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ELA / Math Units of Study Roll Out. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked.

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Presentation on theme: "ELA / Math Units of Study Roll Out. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked."— Presentation transcript:

1 ELA / Math Units of Study Roll Out

2 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. 2

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

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6 Guiding Principles Vision CollaborationAccountability 6

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 7

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

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 9

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

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. 11

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,

13 JUSD Units of Study Implementation StandardsInstructionAssessmentData 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. 13

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 UOS CFAs Unwrap, CFAs & 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 Essential Supporting Documents CA Math Framework Guiding Principles –Learning –Teaching –Assessment Critical Focus Areas Connection between MPs & content Instructional Resources SBAC Blueprint N. Webb’s DOK Similar Assessment Format –Selected Response –Constructed Response w/ Scoring Guides –Plausible distractors –Performance Tasks 15

16 Essential Supporting Documents CA ELA Framework Well-designed curriculum access: –Research –Clarity –Coherence –Integrated Formative & Summative Assessment Cycles SBAC Blueprint N. Webb’s DOK Similar Assessment Format –Selected Response –Constructed Response w/ Scoring Guides –Plausible distractors –Performance Tasks 16

17 JUSD Assessment Plan PHASE 1 UOS = District Benchmarks Administered by all teachers & scored on site Post Assessments No Rogue : ) PHASE 2 Performance Tasks (culminating) 17

18 Next Steps: Implementation and Accountability Roll out PD Ongoing Monitoring Feedback/Revision Support/Coaching 18

19 topical, skills-basedthematic 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. Unit of Study Defined 19

20 Units of Study Rigor intentionally aligned components sequenced 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. 20

21 Priority Standards Defined use reasoning and thinking skills 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 21

22 Supporting Standards Defined support, connect toenhance within the context same 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. 22

23 An Important Message Prioritization, Not Elimination! 23

24 Let’s Look at Our Units! 24

25 One of the GOALS for today is to answer this Essential Question: 25 How will Units of Study support teachers in maximizing achievement for ALL students?

26 Assigning the Standards multiple units 1)Distribute Priority Standards across multiple units as long as it makes instructional sense to do so. 2)Distribute Supporting Standards across multiple units. multiple units 1)Distribute Priority Standards across multiple units as long as it makes instructional sense to do so. 2)Distribute Supporting Standards across multiple units. 26

27 schedule 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. Units Pacing Guide Defined 27

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

29 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

30 “Unwrapping” “Unwrapping” the Priority Standards Skills (verbs) Concepts (nouns – noun phrases) Graphic Organizer Bloom’s DOK (we will go over this later) 30

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

32 Identify the key concepts (important nouns or noun phrases) by underlining them. Identify the skills (verbs) by circling them or writing them in CAPS. “Unwrap” Selected Priority Standards 32

33 33

34 Unit One – Review and Discuss “Unwrapped” Standards Bloom’s Taxonomy ELA – Scaffolding How can “unwrapped” standards benefit teachers? 34

35 What Do You Think Is More Engaging for Students? Option 1 Referring explicitly to text when asking/answering questions means being able to go back into the text and be able to restate what it says Option 2 What does it mean to “refer explicitly” to the text when asking/answering questions? 35

36 The Big Ideas remember long after instruction endsFoundational understandings students will remember long after instruction ends What you want students to discover as a result of the learning experienceWhat you want students to discover as a result of the learning experience The larger concepts or main ideasThe larger concepts or main ideas The student’s answer or response to a related Essential Question 36

37 Big Ideas Sometimes we need to be able to prove our answers. Referring explicitly to text allows us to do that. Main ideas are key concepts of passages. Details are explanations/examples that support the main idea so the reader can understand the text. 37

38 Essential Questions Questions, not statements, stimulate student curiosity to find the answers! 38

39 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

40 Essential Questions Why do we need to refer explicitly to the text for understanding? What are main ideas? What are details? 40

41 Unit One – Review and Discuss The Big Ideas The Essential Questions How will this change Instruction? 41

42 Designing Quality Assessments Identify purpose Select best type for purpose Make inferences Guide instruction 42

43 DOK  DOK is about the test item NOT the student. 43

44 DOK 1: Recall and Reproduction 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

45 On the new SBAC test, 68% of the test is DOK 3 and 4. On the old STAR Test, 0% of the test was DOK 4 On the old STAR test, 80% of the test was Bloom’s Level 1. 45

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

47 Pre & Post Assessment Included with every unit Mirrored, aligned, blended Administered by all teachers Formative and summative use 47

48 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

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

50 Rubric – an example ExemplaryProficientProgressingEmerging Meets all of the proficient criteria PLUS            Meets 3 or 4 of the proficient criteria Meets 2 or fewer of the proficient criteria 50

51 Unit One – Review and Discuss Pre-Assessment Post-Assessment Student Copy Teacher Copy Rubrics Notice how they are aligned to the priority standards 51

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

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 Terms and Definitions Performance Task = A single assessment Performance Assessment = A collection of related performance tasks 54

55 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? 55

56 Relationship between Tasks and Engaging Scenario “Why are we doing it?” Engaging scenario answers question: “Why are we doing it?” “What are we going to do?” Performance tasks answer question: “What are we going to do?” 56

57 Engaging Scenario How will you “hook” the students? 57

58 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? 58

59 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? 59

60 What is Proficiency? 60

61 Terminology Proficiency The level of performance students must meet to demonstrate attainment of a particular standards 61

62 Terminology *Anchor Papers Student-produced work samples at exemplary and proficient levels of performance on the scoring guide * Coming soon 62

63 Terminology Scoring Guide (Rubric) A set of general and/or specific criteria used to evaluate student performance on a given task or item 63

64 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 64

65 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,

66 Other items in the organizer Academic Vocabulary Suggested Resources (some being acquired) Suggested Instructional Strategies *Detailing the Unit * ELA - Math 66

67 Unit One – Review and Discuss Review the rest of the unit organizer What else is included? 67

68 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. 68

69 1.Review performance task #1. 2.In your group, brainstorm what you would need to teach to prepare students for task #1. 3.Write these ideas on chart paper. 4.Be ready to share out. Sample list on next slide… 69

70 Sample lesson plan ideas… Students will create graphic organizers about information learned (P.T. 1) about habitats. Students will study/research habitats of their choice using science books, library books, the Internet, etc. and will complete graphic organizers and/or take notes on habitats (P.T.2) Students will write a one paragraph paper on what they have learned. (P.T.3) Students will work in groups to create posters and presentations about their habitats. They will then present their posters to their classmates. (P.T.4) 70

71 “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,

72 72 REFLECTIONS Reflections – Table Discussion 72

73 Math Units

74 Support for Instructional Design Critical areas of focus Implications of Mathematical Practices Content-Specific Vocabulary Pre-requisite skills – possible Math Review topics 74

75 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? 75

76 Instructional Design Suggested pacing of standards Priority and supporting standards listed in instructional sequence Priority standards “unwrapped” and in graphic organizer DOK / Bloom’s Identified 76

77 Instructional Design Components Suggested lessons/learning experiences that allow students to DISCOVER the Big Ideas Lists of materials and resources Where materials can be obtained Remember, the textbook is a resource not the curriculum 77

78 Differentiation, Intervention and Extension Suggest Potential Accommodations Consider How to Meet the Needs of Individual Learners Reflect on Learners with Disabilities and ELL Learners 78

79 Problem Solving Tasks 2-3 per unit Included within the sequence of standards Allow students to apply learning from previous week(s) Allow teachers to formatively assess student knowledge 79

80 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? 80


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