KVEC Instructional Support Leadership Network September 26, 2013

ISLN Norms Accessing Materials Electronically Rule of Two Feet

Repeating Goal for ISLN 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.

Themes for ISLN A Year of Change A Year of Change Dreaming BIG Dreaming BIG

Chasing a Dream

Jimmy Rose’s Dream

What is the dream for your school? What is the dream for your students?

The Dreams in your Hands Magoffin County Schools

The dreams of our students How can we help our students turn their dreams into reality? If their dreams are in our hands, what can we do?

ISLN Focus Every student taught by an effective teacher; every school led by an effective leader. Student mastery of KCAS with the goal of being college/career ready

Turning Dreams into Reality requires CHANGE What are the roadblocks to leading change?

Brady Bunch Parody

Time for Change As we go throughout the year together, ISLN will support you as you are leading district/school CHANGE in an attempt to turn dreams into reality while recognizing that change is not easy.

C3 Framework for Social Studies Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History Social Studies Standards: are based on a document called the College, Career, and Civic Life (C3) Framework for Social Studies by the National Council on Social Studies (NCSS). focuses on the disciplinary and multidisciplinary concepts and practices that make up the process of investigation, analysis, and explanation. are designed to have explicit connections to the Common Core ELA standards. (Literacy Standards in History/Social Studies)

Kentucky Core Academic Standards Social Studies Update Teacher, School, and District Leaders participating in Kentucky’s Leadership Networks for Social Studies will have multiple opportunities to provide input/feedback as well. The goal is to have a solid, defensible, world-class draft of college/career- ready standards to present to the Kentucky Board of Education in Progress updates will continue on a regular basis during Network meetings and in KDE’s ISN Newsletters and Webcasts.

Learning Targets Describe the three phases of the change process. Explain how to apply six strategies for managing change within your schools or districts. Use the Stages of Concern to plan for and provide differentiated support to those implementing new initiatives. Identify and explain strategies for addressing resistance to change.

Change? What Change?

The emperor has no clothes Write a quote you found significant on one side of an index card. On the other side of the card, explain the significance of the quote to you.

Save The Last Word For Me Protocol One person reads their quote and points out where to find it in the article, but does not explain its significance. The rest of the group discusses the quote. After two minutes, discussion stops and the first person reads the back of their card to explain the significance of the quote to them. Next person at table reads their quote and repeat the process.

Text Corners Send at least one person from your district to each of the four stations. Read the article and follow the protocol at that station. Go back to your district table and share information from your article and how the protocol worked. Discuss ways to use the articles, information, and/or protocols in your district work. Take notes on the learning targets using the discussion of your group. All articles and protocols are available on the website!

Professional Development VS Professional Learning

Speaking of Change….

How can I get a copy of the Framework for K-12 Science Education?

How Can I get a copy of the standards? nextgenscience.org/next-generation-science-standards

Framework Dimensions Core Ideas Practices Crosscutting Concepts P-12 MSOU of PIMSER Dimension 1: Core Disciplinary Ideas Foundational content ideas in four disciplines: Life Science, Earth/Space Science, and Physical Science Dimension 2: Cross-Cutting Elements Major ideas that have application across all domains of science Dimension 3: Science and Engineering Practices Practices scientists engage in as they investigate the natural world

Performance Expectations Clarification Statement Assessment Boundary

Digging In Take a look at the examples of standards in your packet. Spend time at your table talking over the questions on the three column handout and answer them as a table. Include questions you have at the bottom.

Shift Happens! 1.K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world. 2.The NGSS are student performance expectations—NOT curriculum. 3.The science concepts in the NGSS build coherently from K The NGSS focus on deeper understanding of content as well as application of content. 5.Science and engineering are integrated in the NGSS, from K The NGSS are designed to prepare students for college, career, and citizenship. 7.The NGSS and CCSS (ELA and Math) are aligned.

Speed Bumps to Implementation of NGSS

Speed bumps on the road to NGSS

Old dullness can trump new standards

Read some stuff Do some worksheets Write an argumentative passage Answer an ORQ Take it on faith Read some stuff Grow some plants and measure soil mass before/after Write an argumentative passage Prove it to yourself 5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]

NGSS Architecture Integration of practices, crosscutting concepts, and core ideas.

Crosswalk?

Avoid the folder swap

“The new standards don’t really impact me very much because I teach high school but I don’t teach biology”

The nebular theory of curriculum accretion in action

“We already do that”

Death march through the bullets

Science Teacher Leader Network Building Capacity—Not Train the Trainer Four Pillars Science Standards Highly Effective Teaching and Learning (TPGES) Balanced Assessment Leadership They need opportunities, expectations, and support.

Our Expectations of TLs Implement changes in classrooms and reflect on how changes affect student learning. Be willing to be observed by peers and receive feedback. Be willing to observe peers and offer feedback. Engage in conversations and planning for wider implementation with teacher teams and district teams. Take leadership role in sharing information in various ways in departments, schools, and districts.

Teacher Professional Growth and Effectiveness System (TPGES) Learning Targets Use the guiding questions to coach a teacher through the student growth goal setting process Identify what resources are available to support PGES implementation and how to access them Provide timely guidance on TPGES expectationsAGENDA  Resources  Housekeeping Items  Student Growth  For Next Time

Resources PGES Webpage: Professional Learning: Series.aspxhttp://education.ky.gov/teachers/HiEffTeach/Pages/PGES--Overview- Series.aspx Share “guide to professional learning”: Lync Sessions in EDS—Emphasize SGG sessions: PGES Lync Sessions-How to Video Register for a Lync Session Register for an Archived Lync Session EDS Help (next slides) ( ) Webcasts and Newsletters (Headline news):

Housekeeping Items Roster Verification ( c_verfiying_roster.pdf ) c_verfiying_roster.pdf Self-Reflection in EDS (Please see “Help” in EDS for further directions) Peer observation module available (See note at the end of agenda) Observation: Caseload manager ( RC_CaseloadManagement.pdf ) RC_CaseloadManagement.pdf Choosing A Model (District Decision: 3 & 1 OR 2 & 2) 1 st Window Sept 1-Oct 31 First Administrator Observation (Depending on Model: Full or Mini/Partial) Pre/post conference protocol (District decision on use of questions and format)

Student Growth Lync Sessions Think and Plan Tool (Handout Today) Scenarios (Handout Today) Guiding Questions (Step 1 and 2)

Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self-Reflection Student Voice Student Growth All measures are supported through evidence. State Contribution: Student Growth % Local Contribution: Student Growth Goals

Student Growth Developing Quality Growth Goals 59

Student Growth Process Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals 60

Determine Needs: Your Starting Line  Know the expectations of your content area standards  Know your students  Identify appropriate sources of evidence 61

Sources of Evidence: Variety Interim Assessments LDC/MDC Classroom Evidence Projects Products Student Portfolios Student Performances Common Assessments District Learning Checks 62

Rigorous Congruency to standards Measures ask students to demonstrate mastery of the identified skills/concepts at the level of rigor intended in the standard 63 Selected measures reach the level of rigor expected across the district Comparable

Think and Plan Tool

Directions At your table, read the student growth scenario. Using the Think and Plan Tool, evaluate the provided information. Use the post-it notes to label the following: Context, Standards, Sources of Evidence, Baseline, Rationale Did the teacher address all of the areas adequately? What questions do you still have for the teacher?

Simulation Activity  How can our district support thoughtful conversation between teacher and principal around Student Growth Goal Setting?

Scenario Activity

Strategic Conversations KLA National Consultant Robyn R. Jackson, PH.D October 17, 2013 Lexington, KY Guiding Questions for Student Growth (For teacher Reflection; For conversations with principals) KASA Website to Register

District Discussion Share Out What structures and/or processes are in place in our district to support teachers in any content area to develop meaningful student growth goals? What is one area that our district is going to need to focus on to provide support for some/all teachers? What is one question that we still have about setting Student Growth Goals?

What to Bring Next Time Bring a Think and Plan Tool that has been completed by a teacher from your district (all questions except for the last two questions)

What to Bring Next Time Innovation Configuration Map

Next Meeting Date Tuesday, October 8 Optional Q & A Session