Starting at the Beginning

1. Starting at the Beginning What we are asking you to do today is to Committo Being an IZone– your starting point is the only place it CAN be ‘where you are at’ right now.

4. Leadership Academy IZone Template

5. The Instructional Core What students do in the learning process What teachers do to facilitate learning What is the level and complexity of the content

6. NxGLAttributes can be used in many combinations to change the core Anytime/Anywhere S Mastery Learning T Student Voice Systems of Support Knowledge & Skills C Personalized Learning

7. What are your connections? Anytime/Anywhere S Mastery Learning T Student Voice Systems of Support Knowledge & Skills C Personalized Learning

8. I-Zone = Changes to the Core S The most powerful applications involve intersections of changes The sweet spot T C

9. SBR Example Students must focus on quality of work rather than collection of points. Teachers are given permission and required to be more rigorous and transparent in evaluating students A school/district must examine the tacit assumptions about what is mastery and by building a more cohesive understanding of what the community sees as performance will lead to changes in the expectations of content.

10. PBL Example Students are required to actively seek information to answer questions that they are engaged in. Teachers construct learning environments that students acquire knowledge J.I.T The curriculum becomes more focused on having students build more complex understanding of content by having them apply it in different contexts.

11. I-Zone Are Complex Systems 1:1 S PLC PBL SBR iBus Waivers T C SBR C.C. PBL SBR PBL (Leaders must help people see how they connect)

12. Not all changes are equal S S Not all IZone efforts have to be equally spread across the three areas. T C T C S C An IZone should involve some change in each area even if it’s a secondary focus. For example, take the common core rollout……. …..If you just increase the complexity of the content without changing what students and teachers are doing will you achieve the results you want? T

13. I couldn’t have said it better "I think it's crucial that we have clear goals that everyone knows, that everyone in the community can quote,” "We need goals based on what we want our students to know and focused on how we want to keep improving achievement. We need to define what that actually means, not simply say that we want to continue to improve” Dr. Tom Shelton – Superintendent Fayette County Schools

14. Lessons From Dr. Lee Ann Jung:Intervention Plans 1: Clearly Defined Intervention 2: Measurable Outcomes 3: Data Collection System GO ON TO THE NEXT PAGE

15. Levels of change

16. SECTION 1 Time – 45 minutes 4 Questions *just kidding – we don’t really care if you look ahead.

17. Starting at the Beginning What we are asking you to do today is to Committo Being an IZone– your starting point is the only place it CAN be ‘where you are at’ right now. GO ON TO THE NEXT PAGE

18. What is the problemof practice for your IZone? Example: I want students to be able to solve novel problems. Example: I want our students to take less remedial courses in college. GO ON TO THE NEXT PAGE

19. *When you finish, print this out and put it in the parking lot for others to see What is happening right now? S T C

20. *When you finish, print this out and put it in the parking lot for others to see What will it look like next year? S T C

21. STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test.* *just kidding – we don’t really care if you look ahead.

22. 2 2 SECTION 2 Time – 45 minutes 6 Questions *just kidding – we don’t really care if you look ahead.

23. What is the research-based theory of action that will move you forward? Problem: The work students produce does not reflect the mission statement of the school. Action: By integrating more inquiry/project based work, students will create artifacts of learning that reflects a more robust mastery of subjects. GO ON TO THE NEXT PAGE

24. *When you finish, print this out and put it in the parking lot for others to see How will you move from L1 to L4? S T C

25. *When you finish, print this out and put it in the parking lot for others to see What supports do you need?

26. 2 2 STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test.* *just kidding – we don’t really care if you look ahead.

27. Lunch: Eat, Drink and Be Merry

28. 3 3 SECTION 3 Time – 45 minutes 6 Questions *just kidding – we don’t really care if you look ahead.

29. Levels of change

30. An important piece of monitoring You have to know something isn’t going well, but just as important you have to know enough to act on……

31. Distal vs. Proximal Data GO ON TO THE NEXT PAGE

32. Typical Student Evaluations GO ON TO THE NEXT PAGE

33. A More Proximal Student Evaluation GO ON TO THE NEXT PAGE

34. Revisit class evaluation example? GO ON TO THE NEXT PAGE

35. What Are Your Data Sources? What are types of data/evidence that would help you monitor and evaluation your I-Zone? *When you finish, print this out and put it in the parking lot for others to see GO ON TO THE NEXT PAGE

36. *When you finish, print this out and put it in the parking lot for others to see How will you monitor it? S T C

37. 3 3 STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test.* *just kidding – we don’t really care if you look ahead.

38. 4 4 SECTION 4 Time – 45 minutes Open Response: Reporting Out *just kidding – we don’t really care if you look ahead.

39. Readers Theatre As we call out each district we would like you to share an aspect of your IZone from your “What will it Look Like Next Year” and tell us “What are you Most Excited About”

40. 4 4 STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section in the test.* *just kidding – we don’t really care if you look ahead.