presented by Gayle Box, Associate Kentucky Adult Education

Focus on Kentucky Education Initiatives P-20 collaboration to  increase college readiness and  increase degree completion in Kentucky

Are clear, understandable and consistent Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Are informed by other top performing countries and Are evidence-based

Strands Reading Standards for Literature K Reading Standards for Informational TextK Reading Standards: Foundational SkillsK-5 Writing StandardsK Language StandardsK Speaking and Listening StandardsK-56-12

Standards for Reading Correlation Example CCR2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RI1.2 Identify the main topic and retell key details of a text. RI2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI11/12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

 Build a reference library ◦ Completed unpacking charts ◦ Charts that correlate textbooks and other resources  Review and refine completed charts  Make charts available

 Choose a goal for the lesson study  Team creates the lesson  Team observes the lesson being taught by a team member  Team revises the lesson  Different team member teaches the revised lesson

 Introduce and determine the assignment’s purpose  Analyze the demands of the assignment  Compare the assignment’s demands with those of the standards  Diagnose student work  Ratchet-up and redesign the assignment

Evidence that:  Content is aligned to the demands of standards  Cognitive level of activities is aligned to the demands of the standards  Standards are translated into lesson content relevant to adult students

Evidence that:  Standards are addressed by a coherent progression of learning  Students’ level of understanding is assessed during the lesson and instruction is adjusted accordingly

 2 state leads and 3 program directors  Used new KYAE Standards for Mathematics  Chose programs in same KYAE region  Implemented all four innovations within two years  Planned for statewide sustainment

 Importance of using standards to guide instruction and a process for implementation  Benefits of a programmatic approach involving the director with the instructors  Potential for enhancing the instructional leadership of our directors  Benefits of the learning community structure

Three-year Plan for ELA and Math Standards Year 1 Innovation 1ELA-FallMath-Spring Year 2 Innovation 2ELA-FallMath-Spring Year 3 Innovations 3&4 Innovation 3- ELA/Math combined Innovation 4- Program Directors

10 Learning Communities (LCs)

English Language Arts Collaborative Center for Literacy Development at the University of Kentucky Coaches KYAE PD Staff Mathematics Adult Education Academy Morehead State University Coaches KYAE PD Staff

National Center for Family Literacy  Online courses developed for innovations 1-3  Required for part-time instructors working less than 500 hours/year

Understanding The Standards We Teach Unit 1a: Unpacking the Components of Standards Unit 1b: Aligning Resources to Standards Continuation: Completing Materials for Instructional Use

Assigned: 28 – 30 standards from various strands and grades Selected: 20 additional standards of their own choosing Timeline: work with coach to determine dates for assignment postings and conferences Support Framework: indicate methods for supporting the work of their team

 One-day session on Unpacking the Components of the Standards and Sample Activities  Four weeks to complete and post assignments  One-day session on Aligning Resources  Four weeks to complete and post assignments

Translating Standards Into Curriculum: The Lead-Standards Approach Unit 2a: Identifying Standards and Designing Coherent Units of Instruction Unit 2b:Conducting Lesson Studies Program Directors’ Debriefing Meeting

 One-day session to identify Lead and Supporting Standards for chosen grade level and use them to begin developing units  Four weeks to complete and post four Instructional Units  One-day session on Conducting Lesson Studies  Four weeks to collaboratively complete one lesson, observe team member teaching the lesson, collaboratively revise the lesson and reteach

 Presentations on team experiences conducting the lesson study  Discussion of programs’ status on completing units of instruction for all NRS levels in English/LA  Overview of Innovation 4

Planning Stages Unit 3: Focus on Assignments: Working Together to Improve Teaching and Learning Unit 4: Observing Standards-in-Action (Program Directors only)

 Develop professional development for observation categories  Units 1-3 online courses for new instructors  Resources developed during the PD made available online at and