Instructional Support Leadership Network

September 15, 2011

Meet Your Facilitators

Abbie Combs

Lori Hollen

Joyce Watson

Carole Mullins Katrina Slone

The ultimate goal of All NETWORKS

All Kentucky students graduate college and career

ready!

Norms (Our Big Ten)• Attend all meetings and engage in the work.• Begin on time, be prepared, and be personally accountable. End on time.• Think, speak, and act in the best interests of students and the adults who

support their development. • Discuss issues, not people.• Observe basic conversational courtesies.• Listen attentively. Avoid side conversation. • Assume best intentions and seek clarification when needed. • Abide by group decisions and support those decisions with professional

behavior. • Keep cell phones silent and leave all non-emergency calls to attend to after

meetings. • Maintain a healthy humor, celebrate and laugh together.

Today’s Targets• I can communicate the vision/goals of the KVEC ISLN leadership

team and their connection to Unbridled Learning: College and Career Readiness

• I can recognize the connection among the various networks

• I can deepen my knowledge of formative assessment as a process for increasing student learning within my school/district

• I can identify activities of the Teacher Leader Network and

explain how I can support this work in my school/district

“Where there is no vision, the people perish. “

-Proverbs 29:1

“Vision is seeing a future state with the mind's eye. Vision is applied imagination. All things are created twice: first, a mental creation; second, a physical one”. Stephen Covey

"Most people live in a very restricted circle of their potential being. We all have reservoirs of energy and genius to draw upon of which we do not dream.“ William James-

Imagination is more important than knowledge."-Albert Einstein-

"Thee lift me and I'll lift thee and we'll ascend together."-Quaker Proverb-

Purpose Guided by Vision Telephoto Lens-Where have we been? Use this lens

to bring objects up close (leadership 2010/2011).Wide Angle Lens-Where do we need to be in the future. Use this lens to capture the big picture (Vision).Standard Lens-Where are we now? A normal human perspective (ISLN 2011/2012).

• Kentucky’s Core Academic Standards

• Characteristics of Highly Effective Teaching and Learning

• Assessment/Assessment Literacy

• Leadership

Pillars of Network Meetings

Kentucky Leadership Networks 2011-12 – Regional Support Services

The Kentucky Leadership Networks are designed to build the CAPACITY of teacher, school, and district leader teams to implement the Kentucky Core Academic Standards within the context of highly effective teaching, learning, and assessment practices.

• Through a focused approach targeting Assessment Literacy, KCAS, Characteristics of Highly Effective Teaching and Learning, and positional leadership competencies, the vision is to ensure that every district in the Commonwealth has a knowledgeable and skilled team that works to scale up effective practices so that every student experiences rich and engaging opportunities to learn every day in every classroom.

• As the emphasis is on building capacity, the expectation is that local leadership teams eventually assume the responsibility for facilitating learning throughout their district. All resources (print materials, protocols, powerpoints, etc.) will continue to be available electronically however regional content specialists will focus the bulk of their time on supporting new capacities in 2011-12.

Time for a Paradigm Shift

Direct Facilitation for the Following to be Phased OUT in 2011-12 (by month):

• Deconstructing Standards process • Gap Analysis Protocol • Intro to “Unbridled Learning” (Senate Bill 1 Overview)• Basic intro to Characteristics of Highly Effective Teaching and Learning• Overview of Kentucky Core Academic Standards• Intro to formative vs. summative assessment• Basic Planning and Pacing • Intro to Learning Targets

New Paradigm Direct Facilitation for the Following will be AVAILABLE in 2011-12 (by month):

Content Focused Support:• Math – number and algebraic thinking (Number Functions)• ELA – argument/writing• CHETL Distinguishing Effective from Ineffective thru Authentic Examples• Formative Assessment in Action• Highly Effective Teaching and Learning in Action – Classroom Support - *Coaching in

order to provide feedback to individual teachers on implementation of CHETL around KCAS (at request of teacher only-all feedback

goes directly to teacher only—see Coaching/Feedback Protocol) • FAL/LDC coaching in small groups (NOT large group training/presentations)• Planning and Pacing

Kentucky Leadership Networks Coaching/Feedback Protocol

KEY: Content Specialists will be available – upon request by teacher leaders – to provide coaching/feedback support as LDC or Mathematics FALs are being implemented. The intent is ONLY to support teachers to grow in their skills (specifically Characteristics of Highly Effective Teaching and Learning) as they try out the tasks/lessons – NOT to be evaluative in any way. Content Specialists, too, will benefit from having opportunities to learn from the teacher leaders and their students as these tasks/lessons are implemented.

PROTOCOL: 1. Teacher Leaders should request this support directly from the regional content specialist.2. A specific “target” should be specified for the coaching visit (e.g., questioning to advance

students’ thinking; facilitating students’ discussion; creating a risk-taking environment/facilitating and managing ‘productive struggle’ time, etc.).

3. The content specialist should focus on the target defined, taking descriptive notes of what is observed related to the target.

4. The content specialist should identify “stars and stairs” - commendations/clear examples of CHETL and suggestions for growth related to the target (one to three of each).

5. Teacher Leader and Content Specialist should engage in a conversation around the feedback. 6. All notes/feedback should remain in the hands of the Teacher Leader.

What Does This Mean to YOU? Changes include:1. COMBINED School and District Leader network in each of the

Education Cooperative regions. 2. The NEW combined “Instructional Support Leadership

Networks” will meet for ½ days, 6 times during the academic year (prior to each of the content network meetings in Sept, Oct, Nov, Jan, Feb and March) and probably 1-2 full days each summer

3. The KDE Content Specialists assigned to each cooperative region will facilitate a significant portion of each of those meetings—making school and district leaders aware of what the teacher leaders will be doing monthly and focusing on how they can support the teacher leaders.

Kentucky Valley ISLN Meetings• September 15th (9:00-12:00) LKLP Conference Room• October 20th- 9:00-12:00 or 1:00-4:00 HCTC Technical

Campus Devert Owens Building-115C• November 17th -9:00-12:00 or 1:00-4:00 HCTC Technical

Campus Devert Owens Building-115C• January 19-9:00-12:00 or 1:00-4:00 HCTC Main Campus First

Federal Center Rooms 123 D & E• February 16--9:00-12:00 or 1:00-4:00 HCTC Main Campus

First Federal Center Rooms 123 D & E• March 22--9:00-12:00 or 1:00-4:00 HCTC Main Campus First

Federal Center Rooms 123 D & E

Vision

Formative Assessment

Process

Network Connections

Support & Next Steps

LESSONS LEARNED:2010-2011

The Hamster

The Administrator

Balanced Assessme

nt Activity

Formative Assessment StrategiesPlease use post-it notes available and write down a formative assessment strategy that is used at your school(s).

Write 4-5 strategies, one strategy per post-it note, and set them aside for use a little later.

Formative AssessmentStrategy

RESEARCH BRIEF NCTM, 2007by Dylan Wiliam

What Does Research Say the Benefits of Formative Assessment Are?

Typology of Kinds of Formative Assessment

Type Focus Length

Long-cycle Across marking periods, 4 weeks to 1 year quarters, semesters, years

Medium-cycle Within and between 1 to 4 weeks instructional units

Short-cycle Within and between lessons

day-by-day 24 to 48 hours

minute-by-minute 5 seconds to 2 hours

Comprehensive Framework for Formative Assessment Processes:

1. Establishing where learners are in their learning

2. Establishing where they are going 3. Establishing how to get there

Aspects of Assessment for LearningWhere the learner is going

Where the learner is right now

How to get there

TEACHER Clarifying and sharing intentions and criteria for success

Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of learning

Providing feedback that moves learners forward

PEER Understanding and sharing learning intentions and criteria for success

Activating students as instructional resources for one another

LEARNER Activating students as owners of their own learning

Aspects of Assessment for LearningWhere the learner is going

Where the learner is right now

How to get there

TEACHER Clarifying and sharing intentions and criteria for success

Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of learning

Providing feedback that moves learners forward

PEER Understanding and sharing learning intentions and criteria for success

Activating students as instructional resources for one another

LEARNER Activating students as owners of their own learning

Student-friendly learning targets

Peer and self-assessment

Meaningful Feedback

Academic talkThoughtful questions

Formative Assessment Strategies

Long-Cycle Medium-Cycle Short-Cycle

Formative Assessment

Long-cycle

Medium-cycle

Name: Role: District:

Level PLAN (What will you do with what you have learned in this network meeting?)

DO (When, where, how, with whom will you do what you have planned?)

REVIEW (How did it go? What barriers did you face? What successes did you have? What evidence do you have of success?)

School

District

English/Language Arts Update

Logistics of Kentucky’s Core Academic Standards – Vertical and Horizontal Progression of the common core standards

Characteristics of Highly Effective Teaching and Learning

Assessment of Learning: Classroom Assessment for Student Learning

Making meaning of the standards through Deconstruction and Teacher Friendly Targets

Student Friendly Targets

Gap Analysis

Planning, Mapping and Pacing

Resources for building units of study aligned to the Eng/LA KCAS

Activities to enhance teacher ‘s abilities as a leader within the school/district

Year 1 – Focus of ELA NetworkKentucky’s Core Academic Standards

Year 2 – Focus of ELA NetworkImplementation

• Congruent and rigorous activities focusing on the integration of literacy and content learning

• Become critical consumers of quality resources• Match appropriate reading materials with readers: Look deeper

at text complexity and the three step process included in the common core standards document

• Encourage endurance of quality text• Continue the focus on capacity building in schools and districts• Advance 21st Century Learning around the 4 Cs: Collaboration,

Critical Thinking, Communication and Creativity• Participate in book studies that will further an in-depth study of

current and best practices in literacy

Teacher Leaders as Capacity Builders

• Articulate the goals and purpose of the content leadership network• Compare and contrast persuasion, opinion and argument as it

progresses with a focus on the following Eng/LA KCAS: Writing Standard # 1 Reading Information # 8 Speaking and Listening # 3

• Recognize instruction that makes the connection among the standards: Introduction to the Literacy Design Collaborative process.

• Create a teaching task (LDC Task 2: Argumentative Writing) that integrates the ELA strands

• Set personal goals that and make an action plan to advance the vision of 21st century learning

September ELA Network Meeting Focus

Literacy Design CollaborativeSample Task

Teacher’s Task Before LDC• After reading the book A

Wrinkle in Time, write a book review explaining why you did or did not like this book.

Teacher’s Task After LDCTask 2 ELA:(Argumentation/Analysis L1): • Would you recommend A

Wrinkle in Time to a middle school reader? After reading this science fiction novel, write a review that addresses the question and support your position with evidence from the text.

September 21st October 27th

November 29th January 18th

February 21st March 29th

June 28th and 29th

Hazard Community and Technical CollegeFirst Federal Building9:00 a.m. – 4:00 p.m.

2011/2012 ELA Content Network

What’s Happening in the MTLN?

Mathematics Update

Logistics of Kentucky’s Core Academic Standards – Vertical and Horizontal Progression of the common core standards

Characteristics of Highly Effective Teaching and Learning

Assessment for Learning: Classroom Assessment for Student Learning

Making meaning of the standards through Deconstruction and Teacher Friendly Targets

Student Friendly Targets

Gap Analysis

Planning, Mapping and Pacing

Resources for building units of study aligned to the Mathematics KCAS

Activities to enhance teacher ‘s abilities as a leader within the school/district

Year 1 – Focus of Mathematics NetworkKentucky’s Core Academic Standards

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Questioning Techniques

Engineering Student Discussions

Formative Assessment

Some things we identified last year as Formative Assessments and are now using:

Exit Slips entrance slips bell ringersTHUMBS UP/DOWN Common Assessments

• Are these still Formative Assessment? Answer: It depends!

Formative assessment can and should be done BY STUDENTS as well as by

teachers.

The key to improvement is how students and teachers

use assessment information.

Typology of Kinds of Formative Assessment

Type Focus Length

Long-cycle Across marking periods, quarters, semesters, years

4 weeks to 1 year

Medium-cycle Within and between instructional units

1 to 4 weeks

Short-cycle day-by-day minute-by-minute

Within and between lessons

24-48 hours

5 seconds to 2 hours

WE REMAIN CONNECTED TO CASL!

“I thought that if I taught them all the bits, [students] could put them together.” FAL Trial Teacher

CCSSM/ KCASM Learning

FAL

CHETL

AssessmentLiteracy KCASM

Participants can describe why formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.Participants can describe the design and purpose of a Formative Assessment Lesson.Participants can modify a task from low cognitive demand into a high cognitive demand task.

SEPTEMBER: MTLN TARGETS

Expectations for MTL’s

Expectations of MTL’s (cont.)

Teacher Leader Input

2010-2011 ELA AND MATH DISTRICT LEADERSHIP

TEAM REFLECTION AND ACTION PLAN

Name: Role: District:

Level PLAN (What will you do with what you have learned in this network meeting?)

DO (When, where, how, with whom will you do what you have planned?)

REVIEW (How did it go? What barriers did you face? What successes did you have? What evidence do you have of success?)

School

District

PowerPoint and Resources

http://kvecsupportnetwork.wikispaces.com/

GOT QUESTIONS?

WE WILL HANG AROUND