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KEDC KLA Leadership Network March Meeting

KEDC KLA Leadership Network March Meeting. Tonya May ELA Regional C ontent Specialist Charles Rutledge Mathematics Content Specialist. Kentucky Core Academic Standards. Deconstruction Review Student Friendly/Clear Targets (Video) Curriculum Mapping (Unit Organizer)

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KEDC KLA Leadership Network March Meeting

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  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. Planning and Pacing K-8 What and when to teach Planning and Pacing HS

  4. Planning and Pacing

  5. Planning and Pacing Continued

  6. Identifying Gaps between the KCAS and your School’s Curriculumclick here

  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

  8. What a Gap Is . . . and Is NOT A Gap IS A Gap is NOT Content moved to a later grade Increased rigor since content is not new • Content moved to a previous grade • Altogether new content which students will miss in previous grades

  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.

  10. This process sets the stage for . . . • collaboration to understand & increase rigor. • discussions around content that is no longer part of our standards.

  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.

  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.

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

  14. Come to consensus on what does NOT show up in the KCAS at your grade level. CHART & POST 2 3 5 4 1 K 12

  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.

  16. Then, back with grade level team Answer the question, Has what you charted been identified in a previous grade’s KCAS?

  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

  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.

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

  20. CASL Ch. 4 Assess How?

  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

  22. CASL Ch. 4 A Plan for Matching Assessment Methods with Achievement Targets Strong Good Strong Partial Good Strong Partial Strong Strong Poor Poor Partial Strong Poor Poor Poor CASL Pgs. 99 and 100

  23. CASL Chapter 5 Selected Response Assessments Selected Response Assessments • Multiple Choice • True/False • Matching • Fill in the blank Reviewing For Quality Franzipanics Checklist CASL Ch. 5 Design How?Debrief

  24. CASL Ch. 5 Test Item Quality Multiple Choice Between 1950 and 1960 Interest rates increased. Interest rates decreased. Interest rates fluctuated greatly. Interest did not change.

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

  26. CASL Ch. 5 Test Item Quality Matching Please match each word to the correct part of speech, as it is used in the sentence.. • preposition • adverb • noun • verb • adjective • 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.

  27. CASL Ch. 5 Test Item Quality Fill in the Blank The main characters in the novel are ________, _____________________, and ______.

  28. How can we use selected response assessments formatively to improve student learning??? “You Be Isaac” CASL Activity Handout 10

  29. 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

  30. 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.)

  31. Students engage in an activity that requires them to apply a performance skill or create a product and we judge its quality. Performance Assessment What? Assessment Observation and Judgment • Task: • Criteria for Scoring

  32. Using Task Evaluation Form and Rubric Critique “Bored Silly” Performance Task Handout Pages 11-13

  33. 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

  34. 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

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