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Senate Bill 1 Its Impact on Teaching and Learning in Jefferson County Public Schools Kentucky Core Academic Standards Characteristics of Highly Effective Teaching and Learning Assessment Literacy Career and College Readiness Accountability System April 25, 2011

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Todays Learning Targets Understand the need for Senate Bill 1 Understand the implications of Senate Bill 1 for teaching and learning. – Kentucky Core Academic Standards – Characteristics of Highly Effective Teaching and Learning – Assessment Literacy – Career and College Readiness – Accountability System Identify the difference between 4.1 Core Content and the Kentucky Core Academic Standards Learn about the plan for preparing the district to implement Senate Bill 1. Identify Common Language

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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 3 Common Language

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SB1 is now law for all Kentucky classrooms effective August 2011. SB1 focuses on: New Academic Standards – Kentucky Core Academic Standards Highly Effective Teaching and Learning – Characteristics of Highly Effective Teaching and Learning Assessment Literacy – Classroom Assessment for Student Learning (Stiggins) College and Career Readiness - Common Core and ACTs College and Career Readiness System

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Senate Bill 1 At a Glance

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College & Career Readiness Middle Elementary High Kentucky Core Academic Standards HIGHLY EFFECTIVE TEACHING & LEARNING Assessment SENATE BILL 1 6

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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. The Kentucky Core Academic Standards were recently adopted by the Kentucky State Board of Education. Within the former Program of Studies, the English Language Arts standards and the mathematics standards are now represented by the new Common Core State Standards. The other content areas are still comprised by the Program of Studies revised in 2006. Those standards will also be revised and incorporated into this document in the near future.

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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.Common Core State Standards (CCSS)for 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.

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Handout How do the new English Language Arts Standards Compare to the current Core Content Reading Standards? Look at the Core Content Standards (left column) Look at the ELA Standards for Informational Reading (right column) What do you notice about the progression for each set of Standards?

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Design and Organization Three 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)

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Design and Organization College and Career Readiness (CCR) Standards Define literacy expectations that must be met for students to be prepared to enter college & workforce ready to succeed Each section (K-5, 6-8, 9-12) is divided into Strands for ELA: Reading – 10 Literature Standards, 10 Informational Standards, and 4 Foundational Skills Standards for K-5 Writing – 10 Standards Speaking & Listening – 6 Standards Language – 6 Standards Each Strand is headed by a strand-specific set of CCR Standards that is the same across all grades and content areas

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Design and Organization Grade Level Specific Standards Define end of year expectations what students should know and be able to do; Are a cumulative progression designed to enable students to meet college and career readiness expectations; Are specific to each grade level in grades K-8; Use two-year bands in grades 9-12 (9-10, 11-12). A focus on results rather than means

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Design and Organization Three appendices: A. Research and evidence; glossary of key terms B. Reading text exemplars; sample performance tasks C. Annotated student writing samples

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

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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.

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The Number System6.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)

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The Number System6.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) Label the Domain, Grade Level, Cluster and Standards STANDARDS CLUSTER GRADE STANDARDS CLUSTER DOMAIN

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What is the difference between the Mathematics KCAS and 4.1 Core Content? Sample Progression Math Core Content for Assessment 4.1 vs. Kentucky Core Academic Standards 1.In pairs, read the first column, Core Content 4.1. What do you notice? 2.Now read the second column, Kentucky Core Academic Standards(KCAS). What do you notice? 3.Using your set of standards, Sample Progression and Post Its®, find the progression identified under the 2 nd column and tab them in your binder. a)Identify the grade and domain in the 2 nd column on the Sample Progression, e.g. 1.G.3 is 1 st grade. b)Find the 1 st grade tab in your standards binder. c)Identify the domain, e.g. 1.G.3 is Geometry. d)Find the Geometry section and place a Post It® as a tab in the appropriate section of the page. e)Repeat for the remaining standards in the Fractions Progression.

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Phil Daro Chair, Mathematics College and Career Readiness Standards Work Group; Writing Team, Mathematics K-12 Common Core Standards Committee; Senior Fellow, America's Choice A Vertical Progression for FRACTIONS Mathematical Practice #4 Mathematical Standards

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The Kentucky Department of Education has been working in teams to develop Characteristics of Highly Effective Teaching and Learning (CHETL) as support focused on the instructional core. The teams have looked at the research that establishes what the characteristics are and they have organized the characteristics around five components: Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content

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Learning Climate Classroom Assessment and Reflection Instructional Relevance Knowledge of Content Instructional Rigor and Student Engagement FIVE COMPONENTS OF HIGHLY EFFECTIVE TEACHING AND LEARNING

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PELP FRAMEWORK

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FACILITATORS (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 Kentuckys 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. Mathematics English Language Arts

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Kentucky Leadership Networks Timeline 2010-2013 Networks Launch Orientation to: Kentuckys Core Academic Standards Assessment Literacy Highly Effective Teaching and Learning Reaching consensus with colleagues on the meaning of each standard in terms of its expected depth and breadth Deconstructing Kentuckys Core Academic Standards into clear learning targets Planning and reflecting on their own/others teaching using the Characteristics of Highly Effective Teaching and Learning as a guide Reviewing and editing the deconstructed standards Understanding characteristics of high quality formative and summative assessments and how to utilize resulting data effectively to improve teaching and learning Engaging in gap analysis for transition from old standards/ curricula to new Engaging in gap analysis for transition from old standards/ curricula to new Sharing highly effective teaching and learning strategies and resources Finalizing implementation plans for 2011-12 school year Working collaboratively on model maps/pacing guides Planning quality learning experiences/ assessments around KCAS for first semester of year Populating an online repository for instructional resources for all Kentucky teachers/leaders to access Designing/implementing high-quality formative and summative assessments and utilizing resulting data effectively to improve teaching and learning via Gates Foundation Literacy Design Collaborative(LDC)/Mathemati cs Formative Assessment Lesson (FAL) models Planning/selecting rigorous and congruent (i.e., completely aligned) learning experiences for instruction Selecting evidence-based strategies and resources to enhance instruction Supporting other educators as they try out these same processes/strategies in their own classrooms Populating an online repository for instructional resources for all Kentucky teachers/leaders to access Reflecting on 1 st year implementation of standards Revising pacing guides/maps Refining LDC/FAL assessment and learning tasks for wider implementation Designing additional LDC/FAL-like modules/tasks Teacher Leaders support others in their schools/districts in the effective implementation of LDC/FAL modules/tasks Field-test/refine newly designed tasks/modules July-Aug 2010Sept-Dec 2010Jan-May 2011June-July 2011Aug-Dec 2011Jan-May 2012June-July 2012Aug 2012-June 2013 Each network will be focused on developing participants role-specific understandings, abilities and leadership skills that are necessary to implement Kentucky s Core Academic Standards within the context of Highly Effective Teaching and Learning practices with a particular emphasis on Assessment Literacy. 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. KDE:ONxGL: KK (fcs) February 2011

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Middle Teacher Cohorts High Teacher Cohorts Elementary Teacher Cohorts

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JCPS KCAS Rollout Timeline DATEGOAL January- June 2011 Introduce Kentucky Core Academic Standards in Literacy 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 Kentucky Core Academic Standards – English and Math Emphasis Characteristics of Highly Effective Teaching and Learning Assessment Literacy August – May 2011/12 Continue Just in Time Professional Development – CHETL – embedded into all content areas Assessment Literacy – embedded into all content areas KCAS - grade and course specific April 2012 Implement new state assessment 3-12 including End of Course in Algebra II, English II, Biology, US History

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Approximately 800 Teachers will participate in district KCAS Cohorts # Teachers in ELA Cohort per school # Teachers in Math Cohort per school Elementary 33 Middle 33 High 1 to 33 Jefferson County KCAS Cohorts

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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 Common Language 35

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Professional Development Teachers Principals Classified Staff Assessment for Learning Jon Saphier – The Skillful Teacher Cognitive Coaching

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Collaborative Partnerships Gheens Work Team GE Foundation and Partner Districts JCTA KDE Office of Next Generation Learners Continuous Instructional Improvement Technology System-CIITS

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JCPS Board of Education Policy Development Regular Work Sessions Implementation Updates

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Gheens Welcome Analytical & Applied Sciences Cultural Studies English as a Second Language Environmental Science Guidance Services Professional Library/CRC Library Media Services Literacy Professional Development Student Development Title I/ESS Communities of Practice (COPS) Basement Bookit Curriculum Maps Gheens Facilities Gheens Water Cooler Info Warehouse SUMMER CONFERENCES

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