KEDC KLA Leadership Network March Meeting

1. KEDCKLA Leadership Network March Meeting Tonya May ELA Regional Content Specialist Charles Rutledge Mathematics Content Specialist

2. Kentucky Core Academic Standards Deconstruction Review Student Friendly/Clear Targets (Video) Curriculum Mapping (Unit Organizer) Gap Analysis (Graphic)

3. What and when to teach

4. Planning and Pacing

5. Planning and Pacing Continued

6. Identifying Gaps between the KCAS and your School’s Curriculumclick here Note: Participants should sit in grade level groups (K – 12). Label charts by grade level (K-12) and post around the room for the carousel activity. This is designed for an activity of 60 minutes. Talking Points: This process is described thoroughly in the document provided. It should make more sense to you after we do a mock run. You’ll notice variances described in the document. You’ll notice a lot of steps in this process that may not make sense at first. It is important to trust the steps as they will lead to valuable dialogue and information on gaps, instructional needs, etc. As we work through this process, consider how this might look in your school/district and be ready to share their ideas later. Has anyone been analyzing the gaps in your school/district? (If yes) Consider how this process is different and share any suggestions that might be helpful for implementing the process. We value your perspective since you’ve been working with this process in your school/district.Note: Participants should sit in grade level groups (K – 12). Label charts by grade level (K-12) and post around the room for the carousel activity. This is designed for an activity of 60 minutes. Talking Points: This process is described thoroughly in the document provided. It should make more sense to you after we do a mock run. You’ll notice variances described in the document. You’ll notice a lot of steps in this process that may not make sense at first. It is important to trust the steps as they will lead to valuable dialogue and information on gaps, instructional needs, etc. As we work through this process, consider how this might look in your school/district and be ready to share their ideas later. Has anyone been analyzing the gaps in your school/district? (If yes) Consider how this process is different and share any suggestions that might be helpful for implementing the process. We value your perspective since you’ve been working with this process in your school/district.

7. 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 Note: Instead of sticky notes, you can also use markers. It may be best for schools/districts to use markers instead of sticky notes during the carousel activity - No waste or worry of loosing sticky notes as they’ll want to revisit the charts. Note: You may wish to have participants focus on writing, language, or speaking & listening strands instead of reading. One suggestion is to consider which strands have participants have the least involvement. The idea here is to model the process using only one strand due to having only a short time and it models how schools/districts may make the process more manageable.Note: Instead of sticky notes, you can also use markers. It may be best for schools/districts to use markers instead of sticky notes during the carousel activity - No waste or worry of loosing sticky notes as they’ll want to revisit the charts. Note: You may wish to have participants focus on writing, language, or speaking & listening strands instead of reading. One suggestion is to consider which strands have participants have the least involvement. The idea here is to model the process using only one strand due to having only a short time and it models how schools/districts may make the process more manageable.

8. What a Gap Is . . . and Is NOT A Gap IS Content moved to a previous grade Altogether new content which students will miss in previous grades A Gap is NOT Content moved to a later grade Increased rigor since content is not new Talking Points: We need to begin with a common understanding for how we are defining gaps for this process.Talking Points: We need to begin with a common understanding for how we are defining gaps for this process.

9. 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. Talking Points: The process is meant to be repeated and/or continued in various ways. The beginning sets the stage for all the work, conversations and collaboration to follow for slightly different purposes – which are listed here. Talking Points: The process is meant to be repeated and/or continued in various ways. The beginning sets the stage for all the work, conversations and collaboration to follow for slightly different purposes – which are listed here.

10. This process sets the stage for . . . collaboration to understand & increase rigor. discussions around content that is no longer part of our standards. Note: This is a good place to mention that it is important to learn about what rigor means before this process. Talking Points: Before beginning this process, it is important that staff have a good understanding of what rigor means. CHETL can be used to develop an understanding of rigor. Also, as you compare the Program of Studies and to related KCAS standards you can find examples of increased rigor. This is especially true for the topic of audience and purpose referenced in the ELA standard for Reading Informational Text, standard 6. An example is provided in the document and you can return to the comparison activity we did earlier in the year when we compared the content and progression of this standard with that of the Program of Studies. During this process, you might find that there is content you are currently teaching that is no longer included in the KCAS. That does not mean you automatically throw it out. Instead, it calls for critical discussions with others in your school and/or district. We will talk more about this later.Note: This is a good place to mention that it is important to learn about what rigor means before this process. Talking Points: Before beginning this process, it is important that staff have a good understanding of what rigor means. CHETL can be used to develop an understanding of rigor. Also, as you compare the Program of Studies and to related KCAS standards you can find examples of increased rigor. This is especially true for the topic of audience and purpose referenced in the ELA standard for Reading Informational Text, standard 6. An example is provided in the document and you can return to the comparison activity we did earlier in the year when we compared the content and progression of this standard with that of the Program of Studies. During this process, you might find that there is content you are currently teaching that is no longer included in the KCAS. That does not mean you automatically throw it out. Instead, it calls for critical discussions with others in your school and/or district. We will talk more about this later.

11. 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. Talking Points: In our short time, our goal is to give you the feel for the process and an understanding of how it may work in your school or district. You’ll modify to focus on what is most needed in your school. It is good to have representation from all grades involved in the process. How this happens, may look very different, depending upon the organization and size of your district. What is important is that the information is shared across all grade levels. Today, we will focus on only the reading strand. (You may have decided to focus on a different strand.) This is one way to make the process manageable. The data that results from our activity today will be a combination of all our districts. The data in your district may look different, since your curriculum may look different. The data you use needs to come from your school/district.Talking Points: In our short time, our goal is to give you the feel for the process and an understanding of how it may work in your school or district. You’ll modify to focus on what is most needed in your school. It is good to have representation from all grades involved in the process. How this happens, may look very different, depending upon the organization and size of your district. What is important is that the information is shared across all grade levels. Today, we will focus on only the reading strand. (You may have decided to focus on a different strand.) This is one way to make the process manageable. The data that results from our activity today will be a combination of all our districts. The data in your district may look different, since your curriculum may look different. The data you use needs to come from your school/district.

12. 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. Note: Allow 7 minutes to highlight. It works well to give a 2 minute warning. As time is allowed for this process and participants begin rich discussions, when you have them stop, you need to remind them these conversations need to occur in their districts. The activity in your district needs to be structured so your teachers have the time for the conversations. Our purpose today is to model the process and to see the value of the process and the rich discussions that occur. Talking Points: Take a quick look at the 11x17 graphic provided. We will use the process shown on the graphic. It may seem like a lot of steps as we begin. For now, instead of trying to make sense of where the steps are leading, simply trust the steps. It will makes sense later. Notice the First on the graphic. This is step 1 under First and where we will begin - with the KCAS placemat. Remember that we are focusing only on one strand for now. (Read the directions on the slide). You will have 7 minutes to do this part. Note: Allow 7 minutes to highlight. It works well to give a 2 minute warning. As time is allowed for this process and participants begin rich discussions, when you have them stop, you need to remind them these conversations need to occur in their districts. The activity in your district needs to be structured so your teachers have the time for the conversations. Our purpose today is to model the process and to see the value of the process and the rich discussions that occur. Talking Points: Take a quick look at the 11x17 graphic provided. We will use the process shown on the graphic. It may seem like a lot of steps as we begin. For now, instead of trying to make sense of where the steps are leading, simply trust the steps. It will makes sense later. Notice the First on the graphic. This is step 1 under First and where we will begin - with the KCAS placemat. Remember that we are focusing only on one strand for now. (Read the directions on the slide). You will have 7 minutes to do this part.

13. On your curriculum . . . Highlight what you have been teaching that is NOT in the KCAS for your grade level. Note: Double check that participants are following that you have switched documents and understand directions. Allow 7 minutes. You may have decided to use a different strand other than reading. Talking Points: Set aside the KCAS placemat for now. Look over your reading curriculum and highlight what is not in the KCAS for your grade level. Notice how this step easily follows what you just did. You’ve just spent time reviewing the KCAS, so now you can easily identify what is in your curriculum that is not included in the KCAS at your grade level. You’ll have 7 minutes. (After participants complete this step, talk about time saving tips.) Notice that these steps could be completed individually or in grade level PLCs. This may be a way of saving time or managing the process in your school/district. It will be important to come together as a team, but working individually in the first steps would not hinder the discussion that still will occur later. Note: Double check that participants are following that you have switched documents and understand directions. Allow 7 minutes. You may have decided to use a different strand other than reading. Talking Points: Set aside the KCAS placemat for now. Look over your reading curriculum and highlight what is not in the KCAS for your grade level. Notice how this step easily follows what you just did. You’ve just spent time reviewing the KCAS, so now you can easily identify what is in your curriculum that is not included in the KCAS at your grade level. You’ll have 7 minutes. (After participants complete this step, talk about time saving tips.) Notice that these steps could be completed individually or in grade level PLCs. This may be a way of saving time or managing the process in your school/district. It will be important to come together as a team, but working individually in the first steps would not hinder the discussion that still will occur later.

14. Come to consensus on what does NOT show up in the KCAS at your grade level. CHART & POST Note: Make sure participants understand what that they are charting what does NOT show up in the KCAS at their grade level – what they have highlighted on their current grade level curriculum. Talking Points: This is where teachers need to come together with their grade level teams and where the discussion begins. If we had more time to model this process we would take the time to reach consensus. It is important that this occurs in your school. However, for time’s sake and because we are simply modeling the process, just gather your ideas and chart collectively. You’ll find your charts posted along the wall. After you’ve charted, post your chart back on the wall. Notice that the charting can also be completed in grade level PLCs. Note: Make sure participants understand what that they are charting what does NOT show up in the KCAS at their grade level – what they have highlighted on their current grade level curriculum. Talking Points: This is where teachers need to come together with their grade level teams and where the discussion begins. If we had more time to model this process we would take the time to reach consensus. It is important that this occurs in your school. However, for time’s sake and because we are simply modeling the process, just gather your ideas and chart collectively. You’ll find your charts posted along the wall. After you’ve charted, post your chart back on the wall. Notice that the charting can also be completed in grade level PLCs.

15. 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. Note: Allow 12 minutes for the carousel. You may prefer to use markers instead of sticky notes here. Be sure to give the 2 minute warning. Talking Points: This is point where the larger group across grade levels must come together. Notice we have moved now to the middle part of the graphic to Next. Leave your curriculum at your table and take with you your grade level placemat. You’ve become familiar with it by now and so will use it to identify what others have charted, that now shows up in the KCAS at your grade level. You can think of it as when you charted, you were “giving it up” and now you are “claiming” what belongs to your grade in the KCAS. As you label it, you are “putting your claim on it.” Be sure to clearly identify where the content shows up in your standards. For instance, R.L. gr 4, #3. You’ll have 12 minutes for the carousel walk. This is also a good time to identify what you’d like to learn more about which sets the stage for collaborating with others who have taught content that may be new to you. Note: Allow 12 minutes for the carousel. You may prefer to use markers instead of sticky notes here. Be sure to give the 2 minute warning. Talking Points: This is point where the larger group across grade levels must come together. Notice we have moved now to the middle part of the graphic to Next. Leave your curriculum at your table and take with you your grade level placemat. You’ve become familiar with it by now and so will use it to identify what others have charted, that now shows up in the KCAS at your grade level. You can think of it as when you charted, you were “giving it up” and now you are “claiming” what belongs to your grade in the KCAS. As you label it, you are “putting your claim on it.” Be sure to clearly identify where the content shows up in your standards. For instance, R.L. gr 4, #3. You’ll have 12 minutes for the carousel walk. This is also a good time to identify what you’d like to learn more about which sets the stage for collaborating with others who have taught content that may be new to you.

16. Then, back with grade level team Answer the question, Has what you charted been identified in a previous grade’s KCAS? Talking points: As you return to your seats and grade level team, pick up the chart you created. To reference the graphic, we have moved to the Then section. Your next step will be to answer this question. You can look it over as we continue our discussion. This where we will stop modeling the process and we’ll simply talk about what is next. Is your answer to this question yes, then you have identified a gap. If no, you have other questions: Did you miss identifying where the content fits? Will the crosswalk help you double check that? Is what you charted no longer part of the new standards at any grade level? If that is the case you would not simply throw it out. Important discussions, must occur. Does that curriculum support the standards in some other way? Is it still important for learning? Talking points: As you return to your seats and grade level team, pick up the chart you created. To reference the graphic, we have moved to the Then section. Your next step will be to answer this question. You can look it over as we continue our discussion. This where we will stop modeling the process and we’ll simply talk about what is next. Is your answer to this question yes, then you have identified a gap. If no, you have other questions: Did you miss identifying where the content fits? Will the crosswalk help you double check that? Is what you charted no longer part of the new standards at any grade level? If that is the case you would not simply throw it out. Important discussions, must occur. Does that curriculum support the standards in some other way? Is it still important for learning?

17. 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 Note: Refer to the document. Talking Points: As we read through these next steps, notice that the steps you’ve just completed set the stage for all these things to follow. Take a moment and look at the document provided. Find the forms at the end. You’ll find a form for listing the gaps you identified in this process and for planning to address those gaps. You’ll also identify teacher resources, professional development and vocabulary needs. You don’t have to complete all of these forms in one sitting. Rather, it may be a process. You can use the same process for identifying the gaps that may occur with new content. (Refer back to the gap slide 3.) You’ve already identified this, so this time you can chart what is new for your grade level and use the carousel to identify what content is also new at previous grades that students will miss. This time the question for grade level teams will be “Will students miss instruction on the new content at any previous grade level?”Note: Refer to the document. Talking Points: As we read through these next steps, notice that the steps you’ve just completed set the stage for all these things to follow. Take a moment and look at the document provided. Find the forms at the end. You’ll find a form for listing the gaps you identified in this process and for planning to address those gaps. You’ll also identify teacher resources, professional development and vocabulary needs. You don’t have to complete all of these forms in one sitting. Rather, it may be a process. You can use the same process for identifying the gaps that may occur with new content. (Refer back to the gap slide 3.) You’ve already identified this, so this time you can chart what is new for your grade level and use the carousel to identify what content is also new at previous grades that students will miss. This time the question for grade level teams will be “Will students miss instruction on the new content at any previous grade level?”

18. 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. Note: Follow this slide by guiding participants through the document so they see what is there and see that it describes the process just modeled. Talking points: Be sure that your teachers are provided the time to have the conversations around the KCAS. This is most valuable! Be sure administrators are involved so they provide the time to do this work and find ways to support teachers in understanding the new standards and addressing the gaps and call for more rigor. Representation of all grades may look different for various districts. It may mean representation or it may mean sharing charts for some grades. It is important that all teachers are involved in the conservations. Note: Follow this slide by guiding participants through the document so they see what is there and see that it describes the process just modeled. Talking points: Be sure that your teachers are provided the time to have the conversations around the KCAS. This is most valuable! Be sure administrators are involved so they provide the time to do this work and find ways to support teachers in understanding the new standards and addressing the gaps and call for more rigor. Representation of all grades may look different for various districts. It may mean representation or it may mean sharing charts for some grades. It is important that all teachers are involved in the conservations.

19. Additional Resources Math Grade level Placemats Grade Level Shifts Standards with Progressions

21. 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 The assessment methods available to us fall into one of four categories: (read slide). The methods are not interchangeable; some fit some contexts but not others. No method is inherently superior to the others. All are viable choices, depending on two variables: purpose—Who will use the information? What decisions will they make? and target—What kind of learning do you want to assess?” The assessment methods available to us fall into one of four categories: (read slide). The methods are not interchangeable; some fit some contexts but not others. No method is inherently superior to the others. All are viable choices, depending on two variables: purpose—Who will use the information? What decisions will they make? and target—What kind of learning do you want to assess?”

22. Activity: 2Thumbs Up-Strong-accurate information for all learning targets of this type 1Thumb Up-Good-accurate information for many learning targets of this type 1Thumb Sideways-Partial-accurate information in some instances for this type target 1Thumb Down-Poor –never yields accurate information for targets of this type Look at Jan’s Green Answer Key Handout We have completed matching targets with assessments methods. Now, let’s look at testing planning in the CASL book Chapter 5. Look at page 111 for an example. We will be looking more in depth for test planning in our February meeting. (KVEC take up assessment from participants.) FOLDER Activity: 2Thumbs Up-Strong-accurate information for all learning targets of this type 1Thumb Up-Good-accurate information for many learning targets of this type 1Thumb Sideways-Partial-accurate information in some instances for this type target 1Thumb Down-Poor –never yields accurate information for targets of this type Look at Jan’s Green Answer Key Handout We have completed matching targets with assessments methods. Now, let’s look at testing planning in the CASL book Chapter 5. Look at page 111 for an example. We will be looking more in depth for test planning in our February meeting. (KVEC take up assessment from participants.) FOLDER

23. CASL Ch. 5 Design How?Debrief Selected Response Assessments Multiple Choice True/False Matching Fill in the blank Reviewing For Quality Franzipanics Checklist Cycle bak several time while looking at specifics for Ch.5-8 For Homework we completed the Guide-O-Rama Reading Guide which allowed us to focus on key points of Chapters 5 which focused upon making sure we create/select high quality assessment questions/tasks for Selected Response Assessments and Extended Written Response Type Assessments Chapter 5 At your table Chart Main Points from those chapters and then we will do a – Gallery WalkCycle bak several time while looking at specifics for Ch.5-8 For Homework we completed the Guide-O-Rama Reading Guide which allowed us to focus on key points of Chapters 5 which focused upon making sure we create/select high quality assessment questions/tasks for Selected Response Assessments and Extended Written Response Type Assessments Chapter 5 At your table Chart Main Points from those chapters and then we will do a – Gallery Walk

24. Between 1950 and 1960 Interest rates increased. Interest rates decreased. Interest rates fluctuated greatly. Interest did not change. Clickers T-P-S – written or not well written, tell why and check guidelines to clarify No (Ask a full question in the stem)Clickers T-P-S – written or not well written, tell why and check guidelines to clarify No (Ask a full question in the stem)

25. A similie is a comparison using like. True Or False No (should be completely true or completely false)No (should be completely true or completely false)

26. Please match each word to the correct part of speech, as it is used in the sentence.. Yes (Keep list to be matched homogeneous and alright to have more than needed or use twice)Yes (Keep list to be matched homogeneous and alright to have more than needed or use twice)

27. The main characters in the novel are ________, _____________________, and ______. No (more the 1 blank and lengths give clues to answers.No (more the 1 blank and lengths give clues to answers.

28. “You Be Isaac” CASL Activity Handout 10 Critical thing use –formatively certain points/restudy after summative for changed gradeCritical thing use –formatively certain points/restudy after summative for changed grade

33. 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 Pg. 177- If the characteristics of effective written communication are evaluated-would classify as a product and evaluate with a perfromance assessment. Written response assessments are assessments in which students respond to a question or task with a short answer or extended written response-typically what we think of as open-response questions or constructed response questions. There is particular content, understanding and a particular type of reasoning required for the response. A response is called for, not a product Pg. 177- If the characteristics of effective written communication are evaluated-would classify as a product and evaluate with a perfromance assessment. Written response assessments are assessments in which students respond to a question or task with a short answer or extended written response-typically what we think of as open-response questions or constructed response questions. There is particular content, understanding and a particular type of reasoning required for the response. A response is called for, not a product

34. 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.)

35. Performance Assessment What? Assessment Observation and Judgment

36. Using Task Evaluation Form and Rubric Critique “Bored Silly” Performance Task Handout Pages 11-13 Discuss Results Point Out Planning Sheets Handouts Pgs. 14-16Discuss Results Point Out Planning Sheets Handouts Pgs. 14-16

37. 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

40. 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