1. ELA / Math Units of Study Roll Out

2. Excerpt: The Road Not Taken
by Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I –
I took the one less traveled by,
And that has made all the difference.

3. TODAY’S AGENDA Purpose of Today Unit of Study Vision/Expectations
Guiding Documents/Research
Assessment Plan
Unit of Study Overview
Next Step/Planning

6. Guiding Principles
Vision
Collaboration
Accountability

7. District Vision/Goals
Create collaborative culture
Successfully implement and support CCSS K-12 (UOS)
Use CCSS as the vehicle to make district-wide culture changes

8. Collaborative Culture
Education Services Committee
Create CCSS Steering Committee
Secondary Math Committee
School Data Teams

9. CCSS Steering committee
Make Up
- Teachers from all ...grades/subjects
- Principal Reps
- Ed. Service Leadership
Function
Key Actions
- Deep dive into standards
- Redwood
2-day planning retreat

10. Priority Standards Readiness Endurance High Stakes Assessments
(for next level of learning)
Endurance
(concepts and skills that last over time)
High Stakes Assessments
(SBAC)
Leverage
(crossover application to other areas)

11. Units of Study Model
A series of specific lessons, learning experiences, and related assessments — based on targeted Priority Standards & supporting standards — for an instructional focus that may last anywhere from two to six weeks.

12. Common Core Standards: Insufficient By themselves
“To be effective in improving education and getting all students ready for college, workforce training, and life, the Common Core State Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.” CCSSI Webinar, 2010

13. JUSD Units of Study Implementation
Standards
Instruction
Assessment
Data Analysis
“Unwrapped” Priority Standards
Matched SBAC Thinking Skill & DOK
Big Ideas
Essential Questions
Engaging Learning Experiences
*Authentic Performance Tasks
Scoring Guides/Rubrics
*Differentiation
* Future
Common Formative Assessments
Variety of Formats (e.g., SBAC)
Frequent Progress Monitoring
Data Teams or PLCs
Focus on Student Needs & Work
Targeted Strategies
Results Indicators
Priority Standards are carefully placed, paced, taught, assessed, re-taught, re-assessed throughout the year.

14. Units of Study Research Base (Effect Size, Hattie, VLFT, 2012)
Formative & Frequency of Assessment
Teacher Clarity
Teacher & Student Feedback
Spaced/ Distributed Practice
Mastery Learning
Teacher Expectation
Effect Size
.90
.75
.73
.71
.58
.43
UOS
CFAs
Unwrap, CFAs & SG/Rubrics
CFAs and Data Teams
Standard Placement
Buffer Days
DOK, Unwrap, CFA
90 – 90 – 90 Study (Reeves, 2000)
Laser-like focus on achievement
Curriculum choices
Non-fiction writing
Collaborative scoring
Multiple opportunities for success

15. JUSD Assessment Plan New District Benchmarks
Administered by all teachers
Details TBD
No Rogue : )

16. Next Steps: Implementation and Accountability
Roll out PD
Ongoing Monitoring
Feedback/Revision
Support/Coaching

17. Unit of Study
Defined
A series of specific lessons, learning experiences, and related assessments—based on designated Priority Standards and related supporting standards—for a topical, skills-based, or thematic focus that may last anywhere from two to six weeks.
We chose skills based units because
1st grade is so foundational. 17

18. Units of Study
A rigorous curriculum is an inclusive set of intentionally aligned components—clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies—organized into sequenced units of study. 18

19. Unit of Study…
A rigorous curriculum serves as both the detailed road map and the high-quality delivery system for ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area. . 19

20. Defined Priority Standards
Priority Standards are “those standards that, once mastered, give a student the ability to use reasoning and thinking skills to learn and understand other curriculum objectives.”
- Dr. Douglas Reeves 20

21. Defined Supporting Standards
Supporting standards are those standards that support, connect to, or enhance the Priority Standards. They are taught within the context the Priority Standards, but do not receive the same degree of instruction and assessment emphasis as do the Priority Standards.
Priority standards were agreed upon by K-12 prior to writing units. 21

22. Prioritization, Not Elimination!
An Important Message
Prioritization, Not Elimination!

23. Let’s Look at Our Units!

24. One of the GOALS for today is to answer this Essential Question:
How will Units of Study support teachers in maximizing achievement for ALL students?

25. Assigning the Standards
Distribute Priority Standards across multiple units as long as it makes instructional sense to do so.
Distribute Supporting Standards across multiple units.

26. Defined Units Pacing Guide
A pacing calendar is a yearlong (or course-long) schedule for delivering all of the planned units of study for a designated grade level or course, not the daily lessons to be used within units. 26

27. Buffer Days
Pacing calendar is different than the past. Buffer time is now included between units.

28. Unit One – Review and Discuss
Priority Standards
Distributing Priority Standards
Pacing Guide
Buffer Days
How is this pacing
different than in
the past? How is this
beneficial for teachers?

29. “Unwrapping” “Unwrapping” the Priority Standards Skills (verbs)
Concepts (nouns – noun phrases)
Graphic Organizer
Bloom’s
DOK (we will go over this later)

30. “Unwrapping” the Standards
Identifying What Students Must Know and Be Able To Do in the Wording of the Standards

31. “Unwrap” Selected Priority Standards
Identify the key concepts (important nouns or noun phrases) by underlining them.
Identify the skills (verbs) by circling them or writing them in CAPS.

33. Unit One – Review and Discuss
“Unwrapped” Standards
Bloom’s Taxonomy
ELA – Scaffolding
How can “unwrapped”
standards benefit teachers?

34. What Do You Think Is More Engaging for Students?
Option 1
Option 2
A detail is information an author gives us to help us understand the story.
What is a detail?

35. The Big Ideas
Foundational understandings students will remember long after instruction ends
What you want students to discover as a result of the learning experience
The larger concepts or main ideas
The student’s answer or response to a related Essential Question

36. Big Ideas
Knowing the details helps us understand the characters, setting and events of a story.
Blending sounds helps me to read words.
Sentences need capitals, spaces and punctuation to help people understand what you are writing.

37. Essential Questions Questions, not statements,
stimulate student curiosity to find the answers!

38. Characteristics of Essential Questions
Cannot be answered with a “yes” or “no”
Have no single obvious right answer
Cannot be answered from rote memory
Match the rigor of the “unwrapped” standard
Go beyond who, what, when, and where to how and why

39. Essential Questions
How does knowing the details of a story help you understand it?
Why do we need to know how to blend letter sounds?
Why do we need capitals, spaces and ending punctuation in sentences?

40. Unit One – Review and Discuss
The Big Ideas
The Essential Questions
How will this
change
Instruction?

41. Designing Quality Assessments
Identify purpose
Select best type for purpose
Make inferences
Guide instruction

42. Webb’s Depth of Knowledge… DOK is about the test item
NOT the student.
DOK: Adapted from the model used by Norman Webb, University of Wisconsin, to align standards with assessments

43. DOK DOK 1: Recall and Reproduction DOK 2: Skills and Concepts
Recall facts, information; reproduce simple process/procedure
DOK 2: Skills and Concepts
Make decisions about a question or problem; more than one step
DOK 3: Strategic Thinking
Develop a plan, use evidence, choose more than one answer, justify response
DOK 4: Extended Thinking
Apply conceptual understanding, investigate connections, relate ideas, devise an approach among alternatives—needs extended time

44. 80% of the test was Bloom’s Level 1.
DOK and State Testing…
On the old STAR test,
80% of the test was Bloom’s Level 1.
On the old STAR Test,
0% of the test was DOK 4
On the new SBAC test,
68% of the test is DOK 3 and 4.

45. Summative Assessments FORMATS
Selected response
Short constructed response
Extended constructed response
Technology enhanced
Performance tasks (ELA only)

46. Pre & Post Assessment Included with every unit
Mirrored, aligned, blended
Administered by all teachers
Formative and summative use

47. Pre & Post Assessment Selected-Response questions
Answer key provided (teacher copy)
Constructed-Response questions
Rubric provided (teacher/student copy)
Aligned to SBAC type questions

48. Scoring Guides for Assessments
The scoring guide is a specific criteria describing different levels of student proficiency relative to assessments.
Ainsworth, L., 2011

49. Rubric – an example Exemplary Proficient Progressing Emerging
Meets all of the proficient criteria PLUS
Meets 3 or 4 of the proficient criteria
Meets 2 or fewer of the proficient criteria

50. Unit One – Review and Discuss
Pre-Assessment
Post-Assessment
Student Copy
Teacher Copy
Rubrics
Notice how they are
aligned to the priority
standards
Similar to smart goals.

51. The Art and Science of Teaching, 2007
Robert Marzano
“Levels of student performance improve when instruction focuses on: active learning, real-world contexts, higher-level thinking
skills, extended writing, and demonstration.”
The Art and Science of Teaching, 2007

52. Math Different Here
Next 7 slides ELA only

53. Performance Task Defined
“Performance tasks provide an opportunity to challenge students to apply their knowledge and skills to respond to complex, real-world problems. They can best be described as collections of questions and tasks presented to students that are coherently connected to a single theme or scenario.”

54. Performance Task
What will we do?
Task 3:
Students will make a poster about the pet they have chosen. The poster needs to include a drawing of the pet and those things that their pet needs to stay happy and healthy. Students will label the drawing. Then students will use the sentence frames:
Grade 1 Unit 2 – Engaging Scenario
My pet is a _________.
(type of pet)
My pet is _________.
(adjective)
Duration: 2 – 30 minute class sessions

55. Terms and Definitions Performance Task = A single assessment
Performance Assessment = A collection of related performance tasks

56. Key Points to Remember When Designing Performance Tasks
What are your desired end results for student learning?
Can you “work backwards” – start with a culminating task and then create the lead-up tasks to get there?

57. Relationship between Tasks and Engaging Scenario
Engaging scenario answers question: “Why are we doing it?”
Performance tasks answer question: “What are we going to do?”

58. Engaging Scenario
How will you
“hook”
the students?

59. Engaging Scenario:
You really want a pet but your parents are not sure you can take care of a pet. They might let you get one if you can show them that you are ready for a pet. You need to investigate which type of pet you want and how to take care of it. You decide to make a poster showing your parents the animal you want and convince them that you know how to keep your pet healthy and happy.

60. Effective Engaging Scenarios Contain Five Key Elements
S What is the situation?
C What is the challenge?
R What role(s) does the student assume?
A Who is the audience (preferably an external audience)?
P What is the product/performance student will demonstrate and/or create?  

61. Is Your Scenario Truly Engaging?
Acid test: If there were no standards driving instruction and assessment, would this scenario be so compelling students and teachers would WANT to work on these tasks?

62. What is Proficiency?

63. Terminology Proficiency
The level of performance students must meet to demonstrate attainment of a particular standards

64. Terminology *Anchor Papers
Student-produced work samples at exemplary and proficient levels of performance on the scoring guide
* Coming soon

65. Terminology Scoring Guide (Rubric)
A set of general and/or specific criteria used to evaluate student performance on a given task or item

66. Unit One – Review and Discuss
Performance Assessment
Look for the Overview
Look at each task
Student Copy
Teacher Copy
Rubrics
Notice how they are
aligned to the priority
standards

67. Range of Effect Sizes for Feedback
0.04 for praise (minimal impact)
0.46 for feedback associated with progress toward stated goals
0.95 for detailed feedback on the specific task and the processes the student is using to master it
J. Hattle and H. Timperley, “The Power of Feedback,“ Review of Educational Research, 2007

68. Other items in the organizer
Academic Vocabulary
Suggested Resources (some being acquired)
Suggested Instructional Strategies
*Detailing the Unit
* ELA - Math

69. Unit One – Review and Discuss
Review the rest of the unit organizer
What else is included?

70. Weekly Lesson Plans
How can you start to create lesson plans for unit 1?
Review the priority and supporting standards for unit 1.
Review the “unwrapped” standards, big ideas and essential questions.
Review the post-assessment and the performance tasks.

71. Lesson Planning Guided Practice
Review performance task #1.
In your group, brainstorm what you would need to teach to prepare students for task #1.
Write these ideas on chart paper.
Be ready to share out.
Sample list on next slide…

72. Sample lesson plan ideas…
Total Physical Response
Stomp consonants, clap vowels
Letter matching games/concentration
ABC chants and songs
Printing/penmanship practice

73. “Effective schools have a clear, strong internal focus on issues of instruction, student learning, and expectations for teachers’ and students’ performance.”
R. F. Elmore, School Reform from the Inside Out: Policy, Practice, and Performance, 2004

74. Reflections – Table Discussion74 74

75. Math Units
1st Grade

76. Support for Instructional Design
In the Unit Organizer
Vocabulary
needed for the unit.
Critical Areas of Focus
derived from the State Standards
Standards for Mathematical Practice and their implications for the unit.

77. Pre-requisite Skills Unit Pre-Tests can help you plan for instruction.
Pre-requisite skills can be rehearsed and solidified during daily calendar or carpet time.

78. Unit One – Review and Discuss
Critical Areas of Focus
Implications of Mathematical Practices
Content-Specific Vocabulary
Pre-requisite skills – possible Math Review topics
How will these components
enrich your instruction?

79. Suggested Pacing
of Standards
Each Unit has several “buffer” days.

80. Priority and Supporting Standards in Instructional Sequence
In the Unit Organizer, you will find a suggested sequence and pacing.
Priority Standards are in bold.
Notice 1.G.3 is suggested to be taught before 1.MD.3.

81. Priority Standards are Unwrapped
Depth of Knowledge and Bloom’s are identified.

82. Instructional Design Components
Learning experiences can lead students to discover Big Ideas for themselves….

83. Instructional Design Components
In “Resources and Materials,” find models, lessons, and websites. Remember, the textbook is a resource, not the curriculum.

84. Instructional Design Components
Intervention, Extension, Differentiation, and Additional Support.
Teaching Student Centered Mathematics is an excellent resource for differentiation. GO MATH also has some lessons that can be used for differentiation. There might be some learning experiences and problem-solving tasks that you may want to use with an advanced group.

85. Engaging Learning Experiences Learning Investigations
Problem Solving Tasks
Engaging Learning Experiences
Learning Investigations
Some will lead to Big Ideas, while others will assess learning. All can be found in the Unit Organizer.

86. Unit One – Review and Discuss
Instructional Design
Look at the sequence of standards
Resources/materials
Problem solving tasks
How will students discover
the big ideas and use the
mathematical practices?
How will students discover
the big ideas and use the
mathematical practices?