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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
essential supporting documents
Essential Supporting Documents

SBAC Blueprint

  • N. Webb’s DOK
  • Similar Assessment Format
    • Selected Response
    • Constructed Response w/ Scoring Guides
    • Plausible distractors
    • Performance Tasks

CA Math Framework

  • Guiding Principles
    • Learning
    • Teaching
    • Assessment
  • Critical Focus Areas
  • Connection between MPs & content
  • Instructional Resources
essential supporting documents1
Essential Supporting Documents

SBAC Blueprint

  • N. Webb’s DOK
  • Similar Assessment Format
    • Selected Response
    • Constructed Response w/ Scoring Guides
    • Plausible distractors
    • Performance Tasks

CA ELA Framework

  • Well-designed curriculum access:
    • Research
    • Clarity
    • Coherence
    • Integrated
  • Formative & Summative Assessment Cycles
jusd assessment plan
JUSD Assessment Plan

PHASE 1

UOS = District Benchmarks

Administered by all teachers & scored on site

Post Assessments

No Rogue : )

PHASE 2

Performance Tasks (culminating)

next steps implementation and accountability
Next Steps: Implementation and Accountability

Roll out

PD

Ongoing Monitoring

Feedback/Revision

Support/Coaching

slide19

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 thematicfocus that may last anywhere from two to six weeks.

slide20

Units of Study Rigor

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.

slide21

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

slide22

Supporting Standards

Defined

Supporting standards are those standards that support, connect to, or enhance the Priority Standards. They are taught within the contextthe Priority Standards, but do not receive the same degree of instruction and assessment emphasis as do the Priority Standards.

an important message
An Important Message

Prioritization, Not Elimination!

slide25

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.

slide27

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.

unit one review and discuss
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?

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?

Option 1

Option 2

What does it mean to “refer explicitly” to the text when asking/answering questions?

  • Referring explicitly to text when asking/answering questions means being able to go back into the text and be able to restate what it says
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
  • Sometimes we need to be able to prove our answers. Referring explicitly to text allows us to do that.
  • Main ideas are key concepts of passages.
  • Details are explanations/examples that support the main idea so the reader can understand the text.
slide38

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

essential questions
Essential Questions
  • Why do we need to refer explicitly to the text for understanding?
  • What are main ideas?
  • What are details?
unit one review and discuss2
Unit One – Review and Discuss

The Big Ideas

The Essential Questions

How will this

change

Instruction?

slide42

Designing Quality Assessments

  • Identify purpose
  • Select best type for purpose
  • Make inferences
  • Guide instruction
slide43

Webb’s Depth of Knowledge…

DOK

  • DOK is about the test item
  • NOT the student.
slide44

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

slide45

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.

slide46

Summative Assessments FORMATS

  • Selected response
  • Short constructed response
  • Extended constructed response
  • Technology enhanced
  • Performance tasks (ELA only)
pre post assessment
Pre & Post Assessment

Included with every unit

Mirrored, aligned, blended

Administered by all teachers

Formative and summative use

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

unit one review and discuss3
Unit One – Review and Discuss
  • Pre-Assessment
  • Post-Assessment
  • Student Copy
  • Teacher Copy
  • Rubrics

Notice how they are

aligned to the priority

standards

slide52

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

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

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

terminology1
Terminology

*Anchor Papers

Student-produced work samples at exemplary and proficient 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 for the Overview
  • 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

*Detailing the Unit

* ELA - Math

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 #1.

In your group, brainstorm what you would need to teach to prepare students for task #1.

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 create graphic organizers about information learned (P.T. 1) about habitats.
  • Students will study/research habitats of their choice using science books, library books, the Internet, etc. and will complete graphic organizers and/or take notes on habitats (P.T.2)
  • Students will write a one paragraph paper on what they have learned. (P.T.3)
  • Students will work in groups to create posters and presentations about their habitats. They will then present their posters to their classmates. (P.T.4)
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

support for instructional design
Support for Instructional Design
  • Critical areas of focus
  • Implications of Mathematical Practices
  • Content-Specific Vocabulary
  • Pre-requisite skills – possible Math Review topics
unit one review and discuss6
Unit One – Review and Discuss

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?

instructional design
Instructional Design
  • Suggested pacing of standards
  • Priority and supporting standards listed in instructional sequence
  • Priority standards “unwrapped” and in graphic organizer
  • DOK / Bloom’s Identified
instructional design components
Instructional Design Components
  • Suggested lessons/learning experiences that allow students to DISCOVER the Big Ideas
  • Lists of materials and resources
  • Where materials can be obtained
  • Remember, the textbook is a resource not the curriculum
differentiation intervention and extension
Differentiation, Intervention and Extension
  • Suggest Potential Accommodations
  • Consider How to Meet the Needs of Individual Learners
  • Reflect on Learners with Disabilities and ELL Learners
problem solving tasks
Problem Solving Tasks
  • 2-3 per unit
  • Included within the sequence of standards
  • Allow students to apply learning from previous week(s)
  • Allow teachers to formatively assess student knowledge
unit one review and discuss7
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?