1. Rigorous Curriculum Design

2. Greetings and Introductions
What is your name, position, and school?
Why is it important that the teachers from CVUSD develop a new K-12 curriculum?
How will students and teachers benefit from a vertically aligned, clearly articulated curriculum?
The teachers will be sitting with other teachers that they may not know. Allow about 4 minutes for the introductions. Always provide a second warning before an activity ends.

3. By the end of this session you will
Learning Intentions
By the end of this session you will
Consider the context for the development of Rigorous Curriculum Design (RCD) units of study.
Explore the components included in RCD units of study.
Examine a current draft of unit one and provide feedback.
Provide suggestions for future unit development.

4. Thinking Together: Determining Discussion Partners
Explain the “mingling” activity and the idea of discussion partners. Have participants stand and greet another person with whom they DO NOT work. This person will be partner one. Give them about 12 seconds for the greeting and name exchange.. Raise your hand until all are silent. Bring up the first question, read it out loud, and give people time for a minute and a half conversation. Provide a 10 second reminder. Raise your hand and ask the participants to thank their current partner and greet a new partner. Repeat this cycle for the remaining questions. There are four in all.
Thinking Together: Determining Discussion Partners

5. What does the word rigor mean to you
What does the word rigor mean to you? What components should be included in a rigorous curriculum design?
How are standards, assessment, and instruction connected within a strong curriculum?

6. In order for teachers to deeply implement the components of a rigorous curriculum so that students benefit, what processes and supporting structures need to be in place?
What changes have occurred in the 21st century that set the stage for the CCSS and Rigorous Curriculum Design?

7. “
In the 21st century, the question is not what do you know, but rather what can you do with what you know and how do you update your knowledge continuously?
—Tony Wagner, 2009
Transition from the last question to a brief focus on thoughts about educational transformations that influenced the development of these curricular changes. Remember you are addressing the first part of the in-service: “Understand the context for the development of the NMUSD Rigorous Curriculum Design (RCD) Model.”

8. A Portrait of Students Who are College & Career Ready
Are your current curriculum and instruction preparing students to reach the capabilities described in the CCSS behaviors? Please explain your response.

9. Are your current curriculum & instructional practices preparing students to reach the capabilities described in college and career readiness behaviors? Please explain your response.
Have participants jigsaw this document explaining the shifts in teaching and learning that are evident in the CCSS

10. Learning, for the Future
Self-Motivating
Self-Monitoring
Self-Modifying
Emphasize that students and educators must be self-motivated, self-managing, and self-modifying to be prepared for the future.

11. View a Video Clip
Show the clip on the grant writing project. Have the participants use the viewing guide in the handout. Allow time for table discussion. Go to for the video. If you are working with elementary teachers, remind them that this is planning with the end in mind

12. Read About The Formative Process
Students as leaders of their own learning
Have participants read and highlight this article. The can share what they highlighted with their discussion partners.

13. Share the points that you have highlighted with discussion partner 1
Have participants read and highlight this article. The can share what they highlighted with their discussion partners.

14. The Formative Process Multiple Opportunities for Success
Learning Criteria
Learning Progression
Evidence of Student Learning
Receive and Provide Feedback
Set Goals and Learning Plans
Peer Feedback and Peer Teaching
Meta-Cognitive Process
The Formative Process
Talk to each of these components of the formative process.

15. What would your students say about you?
After reading the article, discussing it, and applying the formative components to the video, ask the participants to engage in self reflection. How would their students answer these questions? Reinforce the concept that preparing students for the future requires that educators implement practices that guide students to be the directors of their own learning and not just passive recipients of information handed down by the teacher. The key to turning learning over to students is found in the components of the formative process. We are embracing this process within the units of study that we are developing.
What would your students say about you?

16. What has the greatest influence on student learning?
900+ meta-analyses
50,000 + studies
240+ million subjects
Introduce John Hattie’s research and reinforce the discussion of the formative process with the weight of his research summary.

17. What did the research indicate about effect sizes (ES)?
An ES of 0.4 equates to one year’s growth for one year’s time.
An ES of 1.0 equates to two to three years of growth in one year’s time.
Emphasize the meaning of effect size so that the next numbers will be meaningful.

18. Instructional Strategies
What are Assessment
Capable Learners?
Instructional Strategies
Effect Size
Assessment Capable
1.44
Feedback
0.75
Reciprocal teaching
0.74
Teacher Student Relationships
0.72
Multiple Opportunities for Practice
0.71
Meta-cognitive thinking
0.69
Peer tutoring
0.55
An assessment capable student is a student who understands what is expected as a demonstration of learning, has a clear understanding of where he or she is on a learning continuum, and can use feedback to move to the next level of learning.
Each of the items on this chart is part of the formative process.

19. SBAC Sample Selected Response
Please select samples that are most appropriate for your grade level. You may need to duplicate a short reading selection to prepare colleagues for the quality of the questions. Check samples as

20. SBAC Sample Constructed Response
Please select samples that are most appropriate for your grade level. You may need to duplicate a short reading selection to prepare colleagues for the quality of the questions. Check samples as

21. SBAC Sample Performance Assessment
Please select samples that are most appropriate for your grade level. For samples check the CCSS Protal at

22. How Do SBAC Assessments for the CCSS Compare with CA and CVUSD Assessments Under NCLB?
Similar
Different
This is designed for the small table groups to brainstorm. Process as a larger group.

23. Where have we been? Where do we want to be?
Discussion Partners
Based on the information about the CCSS (ELA) college and career readiness practices, components of the formative process, and SBAC assessments, what next steps need to be taken in planning for student learning?
Engage in a Conversation Between Discussion Partners Reviewing Morning Concepts and Then Process in Small Groups Using the Reflections Handout

24. By the end of this session you will
Learning Intentions
By the end of this session you will
Consider the context for the development of Rigorous Curriculum Design (RCD) units of study.
Explore the components included in RCD units of study.
Examine a current draft of unit one and provide feedback.
Provide suggestions for future unit development.

25. Rigorous Curriculum Defined
A rigorous curriculum is an inclusive set of the following intentionally aligned components organized into sequenced units of study
Clear learning outcomes (CCSS)
Aligned formative assessments
Engaging learning experiences
Effective instructional strategies
Deliver this Content
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26. Rigorous Curriculum Defined
Rigor refers to a level of difficulty and the ways in which students apply their knowledge through higher-order thinking skills. Rigor also means reaching for a higher level of quality in both effort and outcome.
Deliver this content 26

27. Four Parts of Rigorous Curriculum Design Model
1. Context and Big Picture Connections
2. Building the Foundation
Emphasize that you are now designing these units of study.
3. Designing the Units of Study
4. Implementing the Units

28. Building the Foundation
5. Construct the Unit Planning Organizer
4. Prepare a Pacing Calendar
3. Guidelines for Assigning Standards
Emphasize that building the foundation for our units has been a deliberate, conscientious process. The curriculum team has taken this job very seriously. The following slides will help you to explain each of these steps.
2. Name the Units of Study
1. Prioritize the CCCS

29. Jigsaw “Laying the Foundation”
Have the participants jigsaw read about the five steps in “Laying the Foundation.”

30. Priority Standards Priority Standards (Essential) Connecting Standards
Explain the metaphor:
Like fence postholes, Priority Standards provide curricular focus in which teachers need to “dig deeper” and assure student competency.
Like fence rails, “Supporting Standards” are curricular standards which connect to and support Priority Standards.
Connecting Standards

31. Step 1: Prioritize the Standards
Readiness (Prepares for next level of learning)
Endurance (Value that lasts through life)
Explain how we had a careful K-12 conversation to determine these standards. We used the filters of readiness, leverage, and endurance when determining these priority standards. Emphasize that we are not eliminating standards. We seek to find the relationships through the units of study.
Leverage (Value in many disciplines)

32. Step 1: Prioritize the ELA Standards
Explain how we had a careful K-12 conversation to determine these standards. We used the filters of readiness, leverage, and endurance when determining these priority standards. Emphasize that we are not eliminating standards. We seek to find the relationships through the units of study.

33. Steps 2, 3, 4: Name and Pace Units, Connect Standards
Limit the number of priority standards per unit in order to ensure that students reach the desired level of mastery.
We named the units and then connected priority and supporting standards within each unit.

34. Steps 2, 3, 4: Name and Pace Units, Connect Standards
Build in a buffer period for remediation and enrichment between units of study.
We paced out the units with a buffer periods inserted in order to allow time for remediation and enrichment.

35. Steps 2, 3, 4: Name and Pace Units, Connect Standards
Correlation Chart: Check to see that every prioritized standard is addressed in at least two units of study.
The correlation chart lets teams know that each standard is addressed.

36. Rigorous Curriculum Design
Task 1
Task 2
Task 3
Task 4
ANCHORED on the CCSS
Engaging Scenario
Mid-Unit Formative Assessments
Common Formative Pre-Assessment
Talk through this diagram of a typical unit of study.
Common Formative Post-Assessment

37. Science, 6th Grade
View the engaging scenario for a 6th grade unit of study on cellular structure.
Review information about The School of the Future: This video is from Edutopia. It is titled thinking big about engagement. Go to
Rob Olazagasti from The School of the Future in New York City

38. MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function
This is a 6th grade Next Generation Science Standard that aligns with the unit of study in the video. Spend some time asking participants to examine this standard. The NGSS have provided clarification at You will note that the teacher and students in the video you are about to show seem to have gone beyond this standard with the organelles that they research.

39. Reading Standards for Literacy in Science and Technical Subjects
RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Ask participants how this literacy standard might be combined with the previous NGSS. Ask how the two standards might work together to support student learning?

40. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
WHST :Write informative/explanatory texts . . .
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Ask participants how this literacy standard might be combined with the previous NGSS and CCSS Reading Standards for Science and Technical Subjects. How might these standards work together to support student learning?

41. Performance Task 1 Observe, research, & create an annotated diagram of a cell recorded in students’ science logs
Performance Task 2
Use a Metaphor -- Build and explain models comparing structures in NYC to the organelles and their functions
Performance Task 4
Create a lesson plan outlining the presentation, include an assessment and listening guide
Performance Task 3
Write a report focusing in greater detail on one part of a cell using five sources.
Discuss possible performance tasks (3 to 5 days each) for this unit prior to showing the video clip. Mention that this is an example of a rigorous curriculum unit of study. Emphasize the multidisciplinary nature of this unit.

42. View a Video
This video is from Edutopia. It is titled thinking big about engagement. Go to

43. Describe the effective practices included in the learning experiences depicted in this video clip?
What are your thoughts and questions about the culminating learning experience?
Answer the questions on the screen with your discussion partner.
Discussion Partners

44. Building the Foundation
5. Construct the Unit Planning Organizer
4. Prepare a Pacing Calendar
3. Guidelines for Assigning Standards
Emphasize that building the foundation for our units has been a deliberate, conscientious process. The curriculum team has taken this job very seriously. The following slides will help you to explain each of these steps.
2. Name the Units of Study
1. Prioritize the CCCS

45. Rigorous Curriculum Design
Common Core State Standards
- Prioritized - Vertically Aligned - Unwrapped (Bloom’s & DOK)
Assessments (Formative)
- Common Formative (pre/post)
- Progress Monitoring Checks
- Performance Assessments
Instruction
- Authentic Performance Tasks
- Differentiated, High-Impact Instructional Practices
Talk about the components included in a unit of study

46. Jigsaw “Developing the Unit”
Have the participants jigsaw read about the twelve steps in Developing the Unit. Do tell them that these units provide an array of strategies and suggested resources. We will not be developing daily lesson plans.

47. Unit Planning Organizer
Talk briefly about how we developed this unit planning organizer. Provide time for participants to review the Unit Planning Organizer as a large group as you talk through it using the following slides.

48. Examine the Unit Planning Organizer
Populate with screen shots of your unit planning organizer as participants leaf through the document.

49. Examine the Unit Planning Organizer
Populate with screen shots of your unit planning organizer as participants leaf through the document.

50. Examine the Unit Planning Organizer
Populate with screen shots of your unit planning organizer as participants leaf through the document.

51. Examine the Unit Planning Organizer
Populate with screen shots of your unit planning organizer as participants leaf through the document.

52. Examine the Unit Planning Organizer
Populate with screen shots of your unit planning organizer as participants leaf through the document.

53. Examine the Unit Planning Organizer
Populate with screen shots of your unit planning organizer as participants leaf through the document.

54. Unit Planning Organizer
Ask participants to meet with their discussion partners to explain the Unit Planning Organizer to one another.
Discussion Partners

55. By the end of this session you will
Learning Intentions
By the end of this session you will
Consider the context for the development of Rigorous Curriculum Design (RCD) units of study.
Explore the components included in RCD units of study.
Examine a current draft of unit one and provide feedback.
Provide suggestions for future unit development.

56. Show Austin’s Butterfly
Show Austin’s Butterfly. Tell participants that feedback is a major area of emphasis in the RCD units of study. As you get ready to share the overview of your first unit, tell participants that you welcome feedback. Also reiterate that there will be ample opportunity for feedback throughout this process.

57. Designing Performance Tasks
Engaging, Scaffolded Tasks (Often Interdisciplinary)
Student-Centered (Active Participation)
Response, Product, Demonstration (Assess Student Learning Progress)
Introduce the idea of performance tasks. Use these bullet points in your explanation.

58. Culminating Learning Experience
(Engaging Scenario)
A Culminating Learning Experience includes the following components:
Situation
Challenge
Roles
Audience,
Product or performance.
Make the point that all of the performance tasks lead to the culminating learning task.

59. Unit One:
Populate these slides with information about your first unit. Participants will also benefit by having hard copies of your unit to date. You should at the least be able to show your units’ overview and culminating learning experience.

60. Unit One:
Populate these slides with information about your first unit. Participants will also benefit by having hard copies of your unit to date. You should at the least be able to show your units’ overview and culminating learning experience.

61. Unit One:
Populate these slides with information about your first unit. Participants will also benefit by having hard copies of your unit to date. You should at the least be able to show your units’ overview and culminating learning experience.

62. Please provide feedback about Unit 1.
Ask for feedback and suggestions on Unit One. Be receptive and take notes.

63. By the end of this session you will
Learning Intentions
By the end of this session you will
Consider the context for the development of Rigorous Curriculum Design (RCD) units of study.
Explore the components included in RCD units of study.
Examine a current draft of unit one and provide feedback.
Provide suggestions for future unit development.

64. Please provide suggestions for upcoming units.
Provide a possible topic and a group of priority standards and supporting standards for upcoming units. Ask participants to use the template in their handout as a guide to complete a poster suggesting a culminating learning experience and performance tasks that would scaffold to this culminating learning experience.

65. Emphasize that this district is telling their RCD story through this PREZI and inviting all district teachers to contribute to this work.
From Newport Mesa USD

66. “We cannot always build
the future for our youth,
but [together] we can build
our youth for the future.”
—Franklin D. Roosevelt

67. Our next steps?

68. Please provide feedback about today’s ELA presentation.
Ask for feedback and suggestions on Unit One. Be receptive and take notes.