Assessment LiteracyKentucky Core Academic Standards

Characteristics of Highly Effective Teaching and LearningCareer and College Readiness

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Gain a deeper understanding of:

◦ The design and organization of the Kentucky Core Academic Standards for ELA and Math.

◦ How the Kentucky Core Academic Standards define what students should know and be able to do at each grade level.

◦ How to clarify our understanding of the intent of the Kentucky Core Academic Standards.

I can articulate how the Kentucky Core Academic Standards are designed and organized.

I can recognize what students are expected to know and be able to do for a given standard.

I can identify areas in the Standards for further study.

The Common Core State Standards (CCSS)for Mathematics are organized by grade level in Grades K–8. At the high school level, the standards are organized by conceptual category (number and quantity, algebra, functions, geometry, modeling and probability and statistics), showing the body of knowledge students should learn in each category to be college and career ready, and to be prepared to study more advanced mathematics.

The Common Core State Standards (CCSS)for English Language Arts (ELA) The College and Career Ready standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school.

Mathematical Content Standards• Number and Quantity • Algebra• Functions• Modeling• Statistics and Probability• Geometry

Mathematical Practices Standards1. Make sense of complex problems and

persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.

K5 Domains•Counting & Cardinality•Operations & Algebraic Thinking•Number & Operations in Base Ten•Number & Operations/ Fractions•Measurement & Data•Geometry

6-8 Domains•Ratios & Proportional Reasoning•Number System•Expressions & Equations•Geometry•Statistics & Probability•Functions

9-12 Conceptual Categories•Number & Quantity•Algebra•Functions•Modeling•Geometry•Statistics & Probability

Clusters are used to organize the standards of a particular Domain.

Standards must be taught as part of the cluster and not as individual skills.

The Number System 6.NS

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.1.Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g. by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) – (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) – (3/4) = 8/9 because ¾ of 8/9 is 2/3. (In general, (a/b) – (c/d) = ad/bc.) How much chocolate will each person get if 3 people share ½ lb. of chocolate equally? How many ¾-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length ¾ mi and area ½ square mi?

Compute fluently with multi-digit numbers and find common factors and multiples.2. Fluently divide multi-digit numbers using the standard algorithm.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.4.Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 13. Use the distributive property to express a sum of whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36+8 as 4(9+2)

The Number System 6.NS

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.1.Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g. by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) – (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) – (3/4) = 8/9 because ¾ of 8/9 is 2/3. (In general, (a/b) – (c/d) = ad/bc.) How much chocolate will each person get if 3 people share ½ lb. of chocolate equally? How many ¾-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length ¾ mi and area ½ square mi?

Compute fluently with multi-digit numbers and find common factors and multiples.2. Fluently divide multi-digit numbers using the standard algorithm.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.4.Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 13. Use the distributive property to express a sum of whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36+8 as 4(9+2)

Where are the Domain, Grade Level, Cluster and Standards?STANDARD

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Grade Level Reading◦ Kindergarten-p. E13 and E14◦ First Grade- p. E17 and E18◦ Second Grade- p. E21 and E22◦ Third Grade-p. E25 and E26◦ Fourth Grade- p. E30 and E31◦ Fifth Grade- p. E36 and E37Think, Pair, Share: Questions to discuss:What are the critical areas for your grade level?How might this affect your decision-making as you

plan your students’ math instruction?

Common Language◦Mathematical Practices Standards◦Standards◦Cluster◦Domain

Design and OrganizationQuick Read

◦ Quickly read and familiarize yourself with the document titled “How to Read this Document” on page 18 in your KCAS materials.

◦ Highlight important information as we continue the presentation

Design and OrganizationThree main sections:• K-5 English Language Arts & Literacy in

History/Social Studies, Science, and Technical Subjects (cross-disciplinary)

• 6-12 English Language Arts

• 6-12 Literacy in History/Social Studies, Science, and Technical Subjects

Shared responsibility for students’ literacy development.

Design and OrganizationCollege and Career Readiness (CCR) Anchor

Standards: • Define the minimum literacy expectations for students to

be prepared for the college or career of their choice

• Each section (K-5, 6-8, 9-12) is divided into Strands for ELA: Reading – 9 Literature Standards, 10

Informational Standards, and 4 Foundational Skills Standards for K-5

Writing – 10 StandardsSpeaking & Listening – 6 StandardsLanguage – 6 Standards

• Each Strand is organized by a strand-specific set of CCR Anchor Standards that is consistent across all grades and content areas.

Design and OrganizationGrade Level Specific Standards • Define end-of-year expectations;• What students should know and be able to do by the end

of the specified grade

• Are developmentally appropriate, cumulative progression of skills and understandings designed to enable students to meet College and Career Readiness (CCR) expectations;

• Provide a one-to-one correspondence with CCR standards

• Are specific to each grade level in grades K-8;

• Use two-year bands in grades 9-12 (9-10, 11-12)

• Maintain a focus on results rather than the means.

Design and OrganizationClusters Found within each strand Help to define the intent of the standards

StrandAbbreviation

Grade Band

StandardCluster

Design and OrganizationReferencing the Standards Example: RL.3.6=Reading Literature, Third

Grade, Standard 6 College and Career Readiness Anchor

Standard: 6. Assess how point of view or purpose shapes the content and style of a text.

Cluster: Craft and Structure Third Grade Literature Standard: 6.

Distinguish their own point of view from that of the narrator or those of the characters.

Design and OrganizationThree Appendices:

A. Research and evidence; glossary of key terms

B. Reading text exemplars; sample performance tasks

C. Annotated student writing samples

Progressions Compiled and provided by the District to

support understanding of how the standards change and progress from grade-to-grade

Show each grade specific standard for the College and Career Readiness Anchor Standards

Help to clarify the intent of the standards Provide support for determining

instructional next steps for both intervention and extension

Common Language◦College and Career Readiness Anchor

Standards◦Strands Reading Literature, Reading Informational,

Reading Foundational Skills, Writing, Speaking and Listening, and Language

◦Clusters◦Standards◦Grade Bands (i.e., Kindergarten, First Grade,

etc.)

Getting to Know Your Standards Each grade level divide into two groups

One group for ELA and one for Math

Procedure: Math: Read the first page of your standards.

◦ K-E15◦ 1st-E19◦ 2nd-E21◦ 3rd-E27◦ 4th-E32◦ 5th-E38

English Language Arts: Read the Reading Literature Standards for your grade band.

Getting to Know Your Standards As you read, use Post-It Notes to jot down a

standard or standards for each category:◦ GO!-Comfortable◦ WOAH!-A little uncomfortable◦ NO!-Very uncomfortable

Discuss your findings with your team.

Leave your Post-It notes on the anchor chart as your exit slip when you leave today.

Deconstructed Standards◦ KDE has been working with teachers and teacher

leaders to further define the standards. ◦ The standards have been deconstructed into

learning targets. Knowledge Reasoning Performance Skill Product

ElMSHS – Photo David

Deconstructed Standards◦ Currently undergoing revision◦ Should be available by the end of May◦ Will be part of the summer conference and on-

going professional development

Final Podcast-Characteristics of Highly Effective Teaching and Learning

Summer Professional Development – KCAS, CHETL, Assessment Literacy (preparation for first 6-12 weeks of the school year)

Continuing Professional Development – differentiated to meet the needs of individual schools

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Gheens WelcomeAnalytical & Applied SciencesCultural StudiesEnglish as a Second LanguageEnvironmental ScienceGuidance ServicesProfessional Library/CRCLibrary Media ServicesLiteracyProfessional DevelopmentStudent DevelopmentTitle I/ESS

Communities of Practice(COPS)

BasementBookitCurriculum MapsGheens FacilitiesGheens Water CoolerInfo WarehouseSUMMER CONFERENCES

I can articulate how the Kentucky Core Academic Standards are designed and organized.

I can recognize what students are expected to know and be able to do for a given standard.

I can identify areas in the Standards for further study.

"Never doubt that a small group of thoughtful,

committed people can change the world. 

Indeed,

it is the only thing that ever has." 

~ Margaret Mead