1. Curriculum Compacting GUIDELINES, PRACTICE AND NEXT STEPS COACHES MEETING MARCH 6, 2015

2. Goal Coaches will deepen their understanding of curriculum compacting and develop steps to implement compacting by reviewing the purpose of compacting, providing feedback to district expectations, and practicing the implementation of compacting.

3. Timelines 12:30-1:30- What is compacting? When do we compact? – Granby Expectations feedback 1:30-2:15 – Let’s Try It – compacting and brainstorming ideas for resources and classroom management 2:15- 2:45 – Reflections on the work; Next Steps – timelines and processes

4. Curriculum Compacting is the process of identifying learning objectives, pre-testing students for prior mastery of these objectives, and eliminating needless teaching practice if mastery can be documented (Sally Reis).

5. The Steps of Compacting NICOLE’S VERSION  Identify the Objectives  Find appropriate pretests  Identify students who should be pretested  Pretest students  Eliminate instructional time for students who exhibit mastery  Streamline instruction of those objectives that still need to be mastered  Offer challenging alternatives for time provided by compacting  Keep records GRANBY VERSION  Identify the Objectives  Develop appropriate pretests  Pretest ALL students  Review pretest data to determine who should take the performance assessment.  Determine who should be compacted *  Compact instruction of those objectives that have been mastered  Offer challenging alternatives for time provided by compacting  Keep records

6.  When students demonstrate mastery of the content at the beginning of a unit  Students who score 90% or higher on pre-assessments (otherwise differentiate)  Performance assessment taken – rubric score of grade level or better  What other factors need to be considered?  Cultural differences  Learning disabilities  Learning styles – Those who learn “differently”  Twice Exceptional When Do I Compact?

7. Student Behaviors that May Suggest Compacting is Necessary Consistently finishes tasks quickly Finishes reading assignments first Appears bored during instruction time Consistently daydreams Creates own puzzles, games or diversions in class Brings in outside reading material Has consistently high performance in one or more academic areas Test scores consistently excellent despite average or below average class work Uses vocabulary and verbal expression in advance of grade level Expresses interest in pursuing alternate or advanced topics

8. How Do I Compact?

9. If a student has mastered 90% of the objectives in a unit… ◦That student should not take part in the classroom instruction of those objectives. ◦Develop learning goals based on interests and going deeper with the concepts – Renzulli on- line ◦Students may be excused from: ◦ specific class sessions (for example, the Monday and Wednesday portions of vocabulary building), ◦ certain chapters or pages on the text or ◦specific learning activities. ◦The student will participate in regular classroom instruction for areas they have not mastered. What does this look like?

10. Compacting Classroom Activities Independent or small group study Escalated coverage of the regular curriculum Mini-courses Special interest groups Interest Development Centers Special Lessons for furthering cognitive and affective processes For those who have access – the Renzulli Learning System http://www.gifted.uconn.edu/sem/sem3rd.html “Recommendations for Implementation.” It is from the book Curriculum Compacting by Reis, Burns, and Renzulli.

11. Interest Development Centers An IDC allows children to explore a wide variety of options that are selected because of student interest and to pursue a new subject, and possible involvement in long-term research. These centers are stocked with: Manipulative materials Media and print materials Suggestions for experimenting and exploring specific topics that are presented as options that are presented for those students who have a genuine interest about a particular topic.

12. MATH RELATED IDC– consider this… RLS on famous mathematicians Challenging math games, puzzles, programs, advanced equations, etc. Articles on mathematical research around the world, including Pulitzer Prize, Google, Wall Street, Stock Market, etc. Ted Talks “Why I Fell In Love With Prime Numbers” Ted Talks “The Magic of Fibonnaci Numbers”

13. Guiding Students Through an Independent Study Assess, find, or create student interest Conduct interviews to determine interest strength Help students arrive at a question or questions to research Formulate a written plan Help students locate resources Provide methodological assistance Help students to choose the question or problem to investigate Offer managerial assistance Identify final products and audiences Offer encouragement, praise, and constructive criticism Escalate the process Evaluate

14. Let’s Try It!  Review the math unit and pre-assessment  Based on the student’s score, what can be compacted?  Complete the compacting sheet  Plan for what the student can do during the compacted time  Going deeper with the concepts they have mastered  NOT going onto the next grade level curriculum  Resources – Brainstorm ideas!!!  Develop a plan for classroom management of this time  How does the math workshop model help support this process?

15. Next Steps and Questions  Share- what went well? What was difficult?  Need someone to brainstorm with that has common knowledge and background.  Shifting mindset  HS might choose higher level classes  Where do materials come from  Add ideas for compacting to the curriculum document  Release time to backward design- coach and teacher  Motivation to change  Choose a place to start (small) and practice  Clustering students??  Question – does the compacted idea have to directly connect to what they know?  Review unit pre-assessments in math  Skill vs content  Create science pre-assessments  Skill and content  Provide training to teachers K-12  Other: brainstorm ideas