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

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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

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EC

TIV

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EA

CH

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Assessment

Assessment

Assessment

What and How We Teach in

JCPS

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