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.18.104.22.168.58.43UOSCFAsUnwrap, 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.Suggested ways for use of Buffer DaysAssess/ Re-AssessReviewReteachExtension
28Unit 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.
32Bloom’s levels refer to the student’s level of thinking during instruction.
33Unit One – Review and Discuss “Unwrapped” StandardsBloom’s TaxonomyELA – ScaffoldingHow can “unwrapped”standards benefit teachers?
34What 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?
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 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.
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 whyMoves away from procedural to conceptual understandingMakes it relevant
39Essential QuestionsHow does a writer create a report on a topic from an informational text?
40Unit One – Review and Discuss The Big IdeasThe Essential QuestionsHow will thischangeInstruction?
41Designing Quality Assessments Identify purposeSelect best type for purposeMake inferencesGuide instructionAligned with standardsHigh rigor
42DOK 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
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.
45Summative Assessments FORMATS Selected responseShort constructed responseExtended constructed responseTechnology enhancedPerformance tasks (ELA only)CAASPP- California Assessment of StudentPerformance and Progress formerly SBAC
46Pre & Post Assessment Included with every unit Mirrored, aligned, blendedAdministered by all teachersFormative usePre-assessment drives our instructionFormative and summative usePost Assessment drives reteaching instruction
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
49How 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?
50Unit One – Review and Discuss Pre-AssessmentPost-AssessmentStudent CopyTeacher CopyRubricsNotice how they arealigned to the prioritystandardsPre-AssessmentPost-Assessment
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/ Adequate The level of performance students must meet to demonstrate attainment of a particular standards(Thorough, Adequate, Partial, Minimal)
62Terminology *Anchor Papers Student-produced work samples at exemplary/ thorough and proficient/ adequate 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 at Situation Challenge Roles Audience Product/PerformanceLook 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/Skills*Detailing the Unit
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 #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…
70Sample 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
74Unit One – Review and Discuss Content-Specific VocabularyCritical Areas of FocusImplications of Mathematical PracticesSuggested PacingPre-requisite skills – possible Math Review topicsHow will these componentsenrich your instruction?
75Support for Instructional Design In the Unit OrganizerVocabularyneeded for the unit.Learning Objectives(COLO)Academic VocabularyAddends Greater than >Associative property of addition Identity property of additionCommutative property of addition Inverse operationsCompare Less than <Compatible numbers MillionsDifference Not equal to ≠Digit OddEqual to = ParenthesesEquation PeriodEstimate/ Round RegroupEven Standard formExpanded form SumExpression VariableFact family Word formFactorTo be created at a later date
76Critical Areas of Focus derived from the State Standards Implications of Mathematical Practices(How are students going to use the practices within the unit)Critical Area of Focus #1Students generalize their understanding of place value to 1,000,000, understanding the relative sizes of numbers in each place. Depending on the numbers and the context, they select and accurately apply appropriate methods to estimate or mentally calculate sums and differences.Make sense of problems and persevere in solving them.Students will use visual models to aide them in making sense of larger place value quantities and persevere while constructing larger numbers for use in addition and subtraction.Reason abstractly and quantitatively.Students will recognize that the value of a digit is determined by its place.Construct viable argument and critique the reasoning of others.Students construct arguments using concrete referents, such as manipulatives and charts while participating in mathematical discussions. Students will ask questions like “How did you get that?”, “Explain your thinking”, and “Why is that true?” when solving problems.Model with mathematics.Students will use base ten blocks and manipulatives to represent different number quantities.Use appropriate tools strategically.Students will use place value charts, base ten blocks, and number lines to solve problems.Attend to precision.Students use appropriate vocabulary when discussing place value, addition, and subtraction.Look for and make use of structure.Students will discover a pattern when working with numbers and will understand the role of commas when reading and writing numbers to 1,000,000.Look for and express regularity in repeated reasoning.Students will build upon prior knowledge of place value when assessing the reasonableness of estimates when adding and subtracting quantities.Critical Areas of Focusderived from the State StandardsStandards for Mathematical Practice and their implications for the unit.
77Priority and Supporting Standards in Instructional Sequence In “Resources and Materials” find Go Math! corresponding lessons, suggested manipulatives, sample online lessons, etc.Sequence of Standards and Pacing“Unwrapped” Priority Standards and Supporting StandardsLearning Experiences/investigationsResources and materials4.NBT.2PRIORITY(4-5 days)READWRITE COMPAREDOK: 1Multi-digit whole numbersUsing base-ten numeralsNumber namesExpanded formMulti-digit numbersUsing symbols <, =, >Engage with the Digital Lesson TE. 9B- Essential QuestionThink Central Math on the Spot Video TourDigital Lessons/ActivitiesGo Math Chapter 1 lessonsBase 10 blocksManipulativesPlace Value chartLearn Zillion 4. NBT.2In the Sequence of Standards and Pacing , you will find a suggested sequence and pacing. Priority Standards are in bold. Standards are unwrapped and Depth of Knowledge (DOK) noted.Learning experiences allow the students to discover Big Ideas for themselves (see next slide)….*Notice on 4.NBT.2 Lessons 1.2 and 1.3 are suggested to be taught before 1.1.
78Corresponding Big Ideas The Big Ideas should NOT be posted in your classroom. The learning experiences and lessons should lead the students to the Big Ideas.Essential Questions should be posted in the classroom during each unit.Essential QuestionsCorresponding Big IdeasHow can the place value system help you add and subtract?Why is it important to understand the value of a digit?How are addition and subtraction related?Why is estimation important in solving addition and subtraction problems?4.NBT.2: The value of a digit is determined by its position.4.NBT.2: Place value is a system based on groups of 10. Knowing place value makes it easier to compose and decompose numbers..4.OA.3: Addition and subtraction are inverse operations4.OA.3: Estimation is a tool used to help determine the reasonableness of an answer.
79Intervention, Extension, Differentiation, and Additional Support. Sequence of Standards and Pacing“Unwrapped” Priority Standards and Supporting StandardsLearning Experiences/investigationsResources and materialsInterventions/ExtensionsDifferentiation/Additional Supports4.NBT.2PRIORIT Y(4-5 days)READWRITEMulti-digit whole numbersUsing base-ten numeralsNumber namesExpanded formEngage with the Digital Lesson TE. 9B- Essential QuestionThink Central Math on the Spot Video TourGo Math Chapter 1 lessonsBase 10 blocksManipulativesPlace Value chartGo Math EnrichReteachCommon Errors TE p. 10Advanced Learner Activity TE p. 11UA- Grab and GoIntervention, Extension, Differentiation, and Additional Support.Until our full adoption, GO MATH! may be your best resource to reach all learners. There might be some learning experiences and problem-solving tasks that you may want to use with an advanced group. There are online sources that provide additional algorithm practice. There are other online sources that could be useful/helpful as well.Each unit has a problem-solving task and /or performance task(s) to be completed.The tasks allow students to apply their learning from the unit. They are a formative assessment of student knowledge.Mid Chapter TestMid Chapter Checkpoint QuizGo Math Student Edition p. 21Problem Solving Task: Math Review Poster MethodAn Amusement Park- Go Math SE Assessment Guide Chapter 1 Taskhttps://www-k6.thinkcentral.com/content/hsp/math/gomath2015/ca/gr4/assessment_guide_se_ _/pdf/CCAP.pdf
80Year- Long Unit Pacing of Standards NOT listed in teaching order- look in unit organizer for suggested teaching order.Each Unit has one week of bufferTime at the end to work in Go Math’s “Getting Ready for Grade 5.”Year- LongUnit Pacingof StandardsUnit of Study Pacing Guide4th Grade MathWeekUnitNameStandards(Highlight Priority)Trimester 1(12 Weeks)*Standards are not listed here in suggested teaching order; look in unit organizer for standard teaching order4 weeks +Buffer:1 weekUnit 1: Place Value, Rounding, Fluency with Addition/SubtractionOA.3OA. 5NBT.1NBT.2NBT.3NBT.4NF.67 WeeksUnit 2: Multiplication and Division of Whole NumbersOA.4NBT.5NBT.6OA.1OA.2
81Sample Lesson Planning Ideas Beginning with the “Show What You Know” from Go Math! could help you plan for instruction in the upcoming unit/chapter.Pre-requisite skills can be reviewed and solidified through daily Math Review.
82Day 1-Unit 1:Introduce Essential Question: “Why is it important to understand the value of a digit?” using the Engage 1.1 online digital lessonCreate a place value chartReview place value period namesUse base 10 blocks to represent place valuesDay 2- Unit 1:Watch the Engage 1.2 digital lesson onlineWatch the Real World video to introduce the concept (2 minute video)Teach Go Math! Lesson 1.2, pgs. 9-10Review Common Errors prior to closing lesson*Use differentiation for students during (using results of “Quick Check” problems) or after lesson with Reteach 1.2/Enrich 1.2/Personal Math Trainer, etc.…Continue on with planning for the remainder of the unit
83Unit One Overview – Review and Discuss Instructional Design/Weekly Lesson Planning:Look at the sequence of standards, priority/supporting/unwrapped standards, Big Ideas, andEssential QuestionsReview resources/materials/learning experiencesReview Pre- and Post- Unit AssessmentsReview Problem-solving/Performance tasksHow will students discover the big ideas and use the mathematical practices?Use all of this to help you plan out your daily/weekly/unit lesson plans.QUESTIONS?