1. ELA / Math Units of Study Roll Out

2. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; I shall be telling this with a sigh Somewhere 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. 2

3. TODAY’S AGENDA Purpose of Today Unit of Study Vision/Expectations Guiding Documents/Research Assessment Plan Unit of Study Overview Next Step/Planning 3

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6. Guiding Principles Vision CollaborationAccountability 6

7. District Vision/Goals Create collaborative culture Successfully implement and support CCSS K-12 (UOS) Use CCSS as the vehicle to make district-wide culture changes 7

8. Collaborative Culture Education Services Committee Create CCSS Steering Committee Secondary Math Committee School Data Teams 8

9. CCSS Steering committee  Make Up - Teachers from all...grades/subjects - Principal Reps - Ed. Service Leadership  Function  Key Actions - Deep dive into standards - Redwood -2-day planning retreat 9

10. Readiness (for next level of learning) Priority Standards High Stakes Assessments (SBAC) Endurance (concepts and skills that last over time) Leverage (crossover application to other areas) 10

11. Units of Study Model A 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. 11

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 12

13. JUSD Units of Study Implementation StandardsInstructionAssessmentData Analysis “Unwrapped” Priority Standards Matched SBAC Thinking Skill & DOK Big Ideas Essential Questions Engaging Learning Experiences *Authentic Performance Tasks Scoring Guides/Rubrics *Differentiation * Future Common Formative Assessments Variety of Formats (e.g., SBAC) Frequent Progress Monitoring Data Teams or PLCs Focus on Student Needs & Work Targeted Strategies Results Indicators Priority Standards are carefully placed, paced, taught, assessed, re-taught, re-assessed throughout the year. 13

14. Units of Study Research Base (Effect Size, Hattie, VLFT, 2012) Formative & Frequency of Assessment Teacher Clarity Teacher & Student Feedback Spaced/ Distributed Practice Mastery Learning Teacher Expectation Effect Size.90.75.73.71.58.43 UOS CFAs Unwrap, CFAs & SG/Rubrics CFAs and Data Teams Standard Placement Buffer Days DOK, Unwrap, CFA 90 – 90 – 90 Study (Reeves, 2000) Laser-like focus on achievement Curriculum choices Non-fiction writing Collaborative scoring Multiple opportunities for success

15. JUSD Assessment Plan New District Benchmarks Administered by all teachers Details TBD No Rogue : ) 15

16. Next Steps: Implementation and Accountability Roll out PD Ongoing Monitoring Feedback/Revision Support/Coaching 16

17. topical, skills-basedthematic A 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. Unit of Study Defined We chose skills based units because 1 st grade is so foundational. 17

18. Units of Study intentionally aligned components sequenced units of study. A 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… detailed road map high- quality delivery system 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. Priority Standards Defined use reasoning and thinking skills 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 Reeves 20

21. Supporting Standards Defined support, connect toenhance within the context same 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. An Important Message Prioritization, Not Elimination! 22

23. Let’s Look at Our Units! 23

24. One of the GOALS for today is to answer this Essential Question: 24 How will Units of Study support teachers in maximizing achievement for ALL students?

25. Assigning the Standards multiple units 1)Distribute Priority Standards across multiple units as long as it makes instructional sense to do so. 2)Distribute Supporting Standards across multiple units. multiple units 1)Distribute Priority Standards across multiple units as long as it makes instructional sense to do so. 2)Distribute Supporting Standards across multiple units. 25

26. schedule 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. Units Pacing Guide Defined 26

27. Buffer Days Pacing calendar is different than the past. Buffer time is now included between units.

28. Unit One – Review and Discuss Priority Standards Distributing Priority Standards Pacing Guide Buffer Days How is this pacing different than in the past? How is this beneficial for teachers? 28

29. “Unwrapping” “Unwrapping” the Priority Standards Skills (verbs) Concepts (nouns – noun phrases) Graphic Organizer Bloom’s DOK (we will go over this later) 29

30. “Unwrapping” the Standards Identifying What Students Must Know and Be Able To Do in the Wording of the Standards

31. Identify the key concepts (important nouns or noun phrases) by underlining them. Identify the skills (verbs) by circling them or writing them in CAPS. “Unwrap” Selected Priority Standards 31

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33. Unit One – Review and Discuss “Unwrapped” Standards Bloom’s Taxonomy ELA – Scaffolding How can “unwrapped” standards benefit teachers? 33

34. What Do You Think Is More Engaging for Students? Option 1 What is a detail? Option 2 A detail is information an author gives us to help us understand the story. 34

35. The Big Ideas remember long after instruction endsFoundational understandings students will remember long after instruction ends What you want students to discover as a result of the learning experienceWhat you want students to discover as a result of the learning experience The larger concepts or main ideasThe larger concepts or main ideas The student’s answer or response to a related Essential Question 35

36. Big Ideas Knowing 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. 36

37. Essential Questions Questions, not statements, stimulate student curiosity to find the answers! 37

38. Characteristics of Essential Questions Cannot be answered with a “yes” or “no” Have no single obvious right answer Cannot be answered from rote memory Match the rigor of the “unwrapped” standard Go beyond who, what, when, and where to how and why 38

39. Essential Questions How 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? 39

40. Unit One – Review and Discuss The Big Ideas The Essential Questions How will this change Instruction? 40

41. Designing Quality Assessments Identify purpose Select best type for purpose Make inferences Guide instruction 41

42. DOK  DOK is about the test item NOT the student. 42

43. DOK 1: Recall and Reproduction Recall facts, information; reproduce simple process/procedure DOK 2: Skills and Concepts Make decisions about a question or problem; more than one step DOK 3: Strategic Thinking Develop a plan, use evidence, choose more than one answer, justify response DOK 4: Extended Thinking Apply conceptual understanding, investigate connections, relate ideas, devise an approach among alternatives—needs extended time 43

44. On the new SBAC test, 68% of the test is DOK 3 and 4. On the old STAR Test, 0% of the test was DOK 4 On the old STAR test, 80% of the test was Bloom’s Level 1. 44

45. Summative Assessments FORMATS  Selected response  Short constructed response  Extended constructed response  Technology enhanced  Performance tasks (ELA only)

46. Pre & Post Assessment Included with every unit Mirrored, aligned, blended Administered by all teachers Formative and summative use 46

47. Pre & Post Assessment Selected-Response questions Answer key provided (teacher copy) Constructed-Response questions Rubric provided (teacher/student copy) Aligned to SBAC type questions 47

48. Scoring Guides for Assessments The scoring guide is a specific criteria describing different levels of student proficiency relative to assessments. Ainsworth, L., 2011 48

49. Rubric – an example ExemplaryProficientProgressingEmerging Meets all of the proficient criteria PLUS            Meets 3 or 4 of the proficient criteria Meets 2 or fewer of the proficient criteria 49

50. Unit One – Review and Discuss Pre-Assessment Post-Assessment Student Copy Teacher Copy Rubrics Notice how they are aligned to the priority standards Similar to smart goals. 50

51. “Levels of student performance improve when instruction focuses on: active learning, real-world contexts, higher-level thinking skills, extended writing, and demonstration.” Robert Marzano The Art and Science of Teaching, 2007 51

52. Math Different Here Next 7 slides ELA only

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. 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 Scenario My pet is a _________. (type of pet) My pet is _________. (adjective) Duration: 2 – 30 minute class sessions Performance Task What will we do? 54

55. Terms and Definitions Performance Task = A single assessment Performance Assessment = A collection of related performance tasks 55

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? 56

57. Relationship between Tasks and Engaging Scenario “Why are we doing it?” Engaging scenario answers question: “Why are we doing it?” “What are we going to do?” Performance tasks answer question: “What are we going to do?” 57

58. Engaging Scenario How will you “hook” the students? 58

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. 59

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? 60

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? 61

62. What is Proficiency? 62

63. Terminology Proficiency The level of performance students must meet to demonstrate attainment of a particular standards 63

64. Terminology *Anchor Papers Student-produced work samples at exemplary and proficient levels of performance on the scoring guide * Coming soon 64

65. Terminology Scoring Guide (Rubric) A set of general and/or specific criteria used to evaluate student performance on a given task or item 65

66. Unit One – Review and Discuss Performance Assessment Look for the Overview Look at each task Student Copy Teacher Copy Rubrics Notice how they are aligned to the priority standards 66

67. Range of Effect Sizes for Feedback 0.04 for praise (minimal impact) 0.46 for feedback associated with progress toward stated goals 0.95 for detailed feedback on the specific task and the processes the student is using to master it J. Hattle and H. Timperley, “The Power of Feedback,“ Review of Educational Research, 2007 67

68. Other items in the organizer Academic Vocabulary Suggested Resources (some being acquired) Suggested Instructional Strategies *Detailing the Unit * ELA - Math 68

69. Unit One – Review and Discuss Review the rest of the unit organizer What else is included? 69

70. Weekly Lesson Plans How 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. 70

71. 1.Review performance task #1. 2.In your group, brainstorm what you would need to teach to prepare students for task #1. 3.Write these ideas on chart paper. 4.Be ready to share out. Sample list on next slide… 71

72. Sample lesson plan ideas… Total Physical Response Stomp consonants, clap vowels Letter matching games/concentration ABC chants and songs Printing/penmanship practice 72

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 73

74. 74 REFLECTIONS Reflections – Table Discussion 74

75. Math Units 1st Grade 75

76. Support for Instructional Design In the Unit Organizer Critical Areas of Focus derived from the State Standards Standards for Mathematical Practice and their implications for the unit. Vocabulary needed for the unit. 76

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. 77

78.  Critical Areas of Focus  Implications of Mathematical Practices  Content-Specific Vocabulary  Pre-requisite skills – possible Math Review topics How will these components enrich your instruction? Unit One – Review and Discuss 78

79. Suggested Pacing of Standards Each Unit has several “buffer” days. 79

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. 80

81. Priority Standards are Unwrapped Depth of Knowledge and Bloom’s are identified. 81

82. Instructional Design Components Learning experiences can lead students to discover Big Ideas for themselves…. 82

83. Instructional Design Components In “Resources and Materials,” find models, lessons, and websites. Remember, the textbook is a resource, not the curriculum. 83

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. 84

85. Problem Solving Tasks Engaging Learning Experiences Learning Investigations Some will lead to Big Ideas, while others will assess learning. All can be found in the Unit Organizer. 85

86. Unit One – Review and Discuss Instructional Design Look at the sequence of standards Resources/materials Problem solving tasks How will students discover the big ideas and use the mathematical practices? How will students discover the big ideas and use the mathematical practices? 86