KEDC KLA Leadership Network March Meeting
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Transcript of KEDC KLA Leadership Network March Meeting
KEDCKLA
Leadership Network
March Meeting
Tonya MayELA Regional Content Specialist
Charles RutledgeMathematics Content Specialist
Kentucky Core Academic Standards
Deconstruction Review
Student Friendly/Clear Targets (Video)
Curriculum Mapping (Unit Organizer)
Gap Analysis (Graphic)
What and
when to teach
Planning and Pacing K-8
Planning and Pacing HS
Planning and
Pacing
Planning and Pacing Continued
Identifying Gaps between
the KCAS and your
School’s Curriculum
click here
You need . . . Grade level KCAS placemat Your curriculum for your grade level Sticky notes Markers Highlighter Identifying the Gaps graphic for reference Identifying the Gaps document for
reference
What a Gap Is . . . and Is NOT
A Gap ISContent moved to
a previous gradeAltogether new
content which students will miss in previous grades
A Gap is NOTContent moved
to a later gradeIncreased rigor
since content is not new
This process sets the stage for . . .identifying both kinds of gaps.collaboration in addressing the gaps.
valuable dialogue around the KCAS.
identifying professional development needs for new content and vocabulary.
This process sets the stage for . . .
collaboration to understand & increase rigor.
discussions around content that is no longer part of our standards.
What we’ll do
We’ll model an abbreviated version of the process so you understand how it works.
You’ll modify to meet the needs of your school or district.
First, on the KCAS placemat for your grade level . . .
Highlight what is new.Underline anything confusing or what you are unsure how to teach.
Star (*) anything you would identify as a significant increase in rigor.
On your curriculum . . .
Highlight what you have been teaching that is NOT in the KCAS for your grade level.
Come to consensus on what does NOT show up in
the KCAS at your grade level.
CHART & POST
K
12 3 4 5
12
Next, Carousel Activity• Take with you . . .
– your grade level placemat where you marked what is new.
– sticky notes or a marker.
• Use a sticky or marker to identify what shows up now in the KCAS at your grade level.
• You can also identify what you’d like to learn more about.
Then, back with grade level team
Answer the question, Has what you charted been
identified in a previous grade’s KCAS?
Next Steps, Collaborate to . . .
• develop a plan for addressing gaps. Set priorities.
• identify gaps that may occur with new content at previous grade levels.
• find effective ways to increase rigor.
• discuss content no longer included in the KCAS.• learn from others
Recommendations for Implementation
Modify process to meet the needs of your school. Have all grades represented.
Make sure administrators understand the process.
Begin with a common understanding of what you are looking for.
Define rigor.Use time saving strategies.Provide time for and value the
conversation.
Additional Resources MathGrade level PlacematsGrade Level ShiftsStandards with Progressions
CASL Ch. 4Assess How?
Possible Assessment Methods Selected Response
Multiple Choice True/False Matching Fill in Blank
Written Response - Writing in response to a question or request
Performance Assessment Demonstrating skills (based on observation) Development of products
Personal Communication Questions Conferences Interviews
TargetsTo Be
Assessed
Assessment MethodsSelected Response
Written Response
Performance Assessment
Personal Communication
Knowledge Mastery
Reasoning Proficiency
Performance Skills
Ability to Create
Products
CASL Ch. 4A Plan for Matching Assessment Methods with Achievement Targets
CASL Pgs. 99 and 100
Good Strong
Partial Strong
Good Strong Partial Strong
Poor
Poor Strong Partial
Poor Poor Strong
Poor
CA
SL
Ch. 5
Desig
n H
ow
?
Debrie
fSelected
Response
Assessments
•Multiple Choice
•True/False
•Matching
•Fill in the blank
Reviewing
For
Quality
Franzipanics
Checklist
CASL Chapter 5Selected Response
Assessments
Between 1950 and 1960
a. Interest rates increased.
b. Interest rates decreased.
c. Interest rates fluctuated greatly.
d. Interest did not change.
CASL Ch. 5Test Item QualityMultiple Choice
A similie is a comparison using like.True
OrFalse
CASL Ch. 5Test Item Quality
True/False
Please match each word to the correct
part of speech, as it is used in the
sentence..
CASL Ch. 5Test Item Quality
Matching
_____1. I sing in the school choir._____2. The lovely shirt is on sale._____3. A tall woman ran by me._____4. We went to the game last night._____5. I quickly finished the last problem.
A. prepositionB. adverbC. nounD. verbE. adjectiveF. conjunction
The main characters in
the novel are ________,
_____________________,
and ______.
CASL Ch. 5Test Item QualityFill in the Blank
“You Be Isaac” CASL Activity Handout 10
How can we use selected response assessments
formatively to improve student learning???
CASL Ch. 6Written Response AssessmentsWritten ResponseStudents are asked to respond to a question or task with a short answer/extended written response
Sound extended written responses do three things:Set a clear and specific contextSpecify the kind of reasoning to be brought to bearPoint the way to an appropriate response without giving too much information
Elicits:
Particular content/understanding and reasoning
Scoring:Point specific rubric for content or holistic rubric
Example:During the term, we have discussed both the evolution of Spanish literature and the changing political climate in Spain during the twentieth century. A.Analyze these two dimensions of life in Spain, citing instances where you think literature and politics may have influenced each other.
B.B. Describe the influences in specific terms. In planning your response, think about what we have learned about prominent novelists, political satirists, and prominent political figures of Spain.
(5 points per instance, total =15 points.)
Performance Assessment
What?Assessment
Observation and Judgment
Students engage in an activity that requires them to apply a
performance skill or create a product and we judge its quality.
• Task:• Criteria for Scoring
Using Task Evaluation Form and Rubric
Critique“Bored Silly”Performance TaskHandout Pages11-13
Personal Communication Instructional Answers and Questions Conferences and Interviews Class Discussions Oral Examinations Running Records (with discussion) Journals and Logs ---Response Journals ---Personal Writing Journals ---Dialogue Journals ---Learning Logs
Network FocusHighly Effective
Teaching and LearningLearning ClimateClassroom Assessment and ReflectionInstructional Rigor and Student EngagementCassandra Erkens Article “Developing Our Assessment Literacy”
LeadershipFormative Assessment StrategiesActive EngagementPLCsWhole Brain LearningTechnology in the Language Arts Classroom