1. Rigorous Curriculum Design
Newport Mesa Unified School District

2. Greetings and Introductions
What is your name, position, and school?
Why is it important that the teachers from NMUSD develop a new K-12 curriculum?
How will students and teachers benefit from a clearly articulated curriculum?

3. By the end of the day you will
Learning Intentions
By the end of the day you will
Understand the context for the development of the NMUSD Rigorous Curriculum Design (RCD) Model.
Examine the connection between the components of RCD.
Analyze the learning experiences included in Unit 2, and plan for implementation.
Examine the structure of the RCD Wiki.

4. Put Your Best Thinking Together
Clock 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. A Tale of Two Schools Compare old and new practices: Standards
Curriculum
Instruction
Assessment
Teaching
Learning
Leading

8. “
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

9. Learning, for the Future
Self-Motivating
Self-Monitoring
Self-Modifying

10. View a Video

11. Read About The Formative Process
Students as leaders of their own learning

12. The Formative Process is an approach to learning that combines many components
12:00 Partners

13. What would your students say about you?

14. What has the greatest influence on student learning?
900+ meta-analyses
50,000 + studies
240+ million subjects

15. What did the research indicate about effect sizes?
An ES of 0.4 is one year’s growth for one year’s time.
An ES of 1.0 is equivalent to two to three years of growth in one year’s time.

16. 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

17. Common Core State Standards
A Portrait of Students Who are College & Career Ready
3:00 Partners

18. Stepping Up to the Challenge
We are Here!
Pilot
Final
Smarter Balanced Assessments Pilot and Final

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.

20. SBAC Sample Performance Assessment

21. Where have we been? Where do we want to be?
6:00 Partners
Based on the information about learning for the future, the formative process, the CCSS (ELA) and Smarter Balanced assessments, what next steps need to be taken in planning for students’ learning experiences?

22. By the end of the day you will
Learning Intentions
By the end of the day you will
Understand the context for the development of the NMUSD Rigorous Curriculum Design (RCD) Model.
Examine the connection between the components of RCD.
Analyze the learning experiences included in Unit 2, and plan for implementation.
Examine the structure of the RCD Wiki.

23. 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
Page 3 23

24. 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. 24

25. Four Parts of Rigorous Curriculum Design Model
1. Context and Big Picture Connections
2. Building the Foundation
3. Designing the Units of Study
4. Implementing the Units

26. 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

27. 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

28. 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.

29. 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.
Please populate your grade level document.

30. Steps 2, 3, 4: Name and Pace Units, Connect Standards
Build in a buffer period for remediation and enrichment between units of study.
Please populate your grade level document.

31. Steps 2, 3, 4: Name and Pace Units, Connect Standards
Correlation Chart: Check to see that every prioritized standard is addressed in at least one unit of instruction.
Please populate your grade level document.

32. Common Formative Pre-Assessment Common Formative Post-Assessment
Units of Study with
Authentic Performance Tasks
Task 1
Task 2
Task 3
Task 4
Engaging Scenario
Common Formative Pre-Assessment
Common Formative Post-Assessment

33. View a Video

34. Science, 6th Grade
View the engaging scenario for a 6th grade unit of study on cellular structure.
Rob Olazagasti from The School of the Future in New York City

35. Construct an explanation for the functions of specific parts of cells including: nucleus, chloroplasts, and mitochondria, and the structure of the cell membrane and the cell wall for maintaining a stable internal environment.

36. Literacy Standards
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience
Draw evidence from informational texts to support analysis, reflection, and research

38. Science, 6th Grade
9:00 Partners
Describe the effective practices included in the learning experiences depicted in this video clip?
What are your thoughts and questions about the engaging scenario?

39. Create and present an annotated diagram of a cell Task 2 (3 days)
Build models comparing structures in NYC to the parts/ functions of a cell
Observe cells in a microscope and record observations in science journal
Detail knowledge with notes from taken from four sources (text, articles, on-line) L

40. Task 3 ( 7 days)
Write a report on one part of a cell. Include the function . . .
Task 4 (3 days)
Create a lesson plan that outlines your presentation including . . . L L

41. 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

42. NMUSD Unit Planning Organizer
Talk briefly about how we developed this unit planning organizer.

43. Examine the Unit Planning Organizer

44. Examine the Unit Planning Organizer

45. Examine the Unit Planning Organizer

46. Examine the Unit Planning Organizer

47. Examine the Unit Planning Organizer

48. Examine the Unit Planning Organizer

49. Examine the Unit Planning Organizer

50. By the end of the day you will
Learning Intentions
By the end of the day you will
Understand the context for the development of the NMUSD Rigorous Curriculum Design (RCD) Model.
Examine the connection between the components of RCD.
Analyze the learning experiences included in Unit 2, and plan for implementation.
Examine the structure of the RCD Wiki.

51. Analyzing Unit 2 Rotate Into Each Section Each Section is 60 minutes
Session A
Engage in an Expert Jigsaw Re. One Task
Create Graphic for Unit 2
Session B
Examine Unit 2 in the Wiki
Complete a Wiki Walk
Rotate Into Each Section
Each Section is 60 minutes

52. 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