1. What does an effective peer observation system look like? Concept Mastery Routine? As you come in today, chart your district’s definition of a DISTRICT LEADERSHIP TEAM/SHARED LEADERSHIP

2. WELCOME to February 2015 ISLN! (March 17, 2015) Building capacity for instructional leadership in the KVEC region

3. Norms Start and end on time Cell phones on vibrate Rule of two feet Contribute…YOU are ISLN. Others?

4. ISLN Facilitation Team Stacy Noah, Effectiveness Coach Jennifer Carroll, PGES Strategy Lead Carole Mullins, ELA Instructional Specialist Chris Bentley, Science Consultant Katrina Slone, STEM Vacant, Social Studies Abbie Combs, ARI Educator Effectiveness

5. Four Pillars of ISLN and TLN Meetings  Kentucky’s Core Academic Standards  Characteristics of Highly Effective Teaching and Learning/KY Framework for Teaching  Assessment Literacy  Leadership

6. What did you take back and use?  Shared leadership article  Icurio  Crosswalk document for special education  Self assessment  iCurio  self assessment  Timeline for things to happen  Set up training for icurio  Time to share iCurio  Talk/meet with teacher leaders (including social studies to discuss QFT and further implementation into other content areas)  Crosswalk for special educators-Great!  iCurio  Concept map  A determination to try and strengthen cohesiveness and communication among the entire DLT  iCurio  Plan for teacher leaders to share at district Tools for defining shared leadership in my building What have you done since last meeting? Add that to this month’s evaluation.

7. February 2015 Learning Targets Understand the importance of an effective, high functioning DLT Understand the impact of formative assessment practices on student achievement Utilizing formative assessment in science classrooms Analyze Kentucky’s standards and guidance for Professional Learning Analyze school plans for PL implementation

8. Understand the importance of an effective, high functioning DLT Learning Target #1

9. With another district, share your district’s charted definition. What is a District Leadership Team/Shared Leadership?

10. Be sure to submit!

11. Finding Clarity Amid the Fog HOW DOES THIS ARTICLE CONNECT TO THE NEED FOR A HIGHLY EFFECTIVE, FUNCTIONING DLT THAT IS FOCUSED ON STUDENT ACHIEVEMENT? WHAT DOES THIS ARTICLE MEAN TO YOU?

12. Understand the impact of formative assessment practices on student achievement Learning Target #2

13. Student performance represented as a population curve PerformancePerformance

15. What are some limiting factors of student performance. – Student ability/desire – Socioeconomic status – Parental involvement – Curriculum alignment – Quality of instruction

16. What factors can we control as educators? Really, schools can only control two factors that influence student achievement. – Curriculum What is taught – Instruction How we teach it Other factors can be addressed but not controlled

17. Confusion??? Before curriculum alignment, testing was like practicing football all year, showing up for the big game, and playing basketball.

18. After Curriculum Alignment Now we see peaks and valleys? Why? We have just about reached our “Carrying Capacity” of performance!

19. Alignment to New Standards We are not yet aligned to the new science and social studies standards We can expect some confusion while teachers wrestle with these changes Very important to utilize network teacher leaders to build capacity in your districts

20. . Analyzing an Assessment Scenario Read Assessment Scenario Answer Guiding Questions in your group Share

21. Assessment Scenario Guiding questions for table discussion What type of assessment model is this? (summative, formative or both?) What is the main purpose of this assessment model? What does it do well? What doesn’t it do well? Overall, is this model effective for increasing student performance? Discuss rationale for your answers

22. Dylan William, Ahead of the Curve Chapter 9 5 Ws and H tool

23. Ahead of the Curve: Dylan William Chapter 9 Who will change? Why is a change needed? What will change? Where will the changes be made? When will the changes be made? How will the changes be made? What are the “takeaways” from this article? What was important learning for you?

24. Takeaway from this data? Intervention Extra Months of Learning Gained per Year Classroom Cost per Year Class-size reduction by 30% (for example, from 30 to 20 students) 3$ 30,000 Increase teacher content knowledge from weak to strong (2 standard deviations) 1.5Unknown Formative assessment6-9$3,000

25. Five Strategies…Countless Techniques 1.Clarifying learning intentions and sharing criteria for success. 2.Engineering effective classroom discussions, questions, and learning tasks that elicit evidence of learning. 3.Providing feedback that moves learners forward. 4.Activating students as owners of their own learning. 5.Activating students as instructional resources for one another. Can you identify specific examples of these strategies?

26. Professional Learning gradualism flexibility choice accountability support

27. Re-evaluate the assessment scenario Discuss based on the Dylan William reading: What was missing from the scenario you looked at earlier? What is missing from assessment scenarios in your classrooms? What are some examples of gradualism, flexibility, choice, accountability, and support in professional learning in your schools/district?

28. Assessment OF Learning or Assessment FOR Learning What was the purpose of the assessment scenario? – Autopsy??? It demonstrates what they don’t know, too late to make an instructional change – It allows us to monitor success but not impact success – Why do we follow scenarios like these in our districts?

29. Purpose This scenario can work formatively to allow control of what is COVERED in the classroom but not what is LEARNED in the classroom. Is this important? Making changes to programs/instruction from year to year, cycle to cycle

30. Reflection What new understandings have I gained? How can this impact student learning? What can I use from this experience? (Eval) What is important for my colleagues to understand? (Eval) With whom can I share this information? (Eval) What is the best way to share this information?(Eval)

31. Favorite Quote From Chapter: For instance, a teacher might want to learn how to implement “jigsaw” groups, despite the absence of evidence that this is likely to make a difference to student achievement (indeed, according to Slavin, Hurley, & Chamberlain, 2003, not only is there an absence of evidence of an effect; there is, in fact, evidence of the absence of an effect).

32. Utilizing formative assessment in science classrooms Learning Target #3

33. SCIENCE Formative Assessment Lesson Force & Motion alpha version 11-2014

34. Intent of Lesson Approach Modeled after MDC Formative Assessment Lesson Process – tools used to implement Common Core Standards for Mathematics Typically be taught 2/3 of the way through a unit Intent of these types of lessons is to engage students in a productive struggle that helps deepen conceptual understanding and allows students to correct flawed thinking based on their own reasoning.

38. The 5 Strategies of Assessment for Learning (the heart of MDC) 1.Clarifying and sharing learning intentions and criteria for success 2.Engineering effective discussions, questions and tasks that elicit evidence of learning 3.Providing feedback that moves learners forward 4.Activating students as the owners of their own learning 5.Activating students as instructional resources for one another (Thompson & Wiliam, 2007)

39. Today’s Experience for TLs 1.Facilitation of Learning 1.Questioning 2.Productive struggle 3.Correcting misconceptions / incomplete thinking – the pre-assessment, card sort, and post assessment work together to allow the learner to construct reasoned understanding 2.Deepen Content Knowledge – even if you don’t teach at the level of this lesson, it’s important that all science teachers understand this content

41. www.youtube.com/watch?v=5C5_dOEyAfk Warm-up

42. Would the hammer and feather drop the same on the Earth? Why? What force(s) are acting on the hammer & feather on the Moon? The Earth? If a force is applied to an object, how does it affect the object?

43. Pre-test

44. Sort the cards into 2 categories: 1) forces acting on the box are balanced 2) forces acting on the box are unbalanced. NOTE: A “push” indicates that hands are in contact with the box. A “shove” indicates that an abrupt force is applied by the hands but then the hands are not in contact with the box.

46. A BOX AT REST ON A TABLE F gravity (Weight of box) F normal (Table pushing up on the box) CORRESPONDING FORCE DIAGRAM

47. Pair each card with a force diagram. 1) Label each force on the diagram. 2) Indicate on each card: a ) the forces are balanced / unbalanced b) the motion is speeding up, slowing down, or at constant speed. NOTE: The grid is there to help you understand the relative magnitude of each force.

48. Sharing work 1.One person from each group get up and visit a different group. 2.If you are staying at your table, explain your card order to the visitor, justifying the placement of each card. 3.If you are the visitor, look carefully at the work and challenge any cards that you think are in the wrong place. 4.If you agree on the placement of the cards, compare your methods used when ordering. P-48

49. Whole Class Discussion Were there any disagreements when you shared your work? Can someone give an example? What reasoning did you each give? Does anyone agree with “student A?” Why? Does anyone have anything to add?

56. Post-test

57. Questions? Feedback? What are the connections you can make between this FAL and the Ahead of the Curve reading?

58. Revisit: Innovation Configuration Maps How is/could your district using/use the Innovation Configuration Maps? Who analyzes our systems, processes and protocols to ensure success and effectiveness? Pages 10-16: Assessment Literacy

59. Analyze Kentucky’s standards and guidance for Professional Learning Learning Target #4

61. Professional Learning February-first look at our professional learning as it aligns to Kentucky’s Professional Learning standards March-”deep dive” into our PL plans to ensure our content, processes, and design ensure high quality, job embedded Professional Learning that will impact student achievement.

62. Kentucky PL Standards Guidance

63. PD vs. PL (Joellen Killion, Learning Forward) PD vs. PL Use your T chart to start to identify how Professional Development and Professional Learning are different.

64. Analyze school plans for PL implementation Learning Target #5

65. Choose an upcoming professional learning experience/opportunity you have planned for a group. Use the definitions of PL and PD on pages 1 and 2 of the PL guidance document and what you learned from video. Discuss with your district team: Is the PL opportunity we have begun to plan PD or PL? What improvements can we make to our planned learning to focus on the learning and outcomes?

66. Next month, bring your Professional Learning Plan to engage in analysis of learning opportunities and sharing of high quality professional learning

67. Social Studies At March meeting, participants will Using the new standards, participants will identify Critical Concepts and Strands for each progression

68. PGES Updates March 11, CEP workshop in Floyd County at Floyd County Extension Office PGES Regulation, first reading in Feb, second reading In April – OPGES – ATC – Other District Personnel

69. Please Complete the Evaluation Form FRIDAY, APRIL 17, 2015 @ KVEC