Download - Pike County Schools
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Kentucky Core Academic Standards
Pike County Schools
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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.
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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.
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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.
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English Language Arts
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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
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Standards FormatStandards format highlights progression of standards
across grades
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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
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Mathematics
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Overview Pages – Elementary & Middle School: K-8th grade
Domains
Clusters
Standards
Not on overview page
Pg 13 Pg 14
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Standards for Mathematical Content – Elementary & Middle School: K- 8th
grade
Domain
Cluster
Standards
Pg 48
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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
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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.
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Intentional Focus of Support Meetings
Kentucky Core Academic Standards
Characteristics of Highly Effective Teaching and Learning
Assessment Literacy Leadership
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DISTRICT PLAN
Planning and Development
Review and Revise
Professional Development and Implementation
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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
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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
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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
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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
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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
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It’s all about student learning. Period.
Period.