SESC Mathematics Leadership Network November 27 2012 Perkins

SESC Mathematics Leadership Network November 27, 2012 Perkins Building, EKU Kentucky Department of Education Network

Fabulous Door Prizes! Name School District What’s you favorite winter memory? Kentucky Department of Education Network 2

Todays. Meet…open “backchannel” today www. todaysmeet. com/l ovemath lovemath Tips: no spell check, limited number of characters, twitter/texting rules do apply, no delete button Kentucky Department of Education Network 3

NE W! Titan Pad for Classroom Use Google titanpad to create your own free pad… limited number of users for free… must teach electronic manners like todays meet

Math Facilitation Team Renee’ Yates Math Content Specialist, KDE Lisa Perkins Southeast Educational Cooperative Peggy Petrilli Eastern Kentucky University Krista Althauser Eastern Kentucky University Amy Patterson Math Consultant, KDE Rachel Stinson Southeast Educational Cooperative Kentucky Department of Education Network 5

Housekeeping Electronic Device etiquette Rule of 2 Feet Parking Lot www. reneeyates 2 math. com Back Channel @ www. todaysmeet. com/lovemath Kentucky Department of Education Network 7

Norms for Network Members Be an ACTIVE If you must leave early, please sign leader– before, -out and indicate the time. during & after Also, please fill out the meetings EVALUATION form and leave it on Keep the success of sign-in/out ALL students the table before you go! thealways focus and We need your feedback. purpose of all we Evaluation form can now be do. completed online! Click link Kentucky Department of Education Network 8

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. Kentucky Department of Education Network 9

Leadership Network Goal All participants will understand how to translate Kentucky’s Core Academic Standards into clearning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences. Kentucky Department of Education Network 10

Four Pillars of Our Work Characteristics of Highly Effective Teaching and Learning (CHETL) Assessment Literacy Kentucky’s Core Academic Standards (KCAS) Leadership Kentucky Department of Education Network 11

FALL PLAN for TPGES work SEPT: Domain 3: Instruction Component B - Questioning and Discussion Techniques NOV: Domain 4: Professional Responsibilities Component A - Reflecting on Teaching Domain 1: Planning & Preparation Component F - Designing Student Assessment Domain 3: Instruction Component D - Using Assessment in Instruction Kentucky Department of Education Network 12

w Yello g 1 tp e k c Pa Day at a Glance Continue TPGES Familiarity Debrief peer observations TPGES 3 B (Questioning) Debrief FAL implementation TPGES 4 A (Reflecting on Teaching) FA strategies 2, 4, 5 and TPGES 4 A Connect CHETL to TPGES 1 F (Designing Student Assessments) & 3 D (Using Assessment in Instruction) Kentucky Department of Education Network 13

Continue… Grade Band Breakout Sessions (K-2) (3 -5) (6 -8) (9 -12) LUNCH Grade Band Break-out Sessions continues o CIITS sessions with grade band groups.

Today’s Targets I can prepare to teach Kentucky’s Core Academic Standards in the context of highly effective teaching, learning and assessment practices and lead others to do the same. I can make connections between the four pillars of the teacher leader networks and the Teacher Professional Growth & Effectiveness Framework. Kentucky Department of Education Network 15

This means… I will practice identifying effective questions, discussions and tasks that elicit evidence of student learning and involve others in that learning process. I can use evidence of success of student learning to make decisions about instruction. I can identify congruence between evidence of success (artifacts, observations, professional learning, logs, video, interview) and professional learning. Kentucky Department of Education Network 16

Continue… I will analyze classroom video focused on formative assessment strategies 2 (Effective Discussions, Questions), 4 (Students as resources for one another), and 5 (Students as owners of their own learning). (Connect to CHETL and TPGES 4 A – Reflecting on Teaching) I will continue to strengthen my content knowledge so that I can better interpret and illustrate the intent of the standards and support others as they do the same. (breakout time)

Teacher Professional Growth and Effectiveness System TPGES 18 Kentucky Department of Education Network

Proposed Multiple Measures Professional Growth All measures are supported through evidence. Kentucky Department of Education Network Student Growth 19

TPGES Framework Page 3 Framework for Teaching Domain 1: Planning and Preparation Domain 2: The Classroom Environment a. Demonstrating Knowledge of Content and Pedagogy b. Demonstrating Knowledge of Students c. Setting Instructional Outcomes d. Demonstrating Knowledge of Resources e. Designing Coherent Instruction f. Designing Student Assessments a. Creating an Environment of Respect and Rapport b. Establishing a Culture for Learning c. Managing Classroom Procedures d. Managing Student Behavior e. Organizing Physical Space Domain 4: Professional Responsibilities Domain 3: Instruction a. Reflecting on Teaching b. Maintaining Accurate Records c. Communicating with Families d. Participating in a Professional Community e. Growing and Developing Professionally g. Demonstrating Professionalism a. Communicating with Students b. Using Questioning and Discussion Techniques c. Engaging Students in Learning d. Using Assessment in Instruction e. Demonstrating Flexibility and Responsiveness Kentucky Department of Education Network 20

Peer Observation teacher PEER Kentucky Department of Education Network 21

Debrief Peer Observation TPGES Framework pg. 27 Using data collected from 3 B (pg. 27) in TPGES framework discuss with a partner… How was the experience from the observer point of view? How was the experience from the teacher being observed perspective? Was evidence collected “neutral”? Fact Based… No bias, no interpretations? What does the evidence tell you about the teacher’s questioning techniques? What conversation could you have to support your peer?

g rdin o c Re eet Sh

NE W! Titan Pad for Classroom Use Share a couple of sentences to summarize your partner conversation. Where were most of your dots?

Reflecting on Teaching 4 A

Reflecting on Common Lessons 4 A -5 3 s Y o ell w pg Silently read through Component 4 A Domain, Indicators, Critical Attributes, and possible Examples Using talking pens, share important points. Analyze student work evidence you brought. Reflect on Han the Formative Assessment Lesson/task. do 4 ut p g Complete the Reflecting on Common Lessons handout. Share with tablemates. Talk about the Non-Negotiables t pg handout. u o d n Ha 5

Keys to Formative Assessment 1. Clarifying, sharing, and understanding goals for learning and criteria for success with learners. 2. Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning. 3. Providing feedback that moves learning forward. 4. Activating students as owners of their own learning. 5. Activating students as learning resources for one another.

s ow l l Ye pg 1 8 - 1 Research Brief Count off 2, 4, 5 around your table. Read your section and make note of important points to remember. What evidence would you see to support your selected strategy? Watch the following video link focusing on your strategy. Math Talk in a 6 th grade Class

Standing Meetings All 2, 4, and 5 meet in designated areas and discuss evidence you saw in the video clip of your strategy. (7 minutes) Return to table and share out. Consider: Where did this video fall short? What could have happened before, during, after the lesson to support your strategy?

Neutral Observationswithout judgment ü Evidence: Facts/What is seen or said Interpretation: What you “think” happened Bias: Your own beliefs Kentucky Department of Education Network 30

Teaching & Sharing with Colleagues How can I reflect on evidence of success in my own professional learning to make informed decisions and build the capacity of others in my school/district?

My Impact on Assessment Teacher Impact on Assessment YIKES!

Framework 4 A Reflecting on our Practice…. . Yellow pg 12

Framework for Teaching Domain 2: The Classroom Environment Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and • Creating an Environment of Respect and Rapport Pedagogy PLAN • Establishing a Culture for Learning • Demonstrating Knowledge of Students • Managing Classroom Procedures • Setting Instructional Outcomes • Managing Student Behavior • Demonstrating Knowledge of Resources • Organizing Physical Space • Designing Coherent Instruction • Designing Student Assessments APPLY TEACH Domain 3: Instruction Domain 4: Professional • Communicating with Students Responsibilities • Using Questioning and Discussion • Reflecting on Teaching • Maintaining Accurate Records REFLE Techniques • Engaging Students in Learning • Communicating with Families CT • Using Assessment in Instruction • Participating in a Professional • Demonstrating Flexibility and Community Responsiveness • Growing and Developing Professionally • Showing Professionalism

We must Plan for Assessment 1 F Des igni Asse ng ssm ent Blu e pac ket pg 1 -2

We must use Assessment to inform instruction 3 D Usin g Asse ssme in in struc nt tion Gre en p ack et p g 1 - 2

CHETL CHECK CHETL Card What connections can you make between 1 F & 3 D and the characteristics of Highly Effective Teaching and Learning?

t Handou e blu s t e k c a p en and gre Resources for 1 F and 3 D Material/Resources to support Designing Student Assessments (1 F) and Using Assessment in Instruction (3 D) 1. Split table into 2 groups. 2. Group 1 read through 1 F packet. 3. Group 2 read through 3 D packet. 4. Share information with your tablemates.

Out What impact have math What are you Formative Assessment seeing? strategies have had on your teacher effectiveness and/or other teachers in your school or district? Discuss at your table & summarize your ideas on Today’s Meet.

MATHEMATICS Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction & Learning September Focus: Questioning # 21 Hot Seat Questioning pg. 103 # 38 Partner Speaks pg. 143 Kentucky Department of Education Network 40

MATHEMATICS Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction & Learning November Focus: Peer and Self. Assessment #24 I used to think, but now I know pg 109 #28 Learning Goals Inventory pg 119 #41 Peer to Peer Focused Feedback pg 151 #66 Traffic Light Dots pg 203 #67 Two Minute Paper pg 204 #73 What are you doing and why? pg 216 Kentucky Department of Education Network 41

CHETL Kentucky Department of Education Network 42

Expectations for Fall Implement 2 FALs – one before Nov meeting and then one before Jan meeting bring back evidence Collect evidence Nov meeting. focusing on Component 3 B before o Video self or Observe fellow teacher leader in district or in nearby district, Observe classroom next door, etc. looking for 3 b… Collect multiple artifacts of evidence focused on formative assessment strategies 4 and 5 after Nov meeting. Develop a plan for sharing work to others in district. Kentucky Department of Education Network 43

Breakout Sessions Focus on congruency between common assessment items and KCAS Work through a Formative Assessment Lesson/task Book Study K-8 / Critical focal areas of KCAS CIITS work in lab as a grade band Evaluation of day Kentucky Department of Education Network 44

Homework For January Choose a FAL or FAL like task to implement with your students. Bring back evidence of students using each other as resources of one another and students as owners of learning. Collect multiple artifacts of evidence focused on formative assessment strategies 4 and 5. (Student work, video, pictures, lesson plan, etc. ) K-5 teachers: Consider the new Field Test ready FALs for Elementary and provide feedback. Kentucky Department of Education Network 45

t u o d Han of back da agen Kentucky Department of Education Network 46

Four Pillars of Our Work Characteristics of Highly Effective Teaching and Learning (CHETL) 1 F, 4 A Assessment Literacy 1 F, 3 D, 4 A Kentucky’s Core Academic Standards (KCAS) – (breakout) Leadership – How will you share with others? Kentucky Department of Education Network 47

Look How Far We’ve Come! Keep On Keeping on. .

See you on January 29, 2013

Breakout Rooms K-2 210 3 -5 211 6 -8 High School

Thanks for your participation today. Renee’ Yates Regional Content Specialist Kentucky Department of Education Office of Next Generation Learners Renee. yates 2@education. ky. gov www. reneeyates 2 math. com Mobile 859. 583. 4350 Follow me on twitter @ryates 2 Kentucky Department of Education Network 51