KEDC KLA Leadership Network March Meeting

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KEDCKLA Leadership Network March Meeting

• Tonya May
• ELA Regional Content Specialist
• Charles Rutledge
• Mathematics Content Specialist

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Kentucky Core Academic Standards

• Deconstruction Review
• Student Friendly/Clear Targets (Video)
• Curriculum Mapping (Unit Organizer)
• Gap Analysis (Graphic)

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What and when to teach
Planning and Pacing K-8
Planning and Pacing HS
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Planning and Pacing
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Planning and Pacing Continued
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Identifying Gaps between the KCAS and your
Schools Curriculumclick here
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You need . . .

• Grade level KCAS placemat
• Your curriculum for your grade level
• Sticky notes
• Markers
• Highlighter
• Identifying the Gaps graphic for reference
• Identifying the Gaps document for reference

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What a Gap Is . . . and Is NOT

• A Gap IS

• A Gap is NOT

• Content moved to a previous grade
• Altogether new content which students will miss
  in previous grades

• Content moved to a later grade
• Increased rigor since content is not new

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This process sets the stage for . . .

• identifying both kinds of gaps.
• collaboration in addressing the gaps.
• valuable dialogue around the KCAS.
• identifying professional development needs for
  new content and vocabulary.

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This process sets the stage for . . .

• collaboration to understand increase rigor.
• discussions around content that
• is no longer part of our
• standards.

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What well do

• Well model an abbreviated version of the
  process so you understand how it works.
• Youll modify to meet the needs of your school or
  district.

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First, on the KCAS placemat for your grade level
. . .

• Highlight what is new.
• Underline anything confusing or what you are
  unsure how to teach.
• Star () anything you would identify as a
  significant increase in rigor.

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On your curriculum . . .

• Highlight what you have been teaching that is NOT
  in the KCAS for your grade level.

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• Come to consensus on what does NOT show up in the
  KCAS at your grade level.
• CHART POST

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5
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1
K
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Next, Carousel Activity

• Take with you . . .
• your grade level placemat where you marked what
  is new.
• sticky notes or a marker.
• Use a sticky or marker to identify what shows up
  now in the KCAS at your grade level.
• You can also identify what youd like to learn
  more about.

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Then, back with grade level team

• Answer the question,
• Has what you charted been identified in a
  previous grades KCAS?

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Next Steps, Collaborate to . . .

• develop a plan for addressing gaps. Set
  priorities.
• identify gaps that may occur with new content at
  previous grade levels.
• find effective ways to increase rigor.
• discuss content no longer included in the KCAS.
• learn from others

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Recommendations for Implementation

• Modify process to meet the needs of your school.
  Have all grades represented.
• Make sure administrators understand the process.
• Begin with a common understanding of what you are
  looking for.
• Define rigor.
• Use time saving strategies.
• Provide time for and value the conversation.

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Additional Resources Math

• Grade level Placemats
• Grade Level Shifts
• Standards with Progressions

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CASL Ch. 4 Assess How?
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Possible Assessment Methods

• Selected Response
• Multiple Choice
• True/False
• Matching
• Fill in Blank
• Written Response
• - Writing in response to a question or request
• Performance Assessment
• Demonstrating skills (based on observation)
• Development of products
• Personal Communication
• Questions
• Conferences
• Interviews

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CASL Ch. 4 A Plan for Matching Assessment Methods
with Achievement Targets
Targets To Be Assessed Assessment Methods Assessment Methods Assessment Methods Assessment Methods
Targets To Be Assessed Selected Response Written Response Performance Assessment Personal Communication
Knowledge Mastery
Reasoning Proficiency
Performance Skills
Ability to CreateProducts
Strong
Good
Strong
Partial
Good
Strong
Partial
Strong
Strong
Poor
Poor
Partial
Strong
Poor
Poor
Poor
CASL Pgs. 99 and 100
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CASL Ch. 5 Design How?Debrief
CASL Chapter 5 Selected Response Assessments

• Selected Response Assessments
• Multiple Choice
• True/False
• Matching
• Fill in the blank

• Reviewing
• For
• Quality
• Franzipanics
• Checklist

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Between 1950 and 1960
CASL Ch. 5 Test Item Quality Multiple Choice

1. Interest rates increased.
2. Interest rates decreased.
3. Interest rates fluctuated greatly.
4. Interest did not change.

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A similie is a comparison using like.
CASL Ch. 5 Test Item Quality True/False

• True
• Or
• False

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Please match each word to the correct part of
speech, as it is used in the sentence..
CASL Ch. 5 Test Item Quality Matching

1. preposition
2. adverb
3. noun
4. verb
5. adjective
6. conjunction

_____1. I sing in the school choir. _____2. The
lovely shirt is on sale. _____3. A tall woman
ran by me. _____4. We went to the game last
night. _____5. I quickly finished the last
problem.
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The main characters in the novel are ________,
_____________________, and ______.
CASL Ch. 5 Test Item Quality Fill in the Blank
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You Be Isaac
How can we use selected response assessments
formatively to improve student learning???

• CASL Activity
• Handout 10

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CASL Ch. 6Written Response Assessments

• Written Response
• Students are asked to respond to a question or
  task with a short answer/extended written
  response
• Sound extended written responses do three things
• Set a clear and specific context
• Specify the kind of reasoning to be brought to
  bear
• Point the way to an appropriate response without
  giving too much information
• Elicits
• Particular content/understanding and reasoning
• Scoring
• Point specific rubric for content or holistic
  rubric

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Example

• During the term, we have discussed both the
  evolution of Spanish literature and the changing
  political climate in Spain during the twentieth
  century.
• Analyze these two dimensions of life in Spain,
  citing instances where you think literature and
  politics may have influenced each other.
• B. Describe the influences in specific terms. In
  planning your response, think about what we have
  learned about prominent novelists, political
  satirists, and prominent political figures of
  Spain.
• (5 points per instance, total 15 points.)

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Performance Assessment

• What?
• Assessment
• Observation and Judgment

Students engage in an activity that requires them
to apply a performance skill or create a product
and we judge its quality.

• Task
• Criteria for Scoring

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Using Task Evaluation Form and Rubric

• Critique
• Bored Silly
• Performance Task
• Handout Pages
• 11-13

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Personal Communication

• Instructional Answers and Questions
• Conferences and Interviews
• Class Discussions
• Oral Examinations
• Running Records (with discussion)
• Journals and Logs
• ---Response Journals
• ---Personal Writing Journals
• ---Dialogue Journals
• ---Learning Logs

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Network Focus

• Highly Effective Teaching and Learning
• Learning Climate
• Classroom Assessment and Reflection
• Instructional Rigor and Student Engagement
• Cassandra Erkens Article
• Developing Our
• Assessment Literacy

• Leadership
• Formative Assessment Strategies
• Active Engagement
• PLCs
• Whole Brain Learning
• Technology in the Language Arts Classroom