Register Now for Live Virtual March Leadership Meetings
In order to provide equitable learning environments for all students, it is important for schools and districts to translate the Kentucky Academic Standards into a guaranteed and viable curriculum. Additionally, it is critical that students receive strong, standards-aligned instruction supported by high-quality instructional resources (HQIRs).
The regional educational cooperatives, in partnership with the Kentucky Department of Education, will host live virtual meetings in March for district and school leaders to examine tools and resources available to create equitable learning environments at the local level.
The purpose of the meeting is to:
- Provide updates on existing resources from 2019 and 2020 March leadership meetings
- The Model Curriculum Framework (MCF), Section 1: Local Curriculum Design and Development Process (KRS 158.6451)
- Why High-Quality Instructional Resources?
- Introduce new resources to promote equitable learning environments for students
- MCF Section 2:Professional Learning Communities
- MCF Section 3: Balanced Assessment
- Preview upcoming guidance on the Kentucky Multi-Tiered System of Supports (KyMTSS) Framework
Click on the date/time of your educational cooperative to learn more and register for this live, virtual 3-hour session. If for some reason you have a conflict on the date of your cooperative session, an additional open session is available at 2-5 p.m. ET on March 24 for your convenience.
‘Interpreting Evidence of Learning’ Modules Now Available for Mathematics and Science
Each of these modules is designed to address the unique needs of interpreting evidence of student learning in mathematics or science. Participants will learn about strategies for interpreting student evidence, engaging students in the interpretation and analysis of their own evidence, using student learning evidence to guide the formative assessment process and identifying patterns in student responses that can inform teacher and student learning.
The “Interpreting Evidence of Learning” modules are components of the fifth part in the Balanced Assessment series and are available on the Balanced Assessment Professional Learning Modules webpage. The modules consists of a PowerPoint and facilitator’s guide and an additional PowerPoint and facilitators guide for a teacher collaboration activity. An overview video is available to provide orientation to all the components.
The first four components of the Balanced Assessment series were released during the first part of the 2020-2021 school year. In order to get the most value out of the “Interpreting Evidence of Student Learning” module, it is recommended to begin with the foundational modules linked below.
- Balanced Assessment Professional Learning Modules
- Module 1: Comprehensive, Balanced Systems of Assessment
- Module 2: Understanding Formative Assessment
- Module 3: Clarifying and Sharing Learning Goals and Success Criteria
- Module 4: Eliciting Evidence of Student Learning
Academic Vocabulary Module, Grades 9-12 Now Available!
“Students will interpret words and phrases as they are used in a text, including technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone.”
- Guiding Principle 4 of the KAS for Reading and Writing
Through the Academic Vocabulary Module for Grades 9-12, which are located on the Academic Vocabulary Modules webpage, teachers will build an understanding of why vocabulary instruction is critical for students. Students who know fewer vocabulary words struggle with comprehension and often engage in fewer experiences to read grade-level texts with rich vocabulary.
To support students in both a breadth and depth of vocabulary knowledge, we must teach vocabulary to enrich students’ understanding of texts. This module provides teachers with opportunities to learn knowledge and skills for teaching academic vocabulary by analyzing units and lessons, creating lessons, rehearsing those lessons and reflecting on videos of classroom practice. Teachers also will apply strategies from this module in their own instruction to examine student progress through formative student work analysis and product-based student performance.
Although this module may be used for self-paced learning, its true intent is for professional learning communities to engage in rich learning experiences and instructional conversations.
Standards Newsletter Archive
Did you miss last week's Standards Newsletter? You can access all previous editions of the Standards Newsletter on the Standards Newsletter Archive webpage.
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