Jan – March 2011 Shari Alexander Scott Harper Benny Lile Dinah Wallace

Jan ndash March Jan ndash March 20112011

Shari AlexanderShari AlexanderScott HarperScott Harper

Benny LileBenny LileDinah WallaceDinah Wallace

ldquohellipfrom a teaching-focused-classroom

to a learning-focused-classroomhelliprdquo

Dr Holliday Commissioner of Education

KYrsquoS VISIONKYrsquoS VISION

bull Mathematics and English Language 2010

bull 39 States amp 2 Territories have joined Common Core Standards Initiative

National National MovementMovement

1 Priority is STUDENT LEARNING

New Standards in EnglishLanguage Arts and Math (Fewer Clearer Higher For all students to be collegecareer ready)Revised Accountability Model (Achievement Gap Growth CollegeCareer Readiness Graduation Rate Program Reviews EPAS system End of Course Assessments)Improve Effectiveness of Teaching and Learning (CHETL)Balanced AssessmentAssessment Literacy (CASL)

Puts the Pieces Together - Nationally

Creating the National Common Core Standards in Mathematics and EnglishLanguage Arts has been a collaborative effort between state departments of education teachers experts in a wide array of fields and numerous professional organizations based on national work amp research from best work of states and high-performing nations frameworks developed for the National Assessment

of Educational Progress (NAEP) academic research of Marzano Stiggins Fullan and

others curriculum surveys amp assessment data on college-

and career-ready performance Input from educators at all levels and from a variety

of subjects

Puts the Pieces Together - KYLeadership Networks Vision

Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators teachers and staff so that every student experiences highly effective teaching learning and assessment practices in every classroom every day

Result = Every Student ProficientResult = Every Student Proficient and Prepared for Successand Prepared for Success

Puts the Pieces Together - KY

Content Leadership Networksbull Focus on teacher and teacher leaders

Administrator Leadership Networksbull Building level administrators

Instructional Supervisor Networks Superintendents Network Higher Education Networks

Overview of P-20 Leadership Networksbull Research based approach to delivering large scale

professional development and professional learning communities

bull Focus on building district and school level capacitybull Investment and commitment to change at the classroom levelbull Focus on highly effective teaching and learning

Teacher Content Leadership Work

Deconstructing Standards -StandardBenchmark

Knowledge

Reasoning

Skill

ProductSTANDARDSTARGETSMETHODSCOMMUNICATION OF RESULTS

StandardBenchmark _______________________________________________________________________________________________________________________________________________________

Type Knowledge Reasoning Skill Product

Learning Targets ndash Teacher Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark

Knowledge Targets Reasoning Targets Skill Targets Product Targets

ldquoI Canrdquo Learning Targets ndash Student Friendly LanguageWhat are the knowledge reasoning skill or product targets underpinning the standard or benchmark

Knowledge Targets Reasoning Targets Skill Targets Product Targets

Page 1

Teacher Content Leadership Work

Deconstructing Standards -

Next stepshellip

StandardBenchmark

Knowledge

Reasoning

Skill

Product

Page 2

AssessmentsHow will I assess to promote the learning and audit the achievement of the targets and standard

Assessment(s) FORFormative

OFSummative

Assessment(s) FORFormative

OFSummative

Assessment(s) FORFormative

OFSummative

Assessment(s) FORFormative

OFSummative

Selected responseExt written responsePersonal Communication

Selected responseExt written responsePerformancePersonal Communication

PerformancePersonal Communication

Performance

Communication of ResultsHow will I communicate the learning and the achievement

Assessments FOR Learning Formative Assessments OF Learning Summative resulting in reporting of learninggrowth resulting in grading of achievement

FORFormative ndash Report

OFSummative - Grade

FORFormative ndash Report

OFSummative - Grade

FORFormative ndash Report

OFSummative - Grade

FORFormative ndash Report

OFSummative - Grade

Common Core State Standards

(CCSS)

Kentucky Core Academic

Standards(KCAS)

Common Core Standards

Common Core Standards work - Nationalbullhttpwwwcorestandardsorg

Common Core Standards work at KDE ndash now adopting as KY Core Academic Standards

bullProgram of Studies being updated to reflect adoption of CCS ndash 571 page document is on web for public review httpwwweducationkygovusersotlPOSPOS20with20CCS20for20public20reviewpdf

bullhttpwwweducationkygovKDEInstructional+ResourcesCurriculum+Documents+and+ResourcesCCS+Resources

The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades thus enabling teachers to take the time needed to teach core concepts and procedures wellmdashand to give students the opportunity to master them

Mathematics Standardsmdashhow to read the CCSS documents for Mathematics

Overview The math standards start with a one-page overview highlighting what is most important

12

Simple overview provides all key information at a glance

Click for close uphellip

Overview The math standards start with a one-page overview highlighting what is most important

13

Simple overview provides all key information at a glance

Click for close uphellip

Fewer standards to address

Examples make standards more concrete

KY 4th Grade Math CCSS 4th Grade Math

5 big ideas 5 domains

23 understanding standards

10 clusters

78 skill and concept standards

28 standards

14

15 pages 5 pages

Represent and interpret databull Make a line plot to display a data set of measurements in

fractions of a unit (12 14 18) Solve problems involving addition and subtraction of fractions by using information presented in line plots For example from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection

DomainsOperations and

Algebraic Thinking

Number amp Operations in Base Ten

Number amp Operations Fractions

Measurement and Data Geometry

Clusters

Use the four operations with whole numbers to solve problems

Gain familiarity with factors and multiples

Generate and analyze patterns

Generalize place value understanding for multi-digit whole numbers

Use place value understanding and properties of operations to perform multi-digit arithmetic

Extend understanding of fraction equivalence and ordering

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers

Understand decimal notation for fractions and compare decimal fractions

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit

Represent and interpret data

Geometric measurement understand concepts of angle and measure angles

Draw and identify lines and angles and classify shapes by properties of their lines and angles

Mathematical

Practices

1 Make sense of problems and persevere in solving them

2 Reason abstractly and quantitatively

1 Construct viable arguments and critique the reasoning of others

2 Model with mathematics

1 Use appropriate tools strategically

2 Attend to precision

1 Look for and make use of structure

2 Look for and express regularity in repeated reasoning

In Grade 4 instructional time should focus on three critical areas 1Developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends

Students generalize their understanding of place value to 1000000 understanding the relative sizes of numbers in each place They apply their understanding of models for multiplication (equal-sized groups arrays area models) place value and properties of operations in particular the distributive property as they develop discuss and use efficient accurate and generalizable methods to compute products of multi-digit whole numbers Depending on the numbers and the context they select and accurately apply appropriate methods to estimate or mentally calculate products They develop fluency with efficient procedures for multiplying whole numbers understand and explain why the procedures work based on place value and properties of operations and use them to solve problems Students apply their understanding of models for division place value properties of operations and the relationship of division to multiplication as they develop discuss and use efficient accurate and generalizable procedures to find quotients involving multi-digit dividends They select and accurately apply appropriate methods to estimate and mentally calculate quotients and interpret remainders based upon the context

2Developing an understanding of fraction equivalence addition and subtraction of fractions with like denominators multiplication of fractions by whole numbers

Students develop understanding of fraction equivalence and operations with fractions They recognize that two different fractions can be equal (eg 159 = 53) and they develop methods for generating and recognizing equivalent fractions Students extend previous understandings about how fractions are built from unit fractions composing fractions from unit fractions decomposing fractions into unit fractions and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number

3Understanding that geometric figures can be analyzed and classified based on their properties such as having parallel sides perpendicular sides particular angle measures and symmetry

Students describe analyze compare and classify two-dimensional shapes Through building drawing and analyzing two-dimensional shapes students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry

KCAS Progression Document

Grade Level SpanhellipMath SampleOperations and Algebraic Thinking

Grade 3 Grade 4 Grade 5

Represent and solve problems involving multiplication and division3OA1 Interpret products of whole numbers eg interpret 5 times 7 as the

total number of objects in 5 groups of 7 objects each For example describe a context in which a total number of objects can be expressed as 5 times 7

3OA2 Interpret whole-number quotients of whole numbers eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8

3OA3 Use multiplication and division within 100 to solve word problems in situations involving equal groups arrays and measurement quantities eg by using drawings and equations with a symbol for the unknown number to represent the problem (Note See Glossary Table 2)

3OA4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 =

Understand properties of multiplication and the relationship between multiplication and division

3OA5 Apply properties of operations as strategies to multiply and divide (Note Students need not use formal terms for these properties) Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property)

3OA6 Understand division as an unknown-factor problem For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8

Multiply and divide within 1003OA7 Fluently multiply and divide within 100 using strategies such as

the relationship between multiplication and division (eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8) or properties of operations By the end of Grade 3 know from memory all products of two one-digit numbers

Solve problems involving the four operations and identify and explain patterns in arithmetic

3OA8 Solve two-step word problems using the four operations Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding (Note This standard is limited to problems posed with whole numbers and having whole-number answers students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations)

3OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends

Use the four operations with whole numbers to solve problems4OA1 Interpret a multiplication equation as a comparison eg interpret

35 = 5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5 Represent verbal statements of multiplicative comparisons as multiplication equations

4OA2 Multiply or divide to solve word problems involving multiplicative comparison eg by using drawings and equations with a symbol for the unknown number to represent the problem distinguishing multiplicative comparison from additive comparison (Note See Glossary Table 2)

4OA3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations including problems in which remainders must be interpreted Represent these problems using equations with a letter standing for the unknown quantity Assess the reasonableness of answers using mental computation and estimation strategies including rounding

Gain familiarity with factors and multiples4OA4 Find all factor pairs for a whole number in the range 1ndash100

Recognize that a whole number is a multiple of each of its factors Determine whether a given whole number in the range 1ndash100 is a multiple of a given one-digit number Determine whether a given whole number in the range 1ndash100 is prime or composite

Generate and analyze patterns4OA5 Generate a number or shape pattern that follows a given rule

Identify apparent features of the pattern that were not explicit in the rule itself For example given the rule ldquoAdd 3rdquo and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers Explain informally why the numbers will continue to alternate in this way

Write and interpret numerical expressions5OA1 Use parentheses brackets or braces in numerical expressions

and evaluate expressions with these symbols5OA2 Write simple expressions that record calculations with numbers

and interpret numerical expressions without evaluating them For example express the calculation ldquoadd 8 and 7 then multiply by 2rdquo as 2 times (8 + 7) Recognize that 3 times (18932 + 921) is three times as large as 18932 + 921 without having to calculate the indicated sum or product

Analyze patterns and relationships5OA3 Generate two numerical patterns using two given rules Identify

apparent relationships between corresponding terms Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane For example given the rule ldquoAdd 3rdquo and the starting number 0 and given the rule ldquoAdd 6rdquo and the starting number 0 generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence Explain informally why this is so

Concepts New to Grade Level Grade Concepts Moved From Grade Level

4OA4 Determine prime and composite numbers (1-100)4NF3b Decompose fractions in more than one way justify decompositions using

visual models multiple representations of fractions 4NF3c Properties of operations with mixed numbers with like denominators 4NF4c Multiply fractions by a whole number using visual fraction models and

equations to represent the problem4NF7 Use decimal notation for fractions with denominators 10 or 1004MD3 Apply the area and perimeter formulas for rectangle4MD4 Make a line plot to display a data set of measurements in unit fractions 4MD6 Measure angles in whole number degrees using a protractor Draw angles

of specified measure 4MD7 Use angle measures to decompose angles Solve addition and subtraction

problems to find unknown angles on a diagram in real world and mathematical problems

4G2 Classify two-dimensional figures based presence or absence of attributes

(parallel or perpendicular lines)

4th Kindergarten Attributes of basic three-dimensional

objects (spheres cones cylinders pyramids cubes triangular and rectangular prisms) apply these attributes to solve real-world problems

Identify basic two-dimensional figures in different orientations

3rd grade Attributes of two dimensional shapes and

shapes that share attributes can define larger categories

Represent and interpret data-bar graphs and pictographs (also 2nd grade)

The actual process of learning to read a thermometer does not have a standard It is considered a life skill and is also introduced in science

5th grade Identify and graph ordered pairs on a

positive coordinate system (Quadrant 1)

Grade Level Shift Document

Emphasis on preparing students for college and the careers of the 21st Century

18

Anchor standards serve as the spine for all ELA grade levels

ELA Standardsmdashhow to read the CCSS documents for ELA amp Literacy in Social StudiesHistory amp Technical SubjectsCollege and Career Readiness Anchor StandardsELA

ndash 4 sets Reading Writing Language and Speaking and Listeningndash Social Studies Science and Technical Subjectsmdash2 sets Reading and Writingndash All of the standards within the grade bands are linked to these anchors with

building complexity as the grades increase

StrandsWithin each set the anchors are divided into strands

Grade BandsThe ELA anchors are grouped K 5 and 6 12 (6 12 only for Social ‐ ‐ ‐Studies Science and Technical Subjects)

StandardsThe standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor

Appendices with exemplar texts performance tasks student work

Literacy skills are integrated into science social studies and technical subjects

20

Literacy skills are integrated into science social studies and technical subjects

21

Supporting the Common Core

Implementation

TheThe HowHow amp amp

How WellHow Well

bull Marzano identified nine

instructional strategies

that enhance student

achievement

bull Barren Co focus for

past few years

One mark of an effective

teacher is the ability to

use an array of research-

based instructional

strategieshellip

We know what the research says -Classrooms headed by ldquomost effectiverdquo teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the ldquoleast effectiverdquo teachers averaging gains of only 14 percentage points

Professional Development

is the dominant approach to improving teachersrsquo knowledge and skills and is critical to maintaining teachersrsquo effectivenesshellip

The Characteristics of Highly Effective Teaching and Learning create a common point of reference for discussing effective practices in teaching and learning by describing the role of the teacher and student in an exemplary instructional environment

The document is divided into five components Learning Climate Classroom Assessment and Reflection Instructional Rigor and Student Engagement Instructional Relevance Knowledge of Content

Each of these components is supported with a list of characteristics of effective teacher practices and student actions The Characteristics are based upon some of the most current research findings from several resources

CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm

CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm

CHETL ndash KDE SitehttpwwweducationkygovKDEInstructional+ResourcesHighly+Effective+Teaching+and+LearningHETL+Common+Characteristicstm

Assessment for Learning

Classroom Assessment for Student Learning (by Rick Stiggins Judith Arter Stephen Chappuis and Jan Chappuis) makes the distinction between assessment of and for learning

The purpose of assessment of learning is to summarize the achievement status of individuals and groups at a point in time

bull assessment of learningldquo summative assessment bull Classroom-level summative assessment usually

have grade or a statement of level of mastery

Assessment for Learning

With CASL the major focus is assessment for learningmdash Research shows that assessment for learning

practices can dramatically improve student motivation and learning

Assessment for learning strategies address the information needs of both teachers and students

Assessment for LearningFive Keys to Quality Classroom Assessments

Stiggins et al (2004) p 13

Letrsquos take a Letrsquos take a closer look closer look

at the at the Common Common

Core State Core State StandardsStandards