1. Kentucky Leadership Academy
February 11, 2011
Ruthie Staley English/LA
Regional Network Content Specialist

2. Deconstructing Standards Process
N.K.C.E.S. English/LA Teacher Leadership Network assigned six standards to deconstruct
K-12
Network Deconstruction Process conducted in October and November meetings
Spent first 3 meetings becoming grounded in CASL and the Stiggin’s Model for deconstructing standards… Connecting to Characteristics of Highly Effective Teaching and Learning
teacher leaders were first placed in grade level groups where deconstruction took place… Groups of 3-4 teachers deconstructed their specific grade level’s standards;

3. Quality Control
More than 1,300 teacher leaders, content specialists, and higher education representatives have worked to reach consensus on the interpretation of the new standards. 
Facilitators from our KVEC Cadre spent two days reviewing deconstructed standards before sending them on to Frankfort
RNCS received additional training from Jan Chappius before reviewing deconstructed standards from another co-op’s standards
KDE staff and higher education representatives then reviewed standards
Stiggin’s group have reviewed many of the standards
QC is about intense conversation and study of the standards

4. Intent of DRAFT Learning Targets
…to clarify the key knowledge, reasoning, performance skills, and products that the standards demand of students in order for them to demonstrate mastery or attainment. 
The set of DRAFT learning targets that resulted from intense conversation and study of the standards is intended…
TEACHER friendly language
The ultimate reasons we categorize standards/targets include:
To reflect the true cognitive demand needed
To inform the best (valid and efficient) assessment method for gathering defensible evidence of student attainment.

5. LT level designated by KVEC Teacher Leaders remained the same through Quality Control Process
Product vs Task: “provide an objective summary…”
Product vs. Learning Task: Some standards may seem to imply that a “product” is called for when in fact WE impose a notion of HOW we would teach or look for mastery of the target (assess). In that case, the standard probably doesn’t have an underpinning product target. Be sure when you are deconstructing standards that the FOCUS is on the learning intended– and not the instructional lesson or activity you would design.

16. RED- needs significant revision—either does not reflect the intent of standard , is incomplete, or unclear
YELLOW- needs some minor revision—but basically reflects the intent of the standard; revisions are typically suggested for YELLOWs
GREEN-fully reflects intent of the standard and is clear
Visit KDE website and in the search box type: Deconstructed Standards – Click on the first selection – DRAFT of Deconstructed Standards

17. KCAS Deconstruction Feedback Form
After reviewing the KCAS DRAFT deconstructed standards a district does not agree with the determined level of the Learning Target, there is a process to do so…
Complete form and submit to me for ELA and Katrina for Math…

18. Next Steps
Convert the learning targets for teachers into student friendly language
Process for identifying gaps between the Kentucky Core Academic Standards (KCAS) for ELA and a school’s current curriculum
Align assessments: Match learning targets to assessments
Strategies for teaching students to self-assess and set goals
Teacher Leaders: Study of Fixed and Growth Mindsets and their impact on the ideal learning culture
Continue study of CASL
Gaps process: designed to guide schools in identifying where gaps in instruction may occur as they begin to transition to the new Kentucky Core Academic Standards (KCAS) for English Language Arts. Teachers and administrators will need to plan how to address these gaps for students who will miss exposure to content.

19. How Can I Support You?
Ruthie Staley Eng/LA Regional Content Specialist 859 –