What is the first letter of the county in which you work? A to F G to H I to R S to Z

Who are we?

When did you begin your teaching career? Before 1980 1980 to 1990 1991 to 2001 After 2001

AGENDA Introductions

Mathematics Leadership Network Overview

Establishing Group Norms

Common Core State Standards Overview

Characteristics of Highly Effective Teaching & Learning

Assessment Literacy

Blackboard

Reflection & Closure

Announcements

Facility Issues Breaks/

Lunch

Name Tags Hand Signal

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Warming Up You and your “match” will

discuss our warm-up question.

At the signal, your pair will form a “square” with the nearest pair to continue discussing and sharing opinions and ideas.

Jot down your thoughts onto the index card provided.

Pairs Squared Responses

1. Choose at least one of the four areas below and write down what you would like to learn within your chosen area(s).

2. With your pair, and then square, discuss your response(s).

ASSESSMENT LITERACY

COMMON CORE STANDARDS

HIGHLY EFFECTIVE

TEACHING AND LEARNING

LEADERSHIP

?

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Kentucky Leadership Networks

Why are we here?

Why am I here?

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Big Picture Learning Targets

I can clearly articulate the vision and goals of the leadership networks.

I can explain how the networks will work together to improve teaching and learning.

I can identify and describe the four components of the leadership networks’ work.

I can articulate my role in the leadership network.

Big Picture SB 1

Focus on college / career readiness

Revise standards

Revise assessment system

Collaborate across all groups / levels

Improve the effectiveness of teaching and learning

Leadership Network Vision

Every school district in the Commonwealth of Kentucky has a knowledgeable and

cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly

effective teaching, learning and assessment practices in every classroom,

every day. 17

Content Leadership Network Long Term Goals

Ensure that every participant has a clear understanding of how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences.

The network approach is designed to build knowledge and leadership capacity within the district. Districts should utilize the membership of the networks to scale up pd at the local level.

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OVEC Math Leadership Network

Regional Facilitators: Dr. Bill Bush

Dr. Maggie McGatha Kricket McClure

Regional Math Content Specialist: Seth Hunter

KDE Consultant: Robin Hill

District Teacher Leaders

District Leadership Teams

Content Teacher-Leaders

Mathematics Leadership Networks- 3 Teacher Leaders per district

English Language Arts Leadership Networks-3 Teacher Leaders per district

School/District Leaders

KLA – 3 school level leaders per district

Instructional Support Leadership Networks –up to 3 district leaders

Superintendent

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C I ACurriculum / What

Kentucky’s Core Academic Standards

Instruction / How

Characteristics of Highly Effective

Teaching and Learning

Assessment / How Well

Balanced Assessment / Assessment Literacy

Kentucky Leadership Networks

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KY Leadership Networks

Standards

no matter how well-written,

will NOT, by themselves, improve student achievement and

motivation to learn.22

Standards, Assessments, Highly Effective Teaching and Learning

Standards alone will not change classroom practice. They must be understood and contextualized in effective practice.

Standards aren’t written for students.

Teachers must be able to transform standards into the classroom level ‘targets’ that students must ‘hit.’

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Standards, Assessments, Highly Effective Teaching and Learning

Targets allow students to build knowledge/skills/reasoning/products over time to a place where they are ready to demonstrate the proficiency required by the standards.

Targets enable teachers to design quality assessments and to plan/select congruent learning experiences.

Leadership Networks

Student learning is at the core of this work.

Capacity building vs. a “train the trainer” model

All stakeholders need to operate from a common understanding of key concepts and ideas related to implementation of Senate Bill 1.

Network participants will study the new standards deeply in order to translate them into highly effective instructional and assessment experiences.

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As a Teacher Leader, your responsibility is to

collaborate with other leaders throughout your region to hone your own practices / knowledge

work collaboratively within your district to scale up highly effective practices in every classroom

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Setting Group Norms

Group norms are agreed upon ways in which we will work together so that productivity is maximized.

They are posted and reviewed (verbally and in writing) at all meetings.

Let’s work together to set the norms that we will abide by.

Group Norms

Be present and be engaged in the work

We are all equal partners in this work

Seek first to understand, and then to be understood

others? Think individually, write down 3 norms that you feel

should be included on our list (2 minutes). Share with your team, designate a

recorder/synthesizer and share your 3 Norms and come up with a group list. Your group should be prepared to share one Norm that should be considered for our list (5 minutes).

Questionnaire and Break

We have about 10 minutes to do a baseline questionnaire, which we will use to inform/ improve our practices.

When you are finished, give the questionnaire to Seth and take a 15 break.

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Learning Targets: I can explain the development,

purpose, and organization of the new Common Core State Standards for Mathematics.

I can compare and contrast: the Standards for Mathematical

Practice with the Standards for Mathematical Content, and

the new Common Core State Standards with other state and national standards.

Where did the Common Core StateStandards come from?

Support for the Common Core State Standards Initiative

American Statistical Association

The College Board

Council of Administrators of Special Education (CASE)

Coalition for a College and Career Ready America (CCCRA)

Council for Exceptional Children (CEC)

National Association of Secondary School Principals

National Council of Teachers of Mathematics

National Parent Teacher Association (PTA)

Partnership for 21st Century Skills

Achieve

Alliance for Excellent Education

Association of American Colleges and Universities

Coalition for Student Achievement

International Reading Association

National Association of State Boards of Education

National Education AssociationACT, Inc. American Federation of Teachers (AFT)

U.S. Department of Education

The Process - Common Core State Standards Initiative

State-led effort to establish consistent and clear education standards

Written by content experts, teachers, researchers and others

Nearly 10,000 comments from the public

Validation committee reviewed the standards

Each state chooses to adopt, NOT led by federal government

By what criteria were the standards developed?The standards:

Are aligned with college and workforce expectations;

Are clear, understandable and consistent;

Include rigorous content and application of knowledge through high-order skills;

Build upon strengths and lessons of current state standards;

Are informed by standards in other top performing countries, and

Are evidence-based.

Introduction to the Common Core:What Does it Mean to Understand?

Each person will need 4 post-it notes

Silently read pages 3, 4, and 5.

Using one post-it note per page, write down your Most Important Points for each page.

Jake is a Genius

At your table groups, share your Most Important Points (MIPs) about each page.

Introduction to the Common Core

MIPMIPMIP

Standards for Mathematical Practice

the strands of mathematical proficiency specified in Adding It Up: adaptive reasoning strategic competence conceptual

understanding procedural fluency productive disposition

the NCTM process standards: problem solving reasoning and proof communication representation connections

Important “processes and proficiencies” and describe varieties of expertise that mathematics educators at all levels should seek to develop in their students (p. 6).

Standards for Mathematical Practice - pgs 6-8

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in

repeated reasoning.

Standards for Mathematical Practice – pgs 6-8

Silently read the mathematical practice assigned to your group and highlight your MIPs.

On chart paper, your group will represent your mathematical practice in words and pictures.

Be prepared to share out.

Standards for Mathematical Practice – pgs 6-8

foldable

Cut out your foldable and write one mathematical practice on each front flap.

As each group presents their mathematical practice, use your foldable to record ideas about the meaning of each practice.

Standards for Mathematical Content, p. 5

Summary Pages

For each grade in K-8 and each topic in high school Grade 5, page 33 High School, Number and Quantity,

page 58

Grade 5, p. 34

High School, p. 59

Overview Pages

DomainsClusters

Standards

Not on overview page

Standards for Mathematical Content

Domain

Cluster

Standards

Domain & Cluster Progression

For K-8, domains read across the page and grade levels read down the page.

For high school, domains and clusters are arranged by topic and read down the page.

Math Topic Time Line

Using the topic assigned to your group, identify where the topic starts and stops in the CCSS using the Cluster & Domain Progression handout.

Discuss with your group any differences you notice between the progression of your topic in the CCSS and the KY POS.

Be prepared to share your findings.

Crosswalk

KDE has developed a crosswalk between the Common Core State Standards and the KY Program of Studies.

KDE > Instructional Resources > Curriculum Documents & Resources > Program of Studies

Standards for Mathematical Practice – Final Reflection

Why is it important that the standards for mathematical practice be the lens through which we look at the content?

What implications do these standards for mathematical practice have on: The way we need to teach? The way students learn? The way curriculum is designed? The way assessments are designed? The way we structure these network meetings?

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Highly Effective Teaching and Learning

Target: I can provide information concerning the

components and utility of Kentucky’s Characteristics of Highly Effective Teaching and Learning.

Independent Task

Write one paragraph describing a success you’ve seen in the last year as a result of improved teaching and learning. Explain the factors or conditions that contributed to the success.

The success could also be an area in which progress is being made even if you don’t consider it a ‘success’ yet.

Success Analysis Protocol(from Power of Protocols, p. 60)

In teams of 4, the first person shares his or her paragraph of successful practice. (1 min.)

All participants analyze the success, focusing on what seems to have contributed to the success. (2 min.)

Repeat. (12 min. total)

Compile a list of common characteristics of the successes in the team. (3 min.)

Discussion/Debrief (5 min.)

Enhancing Learning

What factors, within the control of a school districts and schools, have the most significant influence on student learning? High quality instructional practices Well designed curriculum, assessments and

instructional materials aligned to standards Strong school leadership

Harvard’s Public Education Leadership Project

Do we share the same language and vision?

Do we all agree on what these interactions between teachers and students around content should look like?

Do we have a clearly articulated consensus on good teaching?

If the answer to either of these questions is “no” what implications does this have for collaboration within a network?

Looking for Highly Effective Instruction

1’s will be given a list of Characteristics to use while observing a video of a science classroom while 2’s will observe the same classroom video without the Characteristics.

Both groups should record observations.

Provide descriptive feedback to this teacher about her classroom climate. What will you say to her? What evidence will you use to support your feedback? What suggestions might you provide?

Learning Climate Video Clip

Looking for Highly Effective Instruction

1’s will be given a list of Characteristics to use while observing a video of a science classroom while 2’s will observe the same classroom video without the Characteristics.

Both groups should record observations.

Provide descriptive feedback to this teacher about her classroom climate. What will you say to her? What evidence will you use to support your feedback? What suggestions might you provide?

Pair up with your neighbor—did your answers vary? How?

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Assessment LiteracyLearning Targets

I can articulate the various users and uses of classroom assessment information.

I can describe the relationship between assessment and student motivation.

I can distinguish between assessment for learning and assessment of learning

I can explain the need for clear purpose in assessment.

Assessment Literacy

Think of a time you were

assessed and it was a negative

experience. What made it

negative?

Assessment Literacy

Now think of a time you were assessed and

it was a positive

experience. What made it

positive?

Used with skill, assessment can

Motivate the unmotivated

Restore students’ desire to learn

Encourage students to keep learning

Create—not simply measure—increased achievement

--Stiggins, Arter, Chappuis, & Chappuis, 2004

Assessment Literacy

What assessment practices motivate

students to improve their learning?

PURPOSE

TARGET

ACCURACY EFFECTIVE USE

STUDENTINVOLVEMENT

DESIGN

EFFECTIVE COMMUNICATION

What’s the PURPOSE for assessment?

Assessment Literacy

Key 1: Clear Assessment Purpose

Always begin by asking

What decisions?

Who’s making them?

What information will be helpful to them?

Who Uses Assessment Information, and How?

Beginning with the person whose birthday is closest to today and moving clockwise, assign the following roles: Student Parent Teacher Principal Athletic coach Guidance counselor

Write your role in the blank on the yellow “Who Uses Classroom Assessment…” handout.

Answer #1 individually (3 – 5 minutes), then, beginning with the “student,” share your list with others at your table.

When all roles have shared, notice what conclusions you are drawing about classroom assessment.

Note and discuss your responses to question #2.

Some Conclusions

Data must be sound because major decisions that affect students’ well-being are made on its basis.

Assessment data is used for many purposes beyond grading.

Students are crucial decision-makers, whose information needs must be met.

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The Space Between is Virtual

Blackboard will allow us to: share resources and

experiences learn and teach one

another support one another

throughout implementation

enhance our current practices between face to face (f2f) meetings

Learning Targets

1. Develop awareness of the resources within our virtual PLC.

2. Identify what kinds of resources can be found within various “tabs”.

Activities Register as a user for the OVEC

Math Leadership Network (4)

Explore the following tabs: Announcements Orientation General Information Discussions f2f Meetings

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Key 1: Clear purpose

Before our next meeting:

Focusing on the purposes, users, and uses of classroom assessment, read chapters 1 and 2 of Classroom Assessment for Student Learning: Doing It Right – Using It Well (CASL).

Take some time to reflect on your own practice and complete the self-assessment “Determining Where I Am Now” in Figure 2.3 on page 51.

Meeting dates 2010-2011

September 15th

October 20th

November 17th

January 19th

February 16th

March 16th

June (TBA)

All meetings will be held

at the Oldham

County Arts Center in

Crestwood.

Reflection on the day…

Please take a few minutes to reflect on the four components: Kentucky Core Academic Standards Highly Effective Teaching and Learning Assessment Literacy LeadershipOn the lavender sheet, for each component

write one key learning you will take away with you today and one key question you still have in that area.

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