CKEC ISLN Sept 2014 Powerpoint

CKEC Instructional Support
Leadership Network
September 18th, 2014
Today’s materials can be accessed at:
Facilitation Team
Cherry Boyles,
Instructional Supervisor,
Washington County
Debbie Waggoner,
KDE/CKEC Instructional
Specialist – Math &
Social Studies Emphasis
Rebecca Woosley,
Effectiveness Coach,
Terry Rhodes,
Specialist –
Science Emphasis
Kelly Philbeck,
KDE Literacy/LDC
Mike Cassady,
PGES Consultant
Over 100 years of
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
Work collaboratively. All members’
contributions are valued and honored, seek first
to understand, then be understood.
PINK Sheet
ISLN Meeting
What do I
want to
How will I use
and how will I
share it with
others in my
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
-Terry Rhodes
--Social Studies Update – NEW Draft Standards
-Debbie Waggoner
--OPGES Update -Amy Jacobs
--Leadership Team Commitments and Planning
Inside Cover
Kentucky’s Core Academic
Highly Effective Teaching and
Network Foundations….
Pillars again
TPGES –Teacher Professional Growth and Effectiveness System
Please let
us know
your needs
for ISLN!
Voices from the Field Team
Analysis: Avoiding the Silos of
“Things They Know for a Short
While, Once”
by Mark Gardner
Packet pages 1-6
With Gardner’s experience in
How can your
leadership team
(district/school) support
teachers in a similar
growth process?
Concurrent Sessions
Session 1
Session 2
Session 3
Side Hallway
PGES Update
Main Room
Social Studies Network
Front Room
Science Network
Main Room
Social Studies
Network Update
Front Room
Science Network update
Side Hallway
PGES Update
Front Room
Science Network
Side Hallway
PGES Update
Main Room
Social Studies
Network Update
Professional Growth and
Effectiveness System (PGES)
September 2014 ISLN
Becky Woosley, KDE Effectiveness Coach
Mike Cassady, KDE/CKEC PGES Consultant
Packet pages 22-29
I can identify elements that need to be revised in SGG
I can lead a coaching conversation to support teachers
with SGG development
Taking a
close look
Sample Annotated Goals
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.
Grade Health Goal
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
 Add
your coaching questions to
the chart.
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 Page
 Writing
Student Growth Goals in
Additional Settings/Roles
 SG
Guidance for SPED and EL
 Annotated SGGs
 Resource to support
SGGs with LDC
Concurrent Sessions
Session 1
Session 2
Session 3
Side Hallway
PGES Update
Main Room
Social Studies Network
Front Room
Science Network
Main Room
Social Studies
Network Update
Front Room
Science Network update
Side Hallway
PGES Update
Front Room
Science Network
Side Hallway
PGES Update
Main Room
Social Studies
Network Update
Packet pages 8-12
Terry Rhodes
Regional Science Network Instructional Specialist
[email protected]
Cell: 859-585-7762
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 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:
• Elementary and middle schools will administer at
grades 4 and 7 a science Norm-Referenced Test
• 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
• National percentile results will be reported, but
scores will not be used in the state accountability
• 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
As the new science assessment
system develops, educators will
be kept informed of timelines
and other important info
“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
So, what if…..
Imagine if you had the opportunity to reverse that
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
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
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.
A world where classroom experiences
drive state assessment
A world where students engage in
authentic science experiences
YOU are the pivotal point in this
Draft Plan for New
Science Assessments
Gathering •
Obtain Information
Ask Questions/Define Problems
Plan & Carry Out Investigations
Use Models to Gather Data
Use Mathematics & Computational
• Evaluate Information
• Analyze Data
• Use Mathematics and Computational
Reasoning Thinking
• Construct Explanations/Solve Problems
• Developing Arguments from Evidence
• Use Models to Predict & Develop Evidence
(Moulding, 2012)
• Communicate Information
• Using Argue from Evidence (written/oral)
• Use Models to Communicate
Grades 6-12
Grades 6-12
Coming Up next month…
how to use the LDC rubric to collect
evidence for student growth goals….
Concurrent Sessions
Session 1
Session 2
Session 3
Side Hallway
PGES Update
Main Room
Social Studies Network
Front Room
Science Network
Main Room
Social Studies
Network Update
Front Room
Science Network update
Side Hallway
PGES Update
Front Room
Science Network
Side Hallway
PGES Update
Main Room
Social Studies
Network Update
Social Studies
for the
Next Generation
Packet pages 13-21
Debbie Waggoner KDE/CKEC
[email protected]
Informing the Work
--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
The Architecture
Disciplinary Core
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.
Identify the roles and responsibilities of community members
Explain the need for and purposes of rules in a community
Explain what governments are and how communities work to accomplish tasks and
establish responsibilities
Explain how citizens responsibly participate in democratic processes and practice
civic responsibility
Describe the origins, functions, and structure of state government to determine how
it supports freedom within a democracy
Explain how government effects how citizens, political and economic groups
function within society
Coherence—grade to grade, scaffolding, rigor,
Congruency—progression to the anchor
(individually and collectively)
Clarity—clear use of language
Grade 2: Explore and Discover My Role
Inquiry Practices
Students will independently and
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
Evaluating Sources
Students will independently and
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
Students will independently and
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.
Inquiry Cycle
10. Engage in disciplinary thinking used by social scientists (historians, economists, political scientists and geographers) independently and
proficiently resulting in civic readiness.
Civic Mindedness
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
Economic Decision Making
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
Geographic Reasoning
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
Historical Thinking
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
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.
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
Coming Up next month…
how to use the LDC rubric to collect
evidence for student growth goals….
Possible enduring skills for social
* 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
* Critique own work as well as the work
of others.
* Take informed action.
Math example:
Professional Growth and
Effectiveness System
Amy Jacobs
OPGES Contact for KDE
[email protected]
Packet pages 30-33
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.
Purpose of 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 20152016.
OPs not in pilot
OP’s not in the pilot and in their summative year
will be evaluated with the district’s Former system
OP’s not in the pilot MAY complete the selfreflection/ 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.
Observation & peer
Professional Growth
Self Reflection
Student Voice
Student Growth
Kentucky Sources of Evidence –
required for OPGES
Self – Reflection & Professional Growth Goals
Use the same process and questions as
 What
do I want to change about my
practice that will positively impact
student learning?
 What
 How
is the plan of action?
will I know if I accomplished my
OPGES Student Growth Goals
process as TPGES
Questions for OP to consider
1. What matters most for my content
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
Student Growth: What is enduring?
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
• Is worthy of embedded, course-long
• May be necessary for the next level of
• Requires critical thinking (analyzing,
creating and evaluating)
Observation/Site Visit in OPGES
Follows the districts plan –> 3-1 or 2-2
 Evaluator
will observe/review all 4
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
OPGES observation variation –
use specialist frameworks and
discover what will be observed in
Variations for OPGES observation.
Peer Observer does not have to
be in the ‘Other Professionals’
 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.
 Peer observers complete the KET Peer observation training.
OPGES 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 SGG
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
April – May:
 Complete summative observations.
 Review SGG to see if goal was met.
 Review PGP
OPGES Resources
OPGES Frameworks
OGPES homepage
Amy Jacobs
 OPGES Contact for KDE
 [email protected]
 502-564-1479
Preschool Pilot information
[email protected]
KDE Contacts
Next Steps:
Leadership Team
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!

similar documents