ELA / Math Units of StudyRoll Out

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Excerpt: The Road Not Takenby 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

• Purpose of Today • Unit of Study Vision/Expectations• Guiding Documents/Research • Assessment Plan• Unit of Study Overview • Next Step/Planning

Guiding Principles

Vision

CollaborationAccountability

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

• Education Services Committee

• Create CCSS Steering Committee

• Secondary Math Committee

• School Data Teams

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

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)

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.

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

JUSD Units of Study Implementation

Standards Instruction Assessment Data 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.

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 CFAsUnwrap, CFAs & 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

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Essential Supporting Documents

CA Math Framework• Guiding Principles

– Learning– Teaching– Assessment

• Critical Focus Areas• Connection between

MPs & content• Instructional Resources

SBAC Blueprint• N. Webb’s DOK• Similar Assessment

Format– Selected Response– Constructed Response

w/ Scoring Guides– Plausible distractors– Performance Tasks

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Essential Supporting Documents

CA ELA Framework• Well-designed

curriculum access:– Research– Clarity – Coherence– Integrated

• Formative & Summative Assessment Cycles

SBAC Blueprint• N. Webb’s DOK• Similar Assessment

Format– Selected Response– Constructed Response

w/ Scoring Guides– Plausible distractors– Performance Tasks

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

• Roll out• PD• Ongoing Monitoring• Feedback/Revision• Support/Coaching

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

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 into sequenced units of study.

Priority Standards Defined

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

Supporting Standards Defined

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.

An Important Message

Prioritization, Not Elimination!

Prioritization, Not Elimination!

Let’s Look at Our Units!

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One of the GOALS for today is to answer this Essential Question:

How will Units of Study support teachers in maximizing achievement

for ALL students?

Assigning the StandardsAssigning the Standards

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

2)Distribute Supporting Standards across 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.

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 GuideDefined

Buffer Days

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

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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 thisbeneficial for teachers?

“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

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

Wording of the 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.

“Unwrap” Selected Priority Standards

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Unit One – Review and Discuss

• “Unwrapped” Standards• Bloom’s Taxonomy• ELA – Scaffolding

How can “unwrapped” standards benefit teachers?

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What Do You Think Is More Engaging for Students?

Option 1• 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

Option 2

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

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• 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.

Essential Questions

Questions, not statements, stimulate student

curiosity to find the answers!

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

• Why do we need to refer explicitly to the text for understanding?

• What are main ideas?

• What are details?

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Unit One – Review and Discuss

• The Big Ideas• The Essential Questions

How will this changeInstruction?

Designing Quality Assessments

• Identify purpose• Select best type for

purpose• Make inferences• Guide instruction

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Webb’s Depth of Knowledge…

DOK DOK is about the test item

NOT the student.

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DOK 1: Recall and ReproductionRecall facts, information; reproduce simple process/procedure

DOK 2: Skills and ConceptsMake decisions about a question or problem; more than one step

DOK 3: Strategic ThinkingDevelop a plan, use evidence, choose more than one answer, justify response

DOK 4: Extended ThinkingApply conceptual understanding, investigate connections, relate ideas, devise an approach among alternatives—needs extended time

DOK

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DOK and State Testing…

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.

Summative Assessments FORMATS

Selected response Short constructed response Extended constructed response Technology enhanced Performance tasks (ELA only)

Pre & Post Assessment

• Included with every unit• Mirrored, aligned, blended • Administered by all teachers• Formative and summative use

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Pre & Post Assessment

• Selected-Response questionsAnswer key provided (teacher copy)

• Constructed-Response questionsRubric provided (teacher/student copy)

• Aligned to SBAC type questions

Scoring Guides for Assessments

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

Ainsworth, L., 2011

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Rubric – an example

Exemplary Proficient Progressing Emerging

Meets all of the proficient criteria PLUS

Meets 3 or 4 of the proficient criteria

Meets 2 or fewer of the proficient criteria

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Unit One – Review and Discuss

• Pre-Assessment• Post-Assessment

Student Copy Teacher Copy Rubrics

Notice how they arealigned to the prioritystandards

“Levels of student performance improve when instruction focuses on: active learning, real-world contexts, higher-level thinkingskills, extended writing, and demonstration.”

Robert Marzano

The Art and Science of Teaching, 2007

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.”

Terms and Definitions

Performance Task = A single assessment

Performance Assessment = A collection of related 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?

Relationship between Tasks and Engaging Scenario

Engaging scenario answers question: “Why are we doing it?”

Performance tasks answer

question: “What are we going to do?”

Engaging Scenario

How will you “hook” the students?

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?  

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?

What is Proficiency?

Terminology

Proficiency The level of

performance students must meet to demonstrate attainment of a particular standards

Terminology

*Anchor Papers Student-produced

work samples at exemplary and proficient levels of performance on the scoring guide

* Coming soon

Terminology

Scoring Guide (Rubric) A set of general

and/or specific criteria used to evaluate student performance on a given task or item

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Unit One – Review and Discuss

Performance Assessment• Look for the Overview• Look at each task

Student Copy Teacher Copy Rubrics

Notice how they arealigned to the prioritystandards

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

• Academic Vocabulary• Suggested Resources (some being

acquired)• Suggested Instructional Strategies• *Detailing the Unit

* ELA - Math

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Unit One – Review and Discuss

Review the rest of the unit organizer

• What else is included?

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.

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Lesson Planning Guided Practice

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…

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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)

“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

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REFLECTIONS

Reflections – Table Discussion

Math Units

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Support for Instructional Design• Critical areas of focus

• Implications of Mathematical Practices

• Content-Specific Vocabulary

• Pre-requisite skills – possible Math Review topics

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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?

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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

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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

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Differentiation, Intervention and Extension

• Suggest Potential Accommodations

• Consider How to Meet the Needs of Individual Learners

• Reflect on Learners with Disabilities and ELL Learners

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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

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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?