Starting at the Beginning
What we are asking you to do today is to
Commit to Being an IZone – your starting point is
the only place it CAN be ‘where you are at’ right
now.
Leadership Academy
IZone Template
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
NxGL Attributes can be used in many
combinations to change the core
S
Anytime/Anywhere
Mastery Learning
T
Student Voice
Knowledge & Skills
C
Personalized Learning
Systems of Support
What are your connections?
S
Anytime/Anywhere
Mastery Learning
T
Student Voice
Knowledge & Skills
C
Personalized Learning
Systems of Support
I-Zone = Changes to the Core
The most powerful
applications involve
intersections of
changes
The sweet spot
S
T
C
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.
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.
I-Zone Are Complex Systems
1:1
S
iBus
PBL
PLC
PBL
SBR
Waivers
T
C
SBR
PBL
SBR
C.C.
(Leaders must help people see how they connect)
Not all changes are equal
S
T C
An IZone should involve
some change in each area
even if it’s a secondary
focus. For example, take the
common core rollout…….
Not all IZone efforts have to
be equally spread across
the three areas.
S
T
C
S
T
C
…..If you just increase the
complexity of the content
without changing what
students and teachers are
doing will you achieve the
results you want?
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,”
Dr. Tom Shelton – Superintendent
Fayette County Schools
"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”
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
Levels of change
Students
Teachers
Curriculum
Level 1 (step 1)
What does it look
like now?
What does it look
like now?
What does it look
like now?
Level 2
Pick a milestone
Pick a milestone
Pick a milestone
Level 3
Pick a milestone
Pick a milestone
Pick a milestone
Level 4 (step 2)
What will it look
like next year for
students
What will it look
like next year for
Teachers
What will it look
like next year for
students
SECTION 1
Time – 45 minutes
4 Questions
*just kidding – we don’t really care if you look ahead.
Starting at the Beginning
What we are asking you to do today is to
Commit to 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
What is the problem
of 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
*When you finish, print this out and put it in the parking lot for others to see
What is happening right now?
How would a student describe their experience in your school?
S
What does a teacher do when preparing and implementing a
unit/module?
T
What types of things are students be expected to do?
C
*When you finish, print this out and put it in the parking lot for others to see
What will it look like next year?
How would a student describe their experience in your school?
S
What does a teacher do when preparing and implementing a
unit/module?
T
What types of things will students be expected to do?
C
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.
2
2
SECTION 2
Time – 45 minutes
6 Questions
*just kidding – we don’t really care if you look ahead.
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
*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?
What interventions, frameworks, direction will you provide to
change students role in the learning process?
S
What interventions, frameworks, direction will you provide to
change how teachers design and provide learning experiences?
T
How would you describe the change in level of content to
parents, teachers and students?
C
*When you finish, print this out and put it in the parking lot for others to see
What supports do you need?
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.
Lunch: Eat, Drink and Be Merry
3
3
SECTION 3
Time – 45 minutes
6 Questions
*just kidding – we don’t really care if you look ahead.
Levels of change
Students
Teachers
Curriculum
Level 1 (step 1)
What does it look
like now?
What does it look
like now?
What does it look
like now?
Level 2
Pick a milestone
Pick a milestone
Pick a milestone
Level 3
Pick a milestone
Pick a milestone
Pick a milestone
Level 4 (step 2)
What will it look
like next year for
students
What will it look
like next year for
Teachers
What will it look
like next year for
students
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……
Distal vs. Proximal Data
Proximal
Distal
• To think concretely and intuitively.
• To conceptualize variable processes
and specific conditions.
• To become close to the processes that
produce results and focus on them as
much as on the results.
• To identify errors and correct them
before they become exceptional.
• To infer causality from information rich
with situational causality related to
specific mechanisms.
• To think abstractly and rationally.
• To conceptualize stable variance and
general overall conditions and trends.
• To distance self from processes that
produce results and focus primarily
upon the results or the performance.
• To identify errors that are exceptional.
• To infer causality from information
lacking specifity of causal processes or
mechanics.
GO ON TO THE NEXT PAGE
Typical Student Evaluations
GO ON TO THE NEXT PAGE
A More Proximal Student Evaluation
GO ON TO THE NEXT PAGE
Revisit class evaluation example?
GO ON TO THE NEXT PAGE
What Are Your Data Sources?
Distal
Proximal
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
*When you finish, print this out and put it in the parking lot for others to see
How will you monitor it?
How will you track how students roles are changing?
S
How will you determine if teachers have changed what they
are doing.
T
What evidence will you collect to show how the level of
content has changed?
C
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.
4
4
SECTION 4
Time – 45 minutes
Open Response: Reporting Out
*just kidding – we don’t really care if you look ahead.
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”
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.