Career and College Readiness Kentucky Core Academic Standards Characteristics of Highly Effective Teaching and Learning Assessment Literacy MODULE 1

Understand the reasons for Senate Bill 1 Begin to understand the implications of Senate Bill 1 for teaching and learning College and Career Readiness Kentucky Core Academic Standards Highly Effective Teaching and Learning Assessment Literacy Learn about the plan for preparing the district to implement Senate Bill 1 Common Language 2

College & Career Readiness 3

For every 100 students who entered 9 th grade in 2002, how many graduated from high school? Of those students who graduated, how many entered college? Of those students who entered college, how many return for year 2? Of those students who entered college, how many will graduate? 4

For every 100 students who entered 9 th grade in 2002, 74 graduated from High School.

Of those students who graduated from high school, 44 entered college.

Of those students who entered college 39 will return for year 2.

Of those students who entered college 11 will graduate in four years. Of the 100 students who entered grade 9 in 2002, only 11 graduated from college in four years.

TestCollege Course The ACT Benchmark (KY) JCPS Average Scores English MathAlgebra2218 ReadingSocial Sciences ScienceBiology

College & Career Readiness Middle Elementary High Kentucky Core Academic Standards HIGHLY EFFECTIVE TEACHING & LEARNING Assessment SENATE BILL 1 10

SB1 is law for all Kentucky classrooms effective August SB1 focuses on: New Academic Standards Highly Effective Teaching and Learning Assessment Literacy Kentucky Core Academic Standards - KCAS Characteristics of Highly Effective Teaching and Learning - CHETL 11

Kentucky Core Academic Standards (KCAS) English Language Arts Mathematics GOAL: Development of students abilities to acquire, apply and integrate knowledge, skills and understandings in real-life contexts and to problem- solve, make decisions, and think critically and creatively. 12

Creates a common point of reference for discussing effective practices in teaching and learning Describes the role of the teacher and student in an exemplary instructional environment Allows discussions around a set of research-based descriptors for five components of effective classroom practice (Characteristics of Highly Effective Teaching and Learning-CHETL) 1.Learning Climate 2. Classroom Assessment and Reflection 3. Instructional Rigor and Student Engagement 4. Instructional Relevance 5. Knowledge of Content 13

To be assessment literate means to be skilled both in gathering accurate information about students learning and in using it effectively to promote further learning. Classroom Assessment for Student Learning (CASL), p 21 14

Read the overview handout. Highlight areas that need more clarification or cause concerns. Be prepared to share. 15

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CLASSROOM Instructional Framework 18

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Introduce all stakeholders to SB1 Characteristics of Highly Effective Teaching and Learning Assessment Literacy Kentucky Core Academic Standards in four presentations – January through June Develop a multi-level approach to embedding KCAS and CHETL into JCPS culture – On-going Practice deconstructing standards, revising or refining Learning Targets, and aligning a balanced assessment system to state assessment – On-going 20

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Overview of P-20 Leadership Networks 22 Research-based approach to delivering large scale professional development and professional learning communities Focus on building capacity at the district and school level (NOT train the trainer) Investment and commitment to change at the classroom level Focus on highly effective teaching and learning Content Leadership Networks Teachers and teacher leaders Higher education participants Administrator Leadership Networks Building level administrators Instructional Support Leadership Networks District level leaders Core Advisory Team Steering committee for state rollout Framework Committee

M M M M M M M M E E E E E E E E Kentucky Regional Leadership Networks MathematicsEnglish Language Arts FACILITATORS (4): KDE Staff (Content Specialists) Education Cooperative Consultant Higher Education Faculty PARTICIPANTS -75 (25 district teams) NETWORK GOAL: Ensure that every participant has a clear understanding of how to translate Kentuckys Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences. The network approach is designed to build knowledge and leadership capacity within the district. Districts should utilize the membership of the networks to scale up pd at the local level. OVEC NKCES CKEC KEDC KVEC SESCGRREC WKEC ISLN Sites KLA Sites Content Leadership JCPS has 24 representatives serving on FIVE KDE Leadership Networks and committees. Classroom Teachers, Principals, Resource Teachers, Specialists, Directors 23

24 DATEGOAL January- June 2011 Introduce Kentucky Core Academic Standards in English Language Arts and Math to all teachers, principals and support staff– no change to science or social studies for the school year April 2011 State identifies vendor to develop transition assessment for school year Summer 2011 Provide Professional Development Characteristics of Highly Effective Teaching and Learning Assessment Literacy Kentucky Core Academic Standards – English Language Arts and Math Emphasis August – May 2011/12 Continue Just in Time Professional Development – CHETL – embedded into all content areas Assessment Literacy – embedded into all content areas KCAS - grade and course specific April 2012 Implement new state assessment 3-12 including End of Course in Algebra II, English II, Biology, US History

Module #2 –Kentucky Core Academic Standards: Definitions and Progressions Module #3 – Kentucky Core Academic Standards: Structure and Learning Targets Module #4 –Characteristics of Highly Effective Teaching and Learning, with a focus on Section Two- Classroom Assessment and Reflection, Summer Professional Development – preparation for first 12 weeks of the school year Continuing Professional Development – differentiated to meet the needs of individual schools 25

26 VISIT FOR MORE INFORMATION

Rollout – introduction and progressive learning about the standards, assessment and CHETL Balanced assessment including effective use of formative assessment - Assessment Literacy – Characteristics of Highly Effective Teaching and Learning - CHETL Kentucky Core Academic Standards - KCAS 27

Understand the reasons for Senate Bill 1 Begin to understand the implications of Senate Bill 1 for teaching and learning College and Career Readiness Kentucky Core Academic Standards Highly Effective Teaching and Learning Assessment Literacy Learn about the plan for preparing the district to implement Senate Bill 1 Common Language 28

College & Career Readiness Middle Elementary High Kentucky Core Academic Standards HIGHLY EFFECTIVE TEACHING Assessment What and How We Teach in JCPS 29