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ELA / Math Units of Study Roll Out. Excerpt: The Road Not Taken b y Robert Frost. 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;

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slide2
Excerpt: The Road Not Taken

by Robert Frost

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.

today s agenda
TODAY’S AGENDA
  • Purpose of Today
  • Unit of Study Vision/Expectations
  • Guiding Documents/Research
  • Assessment Plan
  • Unit of Study Overview
  • Next Step/Planning
district vision goals
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

collaborative culture
Collaborative Culture
  • Education Services Committee
  • Create CCSS Steering Committee
  • Secondary Math Committee
  • School Data Teams
ccss steering committee
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
priority standards
Priority Standards

Readiness

(for next level of learning)

Endurance

(concepts and skills that last over time)

High Stakes Assessments

(SBAC)

Leverage

(crossover application to other areas)

units of study model
Units of Study Model

A series of specific lessons, learning experiences, and related assessments — basedon targeted Priority Standards & supporting standards — for an instructional focus that may last anywhere from two to six weeks.

common core standards insufficient by themselves
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 curriculumand robust assessments, both aligned tothe Standards.”

CCSSI Webinar, 2010

jusd units of study implementation
JUSD Units of Study Implementation

Priority Standards are carefully placed, paced, taught, assessed, re-taught, re-assessed throughout the year.

units of study research base effect size hattie vlft 2012

Units of Study Research Base (Effect Size, Hattie, VLFT, 2012)

  • 90 – 90 – 90 Study (Reeves, 2000)
    • Laser-like focus on achievement
    • Curriculum choices
    • Non-fiction writing
    • Collaborative scoring
    • Multiple opportunities for success
jusd assessment plan
JUSD Assessment Plan

New District Benchmarks

Administered by all teachers

Details TBD

No Rogue : )

next steps implementation and accountability
Next Steps: Implementation and Accountability

Roll out

PD

Ongoing Monitoring

Feedback/Revision

Support/Coaching

slide17
Unit of Study

Defined

A series of specific lessons, learning experiences, and related assessments—basedon designated Priority Standards and related supporting standards—for a topical, skills-based, or thematic focus that may last anywhere from two to six weeks.

slide18
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 intosequenced units of study.

slide19
Unit of Study…

A rigorous curriculum serves as both the detailed road map and the high-quality delivery systemfor ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area.

slide20
Priority Standards

Defined

Priority Standards are “those standards that, once mastered, give a student the ability to use reasoning and thinking skillsto learn and understand other curriculum objectives.”

- Dr. Douglas Reeves

slide21
Supporting Standards

Defined

Supporting standards are those standards that support, connect to, or enhancethe Priority Standards. They are taught within the context the Priority Standards, but do not receive the samedegree of instruction and assessment emphasis as do the Priority Standards.

an important message
An Important Message

Prioritization, Not Elimination!

slide24
How will Units of Study support teachers in maximizing achievement for ALL students?

One of the GOALS for today is to answer

this Essential Question:

assigning the standards
Assigning the Standards

Distribute Priority Standards across multiple units as long as it makes instructional sense to do so.

Distribute Supporting Standards across multiple units.

slide26
Units Pacing Guide

Defined

A pacing calendar is a yearlong (or course-long) schedulefor delivering all of the planned units of study for a designated grade level or course, not the daily lessons to be used within units.

buffer days

Buffer Days

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

  • Suggested ways for use of Buffer Days
  • Assess/ Re-Assess
  • Review
  • Reteach
  • Extension
unit one review and discuss
Unit One – Review and Discuss

Priority Standards

Distributing Priority Standards

Pacing Guide

Buffer Days

\\jusd.dom\public\MyJUSD\public\JUSD CCSS Standards\ELA\ELA Standards

How is this pacing

different than in

the past? How is this

beneficial for teachers?

unwrapping
“Unwrapping”

“Unwrapping” the Priority Standards

Skills (verbs)

Concepts (nouns – noun phrases)

Graphic Organizer

Bloom’s

DOK (we will go over this later)

unwrapping the standards

“Unwrapping” the Standards

Identifying What Students Must Know and Be Able To Do in the Wording of the Standards

unwrap selected priority standards
“Unwrap” Selected Priority Standards
  • Identify the key concepts (important nouns or noun phrases) by underlining them.
  • Identify the skills (verbs) by circling them or writing them in CAPS.
unit one review and discuss1
Unit One – Review and Discuss

“Unwrapped” Standards

Bloom’s Taxonomy

ELA – Scaffolding

How can “unwrapped”

standards benefit teachers?

what do you think is more engaging for students
What Do You Think Is More Engaging for Students?

Big Idea

Essential Question

How do good readers take details and examples to explain the main idea of a text?

  • Good readers

a) Identify the main idea of

the text and explain how it

is supported by details.

b) Determine which details

are key to the text.

c) Use key details and the

main idea to summarize.

d) Explain what happened

and why it happened based

on information in the text.

the big ideas
The Big Ideas
  • Foundational understandings students will remember long after instruction ends
  • What you want students to discover as a result of the learning experience
  • The larger concepts or main ideas
    • The student’s answer or response to a related Essential Question
big ideas
Big Ideas
  • Writers create a report on an informational text or topic by:

a) Introducing a topic clearly, grouping related information in paragraphs, and using descriptive details.

b) Developing a topic with appropriate facts, definitions, concrete details, and quotations related to the topic.

c) Providing a concluding statement to the information presented.

slide37
Essential Questions

Questions, not statements,

stimulate student curiosity to find the answers!

characteristics of essential questions
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

Moves away from procedural to conceptual understanding

Makes it relevant

essential questions
Essential Questions
  • How does a writer create a report on a topic from an informational text?
unit one review and discuss2
Unit One – Review and Discuss

The Big Ideas

The Essential Questions

How will this

change

Instruction?

slide41
Designing Quality Assessments
  • Identify purpose
  • Select best type for purpose
  • Make inferences
  • Guide instruction
  • Aligned with standards
  • High rigor
slide42
Webb’s Depth of Knowledge…

DOK

  • DOK is about the test item
  • NOT the student.
  • DOK refers the complexity of the assessment.
slide43
DOK

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

slide44
DOK and State Testing…

On the old STAR test,

80%of the test was Bloom’s Level 1.

On the old STAR Test,

0%of the test was DOK 4

On the new SBAC test,

68% of the test is DOK 3 and 4.

slide45
Summative Assessments FORMATS
  • Selected response
  • Short constructed response
  • Extended constructed response
  • Technology enhanced
  • Performance tasks (ELA only)
  • CAASPP- California Assessment of Student
  • Performance and Progress formerly SBAC
pre post assessment
Pre & Post Assessment

Included with every unit

Mirrored, aligned, blended

Administered by all teachers

Formative use

Pre-assessment drives our instruction

Formative and summative use

Post Assessment drives reteaching instruction

pre post assessment1
Pre & Post Assessment
  • Selected-Response questions
    • Answer key provided (teacher copy)
  • Constructed-Response questions
    • Rubric provided (teacher/student copy)
  • Aligned to SBAC type questions
scoring guides for assessments
Scoring Guides for Assessments

The scoring guide is a specific criteria describing different levels of student proficiency relative to assessments.

Ainsworth, L., 2011

rubric an example
Rubric – an example

How can rubrics help students?

unit one review and discuss3
Unit One – Review and Discuss

Pre-Assessment

Post-Assessment

  • Pre-Assessment
  • Post-Assessment
  • Student Copy
  • Teacher Copy
  • Rubrics

Notice how they are

aligned to the priority

standards

slide51
Robert Marzano

“Levels of student performance improve when instruction focuses on: active learning, real-world contexts, higher-level thinking

skills, extended writing, and demonstration.”

The Art and Science of Teaching, 2007

math different here

Math Different Here

Next 7 slides ELA only

slide53
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 taskspresented to students that are coherently connected to a single theme or scenario.”

terms and definitions
Terms and Definitions

Performance Task = A single assessment

Performance Assessment = A collection of related performance tasks

key points to remember when designing performance tasks
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?
slide57
Engaging Scenario

How will you

“hook”

the students?

effective engaging scenarios contain five key elements
Effective Engaging Scenarios Contain Five Key Elements

SWhat 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?  

is your scenario truly engaging
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?

terminology
Terminology

Proficiency/ Adequate

The level of performance students must meet to demonstrate attainment of a particular standards

(Thorough, Adequate, Partial, Minimal)

terminology1
Terminology

*Anchor Papers

Student-produced work samples at exemplary/

thorough and proficient/ adequate levels of performance on the scoring guide.

* Coming soon

terminology2
Terminology

Scoring Guide (Rubric)

A set of generaland/or specific criteria used to evaluate student performance on a given task or item

unit one review and discuss4
Unit One – Review and Discuss

Performance Assessment

  • Look at Situation Challenge Roles Audience Product/Performance
  • Look at each task
  • Student Copy
  • Teacher Copy
  • Rubrics

Notice how they are

aligned to the priority

standards

range of effect sizes for feedback
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

other items in the organizer
Other items in the organizer

Academic Vocabulary

Suggested Resources (some being acquired)

Suggested Instructional Strategies/Skills

*Detailing the Unit

unit one review and discuss5
Unit One – Review and Discuss

Review the rest of the unit organizer

What else is included?

weekly lesson plans
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.
slide69
Lesson Planning Guided Practice

Review performance task #4.

In your group, brainstorm what you would need to teach to prepare students for task #4.

Write these ideas on chart paper.

Be ready to share out.

Sample list on next slide…

sample lesson plan ideas
Sample lesson plan ideas…
  • Students will research a planet using several different resources. They will take notes on the topology, location, life forms (if any), etc. using step-up to writing strategies and/or graphic organizers.(Task 1)
  • Student will assemble a project/model, poster, diorama, or power point at home with family support that includes the planet elements. (Task 2)
  • Students will write an organized report that includes the elements of the planet, and main idea, details, information, and demonstrate command of conventions of English. (Task 3)
  • Students will give an oral presentation using a visual aid on their planet, including the elements of the planet. (Task 4)
  • *Rubrics are provided for each Task.*
slide71
“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

slide72
REFLECTIONS

Reflections – Table Discussion

72

math units

Math Units

4th Grade

unit one review and discuss6
Unit One – Review and Discuss
  • Content-Specific Vocabulary
  • Critical Areas of Focus
  • Implications of Mathematical Practices
  • Suggested Pacing
  • Pre-requisite skills – possible Math Review topics

How will these components

enrich your instruction?

slide75
Support for Instructional Design

In the Unit Organizer

Vocabulary

needed for the unit.

To be created at a later date

slide76
Critical Areas of Focus

derived from the State Standards

Standards for Mathematical Practice and their implications for the unit.

slide77
Priority and Supporting Standards in Instructional Sequence

In “Resources and Materials” find Go Math! corresponding lessons, suggested manipulatives, sample online lessons, etc.

In the Sequence of Standards and Pacing , you will find a suggested sequence and pacing. Priority Standards are in bold. Standards are unwrapped and Depth of Knowledge (DOK) noted.

Learning experiences allow the students to discover Big Ideas for themselves (see next slide)….

*Notice on 4.NBT.2 Lessons 1.2 and 1.3 are suggested to be taught before 1.1.

slide78
The Big Ideas should NOT be posted in your classroom. The learning experiences and lessons should lead the students to the Big Ideas.
  • Essential Questions should be posted in the classroom during each unit.
slide79
Intervention, Extension, Differentiation, and Additional Support.
  • Until our full adoption, GO MATH! may be your best resource to reach all learners. There might be some learning experiences and problem-solving tasks that you may want to use with an advanced group. There are online sources that provide additional algorithm practice. There are other online sources that could be useful/helpful as well.

Each unit has a problem-solving task and /or performance task(s) to be completed.

The tasks allow students to apply their learning from the unit. They are a formative assessment of student knowledge.

slide80
NOT listed in teaching order- look in unit organizer for suggested teaching order.
  • Each Unit has one week of buffer
  • Time at the end to work in Go Math’s “Getting Ready for Grade 5.”

Year- Long

Unit Pacing

of Standards

slide81
Sample Lesson Planning Ideas

Beginning with the “Show What You Know” from Go Math! could help you plan for instruction in the upcoming unit/chapter.

Pre-requisite skills can be reviewed and solidified through daily Math Review.

slide82
Day 1-Unit 1:
  • Introduce Essential Question: “Why is it important to understand the value of a digit?” using the Engage 1.1 online digital lesson
  • Create a place value chart
  • Review place value period names
  • Use base 10 blocks to represent place values
  • Day 2- Unit 1:
  • Watch the Engage 1.2 digital lesson online
  • Watch the Real World video to introduce the concept (2 minute video)
  • Teach Go Math! Lesson 1.2, pgs. 9-10
  • Review Common Errors prior to closing lesson
  • *Use differentiation for students during (using results of “Quick Check” problems) or after lesson with Reteach 1.2/Enrich 1.2/Personal Math Trainer, etc.
  • …Continue on with planning for the remainder of the unit
unit one overview review and discuss
Unit One Overview – Review and Discuss

Instructional Design/Weekly Lesson Planning:

  • Look at the sequence of standards, priority/

supporting/unwrapped standards, Big Ideas, and

Essential Questions

  • Review resources/materials/learning experiences
  • Review Pre- and Post- Unit Assessments
  • Review Problem-solving/Performance tasks

How will students discover the big ideas and use the mathematical practices?

Use all of this to help you plan out your daily/weekly/unit lesson plans.

QUESTIONS?

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