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

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

National Movement • Mathematics and English/ Language 2010 • 39 States & 2 Territories have joined Common Core Standards Initiative KY’S VISION “…from a teaching-focused-classroom to a learning-focused-classroom…” Dr. Holliday, Commissioner of Education

Senate Bill 1 • #1 Priority is STUDENT LEARNING • New Standards in English/Language Arts and Math (Fewer, Clearer, Higher.. For all students to be college/career ready) • Revised Accountability Model (Achievement, Gap, Growth, College/Career Readiness, Graduation Rate, Program Reviews, EPAS system, End of Course Assessments) • Improve Effectiveness of Teaching and Learning(CHETL) • Balanced Assessment/Assessment Literacy(CASL)

Puts the Pieces Together - Nationally Creating the National Common Core Standards in Mathematics and English/Language 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 & 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 & assessment data on college- and career-ready performance • Input from educators at all levels and from a variety of subjects

Puts the Pieces Together - KY Leadership 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 Proficient and Prepared for Success!

Puts the Pieces Together - KY • Overview of P-20 Leadership Networks • Research based approach to delivering large scale professional development and professional learning communities • Focus on building district and school level capacity • Investment and commitment to change at the classroom level • Focus on highly effective teaching and learning • Content Leadership Networks • Focus on teacher and teacher leaders • Administrator Leadership Networks • Building level administrators • Instructional Supervisor Networks • Superintendents Network • Higher Education Networks

Standard/Benchmark Knowledge Reasoning Skill Product Teacher Content Leadership Work Deconstructing Standards - STANDARDS/TARGETS/METHODS/COMMUNICATION OF RESULTS Page 1

Standard/Benchmark Knowledge Reasoning Skill Product Teacher Content Leadership Work Deconstructing Standards - Next steps… Page 2

Common Core State Standards (CCSS) Kentucky Core Academic Standards (KCAS)

Common Core Standards Common Core Standards work - National • http://www.corestandards.org/ Common Core Standards work at KDE – now adopting as KY Core Academic Standards • Program of Studies being updated to reflect adoption of CCS – 571 page document is on web for public review http://www.education.ky.gov/users/otl/POS/POS%20with%20CCS%20for%20public%20review.pdf • http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/CCS+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 well—and to give students the opportunity to master them.

Mathematics Standards—how to read the CCSS documents for Mathematics

Simple overview provides all key information at a glance. Click for close up… 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 up… Overview: The math standards start with a one-page overview highlighting what is most important. 13

5 big ideas 5 domains 23 understanding standards 10 clusters 78 skill and concept standards 28 standards 5 pages 15 pages • Represent and interpret data. • Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). 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 thelongest and shortest specimens in an insect collection. 14 Fewer standards to address Examples make standards more concrete

KCAS Progression Document Fourth Grade Overview • In Grade 4, instructional time should focus on three critical areas: • Developing 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 1,000,000, 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. • Developing 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 (e.g., 15/9 = 5/3), 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. • Understanding 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.

Grade Level Span…Math Sample

Grade Level Shift Document

Emphasis on preparing students for college and the careers of the 21st Century Anchor standards serve as the spine for all ELA grade levels 18

ELA Standards—how to read the CCSS documents for ELA & Literacy in Social Studies/History, & Technical Subjects • College and Career Readiness Anchor Standards • ELA • – 4 sets: Reading, Writing, Language, and Speaking and Listening • – Social Studies, Science, and Technical Subjects—2 sets: Reading and Writing • – All of the standards within the grade bands are linked to these anchors with building complexity as the grades increase Strands Within each set, the anchors are divided into strands. Grade Bands The ELA anchors are grouped K‐5 and 6‐12. (6‐12 only for Social Studies, Science, and Technical Subjects). Standards The 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 The How & How Well

We know what the research says - Classrooms headed by “most effective” teachers have student achievement gains of 53 percentage points over the course of one year versus classrooms led by the “least effective” teachers averaging gains of only 14 percentage points. One mark of an effective teacher is the ability to use an array of research-based instructional strategies… Professional Development is the dominant approach to improving teachers’ knowledge and skills and is critical to maintaining teachers’ effectiveness… • Marzano identified nine instructional strategies that enhance student achievement. • Barren Co. focus for past few years

CHETL – KDE Site http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and+Learning/HETL+Common+Characteristics.tm • 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 – KDE Site http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and+Learning/HETL+Common+Characteristics.tm

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 oflearning is to summarize the achievement status of individuals and groups at a point in time. • "assessment of learning“ "summative assessment" • 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 learning— • 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

Let’s take a closer look at the Common Core State Standards

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