Kentucky Core Academic Standards

1. Kentucky Core Academic Standards Assessment Literacy Kentucky Core Academic Standards Characteristics of Highly Effective Teaching and Learning Career and College Readiness PODCAST 3-Middle and High

2. College & Career Readiness High Podcast 3 Assessment Podcast 4 HIGHLY EFFECTIVE TEACHING & LEARNING SENATE BILL 1 Middle Kentucky Core Academic Standards Assessment Podcast 2 Elementary Podcast 1 Assessment

3. Today’s Objective • Gain a deeper understanding of: • The design and organization of the Kentucky Core Academic Standards for ELA and Math. • How the Kentucky Core Academic Standards define what students should know and be able to do at each grade level. • How to clarify our understanding of the intent of the Kentucky Core Academic Standards.

4. Learning Targets • I can articulate how the Kentucky Core Academic Standards are designed and organized. • I can recognize what students are expected to know and be able to do for a given standard. • I can identify areas in the Standards for further study.

5. Common Core to KCAS 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.

6. Math Mathematical Content Standards • Number and Quantity • Algebra • Functions • Modeling • Statistics and Probability • Geometry

7. Math Mathematical Practices Standards • Make sense of complex 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.

8. Standards must be taught as part of the cluster and not as individual skills. Clusters are used to organize the standards of a particular Domain. • 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

9. The Number System 6.NS • Apply and extend previous understandings of multiplication and division to divide fractions by fractions. • 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. • 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)

10. DOMAIN GRADE The Number System 6.NS • Apply and extend previous understandings of multiplication and division to divide fractions by fractions. • 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. • 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) CLUSTER STANDARDS Where are the Domain, Grade Level, Cluster and Standards? CLUSTER STANDARDS

11. Mathematics Grade Level Reading: Grades 6-8: Please open your standards document to the first page for your grade level. Read the overview page for your grade level. This page identifies the critical areas of focus. Grades 9-12: Please open Appendix A of your standards document. Read pages 1-14. Think, Pair, Share: Questions to discuss: What are the critical areas for your grade level? How might this affect your decision-making as you plan your students’ math instruction?

12. Math Common Language • Mathematical Practices Standards • Standards • Cluster • Domain

13. English Language Arts Design and Organization Quick Read • Quickly read and familiarize yourself with the document titled “How to Read this Document” on page 18 in your KCAS materials. • Highlight important information as we continue the presentation

14. English Language Arts 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.

15. English Language Arts Design and Organization College and Career Readiness (CCR) Anchor Standards: • Define the minimum literacy expectations for students to be prepared for the college or career of their choice • Each section (K-5, 6-8, 9-12) is divided into Strands for ELA: • Reading – 9 Literature Standards, 10 Informational Standards, and 4 Foundational Skills Standards for K-5 • Writing – 10 Standards • Speaking & Listening – 6 Standards • Language – 6 Standards • Each Strand is organized by a strand-specific set of CCR Anchor Standards that is consistent across all grades and content areas.

16. English Language Arts Design and Organization Grade Level Specific Standards • Define end-of-year expectations; • What students should know and be able to do by the end of the specified grade • Are developmentally appropriate, cumulative progression of skills and understandings designed to enable students to meet College and Career Readiness (CCR) expectations; • Provide a one-to-one correspondence with CCR standards • Are specific to each grade level in grades K-8; • Use two-year bands in grades 9-12 (9-10, 11-12) • Maintain a focus on results rather than the means.

17. English Language Arts Design and Organization Clusters • Found within each strand • Help to define the intent of the standards

18. One more look… Abbreviation Strand Grade Band Standard Cluster

19. English Language Arts Design and Organization Referencing the Standards • Example: RL.6.6=Reading Literature, Third Grade, Standard 6 • College and Career Readiness Anchor Standard: 6. Assess how point of view or purpose shapes the content and style of a text. • Cluster: Craft and Structure • Sixth Grade Literature Standard: 6. Explain how an author develops the point of view • of the narrator or speaker in a text.

20. English Language Arts 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

21. English Language Arts Progressions • Compiled and provided by the District to support understanding of how the standards change and progress from grade-to-grade • Show each grade specific standard for the College and Career Readiness Anchor Standards • Help to clarify the intent of the standards • Provide support for determining instructional next steps for both intervention and extension

22. English Language Arts Common Language • College and Career Readiness Anchor Standards • Strands • Reading Literature, Reading Informational, Reading Foundational Skills, Writing, Speaking and Listening, and Language • Clusters • Standards • Grade Bands (i.e., Kindergarten, First Grade, etc.)

23. Take a Closer Look Getting to Know Your Standards • Each grade level divide into two groups • One group for ELA and one for Math Procedure: • Math: • Grades 6-8: Read the Mathematics Standards for your grade band • Grades 9-12: Read the Mathematics Standards in the Appendix for your course (Algebra I, Geometry, Algebra II) • English Language Arts: Read the Reading Literature Standards for your grade band.

24. Take a Closer Look Getting to Know Your Standards • As you read, use Post-It Notes to jot down a standard or standards for each category: • GO!-Comfortable • WHOA!-A little uncomfortable • NO!-Very uncomfortable • Discuss your findings with your team. • Leave your Post-It notes on the anchor chart as your exit slip when you leave today.

25. Very Important Information Deconstructed Standards • KDE has been working with teachers and teacher leaders to further define the standards. • The standards have been deconstructed into learning targets. • Knowledge • Reasoning • Performance Skill • Product

26. Divide into grade levels El MS HS – Photo David

27. Deconstructed Math Standard

28. Very Important Information Deconstructed Standards • Currently undergoing revision • Should be available by the end of May • Will be part of the summer conference and on-going professional development

29. Next Steps • Final Podcast-Characteristics of Highly Effective Teaching and Learning • Summer Professional Development – KCAS, CHETL, Assessment Literacy (preparation for first 6-12 weeks of the school year) • Continuing Professional Development – differentiated to meet the needs of individual schools

30. Gheens Welcome Analytical & Applied Sciences Cultural Studies English as a Second Language Environmental Science Guidance Services Professional Library/CRC Library Media Services Literacy Professional Development Student Development Title I/ESS Communities of Practice (COPS) Basement Bookit Curriculum Maps Gheens Facilities Gheens Water Cooler Info Warehouse SUMMER CONFERENCES

31. Learning Targets • I can articulate how the Kentucky Core Academic Standards are designed and organized. • I can recognize what students are expected to know and be able to do for a given standard. • I can identify areas in the Standards for further study.

32. Closing Thought "Never doubt that a small group of thoughtful, committed people can change the world.  Indeed, it is the only thing that ever has."  ~ Margaret Mead