1. JCPS Rollout December 1, 2010 Gheens Professional Development Academy

2. GOAL: December 1, 2010Gheens Professional Development Academy

3. OVERVIEW State Work Balanced Assessment Kentucky Core Academic Standards (KCAS) Characteristics of Highly Effective Teaching and Learning (CHETL) District Leadership December 1, 2010Gheens Professional Development Academy

4. JCPS December 1, 2010Gheens Professional Development Academy

5. DISTRICT LEADERSHIP TEAM District Advisory Network Work Teams December 1, 2010Gheens Professional Development Academy

6. COMMON EXPERIENCES Modules School-based and District-based 1 st 2 nd 3 rd December 1, 2010Gheens Professional Development Academy

7. COMMUNICATION Common Language December 1, 2010Gheens Professional Development Academy

8. COMMUNICATION Web-based Resource Links Sample Work December 1, 2010Gheens Professional Development Academy

9. COMMUNICATION Email Newsletter – Targeted Stakeholders December 1, 2010Gheens Professional Development Academy

10. LEADERSHIP District Support Staff Teacher Leaders Principals December 1, 2010Gheens Professional Development Academy

11. PLANNING Short-term December 1, 2010Gheens Professional Development Academy

12. PLANNING Long-term December 1, 2010Gheens Professional Development Academy

13. OTHER Principal Network: In May 2012, what would I need to have to makes ure my students are successful? What would my teachers need? How will gaps in curriculum be addressed? What does the timeline look like? Clearly, its going to take longer than 2 years… If schools havent been part of the balanced assessment process, how will a common consensus or language come about? How will they get caught up? Process of deconstructing…. HS work will look different than K-8 Check for fidelity….ensuring consistency December 1, 2010Gheens Professional Development Academy

14. OTHER Teacher Network: OVEC – has deconstructed a chunk; K-12 Math in all 8 regions; concerned with quality control…. LA: progression begins with sprinkling of all components; deconstruction much more involved; catching RTs up – taking it down to the school level, creating learning targets Deconstructing at the teacher level vs. at the student level – what is a good learning target? Personalizing targets with school population, needs, etc. Instructional trajectory K-8 hasnt been looked at Teachers are already weak with content…there is a need to assist teachers in increasing content knowledge to get students to higher learning levels December 1, 2010Gheens Professional Development Academy

15. OTHER District Network: Cramming a 5 yr plan into 9 months – not getting into depth; remaining at status quo… Continue to grow our teachers but not losing them in the process Giving the district time without taking time to stop and panicking about district scores/triage There isnt a clear sense of a district plan among network regions…seem to be bypassing huge chunks of information Why cant we sit with a large district? December 1, 2010Gheens Professional Development Academy

16. Working on the Work Spend the next hour to complete the following tasks: 1. District Expectations 2. Planning: Alignment of Content Leadership – School and District Balanced Assessment Work Timeline 3. Modules: 3 modules for Staff & District PD (considerations: time required and new/experienced teacher understanding) 4. Summer PD December 1, 2010Gheens Professional Development Academy

17. State Assessment A Reminder from Karen Kidwell, Office of Next Generation Learners, Kentucky Department of Education… SB1 calls for continuous assessments to be occurring and that the emphasis on formative assessments really is classroom level work. The networks are providing information to look at creating balance across the assessment spectrum. Our work to interpret the standards will provide the understanding necessary to be successful with ANY type of assessment. Our learning targets will be reviewed for quality both internally and externallytherefore, we can be CONFIDENT that our interpretation of the standards will be consistent with any other expert interpretationsfor example, the contractor(s) who will develop assessments based on the same set of core standards. While the state level assessment may be primarily multiple-choice, that doesnt preclude classroomand even school/district levelassessments from reflecting a range of item types to support the intent of the standardsand SB 1 specifically calls for such. December 1, 2010Gheens Professional Development Academy

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