Instructional Support Leadership Network CKEC Instructional Support Leadership Network Meeting September 17, 2015 Access materials at:

CKEC ISLN Facilitation Team Jacqueline Coleman Jacqueline Coleman KDE/CKEC Instructional Specialist – Social Studies Kelly Philbeck Kelly Philbeck, KDE Literacy/LDC Diane Still Diane Still, PLEE Coach, KDE, Terry Rhodes, Terry Rhodes, KDE/CKEC Instructional Specialist – Science Cherry Boyles, Chief Academic Officer, Washington County Schools Rebecca Woosley Rebecca Woosley, Effectiveness Coach, KDE

Learning Teaching Enhancing Supporting Sharing

Norms: Respect Cell phone Engagement Restrooms Being Prepared Side Conversations

 Introduction; focus on ISLN/Network goals for  District Leadership Teams-Where are we?  Routines Self-Assessment Rubric  Teacher Leadership Framework  Leveraging Teacher Leadership in Your District  Overview of Science and SS plan for the year

PGES - Professional Growth and Effectiveness System

ISLN Dates September 17, 2015 October November 19, 2015 January 21, 2016 February 18, 2016 March 17, 2016 Only 6 meetings left for the ISLN…How do we make sure that our work is sustainable?

Look at the paper titled “Leadership Network Beliefs Associated with Targets/Deliverables”

Where is your DLT? At your table, discuss where you are as a district. What needs to happen for your district to move towards Level 1?

EDI Rubric: Routines Self-Assessment Red Dot 1-RegularityBlue Dot 1-Focus on Performance Yellow Dot 1-Strong ExecutionGreen Dot 1-Action on Performance Focus on the weak and strong performances for your category, share where your district is on the scale with the other districts in your group and why. Back at your DLT, share what you learned from other districts in each category Have a “So What?” conversation with your DLT…using the Rubric and the IC Map, chart your next steps as a district Gallery Walk

10 Minute Break

“A strong leadership team, or a guiding coalition, with shared objectives is essential in the early stages of any organization’s improvement process. All levels of the system must be attentive to creating a leadership team of capable and influential people to serve as advocates for and monitors of that process. Every large-scale success that we have been associated with has been led by people who saw that their main lever for change was to create ever-expanding circles of leaders focused on whole-system reform: leaders developing other leaders with focus.” What does this say to YOU? Quietly reflect on the quote, jotting down key words or phrases that speak to you Popcorn around your table, sharing those key words or phrases

Science and Social Studies Goals for Meetings left

Social Studies Network Central Kentucky

Year at a Glance Network Capacities/Targets Some of the specific processes/skills TEACHER LEADERS, SCHOOL LEADERS, AND DISTRICT LEADERS (I.E. DISTRICT LEADERSHIP TEAMS –DLTs) will be expected to learn and products they will be asked to eventually produce (collectively) include: 1.Reaching consensus with colleagues on the meaning of the standards/performance expectations in terms of expected depth and breadth and the related progressions, (by engaging in/modeling processes to deconstruct KAS into clear learning targets). 2.Planning and reflecting on your own/others’ teaching using the CHETL and FfT as a guide. 3.Utilizing data effectively to improve teaching and learning by designing/selecting/implementing high-quality classroom/local assessments. 4.Planning/selecting rigorous and congruent (i.e., completely aligned) learning experiences for instruction. 5.Working collaboratively within and across networks to curate/create high quality resources. 6.Utilizing provided resources, tools, protocols, and other network products in your own and your district's’ schools to facilitate growth as part of your district’s leadership team (DLT). 7.Working with your district leadership team (DLT) in supporting other educators as they move toward full implementation of these same processes/strategies in their own classrooms. 8.Ensuring the DLT has the capacity and understanding to implement processes/protocols to model, design and systemically gauge effectiveness of professional learning. Sept OctNovJanFebMar Monthly Themes/Focus Questions How can CAPACITY for GOING DEEPER be developed and sustained? What IS Good Practice? How Do You Know? How can PROFESSIONAL LEARNING support the growth of all educators? What type of evidence supports the OPERATIONAL-IZATION of the FfT and CHETL? How can the EXAMINATION OF STUDENT/EDUCATOR WORK be supported as a routine for continuous improvement? How can a DLT PLAN, SUPPORT AND SUSTAIN STRUCTURES AND ROUTINES that promote continuous growth and improvement?

September  Review goals/vision of the network and characteristics of network participants  Utilize Equip Rubric for SS to analyze the inquiry based units designed by summer participants  Connect Equip, CHETL (Section III) & FfT (1E) to evaluate the quality of summer work  Led by teacher leaders (summer participants)  Break down Inquiry Based Unit templates and allow time for teachers to create their own  Introduce Daily Lesson Plan Sketch (within the IBU) and allow teachers time to work  Analyze their own work using CHETL (Section III) and FfT (1C – F)  Teach and assess lesson by October 27 th meeting—return with 2 H/M/L samples

Speaking of Standards Roll Out…  Stakeholders will review and provide feedback through December  The Social Studies content team will make revisions after the feedback is reviewed.  The Kentucky Board of Education will consider the KASSS for the second reading in April  The legislative committee review process will take place in late spring and summer of  During the school year, the Kentucky Academic Standards for Social Studies, once approved, will be implemented.  In the school year, Social Studies for elementary and middle school students will not be assessed.  The End-Of-Course U.S. History exam will continue to be administered in and during this transition.  The new social studies assessments for appropriate grade levels will be administered during the school year.

Science Network Central Kentucky

Science Assessment  In spring 2016, Kentucky’s science assessments will use the same process as the spring 2015 science assessments. To meet federal testing requirements, students will take a science Norm-Referenced Test in grades 4 and 7, but the results will not be included in accountability.  High school students will continue to take the Biology End-of-Course assessment. As in , high school results remain part of accountability.  Alternate assessment students will take science assessments at elementary, middle and high school levels, results will not be included in accountability.  As Kentucky works toward a new assessment based on the Kentucky Academic Standards in Science (KAS Science), please continue to support teachers in the classroom implementation of the new standards.

September Science Leadership Network Agenda  Teacher Leader Spheres  QFT-Evidence Statements  Intent Protocol-Understanding Intent of Performance Expectations  Using Evidence Statements to create lessons  Reflecting on instructional practices to plan for improvement

NGSS Evidence Statements Overview  The NGSS identify assessable performance expectations (PEs), or what students should know and be able to do at the end of instruction.  Each PE represents the integration of three “dimensions” of science education: scientific and engineering practices, disciplinary core ideas (DCIs), and crosscutting concepts (CCCs). As such, both student learning and assessment around the NGSS should be “three dimensional”.  The evidence statements are meant to show what it looks like for students to fully satisfy the PE.

Purpose  The evidence statements were designed to articulate how students can use the practices to demonstrate their understanding of the DCIs through the lens of the CCCs, and thus, demonstrate proficiency on each PE.  Given the shift to three dimensional learning, it is important to note that “minimum proficiency” on the NGSS is higher than for most previous standards, and will not look the same.  The evidence were not created to: 1. Be used as curriculum 2. Limit or dictate instruction

Structure  The science and engineering practices are used as the organizing structure for the evidence statements (this does not mean that the practices are more important than the other dimensions). The proper integration of practices make students’ thinking visible.  As such, there are templates for each practice that contain the categories necessary for students to demonstrate full proficiency on that practice.  The evidence statements and the associated templates are not meant to be used for the following: 1. As a description of teacher prompts, instructional techniques, or steps in a classroom activity 2. As a description of increasing levels of cognitive difficulty, Depth of Knowledge levels, or varying levels of student proficiency 3. As a checklist that denotes the ordering or sequence of steps in a student’s performance

How to Use the Evidence Statements  All users should spend time understanding the NRC’s Framework for K-12 Science Education and NGSS prior to using the evidence statements  For assessment: the evidence statements can be used to inform the development of summative assessments, but context would have to be added to the statements to align with the specific examples or prompts used in the assessment.  For instruction: the evidence statements can be used in support of instructional design, but it is crucial to recognize that there are numerous pathways educators may use across the course of lessons and units to allow students to ultimately be prepared for success on the performance expectations (and thus to be able to demonstrate the evidence statements).  Although evidence statements are listed individually for each performance expectation, this does not indicate that they should be measured individually, or that performance expectations should be taught or assessed individually. Classroom instruction should be focused on helping students build towards several PEs at one time because many concepts and practices are interrelated.

Limitations of the Evidence Statements  The evidence statements cannot do the following: 1. Provide or proscribe the contexts through which the PEs may be taught or assessed 2. Be the rubrics on which levels of student success would be measured 3. Identify the sequence of instruction or assessment 4. Put limits on student learning or student coursework 5. Replace lesson plans or assessment items 6. Serve as complete scoring rubrics

1.Read assigned sphere and vignette 2.Discuss questions-craft a group response 3.Each member be prepared to share with DLT from sphere: Summary of Core Beliefs Summary of Knowledge and Beliefs Group Response to questions Red Dot -Leading from the Classroom Blue Dot -Leading through Modeling and Coaching Yellow Dot -Leading Groups and Teams Green Dot -Leaidng to Increase Teacher Voice and Influence Orange Dot -Leading to Professionalize Teaching Black Dot -Leading to Connect to the Larger Community or World

How ARE we leveraging teacher leadership in our district? How CAN we leverage teacher leadership in our district? How ARE we facilitating opportunities for our teacher leaders to build capacity throughout the district? How CAN we facilitate opportunities for our teacher leaders to build capacity throughout the district?

Assignment: Decide on ONE thing you will do to engage your TL’s to support professional learning in your district. Be ready to share in October.

On your way out, please take one book for each Middle and High School in your district, compliments of the KY State Nature Preserves Commission. They ask that these books be placed in the media centers of each school. Next Meeting: Thursday Oct. 15, 2015