KEDC Kentucky Leadership Academy

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KEDCKentucky Leadership Academy

• Leadership Network
• January Meeting

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Session Targets

• I understand what is going on in our content
  leadership networks.
• I can use the networks resources to ensure
  quality deconstruction.
• I understand what Lexiles Quantiles are and can
  use the information to plan.

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Deconstruction of Standards
Students can hit any target that holds still for
them. ---Rick Stiggins

• Deconstruction Practice
• Review

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Deconstruction of Standards

• The process of taking broad standards and
  breaking them into smaller more explicit learning
  targets.

WHAT
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Deconstruction of Standards

• To reflect the true cognitive demand intended
• To inform the best (valid and efficient)
  assessment method for gathering accurate and
  defensible information of student attainment

WHY
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Deconstruction Resources

• CASL Point 3
• Flowchart
• Rules of Thumb
• Quality Control Rubric
• Feedback Form

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Sample Rubric for Quality Control
Questions to Guide our
Thinking-Did deconstruction capture the intended
learning?-Has the target been classified
correctly?
Criteria Weak Strong
Language is intended for the teacher audience.     Language is unclear and it doesnt match the intended learning.  Language is written to make sure the intended learning is clear.  Targets can easily be converted to student and parent friendly language if necessary.
Learning targets are focused directly on the standard at hand   Learning targets include all knowledge/skills needed even ones that fit previous grades or other standards.  Learning targets stay within the scope of the standard (not previous skills needed).
Targets focus on what should be learned versus what is to be done.  Targets include activities that will help students reach the learning target.  Targets focus on what should be learned versus what is to be done. 
Vision of each learning target is clear.   Exact goal of targets is unclear.  Learning target goals are clearly stated so that the learning is defined. 
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• Reviewing Deconstructed Standards
• Feedback is open to participants, selected
  groups, and Kentucky educators.

Where to locate the deconstructed standards
Linkhttp//www.education.ky.gov/KDE/Instructiona
lResources/CurriculumDocumentsandResources/Dra
ftSetofDeconstructedKentuckyCoreAcademicSt
andards.htm Or go to KDE homepage Keyword Search
Deconstructed Standards
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ReviewingDeconstructed Standards

• English/Language Arts
• and
• Literacy
• RL 7.4
• RI.8.4

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Sample Rubric for Quality Control
Questions to Guide our
Thinking-Did deconstruction capture the intended
learning?-Has the target been classified
correctly?
Criteria Weak Strong
Language is intended for the teacher audience.     Language is unclear and it doesnt match the intended learning.  Language is written to make sure the intended learning is clear.  Targets can easily be converted to student and parent friendly language if necessary.
Learning targets are focused directly on the standard at hand   Learning targets include all knowledge/skills needed even ones that fit previous grades or other standards.  Learning targets stay within the scope of the standard (not previous skills needed).
Targets focus on what should be learned versus what is to be done.  Targets include activities that will help students reach the learning target.  Targets focus on what should be learned versus what is to be done. 
Vision of each learning target is clear.   Exact goal of targets is unclear.  Learning target goals are clearly stated so that the learning is defined. 
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Reviewing Deconstructed Standards

• Review the Sample Rubric for Quality Control.
• Review the two deconstructed ELA standards
  provided.
• Using guidance from the rubric, determine which
  of the two samples is strong.
• Discuss your decision at your table.
• Compare table comments to those of the reviewers.

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Deconstruction of Standards

• Questions
• we
• still have

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Lexiles and Quantiles
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Lexiles What, Why, How

• 100,000 Books
• 80 million Articles
• 60, 000 Websites

• The Lexile Framework for Reading is a scientific
  approach to measuring text difficulty and reading
  ability.
• A student gets his or her Lexile reader measure
  from a reading test or program.
• A Lexile reader measure can range from below 200L
  for beginning readers to above 1700L for advanced
  readers. Readers who score at or below 0L receive
  a BR for Beginning Reader.
• A book, article or piece of text gets a Lexile
  text measure when it's analyzed by MetaMetrics
• When used together, Lexile measures help a reader
  find books and articles at an appropriate level
  of difficulty. You also can use Lexile measures
  to monitor a reader's growth in reading ability
  over time.
• www.lexile.com

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Text Complexity / Lexiles

• Texts required for many postsecondary
• pursuits fall within a Lexile range of
• 1200L to 1400 while texts for grades 11
• and 12 is about 1050L to 1165L.
• A 250L difference between reader ability
• and text complexity can cause a drop from
• 75-percent comprehension to 50-percent
• comprehension
• This means that high school seniors
• who can successfully read
• twelfth-grade texts may enter college
• or the workplace several months later and
• encounter texts that result in less than 50-
• percent comprehension.

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Grade Bands
GradeBand CurrentLexile Band "Stretch"Lexile Band
 K1  N/A N/A
 23  450L725L 450L790L
 45  645L845L 770L980L
 68 860L1010L 955L1155L
9-10 960L1115L 1080L1305L
11CCR  1070L1220L 1215L1355L
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Elementary School

• Frog and Toad Are Friends 300L
• Come A Tide 490L
• Stone Fox 550L
• Ramona Quimby, Age 8 860L
• Current levels 2-5   450L-845L
• New Levels 25 450L980L

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Middle School

• The Diary of Anne Frank 1080L
• Sing Down the Moon 820L
• Narrative of the Life of Frederick Douglass, an
  American Slave. 1080L
• Current Level 6-8 860L-1010L
• New Level 6-8 955L-1155L

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High School

• Tale Of Two Cities 1130L
• The House of the Seven Gables 1290L
• Silas Marner 1330L
• Current Level 9-12 960L-1220L
• New Level 9-12 1080L-1355L

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Why Is This Important?
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Lexile

• Lexile Code

• Lexile Measure

• Developmental Appropriateness
• Reading Difficulty
• Common or Intended Usage

• Word Frequency
• Sentence Length

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Lexile Website

• Lets Take a Look
• http//www.lexile.com/

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What is the Quantile Framework?
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Correlates a students mathematical knowledge with
the difficulty of math skills and topics at a
specific grade.
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A Single Measure
The content strands are so intertwined that only
one measure is necessary.
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The Value of Skill Demand

• Solve problems involving elapsed time. 450Q
• Use a coordinate grid to solve problems.
  Describe the path between given points on the
  plane. 480Q
• Divide using single-digit divisors, with and
  without remainders. 450Q

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What does a Quantile Measure mean?
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It.

• Determines readiness
• Provides pre-requisite skills
• Monitors student math progress

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And

• Adapts instructional methods
• Links big math ideas to core content
• Forecasts student performance on the end of
  year tests

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The Quantile Framework is NOT

• An indicator of mastery or a test score
• A list of mathematics skills
• A curriculum for mathematics or a math program
• Grade equivalent
• A measure of a worksheet or test.

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How can I use it in my classroom??
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• www.quantiles.com

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Tools
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Start Here
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Contains new content standards
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A closer look
Describes a skill or concept that provides
necessary foundation.
Will help to assist and enrich understanding
All students will need to be taught
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Contains essential vocabulary, web resources and
instructional ideas
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Keyword Search
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You can search your own textbook
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810Q
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Math at Home
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Even if you do not know your childs Q score, you
can use the site
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Targets

• I understand what is going on in our content
  leadership networks.
• I can use the networks resources to ensure
  quality deconstruction.
• I understand what Lexiles Quantiles are and can
  use the information to plan.

Tonya.May_at_education.ky.gov KDE ELA Content
Specialist Charles.Rutledge_at_education.ky.gov KDE
Math Content Specialist