1. January 16, 2014 KVEC Instructional Support Leadership Network Next Meeting Date: Tuesday, February 11, 2014

2. Support the implementation and scaling of KCAS, PGES, and professional learning in my school/ district to provide students with the experiences necessary to become college and or/ career ready.

3. ISLN Norms Accessing Materials Electronically http://kvecsupportnetwork.wikispaces.com/ Rule of Two Feet

4. Kentucky Core Academic Standards Social Studies January 2014 Update What are the plans for Kentucky’s Social Studies Leadership Networks? Why should social studies teachers be involved before new standards are completed?

5. C3 Framework for Social Studies Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf

6. C3 Inquiry Arc

7. JANUARY 24, 2014 HAZARD COMMUNITY AND TECHNICAL COLLEGE 9:00 a.m. – 3:30 p.m.

9. Statewide Product Plan Model deconstructions for progressions (e.g. waves) Model classroom assessments for that progression. Model activities for that progression. We are KDE!!!

10. Revisit Deconstruction 1. Look at the two model deconstructions. 2. Determine which you think is the strong and which is the weak model. 3. Why do you think as you do. 4. Share with a table partner. 5. What is good about the strong model? What would make it stronger? 6. With the others at your table, make a list of what makes a deconstruction strong (useful).

11. Claim, Evidence, and Reasoning

12. Classroom Assessment Look at the standards and the assessment you were given. Determine if the assessment is congruent to either standard. Use your Claim/Evidence organizer to make a claim about the congruency of the assessment to the standard. Write your evidence on the organizer.

13. Deconstruct the Standard In two groups at your table, deconstruct the standards onto the forms. Compare the two deconstructions at your table. Come to consensus around one. Trade with another table. List similarities and differences between the two. Deconstruction Flowchart Strong and Weak Models

14. Revisit Classroom Assessment Take a second look at your assessment. Do you still agree with your claim about the congruency of the assessment to the standard? Use your Claim/Evidence/Reasoning organizer to make or change your claim about the congruency of the assessment to the standard. Write your evidence and reasoning on the organizer. Go around the table to share your assessment and your claim, evidence, and reasoning.

15. Debrief Why deconstruct? What is important to know in order to select and create congruent classroom assessments? How do we know when kids have got it? What might an assessment for a standard look like?

16. Spotlight on Practices Constructing explanations and designing solutions Accounts that link scientific theory or understanding with scientific observations or phenomena Identifies the underlying chain of cause and effect Use primary and secondary scientific evidence and models to support or refute Identify gaps or weaknesses in explanations Engaging in argument from evidence Scientific arguments are part of an ongoing dialogue within the scientific community, building on and responding to previous contributions A collective process of figuring out the best answer to a question An argument is stronger when the proposed explanation fits better with the evidence or when refuting evidence makes other explanations less likely Depend on one another

17. Resources for Districts

18. Something to think about…. How are you using your teacher leaders in your schools and districts? What have you asked them to do since September? Have you visited their classrooms and/or had conversations with them to find out what, if anything, they are doing differently as a result of their network participation?

19. KVEC Certified Evaluation Plan Training Thursday, February 13, 2014 http://education.ky.gov/teachers/HiEffTeach/Pages/PGES-Headline-News.aspx Link on KDE’s website for Model Certified Evaluation Plan

20. OF STUDENTS

21. TPGES Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self-Reflection Student Voice Student Growth Sources of evidence to inform professional practice. 21

22. What do all of these sites have in common?

23. The Big Three Activity  Identify THREE takeaways from the article on assigned color paper  Take THREE minutes to share your takeaways with someone else Why Kids Should Grade Teachers

24. 1. Test scores can reveal when kids are not learning; they can’t reveal WHY. They might make teachers relax or despair- but they can’t help teachers improve. 2. Survey results don’t change depending on race or income- not the case with test data, which can rise depending on how white and affluent a school is. 3. If you ask kids the right questions, they can identify, with uncanny accuracy, their most- and least-effective teachers.

25. MET Project: Student Voice The Research to Support SV http://www.metproject.org/resources.php

26. Student Voice in the Classroom Teaching Channel Video https://www.teachingchannel.org/videos/improve-teaching-with- student-feedback

27. Mr. Ronevich Question #1Question #2 How did Mr. Ronevich use the results to improve his teaching? How did the principal use the results to help Mr. Ronevich improve his practice?

28. Kentucky S.T.U.D.E.N.T. Voice A Look at the Questions

29. S.T.U.D.E.N.T. Voice Survey Questions relate to construct of S.T.U.D.E.N.T. Three Different Surveys- all levels completed online K-2 (administered individually to student by adult) 3-5 6-12

30. Student Voice & FfT For your assigned letter, match the question/construct to the most appropriate component from the Kentucky Framework for Teaching document. Identify your correlation on the poster for each survey.

31. Group Assignment Green: S Blue: T Purple: U Light Pink: D Hot Pink: E Yellow: N Orange: T

32. K-2 Survey Support: 2B Transparency:2B, 3D, 2E, 3A Understand:3D, 3C Discipline:2D, 2C Engage:3C, 3B Nurture:2A, 3D, 3B Trust:3B, 2B, 2A, 2B

33. 3-5 Survey Support:2B Transparency:2B, 3D, 2E, 3A, 3D Understand:3D, 3C Discipline:2B, 2D Engage:3C, 3B Nurture:2A, 3D, 3B Trust:3B, 2B, 2A

34. 6-12 Survey Support:2B, 3D Transparency:3A, 3E, 3D Understand:3D Discipline:2A, 2D, 2C Engage:3C, 3B Nurture:2A Trust:2A, 2B, 3B, 2C

35. DISTRICT Student Voice Results

37. School Student Voice Results

39. Teacher Student Voice Results

41. Analyzing Student Voice Results ACTIVITY

42. Q & A with Jennifer Howard Magoffin County H.S. Math Teacher Using Student Voice to Improve Teaching

43. Getting Ready for Student Voice Administration Window: ~March 19-April 2 ACTIVE Infinite Campus Student Portal ~Usernames & Passwords Student Voice Survey Guidance Document

44. KDE Student Voice Link http://education.ky.gov/teachers/HiEffTeach/Pages/Stude nt-Voice-Survey.aspx http://education.ky.gov/teachers/HiEffTeach/Pages/Stude nt-Voice-Survey.aspx Access to Student Voice Toolkit and other pertinent information on KDE’s site.

45. A video series to support Student Voice implementation http://mediaportal.education.ky.g ov/educator-effectiveness/

46. SV Video Series Video 1: Why Student Voice Video 2: Student Voice Toolkit Video 3: Critical Action Video Video 4: The K-2 Administration Video 5: The 3-12 Administration

47. Preparing for 2014-15 Next year ALL teachers will have Student Voice Survey results. ALL teachers, EVERY year. This year, as part of the statewide pilot, ALL teachers can participate. Would including ALL teachers this year help with FULL implementation for 2014-15?

48. Student Voice What needs to happen NOW to get ready for Student Voice? Who needs to be involved in preparing your district/school for Student Voice administration?

49. @KyPGES

50. Magoffin County Breathitt County PGES PANEL DISCUSSION