Kentucky Standards:Overview of Deconstruction Process

KLAANovember 19,2010

Learning Targets

• I understand the importance of developing learning targets to benefit students, teachers, and parents.

• I understand the process district leadership teams have underway to deconstruct Kentucky’s new Core Academic Standards.

What Do We Know ?

• Activity * Think, Pair, Share at your table * Then share and discuss as an

entire table * Select & record 4-6 thoughts about deconstructing standards/ developing targets * Person with birthday closest to today

shares “1” of the group’s thoughts

KCAS: Deconstruction

• What do we now have?

• Why deconstruct?

• How do we deconstruct?

Deconstructing a Standard into Learning Targets

**Use CASL chapter 3 as the guide** 

• Read the aligned college & career readiness anchor standard.

• Read and analyze the chosen standard. Look back at previous grade-level standards, then standards at higher grades to put the standard in context with all grade-level expectations.

• Determine the overall type of standard: Knowledge, Reasoning, Performance/Skills, Product

• ASK

• --What does the standard require students to know and be able to do?

• --What is the intended learning?

•  

• K What knowledge will students need to know to be successful?

• R What patterns of reasoning, if any, will students need to master to be successful?

• P/S What skills, if any, will students need to practice to be successful?

• P What products, if any, will students need to produce to be successful?

Knowledge Targetsinvolve a student

knowing outright orvia reference

Reasoning Targetsinvolve a

student’s mental processes

Performance Skill Targets

involve a student doing something we can

observe

Product Targetsinvolve a student

creating a product

State Timeline: Year-at-a-Glance

• Leadership Networks Vision - Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day. (Result: Every Student Proficient and Prepared for Success!)

• Network Overarching Goal- All participants will understand how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences.

ELA Template

Grade Level/ Course (HS):

Standard with code:

Domain:

Cluster:

Type: ______Knowledge ______Reasoning ______Performance Skill ______Product

Knowledge Targets Reasoning Targets Performance Skills Targets

Product Targets

Make sense of problems and persevere insolving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeatedreasoning.

Our Goal …….

Why CASL Framework ?

• CASL #1

• CASL #2

• CASL #3

Let’s Take a Stroll: Standard Deconstruction

Revisit Our Targets

• I understand the importance of developing targets to benefit students, teachers, and parents.

• I understand the process district leadership teams have underway to deconstruct Kentucky’s new Core Academic Standards.

3-2-1 ReflectionUse this strategy to think about how you will support the work of deconstructing Kentucky’s Core Academic Standards in your school or district.

Discuss three important things you have learned about the need for OR the process for deconstruction of the standards.

1. 2. 3.

Think of two things you can start doing immediately in your school or district to incorporate or “tweak” the process to have the greatest impact on student learning.

1. 2.

Record one question that you still have about the deconstruction process OR one question that you foresee being a ‘frequently asked question’ about this topic.

1.

Final Thoughts…….

• It is a process.

• We have a framework.

• There is support.