Welcome ! Identifying Priority Expectations for English Language Arts & Social Studies
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Transcript of Priority Expectations. “Roll-Out” of Priority Expectations Purpose To provide an opportunity for...
Priority Expectations
“Roll-Out” of Priority ExpectationsPurpose
To provide an opportunity for all Lenawee County H.S. core content teachers to learn about “Priority Expectations” and the “Priority Expectations” Initiative…..
What Priority Expectations are Why they are important Process used for identifying Priority
Expectations Steps and timeline for work of the initiative Opportunity to review and provide
feedback/input on Lenawee’s DRAFT Priority Expectation documents
“Who among you has ever,
in one year, beenable to effectively teach and assess
all thestandards and indicators
for which you areresponsible?”
(Power Standards, Identifying the Standards that Matter the Most, Larry Ainsworth, p.12)
Priority Expectations Are:
The standards that each teacher needs to make sure that every student learns prior to leaving the current grade.
A brief, straightforward, easy to read document to guide standards based instruction
Why Priority Expectations?
Most teachers lack a 400 day school year and students with photographic memories and there are too many standards
Power Standards narrow the focus of academic requirements
In striving to cover all standards, we end up superficially “covering” the standards like a wet blanket
The “less is more” theory
Random Acts of Improvement
Goals and Measures
Aim of the Organizatio
n
Without Priority Expectations
*With Priority Expectations
Goals and Measures
Aim of theOrganizatio
n
Aligned Acts of Improvement
Standards: the general statements of what students need to know and be able to do at a particular grade level or in a particular course.
GLCE’s: Grade Level Content Expectations as defined by the MDE for students at the K-8
HSCE’s: High School Content Expectations as defined by the MDE for students to obtain HS credit as part of the MMC (Michigan Merit Curriculum)
Common Vocabulary
Expectations: the specific statements of knowledge or skills that students need to know and be able to do at a particular grade level or in a particular course (same as GLCE/HSCE). Priority Expectations: are those statements (i.e.
standards, benchmarks, expectations, indicators, objectives, etc.) that, once mastered, give the student the ability to use reasoning and thinking skills to learn and understand other curriculum objectives.
Supporting Expectations: are the remaining content expectations that will be embedded within instructional units to support the learning the overall course content expected of all students in a particular grade level / course.
Common Vocabulary
Starting the Wheel in Motion…
Identify Priority Expectations/
Standards(Nov. & Dec. 2009)
Unwrap the Standards
(March 2010)
Enduring Understandings/Big Ideas and Essential Questions
(March 2010)Unit Development
(April 2010)
Assessments: Formative and
Summative(Summer 2010)
Use of Data to Drive Instructional Decisions
(Data Director - continuous)
Curriculum Mapping
Identify Standards
The “Million Dollar” Question…
How can we achieve standards without becoming standardized?
Priority Expectations Criteria…Three Lenses
What do students need for success in . . .
• School
• Life
• State Test
Priority Expectations Identification Criteria—Three Lenses
Readiness for the Next Level of Learning
Endurance
Leverage
READINESS
What knowledge and skills must I impart to my students this year so that they will enter next year’s class with confidence and a readiness for success?
Do teachers in the next higher grade regard this standard as a necessary entry
point for a student to enter that grade with success and confidence?
Vertical alignment (Grade 9 to Grade 10) Foundational learning in Math, Science, and
Social Studies
ENDURANCE
Will the knowledge and skills to which this standard relates be used by students for several years after they use that standard at this grade level? Statewide assessment blueprint School improvement goals
LEVERAGE
Will the knowledge and skills to which this standard help students in other academic areas? Reading comprehension Technology skills Graphic representations
Priority Expectations Criteria
Criteria Questions Example
Read
ines
s
Scho
ol
*for
the
nex
t lev
el o
f le
arni
ng
Will this provide students with essential knowledge and skills that are necessary for success in the next grade level or the next level of instruction?
What do they need for success in school this year, next year, and so on?
What do they need for success on the state assessment?
Example…. 4th grade teachers are unanimous that reading comprehension and math facts recall are essential for 3rd graders who wish to enter the 4th grade confidently and pursue 4th grade studies successfully.
Endu
ranc
e
Life
Will this expectation or standard provide students with knowledge and skills that will be of value beyond a single test date?
What do they need for success in life?
What are the big ideas?
What skills and knowledge will students gain that will last for years?
Proficiency in reading will endure throughout a student’s academic career and professional life. Problem solving strategies will endure throughout a student’s academic life. How does religion and culture cause societal change?
Leve
rage
Stat
e As
sess
men
t
Will this provide knowledge and skills that will be of value in multiple disciplines?
What do they need for success in school this year, next year, and so on?
What do they need for success on the state assessment based on data?
Proficiency in creating graphs, tables, and charts and the ability to draw accurate inferences from them will help students in math, science, social studies, and language arts.
Fence Analogy
The “fence posts are the “priority expectations/standards” in which teachers need to “dig deeper” to effectively “set the posts for learning” ensuring student competency of these standards.The “fence rails” are the “supporting expectations” that helps connect and support the priority standards.
Fence posts and support rails are both needed to create a fence!
Don’t forget
Priority Expectations
• Identifying a set of “Priority Expectations/ Standards” does not relieve teachers of the responsibility for teaching all standards and indicators. It simply notes which ones are most critical for student success in school, life, and on the state assessment, and, therefore, should receive the greatest emphasis for instruction and assessment.
Stop and Remember
The textbook is not the curriculum.
Priority standards / expectations are part of the curriculum.
GO Forward!Remember, the curriculum is derived from the Standards/ Content Expectations outlined by the State of Michigan. The priority standards/content expectations will help us systematically prioritize the time we spend on the each of these content expectations at each level and in the various courses.
Next Steps…
Share Priority Expectations Documents
Collect feedback on DRAFT documents from county educators
Internal Coaches meet to share county-wide feedback on DRAFT documents and develop next “DRAFT” of Expectations
Internal Coaches begin the Unwrapping Process
Coaches will then roll out “Unwrapped” Information---Stay Tuned!
We identify Priority
Expectations so that…
…we have collective understanding and agreement on the things in which all students should have knowledge and competence
We unwrap the Priority
Expectations so that…
…the concepts and skills contained within the standards are clearly stated and collectively interpreted.
The unwrapping process also reveals:•big ideas •essential questions •levels of thinking
All of these elements come together to guide the development of formative assessments and effective instruction
Putting the Pieces Of the Puzzle Together
Clear Learning Targets
Effective Teaching Strategies
Formative and Summative Data
Assessment: Accountability for student learning.
The Leadership and Learning Center
Resources
Lenawee - Priority ExpectationsWiki site:
http://lenaweeisdpriorityexpectations.pbworks.com/
Morenci High School – Internal Coaches / Teacher Leader Team:
ELA Heather WalkerMathScience Kerry NiemanSocial Studies Jesse Bach