ISLN November 2013

www.grrecisln.com#grrecisln

GOOD TO GREAT

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

StudiesVision:

“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:

#GRRECISLNWebsite: www.grrecisln.com

ELA Online Cadre• Dec. 5: ELA Network Continuation Conversation

3:15 p.m. CST (Blog @ 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 Responsibilitieso 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. Subjectso Supporting disciplinary literacy within their own classroomso Supporting disciplinary literacy support in the District

Leadership Team

• Practice Lync sign-in on Dec. 10 3-4 CST• Follow-up session in March 2014

Math Online Cadre• When: Dec 2, 2013 @ 3:15 CST• What: Math Teacher Leader Network continuing

conversation• Where: www.teresaemmert.weebly.com blog 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 concerno Leading the work

• Practice Lync sign-in on Dec. 3 3-4 CST

Social Studies Networks

Social Studies Content Leadership Networks

January 23, 2014February 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 OrganizationInquiry 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 Targets1. 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 ofacademic proficiency.

Assessment Literacy• This is the basis of

our work in KY.

• Chapters 1-4 are online at www.grrecisln.com if you or your teachers need more information.

Why Deconstruct?

Why Targets?

Develop Meaning

Formative Assessment

GOAL

GOAL

FOUNDATION

Enablers

FOUNDATION

Enablers

GOAL

GOAL

Target Assessment Match

Model a Deconstruction

“I DO”

K-PS2-2Analyze 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

ifwork

schange speed directionpush

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?

Knowledge Reasoning or Performance Skill

Product

 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 Experience Practice

sCrosscutting 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: www.grrecisln.com

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 LawLaw of Two Feet –

Feel free to move to another group

4 Guiding Principles

Bring It Home at 9:30

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 GrowthInitial ReflectionExamine DataDevelop the PGPImplement the PGPOn-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 SwapAs 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. JacksonJackson, R. (2013). Never underestimate your teachers. Alexandria: ASCD.

High WillLow Skill

High WillHigh Skill

Low WillLow Skill

Low WillHigh 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: www.grrecisln.com

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

customized feedback?

Breakout SessionsSession 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 SessionsSession 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, 2014Remember our Snow Policy!

Twitter: #GRRECISLN

Website: www.grrecisln.com