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Published byChristiana Hopkins Modified over 9 years ago
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presented by Gayle Box, Associate Kentucky Adult Education
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Focus on Kentucky Education Initiatives P-20 collaboration to increase college readiness and increase degree completion in Kentucky http://cpe.ky.gov/policies/academicinit/senbill1
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Are clear, understandable and consistent Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Are informed by other top performing countries and Are evidence-based www.corestandards.org
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Strands Reading Standards for Literature K- 5 6-12 Reading Standards for Informational TextK- 5 6-12 Reading Standards: Foundational SkillsK-5 Writing StandardsK- 5 6-12 Language StandardsK-56-12 Speaking and Listening StandardsK-56-12
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Standards for Reading Correlation Example CCR2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RI1.2 Identify the main topic and retell key details of a text. RI2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI11/12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
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www.adultedcontentstandards.ed.gov
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Build a reference library ◦ Completed unpacking charts ◦ Charts that correlate textbooks and other resources Review and refine completed charts Make charts available
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Choose a goal for the lesson study Team creates the lesson Team observes the lesson being taught by a team member Team revises the lesson Different team member teaches the revised lesson
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Introduce and determine the assignment’s purpose Analyze the demands of the assignment Compare the assignment’s demands with those of the standards Diagnose student work Ratchet-up and redesign the assignment
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Evidence that: Content is aligned to the demands of standards Cognitive level of activities is aligned to the demands of the standards Standards are translated into lesson content relevant to adult students
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Evidence that: Standards are addressed by a coherent progression of learning Students’ level of understanding is assessed during the lesson and instruction is adjusted accordingly
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2 state leads and 3 program directors Used new KYAE Standards for Mathematics Chose programs in same KYAE region Implemented all four innovations within two years Planned for statewide sustainment
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Importance of using standards to guide instruction and a process for implementation Benefits of a programmatic approach involving the director with the instructors Potential for enhancing the instructional leadership of our directors Benefits of the learning community structure
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Three-year Plan for ELA and Math Standards Year 1 Innovation 1ELA-FallMath-Spring Year 2 Innovation 2ELA-FallMath-Spring Year 3 Innovations 3&4 Innovation 3- ELA/Math combined Innovation 4- Program Directors
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10 Learning Communities (LCs)
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English Language Arts Collaborative Center for Literacy Development at the University of Kentucky Coaches KYAE PD Staff Mathematics Adult Education Academy Morehead State University Coaches KYAE PD Staff
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National Center for Family Literacy Online courses developed for innovations 1-3 Required for part-time instructors working less than 500 hours/year
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Understanding The Standards We Teach Unit 1a: Unpacking the Components of Standards Unit 1b: Aligning Resources to Standards Continuation: Completing Materials for Instructional Use
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Assigned: 28 – 30 standards from various strands and grades Selected: 20 additional standards of their own choosing Timeline: work with coach to determine dates for assignment postings and conferences Support Framework: indicate methods for supporting the work of their team
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One-day session on Unpacking the Components of the Standards and Sample Activities Four weeks to complete and post assignments One-day session on Aligning Resources Four weeks to complete and post assignments
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Translating Standards Into Curriculum: The Lead-Standards Approach Unit 2a: Identifying Standards and Designing Coherent Units of Instruction Unit 2b:Conducting Lesson Studies Program Directors’ Debriefing Meeting
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One-day session to identify Lead and Supporting Standards for chosen grade level and use them to begin developing units Four weeks to complete and post four Instructional Units One-day session on Conducting Lesson Studies Four weeks to collaboratively complete one lesson, observe team member teaching the lesson, collaboratively revise the lesson and reteach
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Presentations on team experiences conducting the lesson study Discussion of programs’ status on completing units of instruction for all NRS levels in English/LA Overview of Innovation 4
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Planning Stages Unit 3: Focus on Assignments: Working Together to Improve Teaching and Learning Unit 4: Observing Standards-in-Action (Program Directors only)
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Develop professional development for observation categories Units 1-3 online courses for new instructors Resources developed during the PD made available online at www.teachersdomain.org and www.kyae.ky.gov www.teachersdomain.org www.kyae.ky.gov
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