Kentucky Core Academic Standards

Pike County Schools

Learning Targets

I can identify the requirements of Senate Bill 1 as related to the Kentucky Core Academic Standards.

I can identify the content and purpose of the KCAS.

I can discuss the components of the district plan.

Senate Bill 1 RequirementsTHE STANDARDS:

Are aligned with college and workforce expectations;

Are clear, understandable and consistent; Include rigorous content and application of

knowledge through high-order skills; Build upon strengths and lessons of current state

standards; Consider international benchmarks and Are evidence-based.

Standards do … Standards do not …Establish what students need to learn.

Dictate how teachers should teach. Instead, schools and teachers will decide how best to help students reach the standards.

Attempt to focus on what is most essential.

Describe all that can or should be taught. A great deal is left to the discretion of teachers and curriculum developers.

Set grade-level standards.

Define the intervention methods or materials necessary to support students who are below or above grade-level expectations.

English Language Arts

The Key Design

College and Career Readiness (CCR) Standards Overarching standards for each strand that are further

defined by grade-specific standards

Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Four strands: Reading, Writing, Speaking and

Listening, and Language

Standards for Literacy in History/Social Studies, Science, and Technical Subjects Standards are embedded at grades K-5 Content-specific literacy standards are provided for

grades 6-8, 9-10, and 11-12

Standards FormatStandards format highlights progression of standards

across grades

Example: W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers.

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.9-10.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

With no support

Mathematics

Overview Pages – Elementary & Middle School: K-8th grade

Domains

Clusters

Standards

Not on overview page

Pg 13 Pg 14

Standards for Mathematical Content – Elementary & Middle School: K- 8th

grade

Domain

Cluster

Standards

Pg 48

Domain – gray shading Domain

Cluster Standards

Not on overview page

Standards for Mathematical Content – High School (conceptual categories not grade)

HS Overview - Conceptual Categories

Pg 63Pg 64

KDE Support for DistrictsDistrict selects teacher representatives to

be trained as Content Teacher Leaders. Four principals from the district attend

support meetings through KVEC.Instructional Supervisors attend monthly

meetings through the Instructional Support Leadership Network.

Content Area Specialist provide trainings and support at the request of the district.

Intentional Focus of Support Meetings

Kentucky Core Academic Standards

Characteristics of Highly Effective Teaching and Learning

Assessment Literacy Leadership

DISTRICT PLAN

Planning and Development

Review and Revise

Professional Development and Implementation

Plan and DevelopmentK-8 teachers begin deconstructing process. May,

2010K-5 teachers continue deconstructing process. May-July,

2010Survey staff on assessment practices

November, 2010

NEXT STEPS6th –8th grade teachers continue deconstructing process within

geographical areas. March – May, 20119th -12th grade teachers meet by areas and content to devise a

plan for sharing with all teachers. March – May, 2011

Review and ReviseK-5 teachers review and recommend revisions. (Round 2)

August, 2010Meet with Content Teacher Leaders and Administrators to review

the process and discuss next steps. September, 2010

K-5 teachers review and recommend revisions. (Round 3) September-October, 2010

NEXT STEPSContent Teacher Leaders meet with K-5 teachers for final

revisions. March – April, 20116th – 8th grade teachers review and revise middle school

document. March – April, 20116th – 12th grade teachers review deconstructed standards. March – April, 2011

Professional Development and Implementation

K-12 teachers receive training on Common Core Standards.

August, 2010K-12 teachers receive an overview training on

formative and summative assessment.

August, 2010All administrators and K-5 teachers introduced

to assessment mindsets. November, 2010 – February, 2011

Professional Development and Implementation

NEXT STEPS

Schools select a CASL Team to receive training and facilitate workshops at the school level. March, 2011

K-12 and all administrators receive training on Characteristics of Highly Effective Teaching and Learning. March-May, 2011

District Leadership Team begins book study on Classroom Assessment for Student Learning. March – December, 2011

K-12 teachers and all administrators receive training on Classroom Assessment for Student Learning. (Overveiw CASL Chapters One-Three)

March - May, 2011

K-12 teachers and all administrators receive training on Classroom Assessment for Student Learning. (CASL Chapters One and Two)

August, 2011

Professional Development and Implementation

NEXT STEPS Begin development of teacher friendly targets: “I Can” Statements

August, 2011

Training on Professional Learning Communities

August, 2011

K-12 teachers and all administrators receive training on CASL Chapter 3 September, 2011

Begin Unit Design October, 2011

Begin Development of Common Assessments November, 2011

Continue assessment practices with all K-12 teachers and administrators CASL Chapter 4 December, 2011

Review PD and Implementation Process December, 2011

It’s all about student learning. Period.

Period.