CKEC Instructional Support Leadership Network

1. CKEC Instructional Support Leadership Network September 18th, 2014 Today’s materials can be accessed at: http://www.debbiewaggoner.com/ sept-2014-isln.html

2. CKEC ISLN Facilitation Team

3. Burgin Independent School Over 100 years of Excellence

4. Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully. • Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials. • Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations. • Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood. Norms

5. PINK Sheet ISLN Meeting IMPORTANT NOTES Also don’t forget your YELLOW Evaluation sheet We Need your FEEDBACK!

6. Today’s Agenda CKEC ISLN September 18th 2014 Agenda  NorthEast Christian Chruch 8:30am-12:30pm --Welcome, Introductions, ISLN Questionnaire--Voices from the Field article & discussion   -Cherry Boyles --Concurrent sessions:     --Student Growth Goals – Giving Feedback    -Rebecca Woosley & Mike Cassidy     --Science Update – Assessment Update & Instructional Alignment    -Terry Rhodes     --Social Studies Update – NEW Draft Standards    -Debbie Waggoner --OPGES Update   -Amy Jacobs--Leadership Team Commitments and Planning--Evaluations Inside Cover

7. Pillars of Network Meetings Network Foundations…. Pillars again Highly Effective Teaching and learning Kentucky’s Core Academic Standards CKEC ISLN GOAL 2014-2015: Build the capacity of district leadership teams to support the implementation of PGES, KCAS, effective leadership, effective teaching and assessment literacy through strategies and resources. Assessment Literacy Leadership TPGES –Teacher Professional Growth and Effectiveness System

8. Please let us know your needs for ISLN!

10. Voices from the Field Team Analysis: Avoiding the Silos of Implementation“Things They Know for a Short While, Once” by Mark Gardner Packet pages 1-6

11. How can your leadership team (district/school) support teachers in a similar growth process? With Gardner’s experience in mind…

12. Concurrent Sessions

13. Professional Growth and Effectiveness System (PGES)UPDATE September2014 ISLN Becky Woosley, KDE Effectiveness Coach Mike Cassady, KDE/CKEC PGES Consultant Packet pages 22-29

14. Targets I can identify elements that need to be revised in SGG drafts. I can lead a coaching conversation to support teachers with SGG development

15. Taking a close look Sample Annotated Goals

16. Issues with growth and proficiency targets 100% of my 7th grade health students in this 9-week course will show measurable growth in healthy decision-making. Students will take pre and post-tests for each unit, 4 unit pre and post-tests throughout the 9 weeks course. At least 95% of students will be able to make a healthy decision based on information given. 7th Grade Health Goal Not for use as a model goal

19. TABLE TALK • With your team, talk through the goal(s) on your table. • Based on the criteria you use to evaluate a goal, decide what feedback questions you would ask? • Add your coaching questions to the chart.

20. How can you use this resource to support principals, so they can support teachers? Let’s think about the annotations…

21. Writing Student Growth Goals in Additional Settings/Roles • SG Guidance for SPED and EL teachers COMING SOON! • Annotated SGGs • Resource to support Connecting SGGs with LDC New Resources on SG Web Page

22. Concurrent Sessions

23. Packet pages 8-12 UPDATES Terry RhodesRegional Science Network Instructional Specialistterry.rhodes@education.ky.govCell: 859-585-7762Web: www.terryrhodes1science.com

24. Important News Concerning KCAS-ScienceClarification on Science Testing in 2015Kentucky will embark on the development of a new science assessment system to match the standards. The new system will take time to build. • Thus, staff of the Kentucky Department of Education (KDE) proposed to • the Kentucky Board of Education in June 2014 to suspend the K-PREP science testing at grades 4 and 7 in the spring of 2015 since the only test available measures out-of-date standards. • However, the United States Department of Education (USED), during the review of Kentucky’s ESEA waiver extension submission, made it clear that there must be a science test at these levels administered in Kentucky in 2015. In order to meet USED requirements, the following will occur:

25. Elementary and middle schools will administer at grades 4 and 7 a science Norm-Referenced Test (NRT). • The Stanford NRT has been given for the last three years as Part A of the K-PREP science test. The NRT is 30 questions and takes 40 minutes of testing time. • National percentile results will be reported, but scores will not be used in the state accountability system. 

26. Alternate Assessment students will be tested in science in spring 2015 at grades 4, 7 and 11. • Grades 4 and 7 will not be used in state accountability. The process for Alternate Assessment for grade 11 science is still under development. • Science tests will continue to be part of the ACT EXPLORE (grade 8), ACT PLAN (grade 10) and the ACT (grade 11). For Alternate Assessment students, the Transition Attainment Record will continue. • Results for all will be reported and used in accountability.

27. As the new science assessment system develops, educators will be kept informed of timelines and other important info

28. “Change is the law of life. And those who look only to the past or present are certain to miss the future.” —John F. Kennedy “Things do not happen. Things are made to happen.” —John F. Kennedy “Change is a natural process that is necessary for improvement. Sometimes changing things that no one sees is necessary for improvement; sometime even changing my underwear is an improvement!” — George Carlin? Change

29. If Not you…Then Who? The state assessment drives what happens in our classrooms and it derails authentic science learning for our students

30. So, what if….. Imagine if you had the opportunity to reverse that model? What if you could be part of a system where instructional planning based on 3-dimensional science standards was the cornerstone of assessment design?

31. Journal the following, using support from the brief. Why is a new assessment system needed? Compare the characteristics of the traditional assessment system with those needed to measure mastery of the new science standards. Why isn't it feasible to assess all PEs at a specific grade level with a single assessment? What components constitute a systems approach to assessment? Which of these components represent a significant shift from our current system? What recommendations were made regarding the development of a new assessment system in the BOTA report?

32. What if… Kentucky teachers focused first on shifting their instruction and developing assessments to reflect the 3-dimensional learning intention of the framework which requires not only a deeper understanding of fewer concepts intentionally developed over time, but also incorporates what we’ve learned about how kids best learn science?

33. What if… Teacher and student learning determined what our state assessment looked like so that our kids are assessed in a way they can demonstrate what they really know?

34. Our new science standards require a shift from what scientists and engineers know to what scientists and engineers do with what they know. Instructional experiences created from these standards will give students an opportunity that many have not had before: to solve problems, evaluate evidence and search for important questions.

35. Teachers will have the opportunity to design experiences and assessments that emphasize the broad range of scientific and engineering thinking rather than only fundamental knowledge. Students won’t just be given the pieces of the puzzle, they will practice using the same skills that scientists and engineers use to assemble those pieces through the process of gathering information, applying reasoning and communicating their findings.

36. Imagine… A world where classroom experiences drive state assessment A world where students engage in authentic science experiences YOU are the pivotal point in this process!

37. Draft Plan for New Science Assessments

39. IF NOT YOU, THEN WHO?

40. Obtain Information • Ask Questions/Define Problems • Plan & Carry Out Investigations • Use Models to Gather Data • Use Mathematics & Computational Thinking • Evaluate Information • Analyze Data • Use Mathematics and Computational Thinking • Construct Explanations/Solve Problems • Developing Arguments from Evidence • Use Models to Predict & Develop Evidence • Communicate Information • Using Argue from Evidence (written/oral) • Use Models to Communicate (Moulding, 2012)

41. Grades 6-12

42. Grades 6-12

43. { Coming Up next month…how to use the LDC rubric to collect evidence for student growth goals….

44. Concurrent Sessions

45. Packet pages 13-21 Social Studies Standards for the Next Generation • Debbie Waggoner KDE/CKEC • debbie.waggoner@education.ky.gov • www.debbiewaggoner.com

46. Informing the Work

47. --May 2014 Request for Application for Writing Team Members --June 2014 Up to Five Teachers Per Cooperative Region Selected --June/July 2014 Four Writing Sites Convened Over Five Days --July 31, 2014 Representatives from Each Cooperative Region Met to Propose a Completed Draft Development Process

49. New Now

50. Let’s Take A Look