2Excerpt: 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.
3TODAY’S AGENDA Purpose of Today Unit of Study Vision/Expectations Guiding Documents/ResearchAssessment PlanUnit of Study OverviewNext Step/Planning
7District Vision/Goals Create collaborative cultureSuccessfully implement and support CCSS K-12 (UOS)Use CCSS as the vehicle to make district-wide culture changes
8Collaborative Culture Education Services CommitteeCreate CCSS Steering CommitteeSecondary Math CommitteeSchool Data Teams
9CCSS Steering committee Make Up- Teachers from all ...grades/subjects- Principal Reps- Ed. Service LeadershipFunctionKey Actions- Deep dive into standards- Redwood2-day planning retreat
10Priority 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)
11Units 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.
12Common 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
13JUSD 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.
14Units of Study Research Base (Effect Size, Hattie, VLFT, 2012) Formative & Frequency of AssessmentTeacher ClarityTeacher & Student FeedbackSpaced/ Distributed PracticeMastery LearningTeacher ExpectationEffect Size.188.8.131.52.58.43UOSCFAsUnwrap, 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
15JUSD Assessment Plan New District Benchmarks Administered by all teachersDetails TBDNo Rogue : )
16Next Steps: Implementation and Accountability Roll outPDOngoing MonitoringFeedback/RevisionSupport/Coaching
17Unit 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
18Units 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
19Unit 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
20Defined 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
21Defined 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
22Prioritization, Not Elimination! An Important MessagePrioritization, Not Elimination!
24One of the GOALS for today is to answer this Essential Question: How will Units of Study support teachers in maximizing achievement for ALL students?
25Assigning the Standards Distribute Priority Standards across multiple units as long as it makes instructional sense to do so.Distribute Supporting Standards across multiple units.
26Defined 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
27Buffer DaysPacing calendar is different than the past. Buffer time is now included between units.
28Unit One – Review and Discuss Priority StandardsDistributing Priority StandardsPacing GuideBuffer DaysHow 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.
33Unit One – Review and Discuss “Unwrapped” StandardsBloom’s TaxonomyELA – ScaffoldingHow can “unwrapped”standards benefit teachers?
34What Do You Think Is More Engaging for Students? Option 1Option 2Good readers compare and contrast characters, settings, and events by looking back at specific details in the text.How do I compare and contrast characters, settings, or events?
35The 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
36Big IdeasGood readers compare and contrast characters, settings, and events to better understand the text.
37Essential Questions Questions, not statements, stimulate student curiosity to find the answers!
38Characteristics 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 why
39Essential QuestionsWhy should I compare and contrast characters, settings, or events.
40Unit One – Review and Discuss The Big IdeasThe Essential QuestionsHow will thischangeInstruction?
41Designing Quality Assessments Identify purposeSelect best type for purposeMake inferencesGuide instruction
42Webb’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
43DOK 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
4480% 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.
46Pre & Post Assessment Included with every unit Mirrored, aligned, blendedAdministered by all teachersFormative and summative use
47Pre & Post Assessment Selected-Response questions Answer key provided (teacher copy)Constructed-Response questionsRubric provided (teacher/student copy)Aligned to SBAC type questions
48Scoring Guides for Assessments The scoring guide is a specific criteria describing different levels of student proficiency relative to assessments.Ainsworth, L., 2011
49Rubric – an example Exemplary Proficient Progressing Emerging Meets all of the proficient criteria PLUSMeets 3 or 4 of the proficient criteriaMeets 2 or fewer of the proficient criteria
50Unit One – Review and Discuss Pre-AssessmentPost-AssessmentStudent CopyTeacher CopyRubricsNotice how they arealigned to the prioritystandards
51The 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
53Performance 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.”
54Terms and Definitions Performance Task = A single assessment Performance Assessment = A collection of related performance tasks
55Key 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?
56Relationship between Tasks and Engaging Scenario Engaging scenario answers question: “Why are we doing it?”Performance tasks answer question: “What are we going to do?”
57Engaging ScenarioHow will you“hook”the students?
58Effective 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?
59Is 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?
61Terminology Proficiency The level of performance students must meet to demonstrate attainment of a particular standards
62Terminology *Anchor Papers Student-produced work samples at exemplary and proficient levels of performance on the scoring guide* Coming soon
63Terminology Scoring Guide (Rubric) A set of general and/or specific criteria used to evaluate student performance on a given task or item
64Unit One – Review and Discuss Performance AssessmentLook for the OverviewLook at each taskStudent CopyTeacher CopyRubricsNotice how they arealigned to the prioritystandards
65Range 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
66Other items in the organizer Academic VocabularySuggested Resources (some being acquired)Suggested Instructional Strategies*Detailing the Unit* ELA - Math
67Unit One – Review and Discuss Review the rest of the unit organizerWhat else is included?
68Weekly 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.
69Lesson 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…
70Sample lesson plan ideas… Performance Task 1Student Directions: In Task 1 you will brainstorm ideas and complete a story outline for your animal adventure narrative.Unit Resources and Technologies: Story outline form; Non-fiction animal books as referencesInstructional Strategies: Brainstorm for ideas; Small group; Whole group; Book Share
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
74Support for Instructional Design Critical areas of focusImplications of Mathematical PracticesContent-Specific VocabularyPre-requisite skills – possible Math Review topics
75Unit One – Review and Discuss Critical Areas of FocusImplications of Mathematical PracticesContent-Specific VocabularyPre-requisite skills – possible Math Review topicsHow will these componentsenrich your instruction?
76Instructional Design Suggested pacing of standards Priority and supporting standards listed in instructional sequencePriority standards “unwrapped” and in graphic organizerDOK / Bloom’s IdentifiedInterior Slides – Interior Text with Graphics – Photo/Image and Text
77Instructional Design Components Suggested lessons/learning experiences that allow students to DISCOVER the Big IdeasLists of materials and resourcesWhere materials can be obtainedRemember, the textbook is a resource not the curriculumInterior Slides – Interior Text with Graphics – Photo/Image and Text
78Differentiation, Intervention and Extension Suggest Potential AccommodationsConsider How to Meet the Needs of Individual LearnersReflect on Learners with Disabilities and ELL LearnersWork in Progress
79Problem Solving Tasks 2-3 per unit Included within the sequence of standardsAllow students to apply learning from previous week(s)Allow teachers to formatively assess student knowledgeInterior Slides – Interior Text with Graphics – Photo/Image and Text
80Unit One – Review and Discuss Instructional DesignLook at the sequence of standardsResources/materialsProblem solving tasksHow will students discoverthe big ideas and use themathematical practices?