1. OVEC/KDE Instructional Support Leadership Network Welcome Your facilitators are: Dr. Molly Sullivan Mr. Buddy Berry Mr. Thom Coffee Mr. Bill Hogan Mr. Seth Hunter Mrs. Denise Amos Mrs. Shannon Treece Ms. Tina Tipton

2. OVEC/KDE Instructional Support Network Meeting Welcome-Tina Tipton Addressing 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 Hunter Difference between Argument and Persuade-Denise Amos Instructional Rounds Overview-Tina Tipton HETL in Action-Buddy Berry Debriefing and Evaluation Time-Tina Tipton

3. KDE Update Denise Amos E/ LA Specialist Seth Hunter Math Specialist

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 Introduction to Construction4

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 Design5

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: Teaching Task Design6

7. What is the LDC Timeline ? Step 1: Create an argumentation writing task that requires reading of appropriate texts Step 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 rubric Steps 5-8: Repeat the process with informative/explanatory task LDC Introduction to Construction7

8. Our Construction Calendar LDC Introduction to Construction8 Work DateProject September 2011Teaching task 2 argumentation October 2011Instructional ladder for first task followed by teaching time January 2012Scoring student work from first task TBAInformational/Explanatory Task 11- Winter TBAInstructional ladder for second task followed by teaching time TBAScoring student work from second task TBAModules to share with other teachers. TBAIdeas on expanding and sharing LDC work

9. What Instruction? The next step is to develop a mini-task for each skill, including:  A prompt for students to address  A product for students to create  A simple scoring guide (meets expectations/not yet) LDC Introduction to Construction9

10. 10 Overview Text complexity is defined by of Text Complexity Qualitative 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 Task 3. 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.

11. District Guided Discussions & Team Time

12. Where are we going?

13. Today’s Objective: You will be able to determine high quality evidence of HETL in the classroom.

15. What are we looking for?

16. High Quality Evidence ev·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.

17. High Quality Evidence A KENTUCKY TIE …

20. HETL - Examples of Evidence Exercise SECTION 1 – Learning Climate 1.Review the section / characteristics. 2.Districts discuss H.Q.E. “Look Fors”. 3.Retranslate the “Look Fors”.

22. 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”.

24. HETL - Examples of Evidence Exercise SECTION 3 – Instructional Rigor and Student Engagement 1.Review the section / characteristics. 2.Districts discuss H.Q.E. “Look Fors”. 3.Retranslate the “Look Fors”.

26. HETL - Examples of Evidence Exercise SECTION 4 – Instructional Relevance 1.Review the section / characteristics. 2.Districts discuss H.Q.E. “Look Fors”. 3.Retranslate the “Look Fors”.

28. HETL - Examples of Evidence Exercise SECTION 5 – Knowledge of Content 1.Review the section / characteristics. 2.Districts discuss H.Q.E. “Look Fors”. 3.Retranslate the “Look Fors”.

29. Where do we go from here?

30. Break Out Sessions (Pick 2) Main Meeting Room Evaluating Resources: Analyzing the Cognitive Demand of Math Tasks - Seth Hunter A/B Room Difference 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

31. Debriefing / Closure / Reflection Ms. Tina Tipton