1. Kentucky Core Academic Standards Pike County Schools

2. Learning Targets I can identify the requirements of Senate Bill 1 as related to the Kentucky Core Academic Standards. I can identify the content and purpose of the KCAS. I can discuss the components of the district plan.

3. Senate Bill 1 Requirements THE STANDARDS:  Are aligned with college and workforce expectations;  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;  Consider international benchmarks and  Are evidence-based.

4. Standards do …Standards do not … Establish what students need to learn. Dictate how teachers should teach. Instead, schools and teachers will decide how best to help students reach the standards. Attempt to focus on what is most essential. Describe all that can or should be taught. A great deal is left to the discretion of teachers and curriculum developers. Set grade-level standards. Define the intervention methods or materials necessary to support students who are below or above grade-level expectations.

5. English Language Arts

6. The Key Design  College and Career Readiness (CCR) Standards  Overarching standards for each strand that are further defined by grade- specific standards  Grade-Level Standards in English Language Arts  K-8, grade-by-grade  9-10 and 11-12 grade bands for high school  Four strands: Reading, Writing, Speaking and Listening, and Language  Standards for Literacy in History/Social Studies, Science, and Technical Subjects  Standards are embedded at grades K-5  Content-specific literacy standards are provided for grades 6-8, 9-10, and 11- 12

7. College and Career Readiness Standards English Language Arts Reading (20) 1)Informational (10) 2)Literary (10) Writing (10) Speaking & Listening (6) Language (6) Literacy in History/Social Studies, Science, and Technical Subjects Reading (10) Writing (10)

9. Standards Format Standards format highlights progression of standards across grades

10. Example: W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers. W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.9-10.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.11-12.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. With no support

11. Mathematics

12. Overview Pages – Elementary & Middle School: K-8 th grade Domains Clusters Standards Not on overview page Pg 13 Pg 14

13. Standards for Mathematical Content – Elementary & Middle School: K- 8 th grade Domain Cluster Standards Pg 48

14. Domain – gray shading Domain Cluster Standards Not on overview page Standards for Mathematical Content – High School (conceptual categories not grade) HS Overview - Conceptual Categories Pg 63 Pg 64

16. KDE Support for Districts District selects teacher representatives to be trained as Content Teacher Leaders. Four principals from the district attend support meetings through KVEC. Instructional Supervisors attend monthly meetings through the Instructional Support Leadership Network. Content Area Specialist provide trainings and support at the request of the district.

17. Intentional Focus of Support Meetings Kentucky Core Academic Standards Characteristics of Highly Effective Teaching and Learning Assessment Literacy Leadership

18. DISTRICT PLAN Planning and Development Review and Revise Professional Development and Implementation

19. Plan and Development K-8 teachers begin deconstructing process. May, 2010 K-5 teachers continue deconstructing process. May-July, 2010 Survey staff on assessment practices November, 2010 NEXT STEPS 6 th –8 th grade teachers continue deconstructing process within geographical areas. March – May, 2011 9 th -12 th grade teachers meet by areas and content to devise a plan for sharing with all teachers. March – May, 2011

20. Review and Revise K-5 teachers review and recommend revisions. (Round 2) August, 2010 Meet with Content Teacher Leaders and Administrators to review the process and discuss next steps. September, 2010 K-5 teachers review and recommend revisions. (Round 3) September-October, 2010 NEXT STEPS Content Teacher Leaders meet with K-5 teachers for final revisions. March – April, 2011 6 th – 8 th grade teachers review and revise middle school document. March – April, 2011 6 th – 12 th grade teachers review deconstructed standards. March – April, 2011

21. Professional Development and Implementation K-12 teachers receive training on Common Core Standards. August, 2010 K-12 teachers receive an overview training on formative and summative assessment. August, 2010 All administrators and K-5 teachers introduced to assessment mindsets. November, 2010 – February, 2011

22. Professional Development and Implementation NEXT STEPS Schools select a CASL Team to receive training and facilitate workshops at the school level. March, 2011 K-12 and all administrators receive training on Characteristics of Highly Effective Teaching and Learning. March-May, 2011 District Leadership Team begins book study on Classroom Assessment for Student Learning. March – December, 2011 K-12 teachers and all administrators receive training on Classroom Assessment for Student Learning. (Overveiw CASL Chapters One-Three) March - May, 2011 K-12 teachers and all administrators receive training on Classroom Assessment for Student Learning. (CASL Chapters One and Two) August, 2011

23. Professional Development and Implementation NEXT STEPS Begin development of teacher friendly targets: “I Can” Statements August, 2011 Training on Professional Learning Communities August, 2011 K-12 teachers and all administrators receive training on CASL Chapter 3 September, 2011 Begin Unit Design October, 2011 Begin Development of Common Assessments November, 2011 Continue assessment practices with all K-12 teachers and administrators CASL Chapter 4 December, 2011 Review PD and Implementation Process December, 2011

24. It’s all about student learning. Period. Period.