2 Excerpt: The Road Not Taken by Robert FrostTwo roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;I shall be telling this with a sighSomewhere 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/ResearchAssessment PlanUnit of Study OverviewNext Step/Planning
7 District Vision/Goals Create collaborative cultureSuccessfully implement and support CCSS K-12 (UOS)Use CCSS as the vehicle to make district-wide culture changes
8 Collaborative Culture Education Services CommitteeCreate CCSS Steering CommitteeSecondary Math CommitteeSchool Data Teams
9 CCSS Steering committee Make Up- Teachers from all ...grades/subjects- Principal Reps- Ed. Service LeadershipFunctionKey Actions- Deep dive into standards- Redwood2-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 ModelA 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 StandardsInstructionAssessmentData Analysis“Unwrapped” Priority StandardsMatched SBAC Thinking Skill & DOKBig IdeasEssential QuestionsEngaging Learning Experiences*Authentic Performance TasksScoring Guides/Rubrics*Differentiation* FutureCommon Formative AssessmentsVariety of Formats (e.g., SBAC)Frequent Progress MonitoringData Teams or PLCsFocus on Student Needs & WorkTargeted StrategiesResults IndicatorsPriority 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 AssessmentTeacher ClarityTeacher & Student FeedbackSpaced/ Distributed PracticeMastery LearningTeacher ExpectationEffect Size.184.108.40.206.58.43UOSCFAsUnwrap, CFAs & SG/RubricsCFAs and Data TeamsStandard PlacementBuffer DaysDOK, Unwrap, CFA90 – 90 – 90 Study (Reeves, 2000)Laser-like focus on achievementCurriculum choicesNon-fiction writingCollaborative scoringMultiple opportunities for success
15 JUSD Assessment Plan New District Benchmarks Administered by all teachersDetails TBDNo Rogue : )
16 Next Steps: Implementation and Accountability Roll outPDOngoing MonitoringFeedback/RevisionSupport/Coaching
17 Unit of StudyDefinedA 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.17
18 Units of StudyA 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 Reeves20
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.21
22 Prioritization, Not Elimination! An Important MessagePrioritization, Not Elimination!
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 DaysPacing calendar is different than the past. Buffer time is now included between units.Suggested ways for use of Buffer DaysAssess/ Re-AssessReviewReteachExtension
28 Unit One – Review and Discuss Priority StandardsDistributing Priority StandardsPacing GuideBuffer Days\\jusd.dom\public\MyJUSD\public\JUSD CCSS Standards\ELA\ELA StandardsHow is this pacingdifferent than inthe past? How is thisbeneficial for teachers?
29 “Unwrapping” “Unwrapping” the Priority Standards Skills (verbs) Concepts (nouns – noun phrases)Graphic OrganizerBloom’sDOK (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.
32 Bloom’s levels refer to the student’s level of thinking during instruction.
33 Unit One – Review and Discuss “Unwrapped” StandardsBloom’s TaxonomyELA – ScaffoldingHow can “unwrapped”standards benefit teachers?
34 What Do You Think Is More Engaging for Students? Essential QuestionBig IdeaGood readersa) Identify the main idea ofthe text and explain how itis supported by details.b) Determine which detailsare key to the text.c) Use key details and themain idea to summarize.d) Explain what happenedand why it happened basedon information in the text.How do good readers take details and examples to explain the main idea of a text?
35 The Big IdeasFoundational understandings students will remember long after instruction endsWhat you want students to discover as a result of the learning experienceThe larger concepts or main ideasThe student’s answer or response to a related Essential Question
36 Big IdeasWriters create a report on an informational text or topic by:a) Introducing a topic clearly, grouping related information in paragraphs, and using descriptive details.b) Developing a topic with appropriate facts, definitions, concrete details, and quotations related to the topic.c) Providing a concluding statement to the information presented.
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 answerCannot be answered from rote memoryMatch the rigor of the “unwrapped” standardGo beyond who, what, when, and where to how and whyMoves away from procedural to conceptual understandingMakes it relevant
39 Essential QuestionsHow does a writer create a report on a topic from an informational text?
40 Unit One – Review and Discuss The Big IdeasThe Essential QuestionsHow will thischangeInstruction?
41 Designing Quality Assessments Identify purposeSelect best type for purposeMake inferencesGuide instructionAligned with standardsHigh rigor
42 DOK Webb’s Depth of Knowledge… DOK is about the test item NOT the student.DOK refers the complexity of the assessment.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/procedureDOK 2: Skills and ConceptsMake decisions about a question or problem; more than one stepDOK 3: Strategic ThinkingDevelop a plan, use evidence, choose more than one answer, justify responseDOK 4: Extended ThinkingApply 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 4On the new SBAC test,68% of the test is DOK 3 and 4.
45 Summative Assessments FORMATS Selected responseShort constructed responseExtended constructed responseTechnology enhancedPerformance tasks (ELA only)CAASPP- California Assessment of StudentPerformance and Progress formerly SBAC
46 Pre & Post Assessment Included with every unit Mirrored, aligned, blendedAdministered by all teachersFormative usePre-assessment drives our instructionFormative and summative usePost Assessment drives reteaching instruction
47 Pre & Post Assessment Selected-Response questions Answer key provided (teacher copy)Constructed-Response questionsRubric 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 How can rubrics help students? Rubric – an exampleThorough4Adequate3Partial2Minimal1Meets all of the proficient criteria PLUSMeets 3 or 4 of the proficient criteriaMeets 2 or fewer of the proficient criteriaHow can rubrics help students?
50 Unit One – Review and Discuss Pre-AssessmentPost-AssessmentStudent CopyTeacher CopyRubricsNotice how they arealigned to the prioritystandardsPre-AssessmentPost-Assessment
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 thinkingskills, extended writing, and demonstration.”The Art and Science of Teaching, 2007
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
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?
56 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?”
57 Engaging ScenarioHow will you“hook”the students?
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?
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?
61 Terminology Proficiency/ Adequate The level of performance students must meet to demonstrate attainment of a particular standards(Thorough, Adequate, Partial, Minimal)
62 Terminology *Anchor Papers Student-produced work samples at exemplary/ thorough and proficient/ adequate levels of performance on the scoring guide.* Coming soon
63 Terminology Scoring Guide (Rubric) A set of general and/or specific criteria used to evaluate student performance on a given task or item
64 Unit One – Review and Discuss Performance AssessmentLook at Situation Challenge Roles Audience Product/PerformanceLook at each taskStudent CopyTeacher CopyRubricsNotice how they arealigned to the prioritystandards
65 Range of Effect Sizes for Feedback 0.04 for praise (minimal impact)0.46 for feedback associated with progress toward stated goals0.95 for detailed feedback on the specific task and the processes the student is using to master itJ. Hattle and H. Timperley, “The Power of Feedback,“ Review of Educational Research, 2007
66 Other items in the organizer Academic VocabularySuggested Resources (some being acquired)Suggested Instructional Strategies/Skills*Detailing the Unit
67 Unit One – Review and Discuss Review the rest of the unit organizerWhat else is included?
68 Weekly Lesson PlansHow 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.
69 Lesson Planning Guided Practice Review performance task #4.In your group, brainstorm what you would need to teach to prepare students for task #4.Write these ideas on chart paper.Be ready to share out.Sample list on next slide…
70 Sample lesson plan ideas… Students will research a planet using several different resources. They will take notes on the topology, location, life forms (if any), etc. using step-up to writing strategies and/or graphic organizers. (Task 1)Student will assemble a project/model, poster, diorama, or power point at home with family support that includes the planet elements. (Task 2)Students will write an organized report that includes the elements of the planet, and main idea, details, information, and demonstrate command of conventions of English. (Task 3)Students will give an oral presentation using a visual aid on their planet, including the elements of the planet. (Task 4)*Rubrics are provided for each Task.*
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, 2004