OVEC/KDEInstructional Support Leadership Network

WelcomeYour facilitators are:

Dr. Molly SullivanMr. Buddy BerryMr. Thom Coffee

Mr. Bill HoganMr. Seth Hunter

Mrs. Denise AmosMrs. Shannon Treece

Ms. Tina Tipton

Copy of Agenda is on the table

OVEC/KDE Instructional Support Network Meeting

Welcome-Tina TiptonAddressing ELA and Math Network Questions-Denise Amos and Seth Hunter

Discussion and Work Time: What is HETL 201?

What is QUALITY evidence of success for HETL?How do we connect this to our work?

Breakout sessions(Select 2 of the 4 listed below; each session is 30 minutes each.)

Evaluating Resources: Analyzing the Cognitive Demand of Math Tasks-Seth HunterDifference between Argument and Persuade-Denise Amos

Instructional Rounds Overview-Tina TiptonHETL in Action-Buddy Berry

Debriefing and Evaluation Time-Tina Tipton

KDE Update

Denise Amos E/ LA Specialist

Seth Hunter Math Specialist

LDC Introduction to Construction 4

Template Task 2

[Insert essential question] After reading ___________ (literature or informational texts), write an ________ (essay or substitute) 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.

LDC design team,Template Task Bank

LDC: Teaching Task Design 5

Can This Task Be Saved?Task 19: Can social climbers really move into a new social class? After reading The Great Gatsby, Vanity Fair, and Limbo: Blue-Collar Roots, White-Collar Dreams, write an essay that explains how a character succeeded or failed in efforts to move to a higher social class. What conclusions or implications can you draw? Cite at least two sources, pointing out key elements from each source.

English III

LDC: Teaching Task Design 6

Task 3: After researching your textbook chapters on human anatomy, write an article for students your age that compares two major body systems and argues which one is the most exciting. Be sure to support your position with evidence from the texts.

Grade 8 Life Sciences

LDC Introduction to Construction 7

What is the LDC Timeline?Step 1: Create an argumentation writing task that requires

reading of appropriate textsStep 2: Instructional Plan (called a ladder) skills, texts,

vocabulary, writing process needed to successfully complete the template task

Step 3: Teachers teach the task and instructional ladder (see above)

Step 4: Score the task using provided rubricSteps 5-8: Repeat the process with informative/explanatory

task

LDC Introduction to Construction 8

Our Construction Calendar

Work Date Project

September 2011 Teaching task 2 argumentation

October 2011 Instructional ladder for first task followed by teaching time

January 2012 Scoring student work from first task

TBA Informational/Explanatory Task 11- Winter

TBA Instructional ladder for second task followed by teaching time

TBA Scoring student work from second task

TBA Modules to share with other teachers.

TBA Ideas on expanding and sharing LDC work

LDC Introduction to Construction 9

What Instruction?

The next step is to develop a mini-task for each skill, including:A prompt for students to addressA product for students to createA simple scoring guide (meets expectations/not yet)

10

Overview

Text complexity is defined by of Text Complexity

Qual

itativ

e

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative

2. Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and Task3. Reader and Task considerations –

background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

District Guided Discussions&

Team Time

Where are we going?

Today’s Objective:

You will be able to determine high quality evidence of HETL

in the classroom.

HETL 201

What are we looking for?

High Quality Evidenceev·i·dence

1. A thing or things helpful in forming a conclusion or judgment.

2. To indicate clearly; exemplify or prove.

3. To support by testimony; attest.

4. Plainly visible; to be seen.

High Quality Evidence

L

A KENTUCKY TIE…

HETL

HETL - Examples of Evidence ExerciseSECTION 1 – Learning Climate

1. Review the section / characteristics.

2. Districts discuss H.Q.E. “Look Fors”.

3. Retranslate the “Look Fors”.

HETL - Examples of Evidence Exercise

SECTION 2 – Classroom Assessment and Reflection

1. Review the section / characteristics.

2. Districts discuss H.Q.E. “Look Fors”.

3. Retranslate the “Look Fors”.

HETL - Examples of Evidence ExerciseSECTION 3 – Instructional Rigor and

Student Engagement

1. Review the section / characteristics.

2. Districts discuss H.Q.E. “Look Fors”.

3. Retranslate the “Look Fors”.

HETL - Examples of Evidence ExerciseSECTION 4 – Instructional Relevance

1. Review the section / characteristics.

2. Districts discuss H.Q.E. “Look Fors”.

3. Retranslate the “Look Fors”.

HETL - Examples of Evidence ExerciseSECTION 5 – Knowledge of Content

1. Review the section / characteristics.

2. Districts discuss H.Q.E. “Look Fors”.

3. Retranslate the “Look Fors”.

Where do we go from here?

Break Out Sessions (Pick 2)Main Meeting RoomEvaluating Resources:Analyzing the Cognitive Demand of Math Tasks - Seth Hunter

A/B RoomDifference between Argument and Persuade - Denise Amos

#200 Conference Room (out and up stairs)Instructional Rounds Overview - Tina Tipton

Art Room – (out and up stairs)HETL in Action - Buddy Berry

Debriefing / Closure / ReflectionMs. Tina Tipton