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JCPS RolloutDecember 1, 2010
December 1, 2010Gheens Professional Development Academy
GOAL:
December 1, 2010Gheens Professional Development Academy
OVERVIEWState Work
Balanced Assessment
Kentucky Core Academic Standards (KCAS)
Characteristics of Highly Effective Teaching and Learning (CHETL)
District Leadership
December 1, 2010Gheens Professional Development Academy
JCPS
December 1, 2010Gheens Professional Development Academy
DISTRICT LEADERSHIP TEAMDistrict Advisory NetworkWork Teams
December 1, 2010Gheens Professional Development Academy
COMMON EXPERIENCESModules
School-based and District-based1st
2nd
3rd
December 1, 2010Gheens Professional Development Academy
COMMUNICATIONCommon Language
December 1, 2010Gheens Professional Development Academy
COMMUNICATIONWeb-basedResource LinksSample Work
December 1, 2010Gheens Professional Development Academy
COMMUNICATIONEmailNewsletter – Targeted Stakeholders
December 1, 2010Gheens Professional Development Academy
LEADERSHIPDistrict Support StaffTeacher LeadersPrincipals
December 1, 2010Gheens Professional Development Academy
PLANNINGShort-term
December 1, 2010Gheens Professional Development Academy
PLANNINGLong-term
December 1, 2010Gheens Professional Development Academy
OTHERPrincipal Network:
In May 2012, what would I need to have to makes ure my students are successful?
What would my teachers need?How will gaps in curriculum be addressed?What does the timeline look like? Clearly, its going to
take longer than 2 years…If schools haven’t been part of the balanced assessment
process, how will a common “consensus” or language come about? How will they get caught up?
Process of deconstructing…. HS work will look different than K-8Check for fidelity….ensuring consistency
December 1, 2010Gheens Professional Development Academy
OTHERTeacher Network:
OVEC – has deconstructed a chunk; K-12 Math in all 8 regions; concerned with “quality control”….
LA: progression begins with sprinkling of all components; deconstruction much more involved; catching RTs up – taking it down to the school level, creating learning targets
Deconstructing at the teacher level vs. at the student level – what is a “good” learning target? Personalizing targets with school population, needs, etc.
Instructional trajectory K-8 hasn’t been looked atTeachers are already weak with content…there is a need to
assist teachers in increasing content knowledge to get students to higher learning levels
December 1, 2010Gheens Professional Development Academy
OTHERDistrict Network:
Cramming a 5 yr plan into 9 months – not getting into depth; remaining at status quo…
Continue to grow our teachers but not losing them in the process
Giving the district time without taking time to stop and panicking about district scores/triage
There isn’t a clear sense of a district plan among network regions…seem to be bypassing huge chunks of information
Why can’t we sit with a large district?
December 1, 2010Gheens Professional Development Academy
Working on the WorkSpend the next hour to complete the following tasks:1. District Expectations2. Planning:
Alignment of Content Leadership – School and District Balanced Assessment Work Timeline
3. Modules: 3 modules for Staff & District PD
(considerations: time required and new/experienced teacher understanding)
4. Summer PD
December 1, 2010Gheens Professional Development Academy
State AssessmentA Reminder from Karen Kidwell, Office of Next Generation Learners, Kentucky Department of
Education…
SB1 calls for ‘continuous assessments’ to be occurring and that the emphasis on formative assessments really is classroom level work. The networks are providing information to look at creating balance across the assessment spectrum. Our work to interpret the standards will provide the understanding necessary to be successful with ANY type of assessment. Our learning targets will be reviewed for quality both internally and externally—therefore, we can be CONFIDENT that our interpretation of the standards will be consistent with any other ‘expert’ interpretations—for example, the contractor(s) who will develop assessments based on the same set of core standards. While the state level assessment may be primarily multiple-choice, that doesn’t preclude classroom—and even school/district level—assessments from reflecting a range of item types to support the intent of the standards—and SB 1 specifically calls for such.
December 1, 2010Gheens Professional Development Academy
December 1, 2010Gheens Professional Development Academy
December 1, 2010Gheens Professional Development Academy
December 1, 2010Gheens Professional Development Academy