1. Learning
Teaching
Enhancing
Supporting
Sharing

2. ISLN participants! As you arrive . . .
Log in to ovecisln.wikispaces.com

3. ISLN
Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready.
Build an infrastructure to support PGES to full scale.

4. Continuous formative assessment question:
What new learning have you discovered you need as a result of this meeting?

5. Social Studies Update… Informing Highly Effective Practice
Assessments
Current
State
Standards
(KCAS SS and Literacy in History/SS
Curriculum +
Instruction
LOOK AT WHAT IS CURRENTLY AVAILABLE TO INFORM HIGHLY EFFECTIVE PRACTICE…AND AS WE DO SO AND GET MORE INFORMATION FROM THE FIELD, THEN WE CAN DECIDE HOW BEST TO REVISE STANDARDS …It is important to note that we do have a Framework that is based upon the Inquiry Arc and presented into four dimensions: 1. Developing Questions and Planning Inquiries 2. Applying Disciplinary Concepts and Tools 3. Evaluating sources and using evidence and 4. Communicating conclusions and taking informed action.
OVER TIME, Our goal is to have a solid, defensible, world-class draft of college/career ready standards to present to the Kentucky Board of Education –POSSIBLY SOMETIME in 2014.
Teacher Development

6. TPGES –Teacher Professional Growth and Effectiveness System
Pillars of Leadership Networks
Network Foundations….
Pillars again
Highly Effective Teaching and learning
Kentucky’s Core Academic Standards
Assessment Literacy
Leadership
CHETL— Section 1-Learning Climate
A. Teacher creates learning environments where students are active participants as individuals and as members of collaborative groups (teacher creates, questions, shares, discusses, reasons, and analyzes the processes involved in civic engagement, social studies inquiry and historical thinking).
B. Civic Dispositions (theme woven throughout CHETL/course content/activities)
Section 2. Classroom Assessment and Reflection
Formative Assessment—teachers use multiple methods to systematically gather data about student understanding and ability (scored discussions, debates)
Section 3 Instructional Rigor and Student Engagement
Differentiated Strategies (Language Rich Classroom CHATS)
Classroom discussions –promoting higher order thinking skills
H. Integrates application of Inquiry Skills into learning experiences
TPGES –Teacher Professional Growth and Effectiveness System

7. Formative Assessment Strategies Literacy Connections
Navigating KCAS
CHETL
Formative Assessment Strategies
Literacy Connections
Reading Strategies
Rigor & Student Engagement
Amy Treece
Instructional Specialist
October is Connected Educator Month—link is provided, wealth of resources available
Spotlight Instructional Strategy—Academic Conversations
Handout provided summarizes key components of the text…targets 5-12, use this tool to plan with teachers as a means to impact instructional practice…encourages teachers to promote a rigorous learning environment that puts students in charge of their learning…powerful, meaningful, hands-on activities for working on conversation skills—multiple applications across subjects (common language used to support academic rigor across multiple subjects/contents)

8. A New Vision of Science Learning that Leads to a New Vision of Teaching
The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.
A Framework for K-12 Science Education p. 1-2
The Committee on a Conceptual Framework for New Science Education Standards was charged with developing a framework that articulates a broad set of expectations for students in science. The overarching goal of our framework for K-12 science education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology (Framework, ES 1).

9. Structure of the Framework:
The Framework establishes three dimensions of science learning:
Science and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
The framework establishes three dimensions of learning that are also reflected in the structure of the NGSS. The the NGSS are intended to be a blending of these three dimensions which represents a significant switch in the way science is often taught using the previous KCAS standards developed in the 90s.

10. Dimension 1: Science and Engineering Practices
5. Using mathematics and computational thinking
6. Constructing explanations (science) and designing solutions (engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
1. Asking questions (science) and defining problems (engineering)
2. Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Dimension 1 [Scientific and Engineering Practices] describes (a) the major practices that scientists employ as they investigate and build models and theories about the world and (b) a key set of engineering practices that engineers use as they design and build systems. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice (Framework, p. 2-5).
Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend, and refine that knowledge. Both elements—knowledge and practice—are essential (Framework, p. 3).
Similarly, engineering involves both knowledge and a set of practices. The major goal of engineering is to solve problems that arise from a specific human need or desire. To do this, engineers rely on their knowledge of science and mathematics as well as their understanding of the engineering design process (Framework, p. 2-3).
The practices include. . .
Asking questions is essential to developing scientific habits of mind. Even for individuals who do not become scientist or engineers, the ability to ask well-defined questions is an important component of science literacy, helping to make them critical consumers of scientific knowledge.
Questions are the engine that drive science and engineering. Science asks:
What exists and what happens?
Why does it happen?
How does one know?
(Framework, 3-6)
Engineering asks:
What can be done to address a particular human need or want?
How can the need be better specified?
What tools and technologies are available, or could be developed, for addressing this need?
How does one communicate phenomena, evidence, explanations, and design solutions?
(Framework, p. 3-6)
Conceptual models, the focus of this section, are, in contrast, explicit representations that are in some ways analogous to the phenomena they represent. Conceptual models allow scientists and engineers to better visualize and understand a phenomenon under investigation or develop a possible solution to a design problem.
Although they do not correspond exactly to the more complicated entity being modeled, they do bring certain features into focus while minimizing or obscuring others. Because all models contain approximations and assumptions that limit the range of validity of their application and the precision of their predictive power, it is important to recognize their limitations.
(Framework, p. 3-8)
Scientists and engineers investigate and observe the world with essentially two goals: (1) to systematically describe the world and (2) to develop and test theories and explanations of how the world works. In the first, careful observation and description often lead to identification of features that need to be explained or questions that need to be explored.
The second goal requires investigations to test explanatory models of the world and their predictions and whether the inferences suggested by these models are supported by data.
Planning and designing such investigations require the ability to design experimental or observational inquiries that are appropriate to answering the question being asked or testing a hypothesis that has been formed. This process begins by identifying the relevant variables and considering how they may be observed, measured, and controlled (constrained by the experimental design to take particular values). (Framework, 3-9 &10)
Once collected, data must be presented in a form that can reveal any patterns and relationships and that allows results to be communicated to others. Because raw data as such have little meaning, a major practice of scientists is to organize and interpret the data through tabulating, graphing, or statistical analysis. Such analysis can bring out the meaning of the data—and their relevance—so that they may be used as evidence (Framework, p. 3-11).
Mathematics and computational tools are central to science and engineering.
Mathematics enables the numerical representation of variables, the symbolic representation of relationships between physical entities, and the prediction of outcomes. Mathematics provides powerful models for describing and predicting such phenomena as atomic structure, gravitational
forces, and quantum mechanics.
Mathematics enables ideas to be expressed in a precise form and enables the identification of new ideas about the physical world.
Although there are differences in how mathematics and computational thinking are applied in science and in engineering, mathematics often brings these two fields together by enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers.
(Framework, p. 3-13)
Engaging students with standard scientific explanations of the world—helping them to gain an understanding of the major ideas that science has developed—is a central aspect of science education. Asking students to demonstrate their own understanding of the implications of a scientific idea by developing their own explanations of phenomena, whether based on observations they have made or models they have developed, engages them in an essential part of the process by which conceptual change can occur (Framework, p. 3-15).
In engineering, the goal is a design rather than an explanation. The process of developing a design is iterative and systematic, as is the process of developing an explanation or theory in science (Framework, p & 16).
Engineers’ activities, however, have elements that are distinct from those of scientists. These elements include specifying constraints and criteria for desired qualities of the solution, developing a design plan, producing and testing models or prototypes, selecting among alternative design features to optimize the achievement of design criteria, and refining design ideas based on the performance of a prototype or simulation (Framework, p & 16).
In science, the production of knowledge is dependent on a process of reasoning that requires a scientist to make a justified claim about the world. In response, other scientists attempt to identify the claim’s weaknesses and limitations. Their arguments can be based on deductions from premises, on inductive generalizations of existing patterns, or on inferences about the best possible explanation. Argumentation is also needed to resolve questions involving, for example, the best experimental design, the most appropriate techniques of data analysis, or the best interpretation of a given data set (Framework, p. 3-17).
In engineering, reasoning and argument are essential to finding the best possible solution to a problem. At an early design stage, competing ideas must be compared (and possibly combined) to achieve an initial design, and the choices are made through argumentation about the merits of the various ideas pertinent to the design goals. At a later stage in the design process, engineers test their potential solution, collect data, and modify their design in an iterative manner. The results of such efforts are often presented as evidence to argue about the strengths and weaknesses of a particular design (Framework, p. 3-18).
From the very start of their science education, students should be asked to engage in the communication of science, especially regarding the investigations they are conducting and the observations they are making. Careful description of observations and clear statement of ideas, with the ability to both refine a statement in response to questions and to ask questions of others to achieve clarification of what is being said begin at the earliest grades.
Beginning in upper elementary and middle school, the ability to interpret written materials becomes more important.
Early work on reading science texts should also include explicit instruction and practice in interpreting tables, diagrams, and charts and coordinating information conveyed by them with information in written text.
Not only must students learn technical terms but also more general academic language, such as “analyze” or “correlation,” which are not part of most students’ everyday vocabulary and thus need specific elaboration if they are to make sense of scientific text. It follows that to master the reading of scientific material, students need opportunities to engage with such text and to identify its major features; they cannot be expected simply to apply reading skills learned elsewhere to master this unfamiliar genre effectively.
In engineering, students likewise need opportunities to communicate ideas using appropriate combinations of sketches, models, and language. They should also create drawings to test concepts and communicate detailed plans; explain and critique models of various sorts, including scale models and prototypes; and present the results of simulations, not only regarding the planning and development stages but also to make compelling presentations of their ultimate solutions.
(Framework, p. 3-21)
For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about progression over time.

11. Crosscutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change
Framework 4-1
Heidi’s slide
The crosscutting concepts have application across all domains of science. As such, they provide one way of linking across the domains in Dimension 3. These crosscutting concepts are not unique to this report. They echo many of the unifying concepts and processes in the National Science Education Standards [7], the common themes in the Benchmarks for Science Literacy [6], and the unifying concepts in the Science College Board Standards for College Success [9] (Framework, p. 2-5).
These crosscutting concepts were selected for their value across the sciences and in engineering. These concepts help provide
students with an organizational framework for connecting knowledge from the various disciplines into a coherent and scientifically based view of the world (Framework, p. 4-1).
1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in newcontexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
(Framework, p. 4-1)
4. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of the system are critical elements of study.
(Framework, p. 4-2)

13. Integration of practices, crosscutting concepts, and core ideas.
NGSS Architecture
Integration of practices, crosscutting concepts, and core ideas.
Some of these notes are slightly repetitive from before, I cleaned up some of it, but have left the rest, feel free to edit.
. . . science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design (Framework, p. ES 1).
Thus it [the Framework] describes the major practices, crosscutting concepts, and disciplinary core ideas that all students should be familiar with by the end of high school, and it provides an outline of how these practices, concepts, and ideas should be developed across the grade levels (Framework, p. 1-1) .
By the end of the 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education (Framework, p. 1-2).
Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas (Framework, p. 9-1).
In order to achieve the vision embodied in the framework and to best support students’ learning, all three dimensions need to be integrated into the system of standards, curriculum, instruction, and assessment (Framework, p. 9-1).
Furthermore, crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas (Framework, p. 9-1).
Thus standards and performance expectations must be designed to gather evidence of students’ ability to apply the practices and their understanding of the crosscutting concepts in the contexts of specific applications in multiple disciplinary areas (Framework, p. 9-1 & 2).
When standards are developed that are based on the framework, they will need to include performance expectations that cover all of the disciplinary core ideas, integrate practices, and link to crosscutting concepts when appropriate (Framework, p. 9-3).
In sum, teachers at all levels must understand the scientific and engineering practices crosscutting concepts, and disciplinary core ideas ; how students learn them; and the range of instructional strategies that can support their learning. Furthermore, teachers need to learn how to use student-developed models, classroom discourse, and other formative assessment approaches to gauge student thinking and design further instruction based on it (Framework, p ).

15. Conceptual Shifts in the NGSS
K–12 Science Education Should Reflect the Real World Interconnections in Science
The standards are written as student performance expectations - they are NOT a curriculum
Science concepts build coherently across K-12
The NGSS Focus on Deeper Understanding and Application of Content
Integration of science and engineering from K-12
Designed to prepare students for college, career, citizenship
Coordination with Common Core State Standards
Pruitt – CDE update May 2012
Reduction of the United States' competitive economic edge 
Shrinking share of patents: Foreign competitors filed over half of U.S. technology patent applications in
Diminishing share of high-tech exports:  Our share of high-tech exports is on the decline, while the European Union’s has held steady and China’s has surpassed us3. Correspondingly, the United States has a growing high-tech trade deficit4.
[back to top]
Lagging achievement of U.S. students 
The U.S. ranked 14th in reading, 17th in science and 25th in mathematics on the 2009 PISA assessment. Less than ten percent of U.S. students scored at one of the top two of six performance levels5. 
The United States is 12th in high school graduation rate among the 36 OECD countries for which data is available6.
Over a third of eighth-graders scored below basic on the 2009 NAEP Science assessment7.
78% of high school graduates did not meet the readiness benchmark levels for one or more entry level college courses in mathematics, science, reading and English8.
Essential preparation for all careers in the modern workforce
When we think science education, we tend to think preparation for careers in science, technology, engineering and mathematics, which are wellsprings of innovation in our economy. Why then is ensuring scientific and technological literacy for all students of equal concern? Over the past decades, demands have shifted in favor of skilled jobs requiring more education than the unskilled jobs they replaced. Moreover, many of the fastest growing occupations are those where science and mathematics play a central role.
The National Association of State Directors of Career Technical Education Consortium, grouped all occupations into 16 career clusters9. Fourteen of the 16 career clusters call for four years of science, with the remaining two clusters calling for three years. All 16 called for four years of mathematics. The inescapable message: to keep their options open and maximize their opportunities, all students should follow a rigorous program in both science and mathematics.
Scientific and technological literacy for an educated society
Beyond the concern of employability looms the larger question of what it takes to thrive in today’s society. Citizens now face problems from pandemics to energy shortages whose solutions require all the scientific and technological genius we can muster. Americans are being forced to increasingly make decisions—including on health care and retirement planning—where literacy in science and mathematics is a real advantage. Contrast these demands with the results of the 2003 National Assessment of Adult Literacy. Fewer than one in three college graduates can perform tasks such as interpreting a data table about blood pressure and physical activity10.

16. Why the Practices?

17. Following the progression of the Practices
Number 1-8
Regroup into 8 groups by number
Read the narrative from the Framework describing that practice

18. Following the progression of the Practices
Working as a team, read the Performance Expectations (and Foundation Boxes) to discover how your practice is implemented in each grade
Create a “progression map” on chart paper to show how your practice progresses from K-2, 3-5, 6-8 to HS
Post your maps, be prepared to share

19. What might assessment look like in NGSS?

20. Bundling Math and Science
NGSS LS2: Ecosystems
Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*
Construct and compare linear, quadratic, and exponential models and solve problems.
Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
Modeling; Reasoning Abstractly and Quantitatively
Cause and Effect
Systems and System Models
For exponential models, express as a logarithm the solution to abct=d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
NGSS LS4: Biological Evolution
Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*

21. Giant African Land Snail
In 1966, a Miami boy smuggled three Giant African Land Snails into the country. His grandmother eventually released them into the garden, and in seven years there were approximately 18,000 of them. The snails are very destructive and had to be eradicated. They consume over 500 different types of plants, lay over 1,200 eggs per year, and have been shown to cause indigenous snails’ populations to decrease over time. According to the USDA, it took 10 years and cost $1 million to eradicate them. Now, Dade County, Florida faces the same infestation.

23. Giant African Land Snail
Assuming the snail population grows exponentially, write an expression for the population, P, in terms of the number, t, of years since their release in 1966.
How long does it take for the population to double?
Assuming the cost of eradicating the snails is proportional to the population, how much would it have cost to eradicate them if
they had started the eradication program a year earlier?
they had let the population grow unchecked for another year?

24. Giant African Land Snail
Construct a possible food web of Dade County in current day. The web should include the Wolf Snail and at least three indigenous plants. Be sure to include mathematical or computational representations about the current carrying capacity of the ecosystem as well as the energy dissipation as energy is transferred from organism to organism.
Given the population growth and the destructive nature of the Land Snails, insert the Land Snails into the previously constructed food web. Using your previous representation, construct an argument based on the competitive relationships and the mathematical comparisons between a normally functioning ecosystem versus one with the Land Snails . The argument should also include the Land Snails effect on other organisms within the food web.

25. Giant African Land Snail
Given the attached data on current day Dade County before the introduction of the Land Snails and after, construct an explanation of the effect of Land Snails on the ecosystem. The explanation should include a mathematical representation of the Land Snails effect on biodiversity and populations of the wolf snail.
Construct an explanation that the Land Snails, left unabated, will have an evolutionary advantage over the wolf snail. The explanation should include a statistical analysis of key traits and their affect on the probability that the Land Snails will prove to have an evolutionary advantage.

26. Giant African Land Snail
In Hawaii, a new species of snail was introduced to combat the Land Snails. While it showed some progress, there was an extinction of some indigenous snails as a result of the new species. Construct a possible alternative to eradicating the Land Snails and the new species. The plan should include clear discussions regarding the criteria, trade-offs, and the plan for the mitigation of human intervention.

27. Configuration Maps Collaboration effort between
Kentucky Department of Education
Appalachia Regional Comprehensive Center at Edvantia
Learning Forward
Created over the past two years and released last year through ISLN. Innovation 

28. Purpose
To aid in the implementation of the Kentucky Core Academic Standards
A little too late for our use with Reading and Math.
However, how can we use moving forward.

29. Next Generation Science Standards
Pull out your Configuration Maps from the WIKI space.
As an individual highlight your school or district depending on your job where you are.
This is individual not group at this point, take 5.

30. As a group, discuss your ratings and gather 2 talking points about how you could use the Configuration Map to drive your work with the NGSS that you would like to share with the group.
Take 5

31. Share Out
What would you like to share out with the big group about the science standards and how you can use the Configuration Map..

32. PGES
On Page 10 of the Configuration Map; assessment literacy is discussed.
Please look over this as a group and see if there is a possibility of how to incorporate the Configuration Map in integrating TPGES or PPGES/assessment literacy?

33. Share Out
Please share your thoughts on the using the Configuration Maps as a resource in your district or school?

34. Teacher Professional Growth and Effectiveness System (TPGES)

35. Supporting you to build capacity
Tracey

36. Student Growth in the TPGES
Tracey – why we are sharing what we are sharing – Although what we share at ISLN may not seem to be just in time support of the TPGES, what we share is designed to help you continue to develop and deepen your understanding of the TPGES components. We chose to involve you in conversations about student growth since this is where pilot teachers should have been working and hopefully you will be able to see some examples within your own districts. Our plan is to continue to help you build your own capacity of understanding and that of others in your district across this school year before full implementation next year.
Student Growth in the TPGES

37. Proposed Multiple Measures
Teacher Professional Growth and Effectiveness System
Observation
Peer Observation
Professional
Growth
Self-Reflection
Student Voice
Student Growth
All measures are
supported through
evidence.
The Framework for Teaching provides the common language to define teacher effectiveness while the multiple measures of the TPGES system provide various lenses of a teacher’s effectiveness. Student growth is just one of these measures.
State Contribution:
Student Growth %
Local Contribution:
Student Growth Goals

38. Student Growth Process
Determine needs
Step 1:
Create specific learning goals based on pre-assessment
Step 2:
Create and implement teaching and learning strategies
Step 3:
Monitor student progress through ongoing formative assessment
Step 4:
Determine whether students achieved the goals
Step 5:
Presently, pilot teachers should be in this step one of the student growth process, determining need. Quickly walk through steps. We are focusing on steps 1 and 2 since that is where teachers in the pilot would currently be.

39. Determine Needs: Your Starting Line
Know the expectations of your content area standards
Know your students
Identify appropriate sources of evidence
Step 1 is about teachers knowing the expectations of the content area standards, including identifying the enduring skills and concepts within that content.
Teachers also use the first 6 weeks or so to get to know their students’ abilities and needs in the content – over this time teachers should be able to identify areas of need and then they will identify sources of evidence that will provide baseline data for goal setting.

40. Sources of Evidence: Variety
Student Performances
Products
Common Assessments
District Learning Checks
Projects
Briefly - When we talk about sources of evidence, there are several possibilities. It can also mean a combination of these together to determine a baseline.
LDC/MDC Classroom Evidence
Student
Portfolios
Interim Assessments

41. Share & discuss your teachers’ student growth goal samples
Use
Guiding Questions for Student Growth Goal Setting
Participants will review the SG think and plans they brought. We are focusing on the goal statement itself, but the think and plan provides the thinking behind the goal development and the planning for implementation.

42. 6th grade science sample goal
This school year, all of my 6th grade science students will demonstrate measureable growth in their ability to apply the scientific practices. Each student will improve by two or more levels on the districts’ science rubric in the areas of engaging in argument from evidence, and obtaining, evaluating and communicating information. 80% of students will perform at level 3 on the 4-point science rubric.
Tracey and Carol will think aloud to model the discussion for participants using the guiding questions.

43. District Share Out
A principal’s perspective: How am I making student growth goal-setting meaningful for my teachers?
Ask Deb Brown to share

44. District Share Out
District leaders’ perspective: How are we supporting principals in making student growth goal-setting meaningful?
Bullitt County will share

45. Chart as a district team
What do I need to do to support my teachers?
What’s my school plan?
Tracey To debrief, ask districts teams to chart. Post to share.

46. PGES calendar
Next round of observations begin November 1st for pilot schools
Continue conversations with teachers about student growth goal setting
Continue capacity building
Bring a sample Professional Growth goal
Tracey

47. ISLN
Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready.
Build an infrastructure to support PGES to full scale.

48. To-Do List:
Bring a sample professional growth goal developed by a pilot teacher in your district.
Share what you learned today with other principals and administrators in your district.

49. Session Review and List of “To Do”
Topic & Activities
Suggested Follow-up in District
For ISLN
Social Studies Standards
-update
Contact Amy Treece for information and support
Science Standards
-further understanding of practices & concepts
Meet with Science leaders to establish or further district practices to promote the standards
Innovation Configuration Maps
-review
-planning
Use the ICM with appropriate groups to move forward implementation of SS and Science standards and PGES

50. Session Review and List of “To Do”
Topic & Activities
Suggested Follow-up in District
For ISLN
PGES
-further understanding of student growth
-update on evaluation
Share information from today with other administrators
Principals continue to discuss student growth with teachers
Pilot principals begin next round of observations (11-1)
Bring a sample of a professional growth goal

51. THANK YOU . . . Presenters, Facilitators, PARTICIPANTS
Please complete the evaluation