using ldc to support student growth sreb college-and career- readiness standards networking...

Using LDC to Support Student

Growth

SREB College-and Career-Readiness Standards

Networking Conference

JULY 13-15, 2015

Tweet about this session at

#CCRS15

Our Facilitators

Becky Woosley

Effectiveness Coach

Kentucky Department of Education

rebecca.woosley@education.ky.gov

Twitter: @PGEScoach

Carol Franks

Effectiveness Coach

Kentucky Department of Education

carol.franks@education.ky.gov

Twitter: @caroljunefranks

Kelly Philbeck

LDC State Lead/Instructional Specialist

Kentucky Department of Education

kelly.philbeck@education.ky.gov

www.kellyphilbeck.com

Twitter: @kellyphilbeck #KYLDC

FB: KYLDC

Presentation Materials

SREB Networking Conference 2015

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SIGN IN ONLINE

http://goo.gl/forms/MxwtTYyEjd

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Connecting the Dots: Using LDC to support the

Student Growth Process

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Student Growth

CURRICULUM

INSTRUCTION

ASSESSMENT

TEACHER EFFECTIVENESS

Ensuring

appropriate

alignment of

curriculum,

instruction,

and

assessment

Our Guiding Questions…• How can teachers use LDC in the student

growth process?

• How does LDC allow teachers to demonstrate effective teaching?

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Why use LDC in the Student Growth process?

• Template tasks based on the KAS (CCSS) for ELA/Literacy in History/Social Studies, Science and Technical Subjects

• Valid, standards-based rubrics aligned to informational, argumentative, and narrative writing

• Common rubrics to aggregate data from multiple sources of evidence and to provide formative feedback throughout the instructional process

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How does LDC help support rigor in the student growth process?

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Turn and Talk

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Rigor =

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Congruency to standards

Do the measures provide an opportunity for students to demonstrate mastery of the identified skills, concepts or

processes at the level of rigor intended in the standard?

What is the KY SG Process?

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Step 1:

Determine needs

Step 2:

Create specific learning

goals based on pre-

assessment

Step 3:

Create and implement teaching

and learning strategies

Step 4:

Monitor student

progress through ongoing

formative assessment

Step 5:

Determine whether students achieved the goals

Step 1:

Determine needs

Step 2:

Create specific learning

goals based on pre-

assessment

Step 3:

Create and implement

teaching and learning

strategies

Step 4:

Monitor student

progress through ongoing formative

assessment

Step 5:

Determine whether students

achieved the goals

After identifying the Enduring

Skills, decide on the appropriate measurement. (Consider - Is

writing an appropriate method of

measurement for the identified

skill?)

Use the LDC template tasks to

create a classroom

assessment as part of the

baseline data. NOTE: This

writing product is evidence of what students can do independently.

After analyzing classroom

assessment results, use that data to inform module and/or

mini-tasks design - specifically,

Section 2 (What Skills?) and

Section 3 (What Instruction?).

During module implementation,

formative assessment data

will inform instructional

decisions. Build in additional

assessments for evidence of

students’ abilities to independently apply learning.

Use a classroom assessment for summative SGG

data for the enduring skill.

(An LDC template task may be used

for the assessment task.)

Student Growth Process

Literacy Design Collaborative Framework

What’s enduring learning?

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• ENDURES beyond a single test date• is of value in other disciplines • is relevant beyond the classroom (applying

learning to new and unique situations)• is worthy of embedded, course-long focus• may be necessary for the next level of

instruction• requires critical thinking (analyzing,

creating and evaluating)

Let’s take a look at the ELA scenario

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STEP 1: Determining Need – How did Mrs. Turner decide how to focus her goal and establish a baseline?

Contextual vs. Baseline Data

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• Contextual Data:– Data that informs teachers of where students are

performing; aids your decision making for determining an area of focus for enduring skills: state assessments, interim assessments from previous year, common assignment/common assessment data, classroom formative assessments

• Baseline Data:– Data that establishes a beginning point of where

students are against an enduring skill; provides the starting point for student growth goal-setting

Mrs. Turner’s 4th Grade ELA Data

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Mrs. Turner’s 4th Grade ELA Data

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Mrs. Turner’s Teaching Task

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Task Template: A3: Does making recess time longer help students do better in school or does it make them do worse in school? After reading informational texts on the pros and cons of extending recess time, write a letter to our principal in which you explain your opinion on whether or not we should extend recess time in our school. Support your opinion with evidence from the texts.

For baseline (independent, cold read/write, on demand like, no scaffolding of instruction) to determine baseline

LDC Baseline Data

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Not Yet1

Approaches Expectations

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Meets Expectations

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Exceeds Expectations

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Focus 15% 42% 38% 5%

Controlling Idea 25% 40% 32% 3%

Reading/Research

74% 16% 8% 2%

Development 68% 21% 9% 2%

Organization 33% 49% 14% 4%

Conventions 16% 44% 36% 4%

Content Understanding

56% 31% 11% 2%

Scoring Elements for Growth

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Unpacking a

Step 2: Create Specific Learning Goals Based on

Pre-Assessment

Step 1:

Determine needs

Step 2:

Create specific learning

goals based on pre-

assessment

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

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For the 2014-2015 school year, all students in my 4th grade class will make measurable progress in supporting an opinion/claim with appropriate and credible details. All students will move up at least one performance level in Reading/Research and Development and 40% will achieve at least a 3 or better using the 2-5 Opinion Rubric and/or the 2-5 LDC Informational Rubric.

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Specific growth need

Proficiency Measure

Specific growth measure

Time Interval

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Step 3: Creating & Implementing Strategies (What skills/instruction?)

Step 1:

Determine needs

Step 2:

Create specific learning

goals based on pre-

assessment

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

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Step 4: Monitoring Student Progress and Making Adjustments

Step 1:

Determine needs

Step 2:

Create specific learning

goals based on pre-

assessment

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

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Steps 3 & 4 –

Time for Teacher Reflection

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Monitoring – What & WhyWhat - Monitor both

* student progress toward goal attainment

* strategy effectiveness through formative assessment processes.

Why - Adjust strategies and instruction as needed, while maintaining the goal.

Monitoring the Student Growth Process

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It’s what we do with data that’s important – use it authentically

to inform practice.

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SG Process Steps 2-5 Mirror the LDC cycle

Step 2 / What Task?

Step 3 / What Skills & Instruction?

Step 4 / Monitoring learning during mini-task instruction?

Step 5 / What Results?

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STEPS 3 & 4

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CoreTools Mini-Task Library:www.ldc.org https://www.youtube.com/watch?v=0rDLr5dcC8E

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CoreTools Mini-Task Library:www.ldc.org https://www.youtube.com/watch?v=0rDLr5dcC8E

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Explore the Rich Resources in the

LDC Mini-Task Library

Some examples:Dialogue BoxesDouble Entry JournalCornell NotesCER (Claim, Evidence, Reasoning)Close Reading Annotation

LDC’s Big Task Bank

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RI.1 (Insert optional question.) After reading _______________, write a(n) (extended response) in which you explain what the text says explicitly and when drawing inferences. Use details and examples from the text to support your response.

RI.2 After reading ______________, write ______________ in which you determine the main idea of the text and explain how key details support the main idea. Include a summary of the text.

RI.9 (Insert Optional Question) After reading _________________, write________________ in which you integrate information in order to write or speak about the subject knowledgeably.

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Engaging Students in Monitoring Their Own Growth

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Step 5: determining growth

Step 1:

Determine needs

Step 2:

Create specific learning

goals based on pre-

assessment

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

Now, let’s think about how the LDC framework supports effective teaching?

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How does LDC allow teachers to demonstrate effective teaching?

Domain 1:Planning and Preparation

Domain 2:Classroom Environment

Domain 3:Instruction

Domain 4:Professional Responsibilities

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 BehaviorE. Organizing Physical Space

A. Communicating with StudentsB. Using Questioning and

Discussion TechniquesC. Engaging Students in LearningD. Using Assessment in

InstructionE. Demonstrating Flexibility and

Responsiveness

A. Reflecting on TeachingB. Maintaining Accurate RecordsC. Communicating with FamiliesD. Participating in a Professional

CommunityE. Growing and Developing

ProfessionallyF. Showing Professionalism

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How does LDC allow teachers to demonstrate effective teaching?

Domain 1:Planning and PreparationA. Demonstrating Knowledge of Content and PedagogyB. Demonstrating Knowledge of StudentsC. Setting Instructional OutcomesD. Demonstrating Knowledge of ResourcesE. Designing Coherent InstructionF. Designing Student Assessments

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Domain 1 Connections

• Teaching task content choice - worthy of extended time

• Teaching task appropriate match for content and product

• Content standards identified in module and addressed in Skills Ladder

• Teaching task engages students

• Accommodations embedded in module

• Teaching task clearly describes what students will learn

• Purposeful LDC mini-tasks lead to measureable outcomes  

• Intentional sequencing of mini-tasks leads to mastery

• Carefully chosen resources for module (beyond textbook)

• Grade level appropriate texts (text complexity)

• Mini-tasks organized/scaffolded to advance learning, represent cognitive challenges with differentiation of activities/resources

• Clear structure: teaching task; standards; skills list; mini-tasks; rubrics (all interdependent)

• Reasonable pacing

• Formative assessment w/mini-tasks inform instruction

• Instructional ladder – intentional and differentiated

• Clear criteria (rubric/mini-tasks)

How does LDC allow teachers to demonstrate effective teaching?

Domain 2:Classroom Environment

A.Creating an Environment of Respect & RapportB.Establishing a Culture for LearningC.Managing Classroom ProceduresD.Managing Student BehaviorE.Organizing Physical Space

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Domain 2 Connections

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•Choice of texts showing multiple perspectives

•Students cognitively busy•Students responsible for their learning •Teacher as facilitator of learning•Opportunities for

respectful collaborationdebatereal world connections

How does LDC allow teachers to demonstrate effective teaching?

Domain 3:Instruction

A.Communicating with StudentsB.Using Questioning and Discussion TechniquesC.Engaging Students in LearningD.Using Assessment in InstructionE.Demonstrating Flexibility and Responsiveness

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Domain 3 Connections

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• Content scaffold clear and accurate (mini-tasks aligned to standards)

• Tasks allows student choice/multiple approaches• Students intellectually engaged (mini-tasks/instruction require

analysis and content understanding)• Task design promotes thinking / guides inquiry• Teacher and student facilitated engaging discussions • Opportunities for learner reflection promote metacognition • Task/mini-tasks aligned to a standards/instructional outcomes • Pacing allows for intellectual engagement• formative assessment process informs instruction• Actionable feedback to students facilitate their ability to

improve their work

How does LDC allow teachers to demonstrate effective teaching?

Domain 4:Professional Responsibilities

A.Reflecting on TeachingB.Maintaining Accurate RecordsC.Communicating with FamiliesD.Participating in a Professional CommunityE.Growing and Developing ProfessionallyF.Showing Professionalism

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Domain 4 Connections

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• Teacher self-reflection through anecdotal notes; use of student work; common rubric; collaboration notes

• Reflection informs instruction• Use of common LDC rubric lends itself to a growth

mindset (student progress)• Job embedded collaborative professional learning• Teachers collaboratively review student work to -identify areas for further instruction -identify gaps in the curriculum -identify effective and ineffective strategies -identify areas for additional professional learning to support their instruction and student learning

Our Guiding Questions…• How can teachers use LDC in the student

growth process?

• How does LDC allow teachers to demonstrate effective teaching?

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One last reflection …

As we implement LDC, how do we (can we) use student growth to change practice?

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Presentation Materials

SREB Networking Conference 2015

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https://ldc.org/tell-us-what-you-think

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LDC TEACHER SURVEY

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Check out our website: www.ldc.org

Sign up for a free Core Tools Account

Ask a question at info@ldc.org

Tweet us @LitDesignCollab

“Like” us on Facebook

CONNECT WITH LDC

www.facebook.com/LitDesCollab

Questions? Contact:

rebecca.woosley@education.ky.govcarol.franks@education.ky.govkelly.philbeck@education.ky.gov

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Thank You for Joining Us!

Tweet about this session at

#CCRS15