CIITS: Implementing the Kentucky Core Academic
Standards using highly effective mathematics teaching
and learning through technology
Presenters:
Tim Sears, KDE Division of Program Standards
Joan Lake, Pearson/SchoolNet
What is CIITS?

Integrated one-stop shop
INSTRUCTIONAL support system

Gives educators the tools they
need to be more efficient,
effective and to improve
student learning

Supports highly-effective
teaching and learning

Promotes continuous
improvement for students,
teachers, schools and districts
CIITS Supports
Continuous Improvement
https://ciits.kyschools.us
Classrooms Module


Kentucky academic standards and
aligned instructional resources
Classroom standards mastery and item analysis reports
help guide instruction
 Includes a drag-and-drop
lesson planner with the
characteristics of highlyeffective teaching and
learning
Assess Admin Module

Includes a test item bank with more than
11,000 questions aligned to E/LA and mathematics standards
Create express tests or
design a test using your
own questions
 Supports assessment
FOR learning

Student Profile
More than
44,000 teachers connect
with 648,000 students
 Online cumulative folder
 Using data for
prescriptive education


School and District
Data Module
Student demographic and guardian information; attendance,
enrollment, and grades; program data
 MAP benchmark data
(with written agreement)
 EXPLORE
 PLAN
 ACT
 K-PREP
 End-of-course
Educator
Development Suite





Will include Kentucky-developed protocols and framework
Professional
growth plans
Consolidated professional
development resources
Rollout planned for
August with statewide
implementation a year later
Common Core 360 resources –
focusing on standards implementation -- accessible now
from the CIITS homepage
What are Kentucky teachers
saying about CIITS?
Micki Clark, English teacher
Madisonville North Hopkins High School,
Hopkins Co.
What are Kentucky teachers
saying about CIITS?
“I have started using the formative assessments to direct
my instruction. I love that CIITS compiles all the standards
and assessments into a teacher-friendly program.”
Jessica Bivin, 3rd grade National Board Certified Teacher
Muhlenberg South Elementary, Muhlenberg Co.
“CIITS is the best thing since sliced bread!”
Amber Stewart, 4th grade teacher
Hindman Elementary, Knott County
https://ciits.kyschools.us

Instructional supervisor is
the district Point of Contact
“The Continuous Instructional
Improvement Technology System
(CIITS) will connect standards,
electronically stored instructional
resources, curriculum, formative
assessments, instruction,
professional learning and
evaluation of teachers and
principals in one place, thereby
improving instructional outcomes,
teacher effectiveness and
leadership.”
-- Terry Holliday, Ph.D.
Education Commissioner
Highly Effective
Teaching and Learning
Highly Effective Teaching & Learning

What do you need
to HAVE…

What do you DO…
…to plan instruction?
Highly Effective Teaching & Learning

How can CIITS
facilitate what a
teacher needs to
HAVE and DO to
plan instruction?
Expanded Classrooms Module
Classrooms Module

Kentucky academic standards,
deconstructed standards/learning targets

Program of Studies

ACT QualityCore;

World language,
library media,
early childhood and
technology standards
Classrooms Module


Instructional resources aligned
with Kentucky standards
Hundreds of materials from Discovery,
SAS Curriculum Pathways and more to come
Read Counting Crocodiles by Judy Sierra. Explain to the students that they will
be counting objects like the monkey counted the crocodiles. Give students a
pile of objects to count (e.g., blocks, tiles, buttons, beans, etc.). Demonstrate
how to pull one object at a time away from the pile. Explain to the students
that if they move the objects away from the pile as they count then they will
know which objects have already been counted and which have not. This will
help them to count each object only once and to know when they are done
counting. Show students a picture of objects. Explain to them that they cannot
pull these objects away and make a new pile, so instead they can use a
counting block to place on top of each picture as it is counted or they can make
a mark through each object in the picture as it is counted.
Classrooms Module

Classroom standards mastery and item analysis reports
help guide your instructional design
Classrooms Module

Drag-and-drop lesson planner and scheduler
Find a standard and
access the deconstruction
Find a standard and
access the deconstruction
Planning Instruction
Planning Instruction
Build an Express Test
Build an Express Test
Formative Assessment Process
Assessment Literacy
“The knowledge and skills
needed to:
(1) gather accurate information
about student achievement
(2) Use the assessment process
and its results effectively to
improve achievement.”
--Classroom Assessment
for Student Learning, 2011
Formative
Assessment
“A planned process in which
assessment-elicited evidence
of students’ status is used by
teachers to adjust their
ongoing instructional
procedures or by student to
adjust their current learningtactics.
--Formative Assessments for
Students and Teachers, CCSSO
The ESSENCE of
Formative Assessment
“…is relentless reliance on
assessment-elicited evidence
of students’ learning-status –
for teachers to make decisions
about adjusting their
instruction or for students to
decide about adjusting their
learning-tactics.”
--James Popham
Classroom Assessment
Formative Context
Summative Context
Decide: What comes next in
the student’s learning?
Decision Makers: Students,
teachers, parents
Info Needed: Evidence of
where the student is now on
learning progression leading
to each standard.
Decide: What standards has
each student mastered?
What grade does each
student receive?
Decision Maker: Teacher
Info Needed: Evidence of
each student’s mastery of
each relevant standard
 How can the
resources in
CIITS support
teachers in the
process of
formative
assessment?
 An item bank
Formative Assessment
is NOT:
 A test
 An interim test (also referred to as a
benchmark or periodic test)
administered every few months by
schools or districts
 the unplanned, serendipitous use of
student cues to adjust teaching
Multiple Choice Items
Advantage
Limitations
Can measure a variety of
targets.
 Easy to score
 Can cover lots of material
efficiently
 Carefully crafted
distractors can provide
diagnostic information
 Guessing can skew score

(up to 33% chance,
depending on number of
distractors).
 Can be hard to identify
plausible distractors.
NOTE: used only when there is one right answer, but several
plausible alternatives
Using the Item Bank to Design
an Assessment for Formative Use
1. Consider users and uses.
2. Identify the learning targets/standards for which you wish
to gather evidence of student understanding
3. Select congruent/aligned items to the targets/standards you
have identified. Consider the number of items needed to
provide enough information for assessing student mastery
of each target/standard.
4. Administer the assessment.
5. Use that information to consider next instructional steps.
Expanded Assess Admin Module
Assess Admin Module
Assess Admin Module

Test item bank with more than 11,000 questions
aligned to E/LA and mathematics standards
 Create express tests
or design a test using
own questions
 Supports
assessment FOR
learning and the
formative assessment
process
Using the Data

Assessment data includes
standards mastery,
differentiation and
item analysis
Formative Assessment

Make adjustments in
instruction

Analyze student data to
group students and
implement interventions

Monitor student
progress
Access Assessment Results:
Standards Mastery
Access Assessment Results:
Standards Mastery
Access Assessment Results:
Standards Mastery