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Transcript of Career and College Readiness Kentucky Core Academic Standards Characteristics of Highly Effective...
Career and College ReadinessKentucky Core Academic Standards
Characteristics of Highly Effective Teaching and LearningAssessment 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
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College & Career Readiness
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For every 100 students who entered 9th 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?
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For every 100 students who entered 9th 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.
Test College Course
The ACT Benchma
rk(KY)
JCPS Average Scores
English English 18 17.2Math Algebra 22 18Reading
Social Sciences
20 18.4
Science Biology 24 18.29
College & Career Readiness
Middle
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Assessment
Assessment
Assessment
SENATE BILL 1
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SB1 is law for all Kentucky classrooms effective August 2011.
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
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Kentucky Core Academic Standards (KCAS)
English Language ArtsMathematics
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.
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• 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
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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
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Read the overview handout.
Highlight areas that need more clarification or cause concerns.
Be prepared to share.
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CLASSROOM
Instructional
Framework
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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
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Overview of P-20 Leadership Networks
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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
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Kentucky Regional Leadership Networks
Mathematics English Language ArtsFACILITATORS (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 Kentucky’s 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
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DATE GOAL
January-June2011
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 2011-12 school year
April 2011
State identifies vendor to develop transition assessment for 2011-12 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 areasAssessment Literacy – embedded into all content areasKCAS - 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
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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
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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 Language28
College & Career Readiness
Middle
Elementary
High
Ken
tuck
y C
ore
Aca
dem
ic S
tan
dar
ds
HIG
HL
Y E
FF
EC
TIV
E T
EA
CH
ING
Assessment
Assessment
Assessment
What and How We Teach in
JCPS
29