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Curriculum and Assessment Writing Project: Coaches’ Roles, CCLS in ELA/Math and Intro to Unwrapping. Goals and Objectives for the Day. Triads will understand the purpose and goals of the Curriculum and Assessment Writing Project. Triads will unwrap grade level standards.

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curriculum and assessment writing project coaches roles ccls in ela math and intro to unwrapping

Curriculum and Assessment Writing Project:Coaches’ Roles, CCLS in ELA/Math and Intro to Unwrapping

goals and objectives for the day
Goals and Objectives for the Day
  • Triads will understand the purpose and goals of the Curriculum and Assessment Writing Project.
  • Triads will unwrap grade level standards.
  • Triads will prepare to lead to work of district instructional transformation.
quick introductions
Quick Introductions
  • SCSD staff:
    • Laura, Margaret, Nate, Sue, Julie, Rhonda, Jim, Bill
  • Technical assistants
    • Steve, Kate
agenda
Agenda
  • Curriculum and Assessment Overview (8:00 – 9:00)
  • Content Split
  • Content Standards Overview (9:00 – 9:30)
  • Break (9:30 – 9:15)
  • Standards Protocol (9:45 – 10:45)
  • Practice (10:45 – 11:30)
  • Work on Grade Level Unwrapping (11:30 – 12:30)
  • Share and Reflect – (12:30 – 1:00)
curriculum instruction assessment review
Curriculum, Instruction, & Assessment Review
  • Conducted by Dr. Denise Collier
  • Focus groups of teachers, instructional coaches, school building and central office administrators
    • CIA Task Force
  • August-December 2011
    • Presented to SCSD Board of Education December 7
brutal facts
Brutal Facts
  • Only 22% of our students in grades 3-8 are meeting the standard for proficiency in English Language Arts.
  • Just 25% of our students in grades 3-8 are proficient in mathematics.
  • Over 70% of our students qualify to receive Academic Intervention Services.
  • SCSD has a 30% transiency rate.
  • About half of our students drop out of school.
  • The district’s graduation rate hovers at around 51%.
i academic rigor and program coherence recommendations
I. Academic Rigor and Program Coherence Recommendations
  • Raise expectations for student learning and focus the work of teaching and learning on academically rigorous “college-ready” learning PK-12 aligned to the common core standards, rather than on minimal passing standards.
i academic rigor and program coherence recommendations1
I. Academic Rigor and Program Coherence Recommendations
  • Examine and improve the coherence, rigor, alignment, content, and pacing of the district’s curriculum guides and other instructional tools to ensure that they are aligned to the district’s theory of action for teaching and learning, are based upon “college ready” level academic rigor and mastery of the common core standards, and that they provide sufficient instructional supports to meet the needs of all students.
iii evaluation assessment and use of feedback data recommendations
III. Evaluation, Assessment and Use of feedback/Data recommendations
  • The district should accelerate its efforts to develop a more robust interim assessment system, ensuring alignment with the district’s revised curriculum, and should ensure teacher and principal access to a robust data management and reporting system to facilitate data-driven decision-making.
v instructional capacity building recommendations
V. Instructional Capacity Building Recommendations
  • Develop and implement a coherent, content-focused, tiered plan for on-going professional learning of all teachers, instructional leaders, and support staff that is directly and fully aligned to the revised curriculum, common core standards, best practices in instruction, and student performance results.
research
Research

According to US Department of Education:

  • Academic Curriculum participation is still the strongest of the pre-collegiate momentum indicators.
  • High School curriculum reflects 41% of the resources that students bring to higher education; test scores 30%; and class rank / academic GPA 29%

For more information see

The Toolbox Revisited - designed as a replication of previous study published by the U.S. Department of Education, Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment (1999)

Ready or Not: Creating a High School Diploma That Counts (2004) – Achieve INC

research1
Research
  • “No matter how one divides the universe of students, the curriculum measure produces a higher percent of earning bachelor’s degrees than either of the other measures. The impact of a high school curriculum of high academic intensity and quality on degree completion is far more pronounced and positively – for African American and Latino students than any other pre-collegiate indicator of academic success.”

For more information see

The Toolbox Revisited - designed as a replication of previous study published by the U.S. Department of Education, Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment (1999)

Ready or Not: Creating a High School Diploma That Counts (2004) – Achieve INC

we believe
We Believe…

If we…

  • Build the capacity of teachers to deliver high-quality, highly effective instruction, grounded in rigorous standards, curriculum and content, focused on the differing needs of our students

and

  • Increase the instructional expertise and effective coaching strategies of all central office and school leaders

and

  • Hold everyone accountable for specific student outcomes…

then

We will succeed in reaching our district-wide goals of preparing every student for college and careers.

guiding principles for curriculum instruction improvement
Guiding principles for Curriculum & Instruction Improvement
  • Grounded in the transformative power of education—college persistence dramatically increases life outcomes for all students
  • Evidence that urban public schools can succeed in preparing all students for college and career success
  • District should define the “what” (curriculum, standards of performance, accountability systems, etc.)
guiding principles for curriculum instruction improvement cont
Guiding principles for Curriculum & Instruction Improvement (cont.)
  • The schools should decide the “how” (Instructional plans, strategies, collaborative staffing, etc.)
  • Accountability systems should connect student outcomes (success or failures) with adult outcomes
  • Central office should be flexible, agile and responsive to support changing school needs
  • There must be a coherent reform strategy that connects everything to improving teaching and learning
curriculum and assessment writing project
Curriculum and Assessment Writing Project
  • Goals and Outcomes:
  • Develop capacity to improve instruction throughout the district
  • Unit plans and assessments for Pre-K through 12 for ELA and Math
phase 1 at a glance
Phase 1 At a Glance

Final Product: Unit Plans for Quarter 1

sample unit plan
Sample Unit Plan

Unpacking the standards will provide triads the foundation to build aligned assessments and teaching points

assumptions
Assumptions
  • We are preparing for an assessment and level of rigor that is currently unknown.
  • We can’t afford to wait for more information and direction.
  • The process of interacting with the standards will build capacity in teachers and lead to improved instruction.
  • Teachers will transform student achievement in the district.
  • This will be MESSY, but the learning is the work.
roles and responsibilities
Roles and Responsibilities
  • Writing Team Basics:
    • 2-5 teachers per grade level
    • 1 team facilitator
    • cluster groups (across several grade levels for alignment and coherence)
    • EL and SPED teacher consultant/writer per cluster group
    • Coordinator/Supervisor for content area leadership

Roles and Responsibilities Basics:

  • Teacher teams will work collaboratively to draft curriculum maps using the unit template and in alignment with quality guidelines (rubric) and using online submission process
  • Drafts will be submitted to team facilitator per timeline for review, approval, and submission to content supervisor (using quality rubric)
  • Content supervisors will examine the maps according to quality guidelines and upon approval will submit for upload to online curriculum system.
  • Technical assistants and EL and SPED team members will provide expertise and support throughout the development process.
proposed responsibilities of curriculum writers
Proposed Responsibilities of Curriculum Writers
  • Coach serves as point person for communication
    • Collaboration within the writing team and with others in the curriculum initiative
  • Facilitate through struggle
    • Your expertise and that of others is critical to quality
  • Leadership of and advocacy for the curriculum initiative at school and across the district
  • Accountability to each other and the project impacts the outcome of the work
  • You are the key to empowering your fellow teachers
ccls in ela

CCLS in ELA

Anchor Standards

key ideas details
Key Ideas & Details
  • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
key ideas details1
Key Ideas & Details
  • Determine the central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
craft and structure
Craft and Structure
  • Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
craft and structure1
Craft and Structure
  • Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
key ideas details2
Key Ideas & Details
  • Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
craft structure
Craft & Structure
  • Assess how point of view or purpose shapes the content and style of a text.
integration of knowledge ideas
Integration of Knowledge & Ideas

YouTube: “The Great Office War”

http://www.youtube.com/watch?v=pVKnF26qFFM

integration of knowledge ideas1
Integration of Knowledge & Ideas
  • Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
  • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
  • Analyze how two or more text address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
unwrapping the ccls
Unwrapping the CCLS

What:

Why:

  • We need to know all the parts of the standard to move forward – skills, concepts, necessary prior knowledge
  • We need to identify the levels of rigor in both the skills and concepts
identifying rigor
Identifying Rigor

CONCEPTS

LEVEL OF RIGOR INCREASES

SKILLS

fish bowl unwrapping the ccls
Fish Bowl! Unwrapping the CCLS
  • RI.4.2
    • Determine the main idea of a text and explain how it is supported by key details; summarize the text.
  • Use the protocol to code and assign levels of rigor
  • Use Appendix B for concept/skill elaboration
    • Read performance task for RI.4.2 on page 76
    • Read “Telescopes” on page 75
    • Jot the steps it took to perform the task – Be Meta!
unwrap your grade level standards
Unwrap Your Grade Level Standards

With your triad, unwrap the following standards:

RL.1

RL.2

RI.1

RI.2

Record on the wiki!

homework
Homework

During the next two weeks, find time to meet with your triad to unwrap the following standards:

RL.3

RL.4

RL.5

RI.3

RI.4

RI.5

All standards are plugged into your wiki page!

ccls in math

CCLS in Math

The C’s and the mathematical practices

ccls for mathematics
CCLS for Mathematics

DO NOW

What is two thirds divided by three fourths?

slide55

Do Now

  • What is two thirds divided by three fourths?
slide56

Do Now

  • What is two thirds divided by three fourths?
  • How did you get that answer?
slide57

Do Now

  • What is two thirds divided by three fourths?
  • How did you get that answer?
  • Why does that work?
slide58

Let’s Do Another Now

You are at Pizza Hut with friends and trying to decide whether to buy two medium pizza’s or one large pizza.

The large has a 14” diameter and costs $13.00.

The medium has an 10” diameter and costs $7.00.

Which is the better buy?

slide59

Let’s Do Another Now

Which is the better buy?

slide60

Let’s Do Another Now

Which is the better buy?

How did you calculate it?

slide61

Let’s Do Another Now

Which is the better buy?

How did you calculate it?

Why does it work?

ccls math the big picture
CCLS Math: The Big Picture

Goal:

Teaching math to understand math,

not to just “do” math.

standards for mathematical practice
Standards for Mathematical Practice

Mathematically proficient students can:

  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
the 3 c s of math
The 3 C’s of Math
  • Context – we should think of math more as a tool than as a subject. In real life it is always used to further some other goal.
  • Concrete – (to pictorial to abstract) numbers are symbols and are not concrete.
  • Constructivist – meet students where they are and guide them in constructing knowledge
fourth c that standards address
Fourth C that Standards address
  • Continuity – there is consistency across the grades in math language, processes and expectations.
unwrapping the ccls2
Unwrapping the CCLS

What:

Why:

  • We need to know all the parts of the standard to move forward – skills, concepts, necessary prior knowledge, and
  • We need to identify the levels of rigor in both the skills and concepts
identifying rigor1
Identifying Rigor

CONCEPTS

LEVEL OF RIGOR INCREASES

SKILLS

you try it unwrapping the ccls
You Try It! Unwrapping the CCLS
  • 6.NS.1
    • Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

(The standard is on page 37 of the math standards)

  • Use the protocol to code and assign levels of rigor
unwrap your grade level standards1
Unwrap Your Grade Level Standards

With your triad, unwrap the standards from the Unit 1

Record on the wiki!

homework1
Homework

During the next two weeks, find time to meet with your triad to unwrap the standards from Unit 2 and 3

All standards will be plugged into your wiki page!

reflections
Reflections

THANK YOU!