Senate Bill 1 Its Impact on Teaching and Learning in Jefferson County Public Schools Kentucky Core Academic Standards Characteristics of Highly Effective.

Senate Bill 1

Its Impact on Teaching and Learning inJefferson County Public Schools

Kentucky Core Academic StandardsCharacteristics of Highly Effective Teaching and Learning

Assessment LiteracyCareer and College Readiness

Accountability System

April 25, 2011

Today’s 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

• 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

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 ACT’s College and Career Readiness System

Key ComponentsSenate Bill 1

Senate Bill 1 At a

Glance

College & Career Readiness

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Assessment

Assessment

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SENATE BILL 1

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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. 

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.

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.

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?

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)

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-5Writing – 10 StandardsSpeaking & Listening – 6 StandardsLanguage – 6 Standards

• Each Strand is headed by a strand-specific set of CCR Standards that is the same across all grades and content areas

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

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

Mathematical Content Standards

•Number and Quantity•Algebra•Functions•Modeling•Statistics and Probability•Geometry

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.

The Number System 6.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)

The Number System 6.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

What is the difference between the Mathematics KCAS and 4.1 Core Content?

Sample ProgressionMath 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 2nd column and tab them in your binder. a) Identify the grade and domain in the 2nd column on the Sample Progression,

e.g. 1.G.3 is 1st grade.b) Find the 1st 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.

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

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 ClimateClassroom Assessment and ReflectionInstructional Rigor and Student EngagementInstructional RelevanceKnowledge of Content

Learning Climate

Classroom Assessment and Reflection

Instructional Relevance

Knowledge of Content

Instructional Rigor and Student Engagement

FIVE COMPONENTS OF HIGHLY EFFECTIVE TEACHING AND LEARNING

PELP FRAMEWORK

Assessment for Learning

FACILITATORS (4): KDE Staff (Content Specialists)

Education Cooperative ConsultantHigher Education Faculty

PARTICIPANTS -75 (25 district teams)

NETWORK 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. 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

Kentucky Leadership Networks Timeline 2010-2013

NetworksLaunch—Orientation to:•Kentucky’s 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 Kentucky’s 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•Understandingcharacteristics 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)/Mathematics 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 1st 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 2010 Sept-Dec 2010 Jan-May 2011 June-July 2011 Aug-Dec 2011 Jan-May 2012 June-July 2012 Aug 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

Middle Teacher Cohorts

High Teacher Cohorts

Elementary Teacher Cohorts

JCPS KCAS Rollout TimelineDATE GOAL

January-June2011

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 areasAssessment Literacy – embedded into all content areasKCAS - grade and course specific

April 2012

Implement new state assessment 3-12 including End of Course in Algebra II, English II, Biology, US History

Approximately 800 Teachers will participate in district KCAS Cohorts

  # Teachers in ELA Cohort per

school

# Teachers in Math Cohort per

schoolElementary 3 3Middle 3 3High 1 to 3 3

Jefferson County KCAS Cohorts

• 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

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

• Collaborative Partnerships• Gheens Work Team• GE Foundation and Partner Districts• JCTA• KDE

• Office of Next Generation Learners• Continuous Instructional Improvement

Technology System-CIITS

Late Spring, 2011

The Kentucky Core Academic Standards for ELA/math have been loaded to the CIITS test system. The Program of Studies, Core Content for Assessment 4.1 will be loaded by the end of March. The deconstructed standards completed as of March 15 for E/LA and mathematics will be loaded into the test system by the end of April. By April 30 the system will be opened up to Kentucky's network cohort. The KDE Project Leadership Team is working with SchoolNet, KET, and other stakeholders to plan when to load materials such as instructional units, lesson plans, assessments and instructional resources, and provide PD to teachers on how to use the system to improve classroom instruction. Upcoming communications will go out throughout the summer of 2011 outlining when these next phases will take place and when the system will be opened up to all Kentucky teachers.

Continuous Instructional Improvement Technology System (CIITS)

03/16/11

Spring, 2013

· Core academic standards for ELA/Math

· Program of Studies, Core Content for Assessment 4.1

· Deconstructed standards for E/LA and mathematics

· Open up to network cohort

1

· Link core academic standards for E/LA and mathematics to some number of materials

· Begin opening to teachers and provide workshops and web-based training.

2

· Incorporate teacher and principal effectiveness (Human Capital module)

5

Late Summer, 2011

Fall, 2013 · Optional Phase 6 - Configure and rollout school and district improvement planning

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Additional core academic standards and deconstructed standards will be loaded as they become available

Early 2012· Load student data and standardized

assessments which will be linked to the standards and materials

· Provide data coach workshops to enable teachers to use CIITS to inform instruction

3

Fall, 2012 · Formative Assessments

4

• JCPS Board of Education• Policy Development• Regular Work Sessions• Implementation Updates

Gheens WelcomeAnalytical & Applied SciencesCultural StudiesEnglish as a Second LanguageEnvironmental ScienceGuidance ServicesProfessional Library/CRCLibrary Media ServicesLiteracyProfessional DevelopmentStudent DevelopmentTitle I/ESS

Communities of Practice(COPS)

BasementBookitCurriculum MapsGheens FacilitiesGheens Water CoolerInfo WarehouseSUMMER CONFERENCES