Kentucky Leadership Networks

1. Kentucky Leadership Networks Why are we here? Why am I here?

2. Big Picture Learning Targets • I can clearly articulate the vision and goals of the district leadership team. • I can explain how the district leadership team will work together to improve teaching and learning. • I can identify and describe the four components of the leadership team’s work.

3. Big Picture SB 1 • Focus on college / career readiness • Revise standards • Revise assessment system • Collaborate across all groups / levels • Improve the effectiveness of teaching and learning

4. Leadership Network 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.

5. Long Term Goals • Ensure that every teacher in Henry County 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 district leadership team will build knowledge and leadership capacity within ourdistrict through effective professional development in orderto improve teaching and learning in every classroom.

6. District Leadership Team Content Teacher-Leaders School/District Leaders KLA – (Sharon Bright, Zach Woods, Jim Masters) Instructional Support Leadership Networks – (Alysia Wedding, Tricia Hosey, Kricket McClure, Tim Abrams) Additional Members- (Denise Perry, Mark Johnson, Staci Hoene, Shannon Sageser, Lane Morris, Nikkol Bauer, Paula Petree, Chip Anderson, Austin Hunsaker) • Mathematics Leadership Networks- (Diane Wilson, Diana Dunavan, Phillip Guthrie) • English Language Arts Leadership Networks- (Lucia Hughes, Iva Woods, Cait McClure, Karen Fisher)

7. C I A Curriculum ( What) Kentucky’s Core Academic Standards Instruction (How) Characteristics of Highly Effective Teaching and Learning Assessment (How Well) Balanced Assessment / Assessment Literacy KentuckyLeadershipNetworks

8. KY Leadership Networks Standards no matter how well-written, will NOT, by themselves, improve student achievement and motivation to learn.

9. Standards, Assessments, Highly Effective Teaching and Learning • Standards alone will not change classroom practice. They must be understood and contextualized in effective practice. • Standards aren’t written for students. • Teachers must be able to transform standards into the classroom level ‘targets’ that students must ‘hit.’

10. Standards, Assessments, Highly Effective Teaching and Learning • Targets allow students to build knowledge/skills/reasoning/products over time to a place where they are ready to demonstrate the proficiency required by the standards. • Targets enable teachers to design quality assessments and to plan/select congruent learning experiences.

11. LeadershipTeam • Student learning is at the core of this work. • Capacity building vs. a “train the trainer” model • All stakeholders need to operate from a common understanding of key concepts and ideas related to implementation of Senate Bill 1. • Team members will study the new standards deeply in order to translate them into highly effective instructional and assessment experiences.

12. As a team member, your responsibility is to • collaborate with other leaders throughout our district to hone your own practices / knowledge • work collaboratively within your school and district to scale up highly effective practices in every classroom

13. KCAS Kentucky Core Academic Standards

14. Learning Targets: • I can explain the purpose and organization of the new Kentucky Core Academic Standards for Mathematics and English Language Arts (ELA). • I can explain the differences between: • the Standards for Mathematical Practiceand the Standards for Mathematical Content

15. By what criteria were the standards developed? The standards: • Are aligned with college and workforce expectations; • 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 standards in other top performing countries, and • Are evidence-based.

16. Standards for Mathematical Practice - pgs 6-8 Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

17. Standards for Mathematical Content, p. 5

18. Overview Pages Domains Clusters Standards Not on overview page Grade 5, p. 34 High School, p. 59

19. Standards for Mathematical Content Domain Cluster Standards

20. Standards for Mathematical Practice – Final Reflection • Why is it important that the standards for mathematical practice be the lens through which we look at the content? • What implications do these standards for mathematical practice have on: • The way we need to teach? • The way students learn? • The way curriculum is designed? • The way assessments are designed?