Guiding District Implementation of Common Core State Standards: Innovation Configuration Maps
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Guiding District Implementation
of Common Core State Standards:
Innovation Configuration Maps
1Guiding District Implementation of Common Core State Standards: Innovation Configuration Maps
These Innovation Configuration maps were developed by a task force of Kentucky educators with support from Kentucky Department of Education,
Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward to align with the four pillars of Kentucky’s Leadership Networks. They are
offered as a model for other states and districts to use to develop their own Innovation Configuration maps to support district implementation of Common
Core State Standards, educator effectiveness, and student assessment.
Learning Forward’s Transforming Professional Learning to Prepare College- and Career-Ready Students: Implementing the Common Core is a multidimensional
initiative focused on developing a comprehensive system of professional learning that spans the distance from the statehouse to the classroom. The project
will reform policy and practice and apply innovative technology solutions to support and enhance professional learning. With an immediate focus on imple-
menting Common Core State Standards and new assessments, the initiative provides resources and tools to assist states, districts, and schools in providing
effective professional learning for current and future education reforms.
This work is supported by Sandler Foundation, MetLife Foundation, and the Bill & Melinda Gates Foundation.
Learn more at www.learningforward.org/publications/implementing-common-core.
2Innovation Configuration Maps for
Kentucky’s Implementation of the Common Core
Patricia Roy, Senior Consultant, and Kentucky Context includes teacher leaders, school administrators,
Joellen Killion, Senior Advisor, Learning Forward Kentucky was the first state in the nation to central office staff, regional cooperatives, and
adopt the Common Core State Standards and institutes of higher education. Network mem-
Change is not only about the implementers—those who has transformed these standards to Kentucky’s bers work collaboratively to focus their efforts
will change their practices—but also about those who will Core Academic Standards (KCAS), now in every on regional needs within four areas. These pillars
facilitate the implementers in making the change. discipline. Kentucky’s English/language arts and of support for successful implementation of the
(Hall and Hord, 2001, p. 27) mathematics core academic standards fully inte- education reforms are designed to ensure that all
grate the Common Core standards. In 2009, Ken- of Kentucky’s students are college- and career-
Ensuring robust, profound, and high-quality tucky’s legislature passed Senate Bill 1, Unbridled ready and prepared for their future, as called for
implementation of educational programs, pro- Learning. The bill provided the impetus to estab- in Unbridled Learning. The four pillars are:
cesses, or innovations has once again captured lish Leadership Networks to support Kentucky’s • Kentucky’s Core Academic Standards:
national attention with the focus on Common 174 school districts to implement the changes Ensuring the state-adopted standards are
Core standards, educator effectiveness systems, included within Senate Bill 1. The purpose of the fully implemented as intended and that
and new assessments of student learning. Leadership Networks is to develop the capacity teachers have the curriculum and instructional
Investigations of successful and unsuccessful of each school district to fulfill this vision: “Every resources needed for effective instruction;
programs have confirmed that thoughtful, school district in the Commonwealth of Kentucky • Assessment Literacy: Using assessment to
strategic plans need to include continuous has a knowledgeable and cohesive leadership inform instruction;
monitoring and adjustment to ensure educators team that guides the professional learning and • Leadership: Engaging leaders in supporting
receive the support they need to enhance practice of all administrators, teachers, and staff professional learning, effective instruction,
curriculum, instruction, assessments, and so that every student experiences highly effec- and student learning; and
leadership practices. tive teaching, learning, and assessment practices • Characteristics of Highly Effective Teaching
in every classroom, every day.” and Learning: Specifying the cross-disciplinary
attributes of effective teaching and learning
Leadership Networks are regional and content- to guide ongoing professional learning
specific networks focused on the preparation of among educators.
college- and career-ready students. Each network
3Innovation Configuration Maps for Kentucky’s Implementation of the Common Core
Kentucky recommends that each district create and districts as they engage in their own support picture of a change in practice and helps people
and implement strategies to support effective efforts, immediately for implementation of identify the gap between their current practices
instruction and student learning in each pillar. college- and career-ready standards and new and ideal implementation. It promotes reflection
The District Implementation Innovation educator effectiveness systems, and in the near among practitioners and serves as a formative
Configuration Maps are designed to specify what future as they prepare for implementing new assessment tool.
each central office staff does related to each assessment systems.
pillar to support educators in preparing students An Innovation Configuration map:
to be college- and career-ready. The tool provided here is designed to support
• Clarifies what a new program is or isn’t;
school districts in Kentucky to understand what
• Defines quality clearly—what it looks like in
Kentucky as a Model their responsibilities are in each of the four pillar
use;
Not all states and districts will use the same pil- areas, to guide them in strengthening and focus-
lars or strategies to implement their own version ing their support to schools and teachers, and to • Indicates the degree to which the innovation
of major education reforms. Where Kentucky help them assess their efforts. is being implemented;
chose to use its core academic standards, assess- • Informs support providers about how to best
ment literacy, leadership, and characteristics of Innovation Configuration Map assist and support educators’ successful use of
highly effective teaching and learning, others An Innovation Configuration (IC) map is an new practices;
might include additional areas of support or instrument used to define and quantify imple- • Provides a blueprint for learning, planning,
replace some with new ones. All change requires mentation of a new program or practice (Hall and resources required for implementation;
learning so that educators can effectively apply and Hord, 2001). It identifies and describes • Determines significant actions that ensure
new practices associated with the reforms. Fun- the major components and a continuum of successful implementation of the innovation
damental to all of Kentucky’s support strategies implementation levels. An IC map is a tool that to increase student achievement; and
is effective professional learning that expands, describes in specific, operational terms what • Provides, in the case of this IC map, a
develops, and refines educators’ knowledge, new practices look like. It presents patterns of consistent guide for district leaders to begin
skills, practices, and dispositions aligned with innovation use from ideal practice to non-use; and sustain efforts to implement the
the pillars. Kentucky’s model of focused support it clarifies what a program or practice is and is standards.
in defined areas offers guidance to other states not. An IC map provides an ideal or high-fidelity
4Innovation Configuration Maps for Kentucky’s Implementation of the Common Core
How to read an IC map:
[See Figure 1]
1. An IC map is written for a specific group; in this case, Figure 1: Sample IC map for Central Office Staff
it describes the central office staff responsibilities and
behaviors.
2. Ideal or high-quality implementation appears on the
left-hand side—Level One.
3. The component describes a major outcome for central
office staff related to implementation of a CCSS pillar.
4. The continuum of behaviors describes implementation
variations from Ideal—Level One to Not Yet Begun—
Level Five or Six.
5. There is no pre-determined number of levels required
for each component. Some components may contain
three levels while others might have six. The variation
depends on the number of possible variations of each
action.
6. The practices described are the responsibility of central
office. Central office staff may perform the actions
directly or assign some or all of them to external
partners such as technical assistance providers, regional
cooperatives, consultants, institutes of higher education,
outside experts, or other professional learning providers.
If central office staff delegates the responsibilities to
one or more external partners, central office staff
maintains responsibility for overseeing the quality,
completion, and results of the actions.
5Innovation Configuration Maps for Kentucky’s Implementation of the Common Core
Acknowledgements Reference
We gratefully acknowledge the contributions of the educators who developed Hall, G. & Hord, S. (2001). Implementing change:
the District Implementation Innovation Configuration Maps. Patterns, principles, and potholes. Needham Heights,
MA: Allyn and Bacon.
Dee Braley, special education specialist, Appalachia Regional Comprehensive Center (ARCC) at Edvantia
Cherry Boyles, instructional supervisor, Washington County School District
Linda Calhoun, instructional supervisor, Ashland Independent School District
Bernadette Carpenter, instructional supervisor, Magoffin County School District
Ricky Fisher, director of instruction, Allen County School District
Travis Hamby, superintendent, Trigg County Public Schools
Saundra Hamon, project director, assistant director of Program Standards Division, Kentucky Department of Education
Robin Hebert, Literacy Network content consultant, Kentucky Department of Education
Bill Hogan, assistant superintendent, Carroll County School District
Linda Holbrook, Literacy Network facilitator/consultant, Kentucky Department of Education
Beth Judy, director of assessment and accountability, Edvantia, Inc.
Karen Kidwell, director of Program Standards Division, Kentucky Department of Education
Joellen Killion, senior advisor, Learning Forward
Linda Lawson, instructional supervisor, Bell County School District
Amanda Mattingly, principal, North Washington Elementary, Washington County School District
Jenny Ray, Math Network content consultant, Kentucky Department of Education
Patricia Roy, project facilitator and senior consultant, Learning Forward
Sherry Sims, teacher, North Washington Elementary, Washington County School District
Jamie Spugnardi, Kentucky state liaison, Appalachia Regional Comprehensive Center (ARCC) at Edvantia
Beth Sumner, assistant superintendent, Trigg County Public Schools
6CENTRAL OFFICE STAFF Kentucky Core Academic Standards
Component 1: Develops, in collaboration with district and building leadership teams, a plan for standards implementation and communicates the plan to all stakeholders.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
• Develops, in collaboration with • Develops, with limited • Develops and disseminates a • Fails to develop a plan for
district leadership team, a standards involvement of schools, an standards implementation plan to standards implementation.
implementation process for all implementation process for all schools.
schools. all schools.
• Expects schools to implement
• Communicates the standards • Communicates the standards the plan independently without
implementation process to all implementation process to all district assistance.
stakeholders and establishes stakeholders.
timelines. • Supplies curriculum materials
• Requires and engages all only.
• Requires and engages all schools schools in implementing the plan
to implement professional learning by developing timelines for
and collaboration to professional learning and
a. interpret standards, collaboration to
deconstruction, unit development a. interpret standards,
and assessment development; deconstruction, unit development
b. conduct gap analysis; and assessment development;
c. revise curriculum guides; b. conduct gap analysis;
d. develop pacing guides; and c. revise curriculum guides;
e. reflect on and refine new d. develop pacing guides; and
practices. e. reflect on and refine new
practices.
• Supports all schools by providing
resources (i.e., funding for teacher • Supplies some resources but
release time, materials, protocols, fails to provide release time for
assistance). collaborative work.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
7CENTRAL OFFICE STAFF Kentucky Core Academic Standards
Component 2: Establishes and communicates expectations for high-quality implementation of KCAS.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
• Creates expectations that all • Creates expectations that all • Develops school’s awareness • Disseminates information
schools and teachers implement the schools implement the standards of a standards implementation about a standards implementation
standards with fidelity to provide with fidelity to provide a guaran- process without setting the explicit process.
a guaranteed curriculum for all teed curriculum for all students. expectations for implementation.
students. • Fails to set expectations for
• Develops staff’s knowledge • Fails to provide district standards implementation.
• Develops and utilizes and skills related to standards guidance or support of KCAS
collaboratively with staff, the implementation. implementation.
knowledge, skills, and dispositions
required for high-quality KCAS • Monitors fidelity of KCAS
implementation. implementation.
• Monitors fidelity of KCAS • Develops and utilizes a variety
implementation. of protocols for staff to self-monitor
progress of implementation.
• Develops in collaboration
with staff and utilizes a variety of • Utilizes teacher leaders as
protocols to self-monitor progress facilitators to collaborate with staff
of implementation. in the PLC process to implement
standards.
• Utilizes teacher leaders as PLC
facilitators who collaborate with • Guides next steps with needed
staff to implement standards. support systems (i.e., resources,
personnel, and professional
• Develops capacity of PLC/teams learning in specific topics).
to monitor quality and fidelity of
implementation.
• Guides next steps with needed
support systems (i.e., resources,
personnel, and professional
development in specific topics).
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
8CENTRAL OFFICE STAFF Kentucky Core Academic Standards
Component 3: Dedicates resources to implement the standards.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
• Creates a district culture which • Provides time for staff to • Provides some resources • Neglects to provide resources
supports long-term implementation collaborate to implement standards without an explicit standards (i.e., time, personnel, materials,
of standards including multiple, (i.e., Growth Days, Early Release, implementation plan. and finances) to support standards
ongoing opportunities for substitutes for instructional time). implementation.
collaborative learning time. • Designs training that builds
• Provides supports (i.e., substitutes, knowledge of KCAS.
• Maximizes resources (e.g., stipends, materials, and other
personnel, time, materials, and needs-based training opportunities • Fails to create a consistent
supplemental pay) to meet outside district or external providers). schedule for staff collaboration
identified needs and enhance about standards implementation.
standards implementation. • Identifies and provides
professional learning opportunities
• Designs professional learning to implement standards.
to address, support, and enhance
standards implementation (i.e., • Encourages building leaders
individual staff level, content area, to adjust school schedules to
school-based need or districtwide provide opportunities for staff
needs). collaboration.
• Ensures building leaders
adjust school schedules to provide
opportunities for staff collaboration.
• Requires all district and building
leaders to engage stakeholders in
all decisions regarding resources to
support standards implementation.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
9CENTRAL OFFICE STAFF ASSESSMENT LITERACY
Component 1: Develops a structure to oversee and implement assessment literacy.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
• Collaborates with school leaders • Collaborates with school leaders • Appoints representatives to • Requires schools to establish • Fails to establish a district
to establish criteria for the selection to establish criteria for the selection the district leadership team from leadership teams that function leadership team.
of a district leadership team to in- of a district leadership team to in- 1) school administrators and independently from the district.
clude representatives from 1) school clude representatives from 1) school 2) teacher leaders. • Fails to create a plan to oversee
administrators, 2) teacher leaders, administrators, 2) teacher leaders, • Requires school leadership teams or implement assessment literacy.
3) postsecondary educators, and and 3) postsecondary educators. • Assigns district leadership team to develop work plans with annual
4) community stakeholders, (i.e., the task of defining the scope of benchmarks.
business partners, parents). • Authorizes the district leadership work for full implementation of
team to define the scope of work assessment literacy. • Provides no funding to support
• Authorizes the district leadership required for full implementation of the implementation of assessment
team to define the scope of work assessment literacy. • Assigns district leadership team literacy.
required for full implementation of the task of setting semi-annual
assessment literacy. • Authorizes the district leader- benchmarks of assessment literacy.
ship team to identify quarterly
• Authorizes the district leader- benchmarks implementation of • Funds the purchase of some
ship team to identify and monitor assessment literacy. assessments and professional
monthly implementation bench- learning to support implementa-
marks for assessment literacy. • Funds the purchase of assess- tion of assessment literacy.
ments and professional learning to
• Authorizes the district leadership support implementation of assess-
team to analyze benchmark results ment literacy.
and create ongoing modifications in
the scope of work required to meet
staff’s professional needs.
• Funds the development or
purchase of assessments and
professional learning to support
the implementation of assessment
literacy.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
10CENTRAL OFFICE STAFF ASSESSMENT LITERACY
Component 2: Establish a common vocabulary related to assessment literacy.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
• Develops, in collaboration with • Develops, in collaboration • Develops a common terminology • Expects school leadership • Fails to develop a common
school and teacher leaders, a with school leaders, a common regarding assessment literacy (e.g., teams to develop a common vocabulary regarding assessment
common terminology regarding terminology regarding assessment formative, interim, summative, terminology regarding assessment literacy.
assessment literacy (e.g., formative, literacy (e.g., formative, interim, standards, learning targets). literacy without district input.
interim, summative, standards, summative, standards, learning
learning targets). targets). • Uses the common assessment
literacy terminology during
• Infuses all professional learning • Uses the common assessment professional learning opportunities.
interactions and communications literacy terminology during
with common assessment literacy professional learning opportunities.
terminology.
• Ensures that all school
• Ensures that all school board and council members utilize common
council members utilize common assessment terminology in work
assessment terminology in work sessions, public meetings, and
sessions, public meetings, and communications.
communications.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
11CENTRAL OFFICE STAFF ASSESSMENT LITERACY
Component 3: Integrates the implementation of assessments through the curriculum.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
• Facilitates content work teams’ • Facilitates content work teams’ • Provides districtwide interim • Requires schools to implement • Provides neither oversight
development of standards-based, development of common standards- assessments and facilitates the interim assessments without nor support for assessment
common interim assessments and based interim assessments and development of standards-based district support. implementation beyond the state
units of study including planned units of study including planned summative assessments. assessment.
common formative and summative common summative assessments.
assessment.
• Supports funding and time for
interim assessment.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
12CENTRAL OFFICE STAFF ASSESSMENT LITERACY
Component 4: Creates a systemic process of identifying, communicating, and supporting assessment literacy professional growth needs.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
• Establishes a common set of • Establishes a common set of • Establishes a common set of • Requires schools to implement • Does not create a systemic
protocols for professional learning protocols for professional learning protocols for professional learning professional learning communities process to support implementation
communities (PLC) focused on the communities (PLC) focused on the communities (PLC) focused on (PLC) that focus on the analysis of of assessment literacy.
purpose, development, and analysis purpose, development, and analysis the purpose, development, and assessments.
of assessments. of assessments. analysis of assessments.
• Expects school leadership teams
• Provides protocols for school • Provides protocols for school • Requires school leadership to identify professional learning
leadership teams to analyze PLC leadership teams to analyze PLC teams to identify professional needs.
data to identify professional data to identify professional learn- learning needs.
learning needs. ing needs.
• Analyzes the school-identified • Analyzes the school-identified
problems of practice. problems of practice.
• Identifies and supports systemic
needs across the district.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
13CENTRAL OFFICE STAFF ASSESSMENT LITERACY
Component 5: Establishes data teams to utilize student performance data and teacher reflection to drive instruction.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
• Reviews monthly results of school • Reviews quarterly results of • Reviews semi-annual results • Reviews annual results of school • Does not establish systems
analyses of student performance school analyses of student perfor- of school analyses of student analyses of student performance to for review or discussion of student
to identify instructional and mance to identify instructional and performance to identify instructional determine instructional needs. work to determine instructional
assessment design needs. assessment design needs. and assessment design needs. assessment needs.
• Assumes teacher will reflect
• Establishes the purpose and time • Establishes time for teacher • Requires teachers to reflect on necessary adjustments to the
for teacher reflection concerning reflection concerning necessary on necessary adjustments to instructional practice.
necessary adjustments of adjustments to assessments and assessments and instructional
assessments and instructional instructional practice. practice. • Expects teacher reflection
practice. will include analysis of student
• Designs teacher, school, and • Designs teacher reflection performance but does not monitor.
• Guides teacher, school, and district administrator reflection to include analysis of student
district administrator reflection to include analysis of student performance.
by providing prompts that include performance.
analysis of student performance
and student perception results.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
14CENTRAL OFFICE STAFF ASSESSMENT LITERACY
Component 6: Creates a culture of shared accountability for continuous student progress.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
• Develops, in collaboration with • Develops, in collaboration with • Develops, in collaboration • Collects school data for required • Does not collect school-level data.
district leadership team and schools, district leadership team and schools, with district leadership, a mutual reporting purposes only.
a mutual definition of shared a mutual definition of shared definition of shared accountability
accountability for student learning. accountability for student learning. for student learning.
• Collects from schools and shares • Collects from and shares with • Collects from schools evidence
with district leadership team district leadership team evidence of of shared accountability practices.
evidence of shared accountability shared accountability practices.
practices. • Adopts a protocol to collect
• Collaborates with district school data.
• Collaborates with district leadership team and schools to
leadership team and schools to identify and overcome barriers • Analyzes available data to
identify and overcome barriers to shared accountability. determine school needs.
to shared accountability.
• Establishes and adopts a
• Establishes and adopts a protocol to collect and monitor
protocol to collect and monitor school progress about student
school progress about student learning.
learning and educator practice.
• Analyzes multiple sources of data
• Analyzes multiple sources of data to determine school needs.
to determine school needs.
• Bases professional growth on
• Bases professional growth on identified school needs.
identified school needs.
• Supports professional growth
of all teachers and leaders through
analysis of impact of professional
learning on student learning data.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
15CENTRAL OFFICE STAFF ASSESSMENT LITERACY
Resources
DuFour, R. & Marzano, R. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree Press.
Heritage, M. (2010). Formative assessment and next-generation assessment systems: Are we losing an opportunity? Washington, DC: Council of Chief State School Officers.
Heritage, M. (2011, Spring). Formative assessment: An enabler of learning. Better: Evidenced-based Education, 18-19.
Available at http://www.cse.ucla.edu/products/misc/bettermagazineheritage.pdf
Herman, J. L., Osmundson, E., & Dietel, R. (2010). Benchmark assessment for improved learning (Assessment and Accountability Comprehensive Center report). Los Angeles, CA: The Regents
of the University of California. Available at http://www.cse.ucla.edu/products/policy/r2_benchmark_report_herman.pdf
Kentucky Department of Education.(2011). Leadership network.
Available at http://www.kde.state.ky.us/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/ATTENTION+-+Leadership+Networks.htm
Marsh, J.A., Pane, J.F., & Hamilton, L.S. (2006). Making sense of data-driven decision making into education: Evidence from recent RAND research (No. OP170). Santa Monica, CA: RAND Corporation.
McManus, S. (2008). Attributes of effective formative assessment. Washington, DC: Council of Chief State School Officers.
Available at http://www.ccsso.org/Documents/2008/Attributes_of_Effective_2008.pdf
Odden, A. R. (n.d.) CPRE’s school finance research: Fifteen years of findings. Madison, WI: Center for Policy Research in Education, University of Wisconsin.
Available at http://cpre.wceruw.org/publications/Summing%20Up%2015%20Years%20of%20School%20Finance%20Research%20Jan%20211-1.pdf
Odden, A. R., & Archibald, S. J. (2009). Doubling student achievement . . . and finding the resources to do it. Thousand Oaks, CA: Corwin Press.
Odden, A. R., & Picus, L. O. (n.d.) Research in best practices can drive school funding. School funding matters. Available at http://www.schoolfundingmatters.org/content/Evidencebased.aspx
Perie, M., Marion, S., Gong, B., & Wurtzel, J. (2007). The role of interim assessments in a comprehensive assessment system [Policy brief]. Washington, DC: Achieve, The Aspen Institute,
and the National Center for the Improvement of Educational Assessment. Available at http://www.achieve.org/files/TheRoleofInterimAssessments.pdf
Porter, A. C. (2004). Curriculum assessment. In J. C. Green, G. Camill & P. B. Elmore (Eds.). Complementary methods for research in education (3rd ed.), Washington, DC: American Educational
Research Association.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
16CENTRAL OFFICE STAFF Leadership
Component 1: Develops a district leadership team to guide long- and short-term KCAS implementation plans.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
• Establishes a district leadership • Establishes a district leadership • Establishes a district leadership • Establishes a district leadership • Fails to develop a district
team with broad stakeholder team with stakeholder representa- team with some representation of team but lacks key stakeholder leadership team.
representatives including tion including superintendent stakeholders. representation.
superintendent and directors/ and directors/supervisors, school
supervisors, school administrators, administrators, Content Leadership • Identifies long-term goals for • Conducts district leadership team
Content Leadership Network teacher Network teacher leaders, school implementation. meetings annually to share and
leaders, school and content-area and content-area teacher learn from one another.
teacher representatives, and representatives and external • Conducts district leadership
external agencies as appropriate. agencies as appropriate. team meetings quarterly to share • Does not establish short or
and learn from one another. long-term goals or a clear purpose
• Establishes a district leadership • Establishes a district leadership for the district leadership team.
team that creates an action plan team to address needs related • Views implementation as an
to address district needs related to to KCAS, CHETL, and assessment individual school responsibility.
implementation of KCAS, CHETL, literacy.
and assessment literacy.
• Conducts bimonthly team
• Conducts monthly leadership meetings to share and learn from
team meetings (face-to-face, one another, provide time for
electronically, etc.) to share and teacher leaders to share
learn from one another, provide information from regional network,
time for teacher leaders to share to collaboratively establish and
information from regional network, monitor long-range goals and
collaboratively establish, monitor, short-term benchmarks.
and continuously refine long-range
goals and short-term benchmarks.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
17CENTRAL OFFICE STAFF Leadership
Component 2: Builds capacity of building-level administrators to effectively implement KCAS, CHETL, and assessment literacy.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
• Establishes a principals’ learning • Establishes a principals’ learning • Establishes a principals’ learning • Requires principals to have • Requires principals to have a
network with all district principals network with all district principals network with all district principals an individual growth plan related to growth plan.
(e.g., including job-alike networks (e.g., including job-alike networks (e.g., including job-alike networks KCAS, CHETL, or assessment literacy.
for elementary, middle, high levels). for elementary, middle, high levels). for elementary, middle, high levels). • Neglects to provide or identify
• Identifies offsite trainings that training, coaching, and/or support
• Develops and provides • Develops and provides • Develops and provides training would be beneficial for individual for principals.
professional learning for the professional learning for the for the principal network addressing professional growth.
principal network to support principal network in the imple- implementation of one or more of
implementation of KCAS, CHETL, mentation of KCAS, CHETL, and the following: KCAS, CHETL, and
and assessment literacy. assessment literacy. assessment literacy.
• Provides principals opportunity • Provides opportunity for • Provides opportunity for
for personal reflection on current personal reflection on current stage personal reflection on current stage
stage of development and of development and collaboratively of development and facilitates
collaboratively develops Individual develops Individual Professional principal development of his/her
Professional Growth Plan aligned to Growth Plan. Individual Professional Growth
the district action plan and goals. Plan.
• Collaboratively identifies,
• Collaboratively identifies, encourages, and supports offsite • Identifies, encourages, and
encourages, and supports offsite professional learning opportunities supports offsite professional
professional learning opportunities beneficial to individual professional development opportunities
beneficial to individual professional growth of principals. beneficial to individual professional
growth of principals. growth of principals.
• Provides differentiated coaching (continued on next page)
and mentoring for principals based
upon their current stage of
development.
(continued on next page)
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
18CENTRAL OFFICE STAFF Leadership
Component 2: Builds capacity of building-level administrators to effectively implement KCAS, CHETL, and assessment literacy.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
(continued from previous page) (continued from previous page)
• Engages principal network in • Engages principal network in
ongoing dialogue and coach- ongoing dialogue and coaching
ing around specific strategies for around specific strategies for
evaluating progress of implementa- evaluating progress toward
tion of KCAS, CHETL, and assessment implementation of KCAS, CHETL,
literacy (e.g., evaluating congruency and assessment literacy (e.g.,
of learning targets, student work, evaluating congruency of learning
instructional activities, assessments; targets, student work, instructional
the quality of instruction being activities, assessments; the quality
implemented; research-based, high of instruction being implemented;
leverage activities; and the use of research-based, high leverage
formative assessment to modify activities; and the use of formative
instruction). assessment to modify instruction).
• Accompanies individual
principals on teacher instructional
observations to hone analysis skills
of KCAS, CHETL, and assessment
literacy implementation.
• Provides individual coaching
for principals about descriptive
feedback to teachers that improves
instruction.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
19CENTRAL OFFICE STAFF Leadership
Component 3: Maximizes resources for the effective implementation of CHETL, standards, leadership, and assessment literacy in all schools.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
• Establishes resource priorities (i.e., • Establishes resource priorities (i.e., • Provides resources without • Neglects to provide resources
instructional resources, personnel, instructional resources, personnel, establishing resource priorities. needed for implementation.
time) based upon implementation time) based upon implementation
plan. plans. • Recognizes the need for time • Recognizes the need for time
for effective implementation and required for effective implementa-
• Seeks innovative approaches • Provides financial supports as occasionally provides periodic tion but does not develop a plan for
(e.g.: budget, grants, strategic funding allows (i.e., substitutes, times for teams to work on CHETL, providing time for teams to work.
partnerships, personnel, time, etc.) stipends, materials, external trainers, assessment literacy, and KCAS.
to address all priorities. and other needs-based training
opportunities from outside district).
• Provides financial supports
(i.e., substitutes, stipends, materials, • Provides time for staff to
external trainers, and other needs- collaborate and implement
based professional learning standards (i.e., substitutes for
opportunities from outside district) teachers during the instructional
to address resource priorities. day).
• Designs a strategic calendar • Requires building leaders to
(i.e., Growth Days, Early Release, establish consistent time for
substitutes for instructional time) learning teams to address district
that allows for ongoing professional goals related to CHETL, assessment
learning. literacy, and KCAS.
• Requires schools to develop • Reviews available data to
schedules for consistent and determine the effectiveness of
strategic use of time for PLCs to resource utilization.
focus on district goals related to
CHETL, assessment literacy,
and KCAS.
• Creates a plan to collect and
analyze data (i.e., Tell Survey, KPREP,
etc.) to assess effectiveness of
resource utilization.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
20CENTRAL OFFICE STAFF Leadership
Component 4: Provides opportunities for staff professional growth in KCAS, CHETL, and assessment literacy.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
• Conducts periodic needs • Conducts periodic needs • Conducts a single needs • Conducts informal needs • Fails to complete needs
assessments, including multiple assessments, including multiple assessment, with limited sources of assessment without qualitative assessment to provide needs-based
sources of data to drive professional sources of data to drive professional data to drive professional growth or quantitative data (e.g., questions professional learning opportunities.
learning decisions (e.g., walk- learning decisions (e.g., walk- decisions. like what do you think we should
through observations, teacher through observations, teacher do?). • Provides training sessions
surveys, TELL Survey, assessment surveys, TELL Survey, assessment • Facilitates the presentation that meet the minimal state
data, and innovative initiatives). data, and innovative initiatives). of school-level results by building • Provides professional requirements with no differentiation
administrators to the district development based on teacher and/or relevance.
• Analyzes results of needs • Analyzes results of needs leadership team. preferences.
assessment collaboratively with assessment collaboratively with • Provides no follow-up support
district leadership team and other district leadership team and other • Require schools to provide • Provides sporadic follow-up or monitoring.
school level administrators to school level administrators to professional growth experiences support and monitoring.
determine district professional determine district professional without district guidance or
growth priorities. growth priorities. support.
• Provides professional growth • Provides professional growth • Provides professional learning
experiences that are relevant and experiences that are relevant and opportunities primarily provided
clearly aligned to district goals. clearly aligned to district goals. prior to the start of school with
minimal connection to the needs
• Requires school leaders to analyze • Provides ongoing and job- assessment.
data with PLC teams. embedded professional learning
of Content Leadership Network • Provides bi-annual monitoring
• Ensures PLCs align their curriculum to all teachers. and reflection about implementa-
professional growth targets with tion processes.
district goals/priorities and design • Facilitates PLC planning of
and implement comprehensive, ongoing professional learning • Provides training of Content
targeted professional learning throughout the school year. Leadership Networks information
experiences. for some but not all teachers.
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Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
21CENTRAL OFFICE STAFF Leadership
Component 4: Provides opportunities for staff professional growth in KCAS, CHETL, and assessment literacy.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e
(continued from previous page) (continued from previous page)
• Seeks additional support from • Develops and implements
external agencies and/or grants to protocols for PLC processes
further provide assistance towards (i.e., SMART goal development,
identified goals. assessment development, data
analysis, unit development, effec-
• Provides ongoing and job- tive instructional strategies, and
embedded professional learning congruency).
of Content Leadership Network
curriculum to all teachers through • Provides bimonthly monitoring
PLCs. and reflection on the progress of
implementation.
• Develops and implements
protocols for PLC processes (i.e.,
SMART goal development,
assessment development, data
analysis, unit development,
effective instructional strategies,
and congruency).
• Establishes high expectations for
stakeholders by establishing clear
measures of progress and monitors
implementation and effectiveness.
• Uses progress measures and
monitoring data to determine next
steps in the implementation plan
(e.g., ongoing process of growth,
research of best practice, and
refinement).
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
22CENTRAL OFFICE STAFF Characteristics of Highly Effective Teaching and Learning (CHETL)
Component 1: Develops and implements a CDIP that addresses full implementation of KCAS, CHETL, and assessment literacy.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e L e v el S I X
• Engages all staff, public • Engages staff and • Engages staff as partners • Develops within the • Develops within the • Fails to establish a plan for
officials, students, families, community members as in achieving full implementa- Comprehensive District Comprehensive District implementing KCAS, CHETL,
local agencies, and community partners in achieving full tion of KCAS. Improvement Plan (CDIP) Improvement Plan (CDIP) and assessment literacy.
members as partners in implementation of KCAS. goals and expected outcomes goals and expected
achieving full implementation • Develops within the for implementing Kentucky outcomes.
of KCAS. • Develops within the Comprehensive District Core Academic Standards
Comprehensive District Improvement Plan (CDIP) (KCAS), CHETL, and • Incorporates into CDIP
• Develops within the Improvement Plan (CDIP) goals and expected outcomes assessment literacy. required strategies for
Comprehensive District goals and expected outcomes for implementing Kentucky meeting goals.
Improvement Plan (CDIP) for implementing Kentucky Core Academic Standards • Incorporates into CDIP
goals and expected outcomes Core Academic Standards (KCAS), CHETL, and required strategies for • Complies with requirements
for implementing Kentucky (KCAS), CHETL, and assessment literacy. administrator and teacher for supervisory interactions
Core Academic Standards assessment literacy. use of CHETL and Professional teaching and learning.
(KCAS), CHETL, and • Incorporates into CDIP Growth and Effectiveness
assessment literacy. • Incorporates into CDIP multiple strategies (e.g., Systems (teacher and principal)
• Incorporates into CDIP multiple strategies (e.g., instructional rounds, for KCAS implementation.
multiple strategies (e.g., instructional rounds, walk-throughs, PLCs, peer
instructional rounds, walk- walk-throughs, PLCs, peer observations, coaching) for • Implements CDIP in
throughs, PLCs, peer observa- observations, coaching) for administrator and teacher supervisory interactions
tions, coaching) to connect administrator and teacher use of CHETL and Professional about teaching and learning.
CHETL and Professional use of CHETL and Professional Growth and Effectiveness
Growth and Effectiveness Growth and Effectiveness Systems (teacher and principal) • Provides information about
Systems (teacher and principal) Systems (teacher and principal) for KCAS implementation. implementation of KCAS.
as interdependent resources as interdependent resources
for KCAS implementation. for KCAS implementation. • Implements CDIP to guide
interactions about teaching
• Implements CDIP to guide • Implements CDIP to guide and learning.
interactions about teaching interactions about teaching
and learning. and learning. • Provides indirect follow-up
support and assistance for
• Provides direct and indirect • Provides direct and KCAS implementation.
follow-up support and indirect follow-up support
assistance for a minimum and assistance for full KCAS
of three years for full KCAS implementation.
implementation.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
23CENTRAL OFFICE STAFF Characteristics of Highly Effective Teaching and Learning (CHETL)
Component 2: Designs and implements a system for monitoring progress, providing feedback, and differentiating support for implementation of KCAS.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e L e v el S I X
• Develops capacity of • Develops capacity of • Develops capacity of • Disseminates CHETL • Distributes CHETL • Fails to monitor
administrators and teachers administrators and teachers administrators and teachers resources to administrators resources to administrators implementation of KCAS
to use CHETL resources as to use CHETL resources as to use CHETL resources as and teachers. and teachers. to improve student
a common reference for a common reference for a common reference for performance.
established criteria about established criteria about established criteria about • Gathers annual evidence • Engages in annual
effective teaching and effective teaching and effective teaching and to assess schools’ progress assessment of districtwide
learning in every classroom. learning in every classroom. learning in every classroom. toward implementation of progress toward KCAS
KCAS and identified goals for implementation.
• Gathers semi-annual
• Gathers evidence monthly • Gathers evidence quarterly student learning.
evidence (e.g., staff training,
(e.g., staff professional learn- (e.g., staff professional learn- walk-throughs, looking at data)
ing, walk-throughs, looking ing, walk-throughs, looking to assess schools’ progress • Engages in annual
at student data) to assess at student data) to assess toward full implementation of assessment of districtwide
schools’ progress toward full schools’ progress toward full KCAS and identified student progress toward KCAS
implementation of KCAS and implementation of KCAS and learning goals. implementation.
identified student learning identified goals for student
goals. learning. • Provides feedback on KCAS • Provides districtwide
implementation and progress professional learning
• Provides constructive • Provides constructive toward student learning goals. on KCAS.
feedback on KCAS implemen- feedback on KCAS implemen-
• Develops with school
tation and progress toward tation and progress toward
leaders job-embedded
student learning goals in a student learning goals in a
strategies (e.g., PLCs, peer
variety of formats (i.e., face- variety of formats (i.e., face-
observations and feed-
to-face, walk-through results, to-face, walk-through results, back, coaching), expected
conferences, webinars, etc.). conferences, webinars, etc.). outcomes, and timeline for
improvement.
• Develops with school • Develops with school
leaders job-embedded leaders job-embedded • Engages in semi-annual
strategies (e.g., PLCs, peer strategies (e.g., PLCs, peer assessment of districtwide
observations and feed- observations and feed- progress toward full KCAS
back, protocols, coaching), back, coaching), expected implementation.
expected outcomes, and outcomes, and timeline for
timeline for improvement. improvement. • Designs and provides
districtwide interventions
based on assessment to
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accelerate implementation.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
24CENTRAL OFFICE STAFF Characteristics of Highly Effective Teaching and Learning (CHETL)
Component 2: Designs and implements a system for monitoring progress, providing feedback, and differentiating support for implementation of KCAS.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e L e v el S I X
(continued from previous page) (continued from previous page)
• Provides differentiated • Provides differentiated
support to address barriers support to address barriers
and problems related to and problems related to
implementation. implementation.
• Engages in monthly • Engages in quarterly
assessment of districtwide assessment of districtwide
progress toward full KCAS progress toward full KCAS
implementation. implementation.
• Designs and provides • Designs and provides
districtwide interventions districtwide interventions
based on assessment data to based on assessment to
accelerate implementation. accelerate implementation.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
25CENTRAL OFFICE STAFF Characteristics of Highly Effective Teaching and Learning (CHETL)
Component 3: Aligns all elements of the organization to support and facilitate full implementation of KCAS for student success.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e L e v el S I X
• Reviews and aligns district • Reviews and aligns district • Reviews and aligns district • Establishes district • Provides professional • Fails to align elements of
policies (e.g., curriculum and policies (e.g., curriculum and policies (e.g., curriculum and leadership team (e.g., learning on CHETL without the organization to support
assessment, professional assessment, professional assessment, professional district leadership staff making connections to KCAS. full implementation of KCAS
learning, performance evalua- learning, performance evalua- learning, performance evalua- and principals) to guide for student success.
tion, mentoring and induction, tion, mentoring and induction, tion, mentoring and induction, implementation decisions.
personnel, etc.) to support personnel, etc.) to support personnel, etc.) to support
implementation of KCAS. implementation of KCAS. implementation of KCAS. • Allocate resources
(i.e., staff, finances, time,
• Establishes district • Establishes district • Establishes a district materials, etc.) for KCAS
leadership team (e.g., leadership team (e.g., leadership team (e.g., district implementation.
principals, ELA and math principals, ELA and math leadership staff, principals,
network teacher participants, network teacher participants, and teacher leaders) to guide • Provides professional
IHE representatives, students, IHE representatives, students, implementation decisions. learning on CHETL that
parents and community parents and community addresses districtwide needs.
representatives, educational representatives, educational • Develops the capacity of a
co-operative staff, district co-operative staff, district cadre of teacher leaders and
leadership staff) to guide leadership staff) to guide administrators to facilitate
implementation decisions. implementation decisions. collaborative learning teams
(e.g., facilitation of a PLC,
• Develops the capacity
• Develops the capacity group dynamics, and stages
of and coaches a cadre of
of and coaches a cadre of of group development).
teacher leaders and adminis-
teacher leaders and
trators to facilitate collab-
administrators to facilitate • Prioritizes implementation
orative learning teams (e.g.,
collaborative learning teams of KCAS in allocation of
facilitation, group dynamics,
(e.g., facilitation of a PLC, resources (i.e., staff, finances,
stages of group development,
protocols). group dynamics, and stages time, materials, etc.).
of group development).
• Prioritizes implementation • Identifies and provides
of KCAS when allocating • Prioritizes implementation professional learning to
resources (i.e., staff, finances, of KCAS when allocating address districtwide needs
time, materials, etc.). resources (i.e., staff, finances, related to KCAS
time, materials, etc.). implementation.
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Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
26CENTRAL OFFICE STAFF Characteristics of Highly Effective Teaching and Learning (CHETL)
Component 3: Aligns all elements of the organization to support and facilitate full implementation of KCAS for student success.
L e v el O ne L e v el T w o L e v el T hree L e v el F o u r L e v el F i v e L e v el S I X
(continued from previous page) (continued from previous page) (continued from previous page)
• Identifies and engages • Identifies and engages • Uses technology (e.g.,
staff in professional learning staff in professional learning web conferencing, online
to address districtwide needs to address districtwide needs surveys, decision-making
related to KCAS related to KCAS tools, facilitated discussion
implementation. implementation. groups, tutorials) that assists
in implementing KCAS.
• Responds to individual,
• Expands the use of
team, and/or school requests
technology (e.g., web
for assistance and documents
conferencing, online surveys,
actions taken.
decision-making tools,
• Expands the use of facilitated discussion groups,
technology (e.g., web tutorials) that assists in
conferencing, online surveys, implementing KCAS.
decision-making tools,
facilitated discussion groups, • Celebrates team and school
tutorials) that assists in successes.
implementing KCAS.
• Celebrates team and school
successes.
• Celebrates individual school
and team successes.
• Provides intensive support,
as needed, to individuals,
teams, and schools.
• Schedules and monitors
the use of time for district
and school staff to engage
in professional learning and
collaborative work focused on
full implementation of KCAS.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
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