KEDCKLA

Leadership Network

March Meeting

Tonya MayELA Regional Content Specialist

Charles RutledgeMathematics Content Specialist

Kentucky Core Academic Standards

Deconstruction Review

Student Friendly/Clear Targets (Video)

Curriculum Mapping (Unit Organizer)

Gap Analysis (Graphic)

What and

when to teach

Planning and Pacing K-8

Planning and Pacing HS

Planning and

Pacing

Planning and Pacing Continued

Identifying Gaps between

the KCAS and your

School’s Curriculum

click here

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

What a Gap Is . . . and Is NOT

A Gap ISContent moved to

a previous gradeAltogether new

content which students will miss in previous grades

A Gap is NOTContent moved

to a later gradeIncreased rigor

since content is not new

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.

This process sets the stage for . . .

collaboration to understand & increase rigor.

discussions around content that is no longer part of our standards.

What we’ll do

We’ll model an abbreviated version of the process so you understand how it works.

You’ll modify to meet the needs of your school or district.

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.

On your curriculum . . .

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

Come to consensus on what does NOT show up in

the KCAS at your grade level.

CHART & POST

K

12 3 4 5

12

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 you’d like to learn more about.

Then, back with grade level team

Answer the question, Has what you charted been

identified in a previous grade’s KCAS?

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

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.

Additional Resources MathGrade level PlacematsGrade Level ShiftsStandards with Progressions

CASL Ch. 4Assess How?

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

TargetsTo Be

Assessed

Assessment MethodsSelected Response

Written Response

Performance Assessment

Personal Communication

Knowledge Mastery

Reasoning Proficiency

Performance Skills

Ability to Create

Products

CASL Ch. 4A Plan for Matching Assessment Methods with Achievement Targets

CASL Pgs. 99 and 100

Good Strong

Partial Strong

Good Strong Partial Strong

Poor

Poor Strong Partial

Poor Poor Strong

Poor

CA

SL

Ch. 5

Desig

n H

ow

?

Debrie

fSelected

Response

Assessments

•Multiple Choice

•True/False

•Matching

•Fill in the blank

Reviewing

For

Quality

Franzipanics

Checklist

CASL Chapter 5Selected Response

Assessments

Between 1950 and 1960

a. Interest rates increased.

b. Interest rates decreased.

c. Interest rates fluctuated greatly.

d. Interest did not change.

CASL Ch. 5Test Item QualityMultiple Choice

A similie is a comparison using like.True

OrFalse

CASL Ch. 5Test Item Quality

True/False

Please match each word to the correct

part of speech, as it is used in the

sentence..

CASL Ch. 5Test Item Quality

Matching

_____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.

A. prepositionB. adverbC. nounD. verbE. adjectiveF. conjunction

The main characters in

the novel are ________,

_____________________,

and ______.

CASL Ch. 5Test Item QualityFill in the Blank

“You Be Isaac” CASL Activity Handout 10

How can we use selected response assessments

formatively to improve student learning???

CASL Ch. 6Written Response AssessmentsWritten ResponseStudents 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 contextSpecify the kind of reasoning to be brought to bearPoint 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

Example:During the term, we have discussed both the evolution of Spanish literature and the changing political climate in Spain during the twentieth century. A.Analyze these two dimensions of life in Spain, citing instances where you think literature and politics may have influenced each other.

B.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.)

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

Using Task Evaluation Form and Rubric

Critique“Bored Silly”Performance TaskHandout Pages11-13

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

Network FocusHighly Effective

Teaching and LearningLearning ClimateClassroom Assessment and ReflectionInstructional Rigor and Student EngagementCassandra Erkens Article “Developing Our Assessment Literacy”

LeadershipFormative Assessment StrategiesActive EngagementPLCsWhole Brain LearningTechnology in the Language Arts Classroom