1. ISLN Network Meeting KEDC SUPERINTENDENT UPDATE

2. Why we are here--Purpose of ISLN network New academic standards  Deconstruct and disseminate Content Standards to schools New assessments Program Reviews Improved professional development  Facilitate statewide trainings for teachers and administrators on KCAS, CHETL, Assessment Literacy, and Leadership capacity New accountability Unified plan for improving college/ career readiness 2

3. Deployment Timeline 3 Year 1 (2010-2011) Plan for ELA/ Math Networks established Districts identified 3 teacher leaders, building leaders, district leaders Monthly meetings Focused on deconstruction of standards and assessment for learning District leadership teams met locally Created a plan for implementation Year 2 (2011-2012) Implementation Select/ design congruent instructional resources for implementation of KCAS and 21 st century learning skills (ex. LDC/ FAL) Districts roll out implementation plan and develop student friendly targets Course and assessment alignment District leadership teams meet locally Districts identify student supports for RtI in order to meet intended learning of standards Year 3 (2012-2013)Monitor District leadership teams enhance/ refine implementation plan and curriculum guides/ maps based on data analysis Teacher leaders revise/ refine local assessment tasks/ modules and train more local teachers in implementation Additional instructional and assessment resources designed and implemented based on KCAS

4. Year 1 – Focus of Networks Kentucky’s Core Academic Standards  Logistics of Kentucky’s Core Academic Standards – Vertical and Horizontal Progression of the common core  Making meaning of the standards/Matching standards to instruction  Deconstruction of Standards  Student Friendly Targets  Gap Analysis – Grade Level Placemats  Planning and Pacing Guides – Standard Cards  Augmentation of core reading programs and materials  Standard Based Units of Study

5. Year 1 – Focus of Networks Characteristics of Highly Effective Teaching and Learning Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content

6. Year 1 – Focus of Networks Assessment Literacy Keys to Quality Assessment Why Assess? What is the purpose? Who will use the results? Assess what? What are the learning targets? Are they clear? Assess How? (Design) What method? Written well? Sampled how? Avoid bias how?

7. Year 1 Focus on Building Your District Leadership Team Create a DLT that includes, but not limited to  ISLN participants  Math Network Participants  ELA Network Participants Establish a common vision centered around the four pillars of Unbridled Learning Revisit current Implementation Plan for refinement based on DLT Vision Establish a system of support for all teachers Establish a collaborative system for ensuring the vision is being implemented

8. MOVING FORWARD KCAS Assessment Literacy Characteristics of Highly Effective Teaching and Learning Leadership Student Success 8

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10. Literacy & Math Design Collaborative Pilot Districts -- Literacy Design Collaborative (LDC) -- Math Design Collaborative (MDC) -- LDC and MDC 10

11. Introduction to FAL/LDC Literacy Design Collaborative and Mathematics Design Collaborative Work funded by the Bill and Melinda Gates Foundation Strategies to align KCAS and classroom instruction through formative assessment Blueprints/models/process for teacher leaders to begin implementation with support from the teacher leader networks

12. The Main Idea of LDC The Literacy Design Collaborative: A systematic framework for developing reading writing, and thinking skills within each discipline, with: Science work focused on skills students need to succeed in science History work focused on skills students need in history Work in other classes focused on skills essential to those subjects.

13. Our Big LDC Timeline September – Introduction to LDC Template Tasks and Teaching Tasks Extension: Teachers create a Teaching Task to use within a Unit Plan October – Review and Revise first draft of Teaching Task Extension: Teachers use the Teaching Task in their classroom November – Collection of Results Extension: Teachers prepare to bring student responses for analysis

14. Math On-Going Targets for 2011-2012 Participants will deepen their understanding of number, operations, algebraic thinking and mathematics pedagogy. Participants can set personal goals for self and school/ district related to our vision of next generation learning and identify actions needed to accomplish them.

15. Pedagogical Capacities for FALs Select assessments/ tasks aligned to a lesson’s learning targets. Thoughtfully and thoroughly plan lessons. Implement cooperative learning strategies. Engineer effective classroom discussions. Provide students with feedback that will move their learning forward, without “doing the thinking” for them. Effectively analyze student work. Implement a variety of short-term and medium-term formative assessment strategies.

16. Where Are We Going? Connections to CASL

17. Why Now? FAL/ LDC CHETL Assessment Literacy KCASM

18. Year 2 – Focus of ELA and Math Networks Implementation of Unbridled Learning Continue with the four pillars of Unbridled Learning as the central focus. Analyze and provide descriptive feedback on student work Integrate the KCAS, CHETL and assessment that will meet each student at their point of need Become critical consumers of quality resources/ materials Look deeper at text complexity for E/LA Match appropriate reading materials with readers for E/La Provide descriptive feedback to students in Math

19. Year 2 – Focus of ELA and Math Networks Continue the focus on capacity building in schools and districts Advance 21 st Century Learning by becoming Action Researchers, trying out best practices delivered at the Content Networks Participate in book studies that will further an in-depth study of current and best practices Develop tools that will create congruent and rigorous activities focusing on the integration of literacy and content learning using resources from LDC and FALs guidelines Implement FALs in classrooms of our teacher leaders

22. Action Plan