1. Kentucky Integrated Strategy September 29, 2011

2. College & Career Readiness Agenda—Literacy/Mathematics Design Collaborative Tools Offer tools for the implementation of the Common Core State Standards, leading to college & career readiness for students

3. State Strategy BMGF Continuation Grants 9 Pilot Districts (LDC/MDC ) Leadership Networks Partnership Work (LDC/MDC with teacher leaders) 12 Pilot Districts Integration Work (LDC/MDC+ Teacher Effective- ness work) 3

4. 4 9 Pilot Districts Boone Co. Boyle Co. Daviess Co. Fayette Co. Jefferson Co. Jessamine Co. Kenton Co. Rockcastle Co. Warren Co. 9 Pilot Districts Boone Co. Boyle Co. Daviess Co. Fayette Co. Jefferson Co. Jessamine Co. Kenton Co. Rockcastle Co. Warren Co.

5. 5 Partnership Grant All KY districts through Leadership Networks Partnership Grant All KY districts through Leadership Networks

6. State Strategy 6 12 Integration Districts Daviess County* Fleming County Gallatin County Jackson Independent Jessamine County* Jefferson County* Kenton County* Lee County Owen County Magoffin County Simpson County Washington County * LDC &/or MDC pilot continuation sites 12 Integration Districts Daviess County* Fleming County Gallatin County Jackson Independent Jessamine County* Jefferson County* Kenton County* Lee County Owen County Magoffin County Simpson County Washington County * LDC &/or MDC pilot continuation sites

7. Other Gates Supported Work KY Writing Project SREB Middle Grades SREB Middle Grades Meta- metrics Meta- metrics Center for Teacher Quality NBCT/ CCSS Partnership grant for KY Networks Continuation grants for 9 pilots Measured Progress Study Measured Progress Study

8. Goals and Key Activities: Integration Grant GOALS Integration districts will build capacity to deploy LDC/MDC tasks and modules Implement valid & reliable professional growth and evaluation system Develop delivery plan to track and monitor fidelity of implementation KEY ACTVITIES Identity and train partner districts/teachers Support administration in validating system through use of Measures of Effective Teaching (MET) videos and tools 8

9. Teacher & Principal Effectiveness Integration Work: Focus on College/Career Readiness 3 Year Integrated Strategy Identify 12 integration districts to implement LDC tasks and MDC formative assessment lessons at MS/HS; develop common assignments/assesments Use observation protocol to identify/provide feedback on effective instructional practices; field-test and validate teacher effectiveness system using MET tools; Collect, analyze and use appropriate real time data/ evidence from both teachers and students; Document via taping using MET technologies Instructional Strategies 9

10. Going Deeper—Integration Work &Teacher and Principal Professional Growth and Evaluation System Teachers want “performance based on factors they can impact directly -- like student growth and student engagement -- and not on factors that fail to consider the realities of individual students in individual classrooms.” --Scholastic survey 10

11. Connections to Leadership Networks

12. Year 2 Network Focus

13. Deliverables Design high-quality formative and summative assessments Design high-quality formative and summative assessments and utilize resulting data effectively to improve teaching and learning Plan rigorous and congruent learning experiences Plan rigorous and congruent learning experiences for instruction Select evidence-based strategies and resources Select evidence-based strategies and resources to enhance instruction Work collaboratively to populate CIITS Work collaboratively within and across networks to populate CIITS =focus on teaching & learning and more CCR students

14. Why are we here? Students and Teachers Matter … ◦Teacher effectiveness is the dominant factor influencing student academic growth (Sanders, & Rivers, 1996; Wright, Horn, & Sanders, 1997) ◦An effective teacher is effective with all students (Nye, Konstantopoulos, & Hedges, 2004) ◦Effective teachers have an extraordinary and lasting impact on the lives of students (Stronge, 2007)

15. Two Statewide Steering Committees 25 Volunteer Districts Teacher and Principal Framework Development Major Milestones

17. Next Steps for Districts Multiple Measures Observations Teacher Reflection Student/Parent Voice Student Growth Artifacts/Evidences Professional Growth Selection Criteria Language Arts – Math Teachers (Grades 3-8, 9-12) Social Studies/Science areas Program Review Areas K-2 grade levels Field Test Measuring process and implementation Field Test Sample Size – 15 educators per district Interrater Reliability Process Evaluation

18. Next Steps

19. Grant Outcomes Year 1Year 2Year 3 teachersSelected teachers in identified MS &or HS (ELA/Math/ Content Areas) Additional teachers in MS/HS All teachers in identified grades & schools (at least 7 th -8 th & 9 th -10 th ) trainingMinimum of 8 days per teacher +Onsite support from coaches & content specialists Minimum of 8 days per teacher +Onsite support from coaches & content specialists Support from effectiveness coaches and TA providers (LDC/MDC trainers) METUse of validation engine Capture LDC/MDC video teacher footage Disseminate exemplars

20. Timeline Year 1Fall 2011 Winter/Spring 2012 Summer 2012 Teachers participate in professional development on LDC/MDC frameworks. Teachers implement one teaching task/FAL, share & receive feedback from integration colleagues, coaches & content specialists. Teachers implement 2 nd teaching task/FAL, share & receive feedback from integration colleagues, coaches & content specialists. Teachers have plan a year's teaching that includes four teaching tasks/FALs.