ISLN November #grrecisln

K.D.E. # 7. 8: Disseminate Content Standards to schools and teacher prep programs. K.D.E. # 9, 10: Provide or facilitate statewide training for teachers and administration on integration of standards in instruction, assessments, and improvement of higher order thinking/communication skills; collaborate with EPSB/CPE on doing the same for teacher prep. K.B.E. # 11: Assist local districts and schools in developing and using continuous assessment strategies to provide diagnostic information to improve student progress, to improve instruction and to meet the needs of individual students. K.D.E. # 13: Assist schools/districts in developing and using continuous assessment. *The Networks are attempting HIGH QUALITY and RESEARCHED BASED implementation of these mandates, not merely compliance. Revisiting Senate Bill 1 (2009)

NETWORKS: ELA, Math, Science, Social Studies 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.” Twitter: #GRRECISLN Website:

ELA Online Cadre Dec. 5: ELA Network Continuation Conversation 3:15 p.m. CST kadiralston.com) Specifically, share how your practices, strategies, assignments, and/or classroom experiences reflect the work around highly effective teaching and learning we discussed in the network. How are you sustaining the learning from your time in the ELA Leadership Network? How have high quality formative assessment practices impacted the instructional procedures/decisions you make as you design experiences for students? What do you consider? Do you have effective protocols students can use to analyze work, track learning, or set goals? What contributions have you been asked to make in your District Leadership Team? Questions and needs for support

Supporting Disciplinary Literacy Dec. 18: Online Lync session (one hour) Main Points: o PGES Domain 4: Professional Responsibilities o Supporting shared literacy responsibility across contents o Contributing to effectiveness of Writing Program Review o Supporting incorporation of Literacy Standards for Social Studies/Science and Tech. Subjects o Supporting disciplinary literacy within their own classrooms o Supporting disciplinary literacy support in the District Leadership Team Practice Lync sign-in on Dec CST Follow-up session in March 2014

Math Online Cadre When: Dec 2, 3:15 CST What: Math Teacher Leader Network continuing conversation Where: blogwww.teresaemmert.weebly.com  How are you sustaining the learning from your time in the Math Leadership Network?  As a classroom teacher?  As a teacher leader?  How have high quality formative assessment practices impacted the instructional procedures/decisions you make as you design experiences for students? Which of the 5 FA strategies do you feel you need more support?  Questions, needed support, and ideas for next steps.

Math Online Cadre December 9: Online Lync Session (one hour) Main Points: o Framework for Teaching with emphasis on Domain 4 o Digging in Deeper to the Critical Areas and specific problematic standards Networking lessons and assessments to build meaning around these standards. o Formative Assessment Continue discussions around the 5 strategies Formative Assessment Lessons – successes and areas of concern o Leading the work Practice Lync sign-in on Dec CST Practice Lync sign-in on Dec CST

Social Studies Networks Social Studies Content Leadership Networks January 23, 2014 February 20, 2014 March 25, 2014 Focus College, Career & Civic Life C3 Framework for Social Studies State Standards KCAS for Literacy in History and Social Studies KCAS Shifts in Literacy Instruction Assessment Literacy Characteristics of Highly Effective Teaching and Learning Building Leadership Capacity for scaling work to others in school and district socialstudies.org/C3

C3 Organization Inquiry Arc

The inquiry arc is a set of interlocking and mutually reinforcing ideas that feature the four dimensions of informed inquiry in social studies:

Dimension 2: Disciplinary Tools and Concepts Appendices included for ELA/Literacy Common Core, Psychology, Sociology, and Anthropology

C3 Framework Standards What is our focus NOW for Social Studies? Ensure a clear, consistent, deep understanding of the Literacy Standards for Social Studies/History to inform highly effective teaching and learning Begin to evaluate the C3 Framework and implement inquiry based practices as they align to current standards Kentucky’s Leadership Networks for Social Studies will have multiple opportunities to dig into the framework, analyze its strengths and provide feedback on the usefulness of it to inform Social Studies standards and practice.

Science Leadership Network

Clear Targets 1.How do you currently share learning intentions or expectations with students prior to instruction? 2.How do you reinforce your learning intentions or expectations while teaching a standard or unit?

LEARNING TARGET The starting point for effective assessment is clarifying the

Learning Targets Knowledge Reasoning Performance/Skills Products

Knowledge Targets Usually knowledge targets begin with words like: Knows, lists, names, identifies, recalls

Reasoning targets start out with mental processes like: Predicts, infers, classifies, hypothesizes, compares, concludes, summarizes, analyzes, evaluates, generalizes Reasoning Targets

Performance Skills Targets Performance skills require the students to demonstrate their mastery of a learning target and to be observed.

Product Targets The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.

Assessment Literacy This is the basis of our work in KY. Chapters 1-4 are online at if you or your teachers need more information.

Why Deconstruct? Why Targets? Develop Meaning Formative Assessment

GOAL FOUNDATION Enablers FOUNDATION Enablers GOAL

Target Assessment Match

Model a Deconstruction “ I DO” K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Analyze data change speed direction push pull What are the key words and/or key concepts for learning? What will students need to know or do to show mastery? What is the intent of the standard/learning?

KnowledgeReasoning or Performance SkillProduct Describe pushes/pulls as forces that move an object. Know that speed is how fast something moves. Identify change as a difference in something. Recognize that “data” is collected information. Describe the relationship between the strength of the push or pull and the change in speed or direction. Infer that people can cause change in an object’s speed or direction. Interpret speed/direction data to support a claim that the design solution worked or not. No products. K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.] K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

Instructional Sequence Strong and Weak Models of instruction based on ‘Photosynthesis’ Performance Expectations at each grade band. Teachers will be given an instructional sequence based on the 5E Model. Teachers will be ‘students’ during this time. ‘WE DO’ process of deconstructing the PE that was highlighted in lesson after lesson.

Deconstruction Debrief Learning Target: Learning ExperiencePractices Crosscutting Concepts DCI What is the value of this deconstruction process?

Follow-Up ‘YOU DO’ – Teacher Leaders will each choose a Performance Expectation to deconstruct with other teachers in their schools/ districts. PROCESS is most important! Twitter: #GRRECISLN Website:

Guiding Question: Guiding Question: How can we help our teachers understand the importance of the process of locally breaking standards into targets?

Open Space Networking Break as needed during Open Space Networking

1.Whatever happens is the only thing that could have. 2.Whoever comes is the right people. 3.Whenever it starts is the right time. 4.When it’s over, it’s over. And One Law Law of Two Feet – Feel free to move to another group 4 Guiding Principles Bring It Home at 9:30

Guiding Question: Guiding Question: Based on Open Space Networking conversations, I used to think ______, but now I think ________.

Framework Connection As a table, Look at Domain 4 scenario cards Match the cards to components in Domain 4

Professional Growth Initial Reflection Examine Data Develop the PGP Implement the PGP On-Going Reflection Collaboration between teacher and supervisor is KEY

Goal Setting “It is essential to recognize that these goals are goals for the teacher’s learning, not student learning.” – Charlotte Danielson 1.What do I want to change about my practices that will effectively impact student learning? 2.What is my personal learning necessary to make that change? (How can I develop of plan of action to address my professional learning?) 3.How will I know if I accomplished my objective?

For the 2012 – 13 school year, I will improve my ability to engage students in their learning by attending and implementing Rigor and Relevance training, researching and implementing strategies for engaging students in rigorous learning, and refining my use of student involved formative assessment practices. These will be measured through pre and post assessments, student work samples, interim assessments, peer and principal observations and conferences, and self-reflection. Goal Structure

Your Turn! Take out your homework. (Professional Growth Goals) Review each goal as a table. Look for the 3 critical questions in each goal and highlight each a different color and provide feedback. What do I want to change about my instruction that will effectively impact student learning? What is my personal learning necessary to make that change? What are the measures of success?

Table Swap As a table choose one goal to write on chart paper and hang on the wall. Bring a goal from another district back to your table and discuss. Each participant use a post-it to provide critical feedback. What do I want to change about my instruction that will effectively impact student learning? What is my personal learning necessary to make that change? What are the measures of success?

The Instructional Leader’s Guide to Strategic Conversations with Teachers Never Underestimate your Teachers By: Robyn R. Jackson Jackson, R. (2013). Never underestimate your teachers. Alexandria: ASCD.

High Will Low Skill High Will High Skill Low Will Low Skill Low Will High Skill Jackson, R. (2013). Never underestimate your teachers. Alexandria: ASCD.

Will Drivers  Autonomy  Mastery  Purpose  Belonging Jackson, R. (2013). Never underestimate your teachers. Alexandria: ASCD.

Scenario Feedback Activity Twitter: #GRRECISLN Website:

Guiding Question: Guiding Question: How can we build capacity in our school leaders to provide effective, customized feedback?

Breakout Sessions Session 1 12:30-1:00 PGES Panel Discussion: Your Questions Answered Room 208F ‘Good to Great’ Student Growth Goals Room 208E PPGES: Principal Performance Standards Room 208D Response-to- Intervention (Infinite Campus) Room 112 ASSIST: CDIP/CSIP (1.5 hr. session) Room 163 Session 2 1:05-1:35 PGES Panel Discussion: Your Questions Answered Room 208F ‘Good to Great’ Student Growth Goals Room 208E PPGES: Principal Performance Standards Room 208D Response-to- Intervention (Infinite Campus) Room 112 Session 3 1:40-2:10 PGES Panel Discussion: Your Questions Answered Room 208F ‘Good to Great’ Student Growth Goals Room 208E PPGES: Principal Performance Standards Room 208D Response-to- Intervention (Infinite Campus) Room 112  Session 5 is a 1.5 hr session.  Sessions 1-4 will repeat 3 times. Each of these is a 30 min session.  Divide your District Team so that your team has an opportunity to learn about the different topics.

Lunch-and Learn: Begins at 11:45 Facilitated Table Talk Options Dr. Gary Houchens - "Still Widgets: Lessons From Other States on Improving Teacher Evaluation” Dr. Jill Cabrera- “Soft Skills of Leadership: Lessons Learned from the U.K. Autonomous Schools” Brian Womack – “What can schools do NOW with KCAS for Science?” Donna Link – “Elementary Reading: Effective School Practices” Monica Osborne – “PGES: Burning Questions for Implementation” Teresa Emmert – “Conceptual Understanding in Math” We’ll RESUME ISLN at 12:30

Breakout Sessions Session 1 12:30-1:00 PGES Panel Discussion: Your Questions Answered Room 208F ‘Good to Great’ Student Growth Goals Room 208E PPGES: Principal Performance Standards Room 208D Response-to- Intervention (Infinite Campus) Room 112 ASSIST: CDIP/CSIP (1.5 hr. session) Room 163 Session 2 1:05-1:35 PGES Panel Discussion: Your Questions Answered Room 208F ‘Good to Great’ Student Growth Goals Room 208E PPGES: Principal Performance Standards Room 208D Response-to- Intervention (Infinite Campus) Room 112 Session 3 1:40-2:10 PGES Panel Discussion: Your Questions Answered Room 208F ‘Good to Great’ Student Growth Goals Room 208E PPGES: Principal Performance Standards Room 208D Response-to- Intervention (Infinite Campus) Room 112  Session 5 is a 1.5 hr session.  Sessions 1-4 will repeat 3 times. Each of these is a 30 min session.  Divide your District Team so that your team has an opportunity to learn about the different topics.

Closing See you at the next GRREC ISLN meeting: January 21, 2014 Remember our Snow Policy! Twitter: #GRRECISLN Website: