JCPS Rollout December 1, 2010 Gheens Professional Development Academy

JCPS RolloutDecember 1, 2010

December 1, 2010Gheens Professional Development Academy

GOAL:


OVERVIEWState Work

Balanced Assessment

Kentucky Core Academic Standards (KCAS)

Characteristics of Highly Effective Teaching and Learning (CHETL)

District Leadership


JCPS


DISTRICT LEADERSHIP TEAMDistrict Advisory NetworkWork Teams


COMMON EXPERIENCESModules

School-based and District-based1st

2nd

3rd


COMMUNICATIONCommon Language


COMMUNICATIONWeb-basedResource LinksSample Work


COMMUNICATIONEmailNewsletter – Targeted Stakeholders


LEADERSHIPDistrict Support StaffTeacher LeadersPrincipals


PLANNINGShort-term


PLANNINGLong-term


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


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


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?


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


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.





Documents

JCPS Rollout December 1, 2010 Gheens Professional Development Academy