CIITS: Implementing the Kentucky Core Academic Standards using highly effective mathematics teaching and learning through technology

Presenters: Tim Sears, KDE Division of Program Standards

Joan Lake, Pearson/SchoolNet

What is CIITS?

Integrated one-stop shop INSTRUCTIONAL support system

Gives educators the tools they need to be more efficient, effective and to improve student learning

Supports highly-effective teaching and learning

Promotes continuous improvement for students, teachers, schools and districts

Continuous Improvement

CIITS Supports

https://ciits.kyschools.us

Kentucky academic standards and aligned instructional resources

Classroom standards mastery and item analysis reports help guide instruction

Classrooms Module

Includes a drag-and-drop lesson planner with the characteristics of highly-effective teaching and learning

Assess Admin Module

Create express tests or design a test using your own questions

Supports assessment FOR learning

Includes a test item bank with more than 11,000 questions aligned to E/LA and mathematics standards

Student Profile

More than 44,000 teachers connect with 648,000 students

Online cumulative folder Using data for

prescriptive education

Student demographic and guardian information; attendance, enrollment, and grades; program data

School and District Data Module

MAP benchmark data (with written agreement)

EXPLORE PLAN ACT K-PREP End-of-course

Educator Development Suite

Will include Kentucky-developed protocols and framework Professional

growth plans Consolidated professional

development resources Rollout planned for

August with statewide implementation a year later

Common Core 360 resources – focusing on standards implementation -- accessible now from the CIITS homepage

What are Kentucky teachers saying about CIITS?

Micki Clark, English teacherMadisonville North Hopkins High School,

Hopkins Co.

What are Kentucky teachers saying about CIITS?

“I have started using the formative assessments to direct my instruction. I love that CIITS compiles all the standards and assessments into a teacher-friendly program.”

Jessica Bivin, 3rd grade National Board Certified Teacher Muhlenberg South Elementary, Muhlenberg Co.

“CIITS is the best thing since sliced bread!” Amber Stewart, 4th grade teacher Hindman Elementary, Knott County

https://ciits.kyschools.us

Instructional supervisor is the district Point of Contact

“The Continuous Instructional Improvement Technology System (CIITS) will connect standards, electronically stored instructional resources, curriculum, formative assessments, instruction, professional learning and evaluation of teachers and principals in one place, thereby improving instructional outcomes, teacher effectiveness and leadership.” -- Terry Holliday, Ph.D. Education Commissioner

Highly Effective Teaching and Learning

What do you need to HAVE…

What do you DO… …to plan instruction?

Highly Effective Teaching & Learning

How can CIITS facilitate what a teacher needs to HAVE and DO to plan instruction?

Highly Effective Teaching & Learning

Expanded Classrooms Module

Kentucky academic standards, deconstructed standards/learning targets

Program of Studies ACT QualityCore; World language,

library media, early childhood and technology standards

Classrooms Module

Instructional resources aligned with Kentucky standards

Hundreds of materials from Discovery, SAS Curriculum Pathways and more to come

Classrooms Module

Read Counting Crocodiles by Judy Sierra. Explain to the students that they will be counting objects like the monkey counted the crocodiles. Give students a pile of objects to count (e.g., blocks, tiles, buttons, beans, etc.). Demonstrate how to pull one object at a time away from the pile. Explain to the students that if they move the objects away from the pile as they count then they will know which objects have already been counted and which have not. This will help them to count each object only once and to know when they are done counting. Show students a picture of objects. Explain to them that they cannot pull these objects away and make a new pile, so instead they can use a counting block to place on top of each picture as it is counted or they can make a mark through each object in the picture as it is counted.

Classroom standards mastery and item analysis reports help guide your instructional design

Classrooms Module

Drag-and-drop lesson planner and scheduler

Classrooms Module

Find a standard and access the deconstruction

Find a standard and access the deconstruction

Planning Instruction

Planning Instruction

Build an Express Test

Build an Express Test

Formative Assessment Process

Assessment Literacy“The knowledge and skills needed to:(1) gather accurate information about student achievement(2) Use the assessment process and its results effectively to improve achievement.” --Classroom Assessment for Student Learning, 2011

Formative Assessment

“A planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by student to adjust their current learning-tactics.--Formative Assessments for Students and Teachers, CCSSO

The ESSENCE ofFormative Assessment“…is relentless reliance on assessment-elicited evidence of students’ learning-status – for teachers to make decisions about adjusting their instruction or for students to decide about adjusting their learning-tactics.” --James Popham

Classroom AssessmentSummative Context

Decide: What standards has each student mastered?What grade does each student receive?Decision Maker: TeacherInfo Needed: Evidence of each student’s mastery of each relevant standard

Formative Context

Decide: What comes next in the student’s learning?Decision Makers: Students, teachers, parentsInfo Needed: Evidence of where the student is now on learning progression leading to each standard.

How can the resources in CIITS support teachers in the process of formative assessment?

Formative Assessment

is NOT:An item bankA testAn interim test (also referred to as a

benchmark or periodic test) administered every few months by schools or districts

the unplanned, serendipitous use of student cues to adjust teaching

Multiple Choice ItemsAdvantage

Can measure a variety of targets.Easy to scoreCan cover lots of material efficientlyCarefully crafted distractors can provide diagnostic information

Limitations

Guessing can skew score (up to 33% chance, depending on number of distractors).Can be hard to identify plausible distractors.

NOTE: used only when there is one right answer, but several plausible alternatives

Using the Item Bank to Design an Assessment for Formative Use1. Consider users and uses.2. Identify the learning targets/standards for which you wish

to gather evidence of student understanding3. Select congruent/aligned items to the targets/standards

you have identified. Consider the number of items needed to provide enough information for assessing student mastery of each target/standard.

4. Administer the assessment. 5. Use that information to consider next instructional steps.

Expanded Assess Admin Module

Assess Admin Module

Assess Admin Module

Create express tests or design a test using own questions

Supports assessment FOR learning and the formative assessment

process

Test item bank with more than 11,000 questions aligned to E/LA and mathematics standards

Using the Data Assessment data includes

standards mastery, differentiation and item analysis

Formative Assessment Make adjustments in

instruction Analyze student data to

group students and implement interventions

Monitor student progress

Access Assessment Results: Standards Mastery

Access Assessment Results: Standards Mastery

Access Assessment Results: Standards Mastery