Kentucky

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Kentuckys Curriculum Documents

• A driving force behind education in Kentucky

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AgendaGeneral Overview

• The Big Picture Curriculum, Instruction,
  Assessment
• Reasons for Recent Changes
• The Critical Documents and Their Relationships
• The Impact of the Documents on Schools and KDE

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Guiding Questions

• What do I know about the state curriculum
  documents?
• What do I know about recent revisions and
  refinements in the documents?
• How do the documents impact schools?
• How do the documents impact my work with
  pre-service teachers?

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Overall Outcome

• A general understanding of the state curriculum
  documents, their role in Kentucky education, and
  how they impact schools, education providers, and
  KDE.

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Part I Historical Perspective

• In the beginning there was

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Name the 6 Learning Goals of KERA

• Basic communication and math skills
• Ability to apply core concepts
• Ability to become self-sufficient
• Ability to become responsible members of family,
  work group, community
• Ability to think and solve problems
• Ability to connect and integrate experiences and
  knowledge

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Learning Goals National Standards Academic
Expectations
Combined Documents
Program of Studies
Core Content
District and School Curriculum
Curriculum Hierarchy
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Part II Why Revise the CCA and POS?

• To assure alignment with emerging national and
  international standards and research in all areas
• The Kentucky Board of Education determined that
  the Program of Studies should be reviewed and
  revised accordingly

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Part II Why The Revisions? (cont.)

• To better organize, clarify and focus the Core
  Content Assessment standards to guide
  instruction and assessment
• To draft the Blueprint for the 2007 assessment
  and beyond (new NCLB requirements)

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Part III A Closer Look

• Program of Studies
• Core Content for Assessment
• Relationships
• Depth of Knowledge

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Learning Goals National Standards Academic
Expectations
Combined Documents
Program of Studies
Core Content
District and School Curriculum
How are the documents organized?
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Whats The Big Idea?

• Why is the Program of Studies organized around
  big ideas?

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Test 1

• Learn these numbers
• 9217053
• 4915082637

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Types of Memory

• Short term memory
• 5 to 20 seconds
• Working memory
• Varies but temporary/chunking
• Long Term Memory
• Can be retrieved indefinitely/large relevant
  concepts (big ideas)

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Test 2

• Learn these letters
• DV DN BCT VF BIU SA
• DVD NBC TV FBI USA

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Big Ideas

• Current brain research suggests a key factor that
  distinguishes expert learners from novice
  learners is ones ability to organize thinking
  by big ideas (National Research Council 2000)

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Big Ideas

• Big ideas bring relevance to the classroom and
  have enduring value beyond the classroom
  (Wiggins and McTighe)
• Big ideas help promote transfer of learning from
  year to year.

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What do I know about the Program of Studies
Revised 2006 and Core Content for Assessment,
Version 4.1?

• Test Your Knowledge!

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The Program of Studies

• .. Its the LAW!!

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Purpose of the POS

• The Program of Studies defines the minimum
  standards for all students in Kentucky

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POS Organization

• Big Ideas
• Related Academic Expectations
• Enduring Understandings
• Skills and Concepts

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The Core Content for Assessment

• .. Its the TEST!!

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Purpose Core Content for Assessment 4.1

• Represents Kentuckys Academic Expectations and
  is a subset of the content standards in the
  Program of Studies
• Is not a comprehensive curriculum or course of
  study

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Purpose CCA 4.1

• Identifies content for inclusion on state
  assessment and provided focus for 2007 item
  development
• Provides parameters for KY teachers and
  assessment contractors to design the state
  assessment items

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CCA Organization

• Domains (e.g., SC Science)
• Grade Span and Level (Elementary, Middle, High
  and Primary-EP, 04, 05, 06, 07, 08, High School -
  HS)
• Subdomains (e.g., Physical Science)
• Organizers (e.g., Motion and Forces)
• Specific numbered assessment standards
• Depth of Knowledge ceiling for state assessment

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Organized by Levels

• End of primary, fourth, fifth, sixth, seventh,
  eighth, high school
• Ensures continuity and conceptual development in
  a content area across levels

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Organized using Bold and Italicized Statements

• Bold state assessed
• Italicized supporting content

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Organized using Parentheses

• If there is a list inside parentheses with an
  e.g., preceding it, that means the examples
  included are meant to be just that, examples.
• (e.g., car, airplane, train)

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Organized using Parentheses

• If the list is NOT preceded by an e.g., the list
  is to be considered exhaustive and only those
  items will be assessed.
• (car, airplane, train)

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Addition of Verbs for each content area

• Represents how students will be expected to
  demonstrate their knowledge, concepts and skills
  on the state assessment
• Contributes to understanding the depth of
  knowledge and cognitive complexity expected for
  the state assessment

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Sample CCA Standard

• AH-05-1.1.1
• Students will analyze or explain the use of
  elements of music in a variety of music.
• DOK 3
• Under this standard are listed the elements
  of music (rhythm, tempo, melody, harmony, form,
  timbre, dynamics) and specifically what will be
  tested regarding each element.

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Combined DocumentsCompleting the structure

• Look at the example combined documents.
• Share what you find with others at your table.

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Depth of Knowledge (DOK) is

• Deep understanding.

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Contact Information nlwebb_at_wisc.eduPhone (608)
263-4287Office 783 Ed SciencesMail Drop
78Website http//facstaff.wcer.wisc.edu/normw
Norman Webb  Senior Scientist
   
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Depth of Knowledge (DOK)

• Indicates the cognitive demand limits for the
  state assessment
• Defines the ceiling or highest DOK level for
  each Core Content for Assessment Standard for
  the state assessment
• Guides item development for the state assessment,
  classification of test items, and alignment to
  Kentucky standards

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DOK (cont.)

• No Child Left Behind (NCLB) requires assessments
  to measure the depth and breadth of the state
  academic content standards for a given grade
  level (U.S. Department of Education, 2003, p.
  12)

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Remember Depth of Knowledge

• Is descriptive, not a taxonomy
• Focuses on how deeply a student has to know the
  content in order to respond
• Is not the same as difficulty

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Depth of Knowledge

• Assigning depth-of-knowledge to content standards
  and assessment items is an essential requirement
  of alignment analysis
• Four levels of depth of knowledge were used for
  assessment analysis and alignment
• Recall and Reproduction Level 1
• Skills Concepts Level 2
• Strategic thinking- Level 3
• Extended thinking Level 4

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Depth of Knowledge Activity

• Look at the DOK Support Materials.
• In groups, use the Support Materials to sort the
  sample assessment items into DOK levels.

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Final Exam!Questions?