Presentation on theme: "What does W2A Mean Anyway?"— Presentation transcript:
1 What does W2A Mean Anyway? “From Standardized Assessments to Local Decisions”What does W2A Mean Anyway?Presentation byKnob Noster RVIII School District
2 Who are we? Dr. Margaret Anderson – Superintendent of Schools April Williams – Curriculum and Assessment Coordinator
3 Where are we in the Process? Communication Arts and Math curriculum has been aligned and approved by the board for the district.Currently in the process of working on Common Assessments for Math K-5.Science teachers are working on aligning Curriculum.As a district meeting in Department/Grade Level groups (PLC’s) once a month to work on curriculum.
4 Vocabulary ReviewGrade Level Expectations (Gle’s)—specific objectives and concepts the state feels that all students in a grade level should be able to attain.Show Me Standards (Blue Placemat)Content Standards– Standards set by the state to be attained by all students in a program of study.Process Standards – Skills that are ingrained into all areas of study which students should acquire prior to completing school.Local Objectives– The target that local school districts set for instruction. (How is the local district going to insure that GLE’s are taught?)
5 Vertical Alignment – How the curriculum translates itself K-12 in a given content area. Horizontal – How the curriculum works across a given grade level.Internal Alignment – How the individual teacher brings the curriculum into the classroom
6 How did we get started? We got a C.L.U.E. Commitment to improving local curriculum to advance student achievement. (Board, Central Office, Administration, Teachers)Leadership to evaluate standardized assessments and align the curriculum.Understanding of and that the process would be lengthy.Education focus
7 Step One – Data Analysis Examine Multiple Years of Data to see trends and issues. One year of data is not enough to make critical decisions.Determine top 2 areas of need and analyze how to Improve in those areasGoalYear126.96.36.199.188.8.131.52.184.108.40.206.820027974767036784820035282576573502004288397672959200575554658604520068569Communication Arts 3rd Grade: Process Standards
9 Step Two – Vertical Teaming Invited Curriculum “experts” in to work with our teachers and discuss the goal and process of Curriculum Writing.Teachers were given work release time to discuss and begin work on curriculum. (2-3 days)Developed a Scope and SequenceArticulate goals for the content area K-12Establish agreed upon formats ie: writing process, scientific method etc.Unify Vocabulary UsageTeachers given access to the tools and resources necessary to develop effective curriculum. (EAT Online)
10 Goal of Curriculum--The Written curriculum is Implemented by teachers and Learned by students
12 Examples of Scope and Sequence: KNOB NOSTER R-VIIISCOPE AND SEQUENCE OF WRITINGFor every grade level, students will publish at least one piece of writing per quarterEvery teacher will use the following definitions:Personal Narrative relates a story or a personal essay (e.g., anecdote, autobiography, memoir)Expository Writing presents facts, opinions, definition of terms, and examples to inform the reader about a specific topicPersuasive writing seeks to influence readers or listeners to agree with a perspective or perform an action (e.g., editorials, advertisements, persuasive essays and letters, public service announcements, position papers)Kindergarten Focus on vocabulary and simple sentences. Re-tell stories with emphasis on beginning, middle, and end.Fourth Grade Continue to write personal narratives. Introduce expository writing with 3 paragraphs including an introduction, 2 body paragraphs, and a conclusion.Seventh Grade MAP Performance Event: Five Paragraph Expository.Continue focus on multi-paragraph (no fewer than 3) Expository. Continue to focus on organizational methods, topic sentence, main idea, supporting details, and elaboration. Write a research report using MLA format.Tenth Grade Continue focus on organizational methods. Write expository, comparison/contrast, and persuasive essays with no less that 5 paragraphs. Students will also write a personal narrative with real life applications. Develop a research project in MLA format. Research paper should include a works cited page and citations within the text.Twelfth Grade College-level writing of narrative, descriptive, compare/contrast, and classification/division, definition essays, exploration of arguments/issues relevant to proposed major(s), major research paper in MLA format. Write resume, cover letter and personal statement.
14 Step Three – Horizontal and Content Teaming Every teacher in the district participates in a Professional Learning Committee (PLC). They are required to meet for 1 hour per month and on early out days.The focus for the PLC went from being a study group to being a group that focused on curriculum revision.
15 Step Four -- Understand The GLE’s. StrandBig IdeaWriting 10/18/042 Compose well-developed text using standard English conventionsGRADE KGRADE 1GRADE 2GRADE 3GRADE 4GRADE 5GRADE 6GRADE 7GRADE 8GRADE 9-12AForm letterscorrectly, using left-to-right directionalityPrint upper- andlower-case letterslegibly, using left-to-right, top-to-bottomdirectionality andcorrect spacingbetween letters andwordsCreate legiblecompositionswith correctspacing betweenletters in a wordand words in asentencecompositions withbetween words in asentence and inmarginsHNDWRITGSCA , 2.2FRI 1a, II 6b, IV 3b, K-4ConceptContent and Process Standards
16 What does W2A mean? Using the Communication Arts GLE’s Strand = WritingBig Idea = 2 Compose well-developed text using standard English conventions.Concept = A HandwritingGrade Levels impacted K-3
17 GLE –R2C with Verbs Marked to “unpack” the GLE concept. Students will use details from Fiction Text to make inferences about the setting and character traits. The student will also infer as to the problem and solution. The skills practiced will be making predictions; drawing conclusions; compare and contrasting characters and changes in problems and settings. Students will use text features to identify the narrator/author’s purpose, cause and effect; and events from the beginning, middle and end.
18 Step Five—Write Local Objectives Local objectives are the translation of how to obtain the GLE’s at the local level.Three Methods for writing local objectivesDistricts may write local objectives that are based on the GLE’s.Districts may opt to adopt the GLE as the local objective.Districts may combine methods 1 and 2. This is the optimum choice. Allows GLE’s to be examined and unpacked individually, while making local decisions.
19 Step Six -- AlignmentAlign Local Objectives to GLE’S, Show-Me Content and Process Standards. (Blue Placemat)Developed understanding of what a Process Standard is and how to incorporate that into curriculumMethod by which teachers teach in order to reach an essential skill.Less is more– Having your curriculum aligned to too many objectives/standards leads to a lack of consideration when planning assessments and activities.
20 Step Seven -- Design Assessment Activity EXAMPLE based on R2CStudents will read a short story (excerpt) and write down predictions they have for each of the characters in regards to the problem and it’s result. Students will then create a compare and contrast chart between the characters problem and if this problem was happening to a real person. Students will use the compare and contrast chart and predictions to write a (4) sentence paragraph describing what would happen to the character and their problem if the setting of the story changed.Utilize Process Code to assess: 1.6– discover and evaluate patterns and relationships in information, ideas and structures in the assessment.
21 Step Eight – Create Learning Activities Read the story (Spaghetti for All) using a reading strategy, (Read, Pair, Share—Reading Buddies etc)Divide into small groups and take 1 method of arrangement that the family used for the tables – Draw a diagram, write a math sentence and then note the problem with the arrangement.As a whole class, discuss the problems that the family had when they were trying to arrange their seats. Ask if the problems that might have occurred if the story took place in a restaurant or a church etc.Discuss the parameters for the student’s assignment, length and items to be discussed in the paragraph, detailed seating arrangement for a classroom.Students will create their own seating plan using details from the text to identify and predict potential problems. Then write a paragraph comparing and contrasting how problems with a classroom seating plan might be similar to those in the book read.Utilize Content Standard 2 – Reading and evaluating fiction, poetry and drama.
22 Step Nine – Board Approval Upon completion of the curriculum, teachers and curriculum coordinator attend Board meeting to discuss the alignment of activities, sample assessments and activities.After Board approval, a copy of the approved curriculum is placed in the classroom and expected to be used and left for the next teacher of the grade level or class.
24 Curriculum Checklist Sheet Class/subject__________________ Date_______________Teacher(s) __________________Local objectiveswritten in specific language yes no refineutilizes D.O.K/Bloom’s to vary difficulty of skills yes no refineassessable yes no refinealigned to state GLE'S yes no refinealigned to content standards yes no refinealigned to process standards yes no refineAssessment Activityassesses local objectives yes no refineuses reasonable assessments (scaffolding) yes no refinedemonstrates students achievement yes no refineincludes common assessment yes no refinedescribes specific assessment method yes no refinestates concepts to be assessed clearly yes no refineassesses at the same level and manner as MAP yes no refine
25 MSIP 4th Cycle – Curriculum Analysis Essential Questions How well is the curriculum aligned to the Show-Me Standards and the Grade Level Expectations?What is the quality of theMeasurable Learning ObjectivesInstructional Activities (student based)/Instructional Methods (teacher based)Assessments?What is the quality of the internal alignment of the curriculum?Does the assessment appear to match (on a Cognitive level) and appropriately measure the learning objective?Are the instructional activities listed appropriate to teach the content in a way that the assessment will measure?Do the learning activities give the student the opportunity to practice the assessment?