CKEC Instructional Support Leadership Network

September 18th, 2014

Today’s materials can be accessed at: http://www.debbiewaggoner.com/

sept-2014-isln.html 

CKEC ISLN Facilitation Team

Debbie Waggoner, KDE/CKEC Instructional

Specialist – Math & Social Studies Emphasis

Kelly Philbeck, KDE Literacy/LDC

Mike Cassady, PGES Consultant

CKEC/KDE

Terry Rhodes, KDE/CKEC

Instructional Specialist – Science

Emphasis

Cherry Boyles,Instructional Supervisor,

Washington County Schools

Rebecca Woosley,Effectiveness Coach,

KDE

Learning

Teaching

Enhancing

Supporting

Sharing

Burgin Independent SchoolOver 100 years of Excellence

NormsBe 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.

ISLN Meeting IMPORTANT NOTES

What do I want to remember?

How will I use this information, and how will I share it with others in my district?

PINK Sheet

Also don’t forget your

YELLOW Evaluation sheet

We Need your FEEDBACK!

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

Today’s Agenda

Inside Cover

Pillars againH

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Assessm

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Lead

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hip

Ken

tucky’s

Core

Acad

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Sta

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TPGES –Teacher Professional Growth and Effectiveness System

Pillars of Network MeetingsNetwork Foundations….

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.

Please let us know your needs for ISLN!

Voices from the Field Team

Analysis: Avoiding the Silos of

Implementation

“Things They Know for a Short

While, Once” by Mark GardnerPacket pages 1-6

With Gardner’s experience in mind…

How can your leadership team (district/school)

support teachers in a similar growth process?

Concurrent SessionsDISTRICTS Session 1 Session 2 Session 3

A-F Side HallwayPGES Update

Main RoomSocial Studies Network Update

Front RoomScience Network update

G-O Main RoomSocial Studies Network Update

Front RoomScience Network update

Side HallwayPGES Update

P-Z Front RoomScience Network update

Side HallwayPGES Update

Main RoomSocial Studies Network Update

Professional Growth and Effectiveness System (PGES)

UPDATE

September 2014 ISLN

Packet pages 22-29

Becky Woosley, KDE Effectiveness CoachMike Cassady, KDE/CKEC PGES Consultant

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

Sample Annotated Goals

Taking a

close look

7th Grade Health Goal

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.

Issues with

growth and

proficiency

targets

Not for use as a model goal

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.

TABLE TALK

Let’s think about the annotations…

How can you use this resource to support principals, so they can support teachers?

New Resources on SG Web PageWriting 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

Concurrent SessionsDISTRICTS Session 1 Session 2 Session 3

A-F Side HallwayPGES Update

Main RoomSocial Studies Network Update

Front RoomScience Network update

G-O Main RoomSocial Studies Network Update

Front RoomScience Network update

Side HallwayPGES Update

P-Z Front RoomScience Network update

Side HallwayPGES Update

Main RoomSocial Studies Network Update

UPDATESTerry RhodesRegional Science Network Instructional Specialistterry.rhodes@education.ky.gov Cell: 859-585-7762Web: www.terryrhodes1science.com

Packet pages 8-12

Important News Concerning KCAS-Science Clarification on Science Testing in 2015

Kentucky 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 tothe 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:

• 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. 

• 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.

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

Change

“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?

If Not you…Then Who?

The state assessment drives what happens in our classrooms and it derails

authentic science learning for our students

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?

Journal the following, using support from the brief.

1. Why is a new assessment system needed?2. Compare the characteristics of the traditional

assessment system with those needed to measure mastery of the new science standards.

3. Why isn't it feasible to assess all PEs at a specific grade level with a single assessment?

4. What components constitute a systems approach to assessment? Which of these components represent a significant shift from our current system?

5. What recommendations were made regarding the development of a new assessment system in the BOTA report?

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?

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?

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.

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.

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!

Draft Plan for New Science Assessments

IF NOT YOU, THEN WHO?

Gathering

Reasoning

Communicating

• 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)

Grades 6-12

Grades 6-12

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

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Concurrent SessionsDISTRICTS Session 1 Session 2 Session 3

A-F Side HallwayPGES Update

Main RoomSocial Studies Network Update

Front RoomScience Network update

G-O Main RoomSocial Studies Network Update

Front RoomScience Network update

Side HallwayPGES Update

P-Z Front RoomScience Network update

Side HallwayPGES Update

Main RoomSocial Studies Network Update

Social Studies Standards

for the Next Generation

Debbie Waggoner KDE/CKECdebbie.waggoner@education.ky.gov

www.debbiewaggoner.com

Packet pages 13-21

Informing the Work

Development Process

--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

New Now

Let’s TakeA Look

The Architecture

Inquiry Cycle

Inquiry Cycle

Inquiry Cycle

Inquiry Cycle

Disciplinary Core Concepts

Anchor Standard 1

Civic and Political Institutions Determine the importance of the institutions of society and the principles that these institutions are intended to reflect, which requires the demonstration of in-depth understanding of law, politics, and government.

K Identify the roles and responsibilities of community members

1st Explain the need for and purposes of rules in a community

2nd Explain what governments are and how communities work to accomplish tasks and establish responsibilities

3rd Explain how citizens responsibly participate in democratic processes and practice civic responsibility

4th Describe the origins, functions, and structure of state government to determine how it supports freedom within a democracy

5th Explain how government effects how citizens, political and economic groups function within society

based on C3

Coherence—grade to grade, scaffolding, rigor, content

Congruency—progression to the anchor (individually and collectively)

Clarity—clear use of language

Coherence, Congruency, Clarity

Grade 2: Explore and Discover My Role

Inquiry Practices Questioning

Students will independently and collaboratively: 1. Develop compelling questions that promote inquiry around key disciplinary concepts and embedded enduring issues. 2. Develop supporting questions that identify facts, concepts and research interpretations associated with a key disciplinary concept. 3. Determine the types of sources that will assist in answering compelling and supporting questions.

Evaluating Sources Students will independently and collaboratively: 4. Gather relevant information from multiple sources from a wide range of perspectives and evaluate for credibility. 5. Identify and utilize evidence to seek solutions to questions. 6. Develop and create claims and counterclaims using appropriate evidence to construct strengths and weaknesses

Communicating Students will independently and collaboratively: 7. Construct viable arguments, relevant explanations and/or public demonstrations that convey ideas and perspectives to a wide array of appropriate audiences. 8. Critique the arguments and explanations of others paying particular attention to credibility and relevance of information. 9. Address options of individuals and groups to identify and apply a range of strategies and complex reasoning to take public action or propose a solution.

10. Engage in disciplinary thinking used by social scientists (historians, economists, political scientists and geographers) independently and proficiently resulting in civic readiness. Civic Mindedness Geographic Reasoning 2.CM.1 Civic and Political Institutions Explain what governments are and how communities work to accomplish tasks and establish responsibilities. 2.CM.2 Participation and Deliberation: Applying Civic Virtues and Democratic Principles Compare individual and group perspective and how they affect decisions. 2.CM.3 Processes, Rules and Laws Describe how people have tried to improve their communities through rules or laws.

2.GR.8 Spatial Views of the World Describe places and the relationships and interactions that shape them using maps, graphs, photographs and other models. 2.GR.9 Human-Environment Interaction Explain how human activities in local-to-global communities affect cultural and environmental characteristics. 2.GR.10 Human Populations Spatial Patterns and Movements Describe connections between the physical environment and the economic activities of a location. 2.GR.11 Global Interconnections Describe how changes in physical and cultural characteristics of world regions affect people.

Economic Decision Making Historical Thinking 2.EDM.4 Economic Decision Making Describe opportunity costs of economic decisions. 2.EDM.5 Exchange and Markets Identify examples of human, capital and natural resources to explain why individuals and businesses specialize and trade. 2.EDM.6 National Economy Describe how examples of capital, human and natural resources are related to goods and services. 2.EDM.7 Global Economy Describe products imported and exported.

K.HT.12 Chronological Reasoning: Causation and Continuity Create and utilize a chronological sequence to generate possible causes for events and developments and how these were shaped by individuals and groups of the past. 2.HT.13 Historical Understanding: Contextualization and Perspectives Compare different accounts of the same historical event. 2.HT.14 Historical Arguments Determine which reasons cause historical events and developments to happen using a secondary source. 2.HT.15 Interpretation and Synthesis Generate questions about a historical source and explain how the source is related to a historical development or event.

Inquiry Cycle

15 Standards

What’s Next…--August 21, 2014 Reconvening of Cohort 1 for guidance

and refinement --September 2014 Targeted Focus Groups

*Higher Education*Content Leadership Networks*Other Key Stakeholders

--October 2014 First Read KBE--November 2014 Continue to solicit Feedback and Refine

Draft--December 2014 Second Read--January 2015 Public Comment Period

Grades 6-12

Grades 6-12

Possible enduring skills for social studies: * Construct compelling and supporting questions to develop inquiry skills. * Use evidence to support a claim. * Evaluate the credibility of sources. * Communicate conclusions to a range of audiences * Critique own work as well as the work of others. * Take informed action.

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

Math example: http://www.jennyray.net/math-sgg-samples.html

Professional Growth and Effectiveness System

With OPGES

Packet pages 30-33

Amy JacobsOPGES Contact for KDE amy.jacobs@education.ky.gov

Purpose of OPGES Pilot

PGES is one system. OPGES & TPGES are distinguished by the frameworks for observation used in each setting.

The purpose of the OPGES portion of PGES is to meet the needs of other professionals who impact student learning, but are not in a traditional classroom setting.

OPGES Pilot

The OPGES pilot during the 2014-2015 school year does not permit evaluation for personnel decisions.

Other Professionals will be evaluated using PGES & the OPGES framework in 2015-2016.

OPs not in pilotOP’s not in the pilot and in their summative year will be

evaluated with the district’s Former system - NOT PGES.

OP’s not in the pilot MAY complete the self-reflection/ PGP tool that is aligned with the new frameworks in CIITS.

◦PGP’s have always been a part of schools systems; even those NOT in the pilot can complete them with the new format.

◦They may also use the Word template available on the website.

Kentucky Sources of Evidence – required for OPGES

PGES framework

Observation & peer observation

Professional Growth

Self Reflection

Student Voice

Student Growth

Use the same process and questions as TPGES

What do I want to change about my practice that will positively impact student learning?

What is the plan of action?

How will I know if I accomplished my objective? 

Self – Reflection & Professional Growth Goals

OPGES Student Growth Goals

Same process as TPGES

Questions for OP to consider 1. What matters most for my content area? 2. How do I know? (What standards, expectations, etc. guides my work?) 3. What makes it goal target meaningful and worthy of embedded, course-long focus?

Student Growth: What is enduring?

15

Learning that: • Endures beyond a single test date• Is of value in other disciplines• Is relevant beyond the classroom

(applying learning to new and unique situations)

• Is worthy of embedded, course-long focus

• May be necessary for the next level of instruction

• Requires critical thinking (analyzing, creating and evaluating)

Observation/Site Visit in OPGES

Follows the districts plan –> 3-1 or 2-2 cycle.

Evaluator will observe/review all 4 domains.

Evaluator may observe an “Other Professional” during ‘planning time’ or when no students are present

May use ‘site visit’ type questions to gain information needed

Variations for OPGES observation/ site visit

Primary evaluators will be ‘Teachscape’ certified and will complete district evaluation training

extra guidance on what OPGES observations look like

http://education.ky.gov/teachers/PGES/otherpages/Pages/OPGES-Observation.aspx

OPGES observation variation – use specialist frameworks and discover what will be observed in pre-conferencing

Variations for OPGES observation.

Peer Observer does not have to be in the ‘Other Professionals’ category. It is encouraged that ‘other professionals’ in the same building

act as peer observers for each other if possible, or the peer may be a classroom teacher.

OPGES observation variation - use the specialist frameworks and will discover what will be observed in pre-conferencing with the ‘other professional’

Extra guidance on what OPGES peer observations look like. http://education.ky.gov/teachers/PGES/otherpages/Pages/OPGES-Observation.aspx

Peer observers complete the KET Peer observation training.

TimelineOPGES pilot follows TPGES timelines

Districts determine due dates

Early school year: Complete self-reflection and PGP Begin to collect baseline data for SGG. Identify student needs to create SGGOctober: Begin observation cycles. (Follow district cycle, 3-1 or 2-2.) SGG may be due in some districts. Check the CEP schedule.November – March Continue pre-conferences, observations, peer observations, post conferences. Continue to self reflect and make adjustments if needed. Continue to review SGG progress. Complete Student voice survey

◦ OPGES will complete SV only in spring/ March window. (Will not be in infinite campus.)

April – May: Complete summative observations. Review SGG to see if goal was met. Review PGP

http://education.ky.gov/teachers/PGES/otherpages/Documents/year%20at%20a%20glance%20OPGES%2014-15.docx

OPGES Resources

OPGES Frameworkshttp://education.ky.gov/teachers/PGES/otherpages/Pages/Kentucky-Framework-for-Teaching-Specialist-Frameworks.aspx

OGPES homepagehttp://education.ky.gov/teachers/PGES/otherpages/Pages/default.aspx

PGES/ OPGES newshttp://education.ky.gov/teachers/PGES/geninfo/Pages/default.aspx

KDE Contacts

Amy JacobsOPGES Contact for KDE Amy.jacobs@education.ky.gov502-564-1479

Preschool Pilot information Melody.cooper@education.ky.gov502-564-7056

Next Steps:

Leadership Team Commitments

Packet page 37 and Blue sheet for your district

Please complete the yellow evaluation before you leave.

We need your feedback!

CKEC Instructional Support Leadership Network 2014-2015

NorthEast Christian Church 8:30am-12:30pm

Thurs. Sept. 18th, 2014 Thurs. Oct. 16th, 2014 Thurs. Nov. 20th, 2014 Thurs. Jan. 22nd, 2015 Thurs. Feb. 19th, 2015 Thurs. Mar. 19th, 2015

MAKE UP DATE Thurs. Apr. 16th, 2015

See you next month on October 16th!