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GEF Summer Conference 2011
Citation preview
Unbridled Learning:
College/Career Readiness for All
GE Foundation Summer Conference
July 18, 2011
Karen Kidwell
Office of Next Generation Learners
Every child proficient
and prepared for success
Our Vision:
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College/Career ReadyCollege Ready: the level of preparation a first-time student needs in order to succeed in a credit-bearing course at a postsecondaryinstitution. Succeed is defined as completing entry-level courses at a level of understanding and proficiency that prepares the student for subsequent courses.
Career Ready: the level of preparation a high school graduate needs in order to proceed to the next step in a chosen career, whether that is postsecondary coursework, industry certification, or entry into the workforce.
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College/Career Readiness
8th Graders
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College/Career-Ready 12th Graders
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Senate Bill 1 (2009)New academic standards
New assessments
Program Reviews
Improved professionaldevelopment
New accountability system
Unified planfor improving college/career readiness
Unbridled Learning
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Target Goals:
Increase the Averaged
Freshman Graduation Rate
from 76% to 90% by 2015
Increase the percentage
of students who are
college/career ready
from 34% to 67% by 2015
Unbridled Learning
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Collection and Use of Data –-
Persistence to Graduation
Course and Assessment Alignment
New Accountability Model
Targeted Intervention/EPAS
Career Readiness Definition
Acceleration
• Advance KY
• Early College
• Project Lead the Way
Academic and Career Advising
District 180/Turnaround Low Performing Schools
College/Career Readiness Strategies
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Kentucky Core Academic StandardsDefine what students should know and be able to do
Aligned across all levels --elementary, middle, high and postsecondary
Greater focus on fewer concepts
More rigorous and relevant
Many skills directly related to the 4 Cs of 21st-century learning
Internationally benchmarked
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English/language arts -- a shared
responsibility in the school
across a range of subjects
Specific standards for developing
literacy through history/social
studies, science and technical
subjects
Mathematics standards go beyond
content skills and concepts and
include eight
Standards for Mathematical Practice
Kentucky Core Academic Standards
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Do not:
• Dictate curriculum or teaching methods
• Define all that should be taught
• Define enrichment orintervention methods
• Define the full range of supports appropriate for ELL and students with special needs
All students must have the opportunity to learn and meet the same high standards if they are to
access the knowledge and skills necessary in their postsecondary lives
Kentucky Core Academic Standards
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Arts and Humanities
Writing
Practical Living/Vocational Studies
Focus on instructional improvements
Linked to standards in these areas
Goal: Ensure access to and
opportunities for quality programs
in these areas
Program Reviews
Standards
Assessment Literacy
Characteristics of
Effective
Teaching and Learning
Building Capacity
for Leadership
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Leadership Networks’ Pillars of Learning
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Regional Leadership Networks
Kentucky Leadership Networks
District Leadership Team
E/LA
NetworkMath
Network
Instructional
Network
Administrator
Network
•Content Leaders
•Administrators
•Instructional Sup.
•Superintendent
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Year 1 (2010-2011)
Plan for Implementation
• ELA/Mathematics Networks established
• Districts identified 3 teacher leaders, building leaders, district leaders
• Monthly meetings
• Focus on deconstruction of standards & assessment for learning
• District leadership teams met locally
• Created a plan for implementation
Year 2 (2011-2012)
Implementation
• Select/design congruent instructional resources for implementation of KCAS and 21st century learning skills (ex. LDC/FAL)
• Districts roll out implementation plan and develop student friendly targets
• Course and assessment alignment
• District leadership teams meet locally
• Districts identify student supports for RtIin order to meet intended learning of standards
Year 3 (2012- 2013)
Monitor Implementation
• Districts leadership teams enhance/refine implementation plan and curriculum guides/maps based on data analysis
• Teacher leaders revise/refine local assessment tasks and modules and train more local teachers in implementation
• Additional instructional and assessment resources designed and implemented based on KCAS
Deployment timeline
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Unbridled Learning: 2012 Assessments
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Grades 3 – 8• End-of Year-Tests
• Reading, Math, Science,
Social Studies, Writing
• Kentucky Performance
Rating for Educational Progress (K-PREP)tests
• Vendor: Pearson
High School • End-of-Course Tests
• English II, Algebra II, Biology, U.S. History
• Vendor: ACT
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Four Areas:• Next-Generation Learning• Next-Generation Instructional
Programs and Support• Next-Generation Professionals• Overall
Unbridled Learning: 2012 Accountability
Classifications:• Distinguished
• Proficient
• Needs Improvement
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Next Generation Instructional Programs and Support• Program Reviews o Arts/Humanitieso Practical Living/Career Studieso Writingo Primary/World Languages
Next Generation Learner• Achievement • Gap• Growth• College/Career Readiness• Graduation Rate
Unbridled Learning: Next-Generation Accountability Model
Next Generation Professionals• Teachers and Leaders
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Next Generation Learning• Achievement • Gap• Growth• College/Career Readiness• Graduation Rate
Final Score• A single number and classification
Distinguished55.4 Proficient
Needs Improvement
Unbridled Learning: 2012 Accountability
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Accountability Component ScoresNext-Generation
Learners
Raw
Score
Weighted
Score
Achievement(Proficiency)
Gap
Growth
Readiness for College/Career
Graduation Rate
Total
Next-Generation
Instructional Programs
and Support
Raw
Score
Weighted
Score
Program Reviews Writing
Program Review PL/CS
Program Review A & H
Total
Next-Generation
Professionals
Raw
Score
Weighted
Score
Percent Effective Teachers
Percent Effective Leaders
Total
Component
Score
Component
Score
Component
Score
Distinguished
Proficient
Needs Improvement
PersistentlyLow-Achieving
Distinguished
Proficient
Needs Improvement
Distinguished
Proficient
Needs Improvement
School/District
Classifications
School/District
Classifications
School/District
Classifications
Recognition
and SupportThe Overall Score
shall be used to
classify schools and
districts for
recognition and
support
Accountability Overall Score
The
Overall
Score shall be
a compilation
of the three
accountability
components
School/District
Classifications
Teacher and Principal Professional Growth and Evaluation SystemTeachers want “performance based on
factors they can impact directly --
like student growth and student engagement --
and not on factors
that fail to consider the
realities of individual
students in individual
classrooms.”
--Scholastic survey
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Teacher Effectiveness
Rubric
Observation Protocols
Artifacts & Evidence
Professional Growth
Student Growth
Analysis & Reflection
Student/Parent Voices
Principal Effectiveness
Rubric
Observation Protocols/ Val-Ed 360
Artifacts & Evidence
Professional Growth
Student Growth
School Goals
Student/Parent Voices
What are the Multiple Measures?
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Timelines for Deployment
Phase 1 (2011-2012)
Field Test
• Participating districts identified (up to 50)
• Districts trained in field test protocols
• Districts implement field test protocols
• Districts participate in regional field test status meetings
Phase 2 (2012-2013)
Pilot
• Additional participating districts identified (40-50)
• Districts trained in pilot protocols
• Districts implement pilot protocols
• Districts participate in regional pilot status meetings
Phase 3 (2013- )
Implementation
• Statewide training
• Statewide implementation
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