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.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
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.We chose skills based units because1st grade is so foundational.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.Priority standards were agreed upon by K-12 prior to writing units.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.
28 Unit 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.
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? Option 1Option 2A detail is information an author gives us to help us understand the story.What is a detail?
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 IdeasKnowing 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 answerCannot be answered from rote memoryMatch the rigor of the “unwrapped” standardGo beyond who, what, when, and where to how and why
39 Essential QuestionsHow 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 IdeasThe Essential QuestionsHow will thischangeInstruction?
41 Designing Quality Assessments Identify purposeSelect best type for purposeMake inferencesGuide 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/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.
46 Pre & Post Assessment Included with every unit Mirrored, aligned, blendedAdministered by all teachersFormative and summative use
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 Rubric – 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
50 Unit One – Review and Discuss Pre-AssessmentPost-AssessmentStudent CopyTeacher CopyRubricsNotice how they arealigned to the prioritystandardsSimilar 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 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 Performance TaskWhat 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 ScenarioMy 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 ScenarioHow 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?
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 AssessmentLook for the OverviewLook at each taskStudent CopyTeacher CopyRubricsNotice how they arealigned to the prioritystandards
67 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
68 Other items in the organizer Academic VocabularySuggested Resources (some being acquired)Suggested Instructional Strategies*Detailing the Unit* ELA - Math
69 Unit One – Review and Discuss Review the rest of the unit organizerWhat else is included?
70 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.
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 ResponseStomp consonants, clap vowelsLetter matching games/concentrationABC chants and songsPrinting/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
76 Support for Instructional Design In the Unit OrganizerVocabularyneeded for the unit.Critical Areas of Focusderived from the State StandardsStandards 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 FocusImplications of Mathematical PracticesContent-Specific VocabularyPre-requisite skills – possible Math Review topicsHow will these componentsenrich your instruction?
79 Suggested Pacingof StandardsEach 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 TasksEngaging Learning ExperiencesLearning InvestigationsSome 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 DesignLook at the sequence of standardsResources/materialsProblem solving tasksHow will students discoverthe big ideas and use themathematical practices?How will students discoverthe big ideas and use themathematical practices?