Every student College, Career and Life Ready

K Readiness (birth to 6) College and Career Ready in Boone County Literacy/Numeracy at grade level – RTI (K – 3) Content literacy/number operations/fluency College Readiness Standards (CRS) 13 – 15 (4 – 5), 75%+ percentile on nationally norm-referenced assessments Advanced literacy and numeracy, CRS 16 – 19, 78%+ percentile on nationally norm-referenced assessments, Algebra I (8) English, Math, Reading and Science CRS 20+ (9 – 12) EOC Biology(9/10), Chemistry (11), EOC US History (11) Algebra II (9/10), Geometry (9/10), Pre-Calculus, AP Calculus (11, 12) EOC English I – IV (9 – 12) EOC Score of 3 or higher on AP exams 24 or higher on ACT

 What should our students learn?  Achieving College Readiness Standards through the Academic Core Standards  How should we teach them?  Developing 21st Century Skills through Marzano's 41 Strategies  How do we know if students are learning?  Demonstrating Learning through a Balanced Assessment System  What do we do if they have learned/ have not learned?  Engaging in Extension/ Intervention Based on Individual Needs

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Kentucky Core Academic Standards English/Language Arts Math Program of Studies Social studies Science Practical Living Career Studies Arts and Humanities Next Generation Science Standards-Dec 2012

Grade 2 RI. 1Grade 6 RI. 1Grade RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Grade 2 RI.5Grade 6 RI.5Grade RI.5 Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Developing 21st Century Skills through Marzano's 41 Strategies

Engage Me!

Nine Design Questions

1. Learning Goals and Feedback 2. Interacting with New Knowledge 3. Practicing and Deepening 4. Generating and Testing Hypotheses 5. Student Engagement 6. Establishing Rules and Procedures 7. Adherence to Rules and Procedures 8. Teacher-Student Relationships 9. High Expectations

Teach norms in advance. – Be willing to add your perspective to any discussion. – Respect the opinions of other people. – Make sure you understand the contributions of others by asking questions. – Be willing to answer questions that others ask about your ideas.

What is meant by chunking? What is meant by digestible bites? “Learning proceeds more efficiently if students receive information in small chunks that are processed immediately.” (Marzano. Page 41, The Art and Science of Teaching)

Demonstrating Learning through a Balanced Assessment System

FormativeBenchmarkSummative Students and teachers Using evidence of learning To adapt teaching and learning To meet immediate learning needs Minute-to-minute and day-by-day Diagnoses student level and/or monitors progress Periodic Multiple points of data Identifies strengths and gaps in instruction Can adapt teaching and learning Can meet longer term learning needs Monitors mastery level Is an assessment of learning Understanding of trends over time Provides large scale opportunities for revising instructional practices Majority of end users are teachers and schools

Engaging in Extension/ Intervention Based on Individual Needs

Reading (K-5) Math (2-5) Intervene early Strategically match interventions to students needs A collaborative or problem-solving approach by school staff for the interventions. High quality, research-based instruction in general education Use of data to shape instruction and make decisions (Advisory Team Meetings)

Tier 1: 10 minutes of intervention during core instruction Tier 2: 10 minutes during core instruction; plus 20 – 30 minutes of pull-out or in-class intervention during Core Extension Time Tier 3: 10 minutes during core instruction; plus 40 – 60 minutes of pull-out (depending on program protocol)

Every six to eight weeks grade levels will meet to review student data and discuss next steps Change Tier 1 Intervention Increase Tier Change skill Dismiss from RtI

“School is the only place in life where we arbitrarily divide people according to their date of birth. Age is an indicator of age, only! It does not indicate maturity, physical prowess, readiness for any task, verbal skill, reasoning skill, memory, experience, or any other indicator of readiness for learning. We must find out where students are, what their needs are, and deliver the curriculum where they are.” Jan Lanham

 M/W/F-English Language Arts  T/Th-Math  45 minutes of concentrated study in the student’s needed area of improvement or enrichment.  Cluster grouped based on performance and data.

Gifted and high performing students deserve a rigorous learning environment in which they are expected to engage at high levels in diverse processes, supported so they learn beyond grade-level concepts and skills, and required to produce high-end relevant, sophisticated content.” Bertie Kingore

R ecognize realistic and relevant high-level expectation for action. I ntegrate complexity, breadth, and depth in content, process, and product. G enerate cognitive skills. O rchestrate support systems and scaffolding for success. R efine assessments to guide instruction and benefit learners.

 What should our students learn?  Achieving College Readiness Standards through the Academic Core Standards  How should we teach them?  Developing 21st Century Skills through Marzano's 41 Strategies  How do we know if students are learning?  Demonstrating Learning through a Balanced Assessment System  What do we do if they have learned/ have not learned?  Engaging in Extension/ Intervention Based on Individual Needs

K Readiness (birth to 6) College and Career Ready in Boone County Literacy/Numeracy at grade level – RTI (K – 3) Content literacy/number operations/fluency College Readiness Standards (CRS) 13 – 15 (4 – 5), 75%+ percentile on nationally norm-referenced assessments Advanced literacy and numeracy, CRS 16 – 19, 78%+ percentile on nationally norm-referenced assessments, Algebra I (8) English, Math, Reading and Science CRS 20+ (9 – 12) EOC Biology(9/10), Chemistry (11), EOC US History (11) Algebra II (9/10), Geometry (9/10), Pre-Calculus, AP Calculus (11, 12) EOC English I – IV (9 – 12) EOC Score of 3 or higher on AP exams 24 or higher on ACT

Every student College, Career and Life Ready