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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