CKEC Instructional Support
Leadership Network
March
th
20 ,
2014
Today’s materials can be accessed at:
http://www.debbiewaggoner.com/
mar-2014-isln.html
CKEC ISLN
Facilitation Team
Debbie Waggoner,
KDE/CKEC Instructional
Specialist – Math & Social
Studies Emphasis
Terry Rhodes,
KDE/CKEC
Instructional
Specialist –
Science Emphasis
Kelly Philbeck,
KDE Literacy/LDC
Rebecca Woosley,
(Monica Osbourne)
Effectiveness Coach,
KDE
Mike Cassady,
PGES Consultant
CKEC/KDE
Sharing
Learning
Over 100 years of Excellence
Supporting
Teaching
Enhancing
Norms
 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.
PINK Sheet
ISLN Meeting
IMPORTANT NOTES
How will I use this
What do I want to
information, and
remember?
how will I share it
with others in my
district?
Today’s Agenda
Introduction – Review of Learning Forward module materials –
Which materials can you use for professional learning with your
teachers?
Concurrent Sessions:
--Science Network Deconstruction and Classroom Assessment
Updates – Terry Rhodes
--Social Studies Network C3 Framework and Instructional Shifts
Updates – Debbie Waggoner
--PGES Rubric: the what, the why, and the how
(reflections on using the EDI rubric from Fayette County) –
Rebecca Woosley (Monica Osborne) & Mike Cassady
Closure – Spotlight: Anderson County – PGES Roll-Out Plan Sharing
How is your district doing with Implementation?
How are you using your district network participants?
What’s your plan for preparing all staff for TPGES by September?
Join our backchannel at: www.todaysmeet.com/CKECISLN
Inside Cover
Kentucky’s Core Academic Standards
Leadership
Assessment Literacy
Highly Effective Teaching and learning
Network Foundations….
Pillars again
TPGES –Teacher Professional Growth and Effectiveness System
What does effective teaching look like?
Anyone? Anyone?
What does effective professional learning look like?
If your Faculty Meetings, PLCs, PDs, workshops, etc.
don’t look like effective teaching, then you are
missing the chance to help your teachers grow.
9
http://learningforward.org/publications/implementing-common-core/professional-learning-units
10
11
Packet page 2-3
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Packet page 4
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2
3
4
5
6
7
8
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10
11
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Packet page 5
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Packet page 6
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Packet pages 7-8
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http://learningforward.org/publications/implementing-common-core/professional-learning-units
DISTRICTS
A-F
G-O
P-Z
Concurrent Sessions
Session 1
Session 2
Session 3
Side Hallway
PGES Rubric
Main Room
Social Studies
Network Update
Front Room
Science
Network
update
Main Room
Social Studies
Network
Update
Front Room
Science Network
update
Side Hallway
PGES Rubric
Front Room
Science
Network
update
Side Hallway
PGES Rubric
Main Room
Social Studies
Network
Update
UPDATES
Deconstruction Work
 First round of deconstruction was
done in February
 March meeting will focus on
revisiting work from Feb, making
revisions and adding in the
assessment component
 Adjusted schedule due to Jan
weather
Classroom Assessment of KCAS-Science
 Selected Response
Multiple Choice
True/False
Matching
Fill in-the-blank
Students scores on selected response
assessments are usually figured as the
number or proportion of questions
answered correctly.
Classroom Assessment of KCASScience
 Written Response
Short Answer Items
Extended written response items
Students construct an answer in response to a
question or task. Short answer items call for a
very brief response having one or a limited
range of possible right answers. Extended
written response require a response that is
greater in length and generally have a greater
number of acceptable or correct answers.
Classroom Assessment of KCAS-Science
 Performance Assessment
Performance task
Performance criteria
Assessment is based on observation and
judgment; used to judge both real-time
performances (demonstrations) and
products (or artifacts) that students
create. It has two parts: the task and the
criteria for judging the quality of the
response (rubric).
Classroom Assessment of KCAS-Science
 Personal Communication
Questions during instruction
Interviews and conferences
Participation
Oral exams
Student journals and logs
Finding out what students have learned
through structured and unstructured
interactions with them. Usually formative,
but can also be summative
For your scenario, decide whether each
assessment is:
Strong- works well for all learning targets of this type
Good- works for many learning targets of this type
Partial-works in some instances for learning targets of
this type
Poor-never works for learning targets of this type
To make your choices, ask yourself, which
methods will provide the “most accurate
information with the highest degree of
efficiency?”
Packet page 9-10
Packet page11
Moving NGSS to Implementation
Science Network Meetings:
-March 24th
-April 29th
Terry Rhodes
terry.rhodes@education.ky.gov
859-585-7762
www.terryrhodes1science.com
DISTRICTS
A-F
G-O
P-Z
Concurrent Sessions
Session 1
Session 2
Session 3
Side Hallway
PGES Rubric
Main Room
Social Studies
Network Update
Front Room
Science
Network
update
Main Room
Social Studies
Network
Update
Front Room
Science Network
update
Side Hallway
PGES Rubric
Front Room
Science
Network
update
Side Hallway
PGES Rubric
Main Room
Social Studies
Network
Update
CKEC Social Studies Content Network Meetings
Tuesday, March 25th, 2014
Tuesday, April 22nd, 2014
Debbie Waggoner KDE/CKEC
*LAdebbie.waggoner@education.ky.gov
County Office of Education C3 Webcast
*Dr. Kathy Swan's "Achieving the C3: An exploration into 21st century
www.debbiewaggoner.com
social studies"
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Packet page12
31
32
Packet page13
Read your
C3 section
& Take Notes
5 minutes
Discuss, relate to
Each group shares
Framework, & Summarize
a one sentence
on Green sheet
summary whole group
5 minutes
5 minutes
What is your vision for
social studies
teaching and learning?
16
C3
32.06
I
nstructional Shifts
Iodine
1. Craft questions that matter.
2. Establish a collaborative context to support
student inquiry.
3. Integrate content and skills meaningfully.
4. Articulate disciplinary literacy practices and
outcomes.
5. Provide tangible opportunities for taking
informed action.
Packet page14-15
36
Packet page16
Growth vs Fixed Mindset
Why is having a growth mindset important for
social studies teaching and learning?
Packet page17
Packet pages 18-19
38
Compelling and supporting questions
C3 lesson plan
template
Packet page 20-22
DISTRICTS
A-F
G-O
P-Z
Concurrent Sessions
Session 1
Session 2
Session 3
Side Hallway
PGES Rubric
Main Room
Social Studies
Network Update
Front Room
Science
Network
update
Main Room
Social Studies
Network
Update
Front Room
Science Network
update
Side Hallway
PGES Rubric
Front Room
Science
Network
update
Side Hallway
PGES Rubric
Main Room
Social Studies
Network
Update
Professional Growth and Effectiveness
System (PGES) Rubric
The What, The Why, & The How
March 2014 ISLN
Today’s Targets
Deepen our understanding
of PGES Implementation
Rubric
 Practice using the rubric to
support district
implementation

What is the PGES
Implementation Rubric?
A resource designed for district leaders to
help districts create a robust PGES by guiding
self-assessment about PPGES and the
TPGES implementation across the district
 providing
definitions and evidence of strong
and weak implementation
 informing
and guiding plans for next steps
Incorporates  the Measures of Effective Teaching (MET) principles
Integrates  KDE’s Capacity Framework
human
material
organizational
structural
Human
Capacity:
Organizational
Capacity:
Structural
Will and
Skill
Collaboration,
Communication
Procedures
and
Interaction
Capacity:
and
Policies
Material
Capacity:
Fiscal and
Physical
KDE Capacity Framework
* to provide consistency of implementation
across the state
* to communicate priorities to stakeholders
* to help districts go beyond technical
implementation to the system structure that
must be in place for effective PGES
implementation
* to take the conversation to the needed
system shifts – (building on what’s in place or what
can be refined)
Take 2 minutes…
What do you notice about
the format/organization of
the Implementation Rubric?
Packet page 25-34
Rubric Format
 Includes
an overall guiding question for
each section of the rubric/tool
 Includes
icons connected to the 4
capacities with the guiding questions
 Identifies
criteria for weak and strong
implementation
 Includes
evidence that indicates strong
implementation
Feedback from Fayette Co.
Read and
Reflect
Review #6 - Assure Accuracy
Independently, read and reflect on
the questions, the weak & strong
criteria and the evidence of success
Decide where your district is
currently on a scale of 1-4 and
record it on a common, shared
Packet pages 23-24
form.
• Discuss your decisions, recording
your district’s individual evidence
on 1 form.
• Discuss the evidence and come to
consensus.
• Use the evidence to identify any
specific areas of strength and
weakness and implications for
next steps.
PGES
http://education.ky.gov/teachers/HiEffTeach/Pages/Student-Growth.aspx
Enduring Skills
Resources:
•
•
•
PowerPoint of process
with notes and
facilitator’s guide
Sample lists of
enduring skills for
many content areas
Archived Enduring
Skills Process Lync
session
Support Resources
How can you use
the SGG
resources to
support your
districts?
CLOSES
APRIL 30
MARCH 1APRIL 30
If you have questions as you take
your next PGES implementation
steps, contact your PGES
consultant, Mike Cassady or
Becky Woosley, effectiveness
coach.
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Packet pages 35-38
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Packet pages 39-40
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CKEC Instructional Support
Leadership Network 2013-2014
NorthEast Christian Church
September 19th, 2013
October 17th, 2013
November 21st, 2013
January 16th, 2014
February 20th, 2014
March 20th, 2014
Coming up this summer:
ISLN/KLA Annual State-wide
Meeting June 26th /27th Lexington Center
MORE DETAILS COMING SOON


June 26— 3 cycles of TED talks/sessions on these
topics: Teacher Effectiveness, Highly Effective
Teaching and Learning in Science/Social Studies,
Principal Effectiveness (Would you like to lead a TED
talk or session?)
June 27— ‘morning working sessions’ on a variety of
topics districts sign up for these as desired
Please complete the yellow
evaluation before you leave.
We need your feedback!
One Lone NUT
How to Start a Movement - The One Lone NUT