Proficiency Delivery Plan Strategies Curriculum, Assessment & Alignment Continuous Instructional Improvement System ( CIITS) New Accountability Model KY System of Interventions/Response to Intervention (KSI/RTI) Collection & Use of Data for Program Improvement – Program Review Literacy Initiative Math Initiative School Readiness and Early Progress

Strategy 1: Curriculum, Assessment & Alignment Creation of systematic statewide professional development structure: Leadership Networks Standards based reporting Partnership with SREB

Strategy 2: CIITS Academic Standards Instructional materials Teacher/student-level data and assessment items Tools and functionality to connect instructional information to PD, teacher & leader effectiveness work, and school/district improvement plans

Strategy 3: New Accountability Model Balanced Approach Organized around KBE’s 4 strategic priorities Kentucky’s new accountability model mms://video1.education.ky.gov/Accountability_

Strategy 4: KSI/RTI SY Developed Guidance SY (KSI). Provided ongoing technical assistance/training (KSI). Identified model KSI sites to include in Promising Practices Toolkit. SY Disseminate Kentucky System of Intervention (KSI) Guidance. Developed training materials aligned to KSI Guidance, including face-to- face materials, as well as webinar (recorded) materials. Provided ongoing technical assistance/training (KSI). Identified model KSI sites to include in Promising Practices Toolkit. Present KSI training at statewide conferences as opportunity and access allows.

Strategy 5: Collection & Use of Data for School Improvement Program Reviews SY Identify pilot districts. Provide technical assistance to LEAs over the course of implementation. SY Monitor LEAs’ implementation of Program Review. Review LEAs (every school/every two years). Develop K-3 Program Review. Continue training/technical assistance. SY , , Review LEAs (every school/every two years). Continue training/technical assistance. Identify model sites to include in Promising Practices Toolkit.

Strategy 6: Literacy Initiative Professional Development Implement the Literacy Design Collaborative (LDC) framework through the Teacher Leadership Networks Provide a monthly webinar series focused on standards implementation Promote KET modules on Effective Writing Instruction for K-8 teachers Support Professional Learning Communities of Practice (online) for teachers of English language learners (ELLs). Provide Effective Writing Instruction support Support Literacy in the Content Areas workgroup to develop model units, lessons and resources, aligned to the standards, for sharing in CIITS. Repurpose the Literacy in the Content Areas webinars Work with the EPSB and institutions of higher education in revising teacher preparation programs, targeting literacy instruction and content/discipline specific literacy Utilize the Model Curriculum Framework to provide technical assistance/professional development to districts

Strategy 7: Math Initiative Professional Development KDE Math Content Specialists and Network Facilitators receive training and planning for network meetings. Leadership Networks monthly meetings including teacher/school/district level leaders to include Standards, CASL, Leadership Capacity, Designing Summative and Formative assessments, etc. Populate CIITS with instructional lessons, units, assessments and resources. Math Teacher Leaders identified as teacher point of contact in each K-8 school to help in disseminating information to colleagues related to the work of the networks Primary Program Review Content Network Training will use Math Formative Assessment Lessons (FALs) and the formative assessment process Plan and design professional development for Aspects of Number through Operations and Algebraic Thinking for elementary and Ratio and Proportion, Expressions and Equations, and Number Systems for middle school with KDE Frankfort-based staff, regional content specialists and Kentucky Center for Mathematics. RFA for new Math and Science Partnership grants to focus on KDE Math Initiative. Special Education Math Consultants – Develop modules for addition and subtraction, multiplication and division, and fractions. Begin face-to-face training with special education teachers one day a month for six hours. Training will cover all modules and take place during the school year. Trainings will continue beyond KDE/KCM – Training for Math Initiative begins

Strategy 8: School Readiness & Early Childhood Readiness Screener Primary Diagnostic K-3 Program Review

College & Career Readiness Delivery Plan Target Goals There are two main target goals: 1) increase the percentage of students who are college- and career-ready from 34 percent (16,320 students) to 67 percent (32,160 students) by ) increase the Averaged Freshman Graduation Rate from 76 percent (36,480 students) to 90 percent (43,200 students) by 2015

CCR Strategies Collection & Use of Data Course & Assessment Alignment New Accountability Model Targeted Interventions Career Readiness Pathways Acceleration – AdvanceKentucky & Project Lead the Way Academic and Career Advising District 180 Pathway to Student Success

Gap Delivery Plan GOAL: Increase achievement for all students in Kentucky so that the achievement gap decreases for all subgroups (African-American, Hispanic, Native American, With Disability, Free/Reduced Price Meals, Limited English Proficiency) from ___% in 2012 to ___% in 2017 as measured by school report cards. (A baseline will be established utilizing the Kentucky state assessment results in 2012.)

Gap Delivery Plan Strategies Consolidated Planning and Use of Data Communication Flexibility of Funding Alternative Individual Learning Plans Digital Learning Educational Recovery

Gap Delivery Plan Strategies Professional Development for Educational Recovery Staff Regional Professional Development Co-Teaching in a Diverse Classroom Progress Monitoring Intentional Use of Proficiency Strategies for Subgroups

General Functions of Special Education Cooperatives Provide training, technical assistance and support based on KDEs delivery plans by: Compiling and analyzing regional and district data to identify where TA support is most needed to improve outcomes for students with disabilities; Applying implementation science principles to plan, implement and sustain professional development practices that includes training and follow-up technical assistance and support; Assisting districts in learning and applying evidence-based practice ; Assisting member districts to meet the State and federal regulatory requirements for special education programs; Cooperating and collaborating with other groups and agencies to facilitate improved outcomes for students with disabilities and their families; Serving as liaison and disseminating information to Local Education Agencies from KDE and other agencies; Building local member district capacity to achieve KDE outcomes; and Participating in ongoing professional development to build Cooperative staff capacity to facilitate improved outcomes for students with disabilities and their families