Ohio Valley Educational Cooperative

Kentucky Department of Education

in collaboration

with

English/Language Arts Leadership Network OrientationJuly 27, 2010

Welcome!

Kentucky Leadership Network Facilitators

• Denise Amos – KDE ELA Content Specialistdenise.amos2@education.ky.gov

• Carol Franks – KDE ELA Consultantcarol.franks@education.ky.gov

• Starr Lewis – OVEC Higher Ed Representative (U of L)starr.lewis@louisville.edu

• Lori Norton Meier –OVEC Higher Ed Representative (U of L)lori.nortonmeier@louisivlle.edu

• Pam Scudder – OVEC ELA Specialist (Gallatin County)pam.scudder@gallatin.kyschools.us

Who’s In the Room?

Anchorage

Gallatin

FranklinEminenc

eCarroll

Bullitt

Jefferson

Henry

GrantWest Point

Spencer

Trimble

Owen

Oldham

KSB

OVECShelby

What’s in your binder?

Organizing Your Binder

Bell Ringer

What do you see as the purpose of the Leadership Networks?

Learning Targets (Morning Session)

• I can clearly articulate the vision and goals of the leadership networks.

• I can explain how the system of networks will work together to improve teaching and learning.

• I can identify and describe the four components of the leadership network.

• I can articulate my role in the leadership network.

Setting Network Norms

• Group norms are agreed upon ways in which we will work together so that productivity is maximized.

• They are posted and reviewed (verbally and in writing) at all meetings.

• Norms should clarify the expectations of each team member and should be stated as positive commitments.

Team Norms Activity

Think individually, write down 3 positive norms that you feel should be included on our list (2 minutes).

Share with your team and decide upon a group list of 3 norms you think are most important.

Be ready to share whole group.

The Big Picture: Part 1

Senate Bill 1Kentucky Regional Leadership Networks

Senate Bill 1 (March 2009)

Reduce college remediation rates

Overall readiness is a concern.

According to ACT data, Kentucky high school students– 40% met college ready expectations for reading– 16% met college readiness for science– less than 21% met readiness for college-level algebra

Senate Bill 1 (March 2009)

Revision of the Standards• to meet the needs of 21st century

learners in a global society• to prepare students for college and/or

career• be fewer, clearer, deeper, rigorous

Senate Bill 1 (March 2009)

Revision of the Assessment System• a balanced assessment system –

formative, summative, interim• program reviews for writing, arts &

humanities and PL/CS

Senate Bill 1

Collaboration among many groupsOn standards development – CCSSO (Council of

Chief State School Officers) & NGA (National Governors Assn) along with educators & state agencies & CPE (Council on Postsecondary Education)

On program review development - Educators from across the state and from all grade levels (including Higher Ed.), business leaders, & KDE

On college readiness & teacher prep programs - Higher Ed. staff, CPE, KDE

Senate Bill 1 (March 2009)

A statewide professional development plan

• to impact current teachers and teacher prep programs

• to impact instruction at every level of the education system

The networks are designed to implement the requirements of SB1

Senate Bill 1 (the bottom line)

Senate Bill 1 is not just about new standards or new assessments. It is about improving instruction in all classrooms so that Kentucky students are prepared for college or the career of their choice.

Kentucky Regional Content Leadership Networks

A Plan for Consistency • Content Leadership Networks

– Focus on teacher and teacher leaders• Administrator Leadership Networks

– Building level administrators• Instructional Support Networks

– District level leaders• Superintendents Network• Higher Education Participation/Networks

Leadership Network SystemS

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District Leadership Team Scales Up Work in Every School/ClassroomSuperintendent + Math Teacher Leaders + ELA Teacher Leaders + School Admin. + Instructional Supervisor(s)

Develop the capacities needed to assist their school/district to:–Deconstruct standards into clear learning targets–Design high quality formative and summative assessments–Plan rigorous and congruent learning experiences–Select evidence-based strategies and resources–Ensure every student experiences highly effective teaching and learning

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Kentucky Regional Content Leadership Networks

Mathematics English Language ArtsFACILITATORS (4):

 KDE Staff (Content Specialists)Education Cooperative Consultant

Higher Education Faculty  

PARTICIPANTS -75 (25 district teams) 

NETWORK GOAL: Ensure that every participant has a clear understanding of how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning

experiences. The network approach is designed to build knowledge and leadership capacity within the district. Districts should utilize the

membership of the networks to scale up pd at the local level.

 

FACILITATORS (4): KDE Staff (Content Specialists)

Education Cooperative ConsultantHigher Education Faculty

  PARTICIPANTS -75 (25 district teams)

 NETWORK GOAL:

Ensure that every participant has a clear understanding of how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning

experiences. The network approach is designed to build knowledge and leadership capacity within the district. Districts should utilize the

membership of the networks to scale up pd at the local level.

OVEC

NKCES CKEC

KEDC

KVEC

SESC

GRREC

WKEC

This is

you!

Content Leadership Network Vision

Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day.

The network approach is designed to build knowledge and leadership capacity to:

• implement Kentucky’s Core Academic Standards

• develop assessment literacy among all educators

• work to ensure that every classroom is a model of highly effective teaching and learning practices.

Four Components of the Content Leadership

Network

1. Leadership 2. Kentucky’s Core Academic

Standards3. Characteristics of Highly Effective

Teaching and Learning 4. Assessment Literacy – Classroom

Assessment for Student Learning

Four Components of the Content

Leadership Network

Where’s Your Comfort Zone?

Tree visual

KentuckyLeadershipNetwork

Big Picture: Part 2Roles and Responsibilities

Roles and Responsibilities

• Education Cooperatives• Higher Education Representatives• KDE Network Content Specialists• KDE Consultants • Teacher Leaders• Administrators

Cooperative FacilitatorsPam, Starr & Lori

Regional Facilitators are affiliated with a cooperative or university and have proven content knowledge and/or pedagogical expertise in the content area.

They will help facilitate the full day network meetings and collaborate with the Regional Content Specialists and KDE consultants to plan network activities.

KDE Regional Content Specialists

Denise

will provide planning, facilitation, consultation and technical assistance to Leadership Network Facilitation Teams and Leadership Network participants, schools and districts regarding highly effective teaching and learning around Kentucky’s Core Academic Standards.

KDE Consultants/FacilitatorsCarol

KDE consultants collaborate with others to plan and facilitate network meetings and provide support to the networks. They also work to support the online community.

District Teacher Leaders - YOU

As a Teacher Leader in one of the networks, your responsibility is to

• collaborate with other leaders throughout your region to hone your own practice/knowledge, and

• work collaboratively within your district to scale up highly effective practices in every classroom.

A Deeper Understanding

Take a few moments to read over your handout: vision, standard, and learning targets.

Talk Time: Where do you see the starting point for your district?

Dr. Terry Holliday on the Kentucky Leadership

Networks

Big Picture: Part 3

Leadership Networks

The Important Book

Written by

Margaret Wise Brown

The important thing about the sun is that it shines.It is the center of the Solar System.It's hot.It sustains life.It gives us light.It gives us a tan.It gives us warmth.But the important thing about the sun is that it shines.

The Importance of this Network• Create your own “The Important Book”

about this leadership network.• Use these indicators–The important thing about this leadership network is………..– It’s like ……………..– It…………….– It’s…………..–And it…………….–But the most important thing about this

leadership network is…

Revisiting our Learning Targets (Morning Session)

• I can clearly articulate the vision and goals of the leadership networks.

• I can explain how the system of networks will work together to improve teaching and learning.

• I can identify and describe the four components of the Leadership network.

• I can articulate my role in the leadership network.

Timeline of Meeting Dates

Fall • September

16• October 21• November 11

Spring• January 20• February 17• March 17• June 16

Lunch

Visiting the Parking Lot

Revise Bell Ringer

What do you see as the purpose

of the Leadership Networks? What is your role?

Learning Targets (Afternoon Session)

• I can explain the organization and structure of Kentucky's Core Academic Standards for English/Language Arts.

• I can identify and explain the grade level progression within the standards.

• I can explain the value of implementing Highly Effective Teaching and Learning practices in classrooms.

Kentucky’s Core Academic Standards for English Language Arts

• Strategy use• Instructional advice• Everything • G/T or advanced

work

What you won’t see…

• Interventions• Supports for

students with special needs, ELLs

• The “whole” of College and Career Readiness (CCR)

Standards do … Standards do not …Establish what students need to learn.

Dictate how teachers should teach. Instead, schools and teachers will decide how best to help students reach the standards.

Attempt to focus on what is most essential.

Describe all that can or should be taught. A great deal is left to the discretion of teachers and curriculum developers.

Set grade-level standards. 

Define the intervention methods or materials necessary to support students who are below or above grade-level expectations.

CCR vs. grade-specific StandardsGrade level standards for K-8 Grade band standards for 9-10 and 11-12Emphasis on informational and persuasive text A focus on results rather than meansAn integrated model of literacyResearch and media skills blended into standardsShared responsibility for students’ literacy

development

What else do I need to know about these standards? A Design Summary

Kentucky’s Core Academic Standards

• Focused on critical demands of the global economy• Fewer, but more rigorous• Easily communicated to stakeholders• Based on research• Considered international benchmarks• Aligned from kindergarten through college entrance

Kentucky’s Core Academic Standards for English/Language Arts

Standards for English Language Arts

Standards for Literacy in History/Social Studies, Science, and Technical

Subjects

How are the Standards organized?

College and Career Readiness Standards (CCR)

Academic Standards for English Language Arts

K-5

6-12

College and Career Readiness Standards (CCR)

English Language Arts

Reading (20 total)

Informational (10)

Literary (10)

Writing (10)

Speaking & Listening (6)

Language (6)

Literacy in History/Social Studies, Science, and Technical

Subjects

Reading (10)

Writing (10)

Pg 11 R K-5 Pg 35 R 6-12Pg 19 W K-5 Pg 41 W 6-12Pg 23 SL K-5 Pg 49 SL 6-

12Pg 25 L K-5 Pg 51 L 6-12Pg 31 Texts K-5 Pg 57 Texts 6-12

Pg 59 H/SS*S*TS

Suggested Tabs

Let’s take a stroll through the standards

Appendices

A: supplementary materials and glossaryB: text exemplars, text complexity, and sample performance tasksC: annotated writing samples at various grade levels

Visit: www.corestandards.org

Progression of the

Standards

Example: W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers.

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.9-10.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Example: W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers.

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.9-10.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

With no support

Progression of the New Common Core StandardsPractice Time

Reading Information Standard 6 (odd-numbered tables)

Reading Literature Standard 6 (even-numbered tables)

1. Work with your district to complete the progression of reading standard 6. Include CCR and all grade level standards.

2. Be ready to share.

A Comparison

Think back to your implementation of Kentucky’s Program of Studies

• What do you see that is new?• What do you not see?

The Crosswalk

www.education.ky.gov

Search “crosswalk”

Common Core Standards Comparison to Kentucky State Standards

Characteristics of Highly Effective Teaching and Learning

(CHETL)

5 Components1. Learning Climate

2. Classroom Assessment and Reflection

3. Instructional Rigor & Student Engagement

4. Instructional Relevance

5. Knowledge of Content

Characteristics of Highly Effective Teaching and Learning

The BackgroundPartners in this work: KDE, Harvard Univ, The Wallace Foundation, Jefferson, Daviess, Boone & Kenton Counties (2005)

Focus: Help districts bring highly effective teaching & learning up to speed

According to research, what factors have the most significant influence on student learning?

•High quality instructional practice•Well designed curriculum, assessments and instructional materials aligned to standards•Strong school leadership

Beginning with the person whose birthday is closest to today, count off 1, 2, 1, 2, etc. around your table.

1’s will be given a list of Characteristics to use while observing a video of a science classroom.

2’s will observe the same classroom video without the Characteristics.

Both groups should record observations. Independently, draft some notes on this: Ms Morton’s school

has decided on a school-wide focus on improving the learning climate. You are doing a walkthrough and observing her class for a few minutes. You will need to provide feedback to her around her classroom climate. What will you say to her? What evidence will you use to support your feedback? What suggestions might you provide?

Pair up with your neighbor—did your answers vary? How? Did one of you find the task ‘easier’?

Activity: Looking for Highly Effective Instruction

Ms. Morton’s Class

So…what is the significance of this to the overall goals/work of the Leadership Networks?

Leadership

Brainstorm characteristics of “Great Leaders” at your table.

As a table group, decide on one that you can agree is the most important.

Assessment Literacy

• Balanced Assessment System• Assessment for Learning (Formative)• Assessment of Learning (Summative)• Progress Monitoring• Student-involved learning

Revisiting our Learning Targets (Afternoon Session)

• I can explain the organization and structure of Kentucky's Core Academic Standards for English/Language Arts.

• I can identify and explain the grade level progression within the standards.

Before We Meet Again

• Blackboard Online Community–Log in –Survey

• Read Chapters 1-2 in (CASL) Classroom Assessment for Student Learning

Visiting the Parking Lot

Exit Slip

Final Revision to Bell Ringer

What do you see as the purpose of the Leadership

Networks? What is your role?

Final Thoughts

What do you feel comfortable sharing with

your school/district that you learned today?