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KLA - ISLN Updates

KLA - ISLN Updates. January 2012. Introducing the Content Specialists. 2011/2012 - Beginning the Implementation. Kentucky Core Academic Standards – Learning Targets Assessment/ Assessment Literacy (CASL & others) Characteristics of Highly Effective Teaching and Learning (CHETL)

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KLA - ISLN Updates

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  1. KLA - ISLN Updates • January 2012

  2. Introducing the Content Specialists

  3. 2011/2012 - Beginning the Implementation... • Kentucky Core Academic Standards – Learning Targets • Assessment/ Assessment Literacy (CASL & others) • Characteristics of Highly Effective Teaching and Learning (CHETL) • Leadership

  4. Administration ensures that: • A vision is set. • Implementation is analyzed at key points. • Next Steps are determined based on data. • Resources and professional learning are available to support teacher implementation.

  5. I can identify strong and weak models. • I can provide effective feedback using a rubric. • I can identify ways to provide feedback to teachers on learning targets. • I can reflect on the implementation of some components of Unbridled Learning within my school or district.

  6. Effective Implementation calls for..... • Alignment/Congruency to Standards - targets, instruction, assessment, resources, materials, etc. • Formative Assessment strategies are embedded in instruction leading to standards based assessment • Knowledge/Models of CHETL • Knowledge/Models of 21st Century learning • Collaboration among teachers (effective PLCs)

  7. Focus: Standards Alignment • As a table divide into 2 groups – A & B. A will read Vignette #1 B will read Vignette #2 • Read through the implementation rubric for standards alignment and your assigned Vignette. • Identify what level you would assign. • Using the language of the rubric identify some specific feedback you would give the teacher • Each group shares their assigned level and feedback.

  8. Quality Feedback • Directs attention to the learning - points out strengths and offers specific info to guide improvement • Occurs during the learning process. • Addresses partial understanding • Does not do the thinking for the students • Limits correctives to what students can act on in given time • Jan Chappuis

  9. Implications • How did the rubric help you provide feedback? • How did the use of strong and weak models help you understand the expectations? • What difference could these practices make in your district, school and classrooms? • How can you encourage these in your school/ district ?

  10. Foundation of the Work • Quality Learning targets congruent to standards

  11. If the teacher begins with strong learning targets congruent to the standards...... • Clear expectations are communicated to students. • Instruction can be planned to match standards. • Formative assessments can be done daily to inform instruction and student progress. • Summative assessments can be created to check student mastery against standards.

  12. Monitoring Student Learning Targets • Take a stack of post it notes • On each one place one way that you are monitoring learning targets in your school or district

  13. As a table • Organize your post it notes to show ways to monitor learning targets • Once you have done that, get a handout from us and review it: • What could you add? • How can this be used in your school or district?

  14. Where are you in the implementation process? • State Leadership Networks - 3 year • January 2012 - 1 1/2 years into the process • Think about where your school, district is at this point.

  15. The Journey • Map your journey. As you do think about your implementation of: • Standards • Formative/Summative Assessment • What might your next steps be?

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