Reviewing/Revising Our Work

Aligning Bundle Work, UDL, and the Common Core State

StandardsLori DiGisi, Ed. D.

Consultant for CAST

Speaking and Listening Standards

Comprehension and collaboration

•Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively

•Integrate and evaluate information presented in diverse media and formats, including visually quantitatively, and orally.

Goals of the Session•Participants will understand about four categories of the Tri-State rubric and that it is a work in progress.

•Participants will evaluate their bundles to assess if they are aligned with the Common Core State Standards and include principles of UDL using the Tri-State Quality Rubric for Lessons and Units: ELA/Literacy.

• Participants will reflect on the use of the rubric, the feedback received, and determine what they will use in future planning

Overarching Shifts in the CCSSIfrom: Student Achievement Partners

MATH

•Focus strongly where the standards focus

•Coherence: Think across grades and link to major topics within grades

•Rigor: Require fluency, application, and deep understanding

•Math Practice Standards: Use with expectations that begin with the word “understand” are opportunities to connect practice to content

ELA/Literacy

•Build knowledge through content-rich nonfiction and informational texts

•Reading, writing and speaking grounded in evidence from the text

•Regular practice with complex text and its vocabulary

•Integration of the reading, writing, language, speaking and listening standards

It is important to know what the standards do NOT cover

For students with disabilities…

Reading should allow for the use of Braille, screen reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language.

What do we mean by College and Career Readiness?

Why is it so important to engage in the productive struggle it will take to help students meet the

Common Core Standards? "America is slowly coming out of the Recession of 2007—only to

find itself on a collision course with the future: not enough Americans are completing college . . . By 2018, we will need 22 million new workers with college degrees—but will

fall short of that number by at least 3 million postsecondary degrees . . . At a time when every job is precious, this shortfall will mean lost economic opportunity for millions of American

workers."

 -Help Wanted, Executive Summary

From: Carnevale, A.P., Smith, N., Strohl, J. (2010). Help Wanted: Projection of Jobs and Education Requirements Through 2018. Center on Education and the Workforce. Washington, D.C.: Georgetown University.

http://cew.georgetown.edu/jobs2018/

What is College and Career Ready?

College Student

Quote from Social Studies:Williamson, S.R. & Van Wyk, R. (2003). July 1914: Soldiers,

Statesmen, and the Coming of the Great War: A Brief Documentary History. Boston¸MA: Bedford/St. Martin’s. (p. 9)

 

July 1914: The Crisis“Just after 11 A.M. on June 28, 1914, Gavrilo Princip fired two shots into the open touring car

that carried...

Quote from Social Studies:Williamson, S.R. & Van Wyk, R. (2003). July 1914: Soldiers,

Statesmen, and the Coming of the Great War: A Brief Documentary History. Boston¸MA: Bedford/St. Martin’s. (p. 9)

 

July 1914: The Crisis“Just after 11 A.M. on June 28, 1914, Gavrilo Princip fired two shots into the open touring car

that carried...

Quote from Social Studies:Williamson, S.R. & Van Wyk, R. (2003). July 1914: Soldiers,

Statesmen, and the Coming of the Great War: A Brief Documentary History. Boston¸MA: Bedford/St. Martin’s. (p. 9)

 

July 1914: The Crisis“Just after 11 A.M. on June 28, 1914, Gavrilo Princip fired two shots into the open touring car

that carried...

The Bosnian Serb youth was deadly accurate; within minutes,

both the heir apparent to the throne of Austria-Hungary and

his wife were dead.

Exactly one month later, on July 28, the Hapsburg monarchy,

rulers of Austria-Hungary, declared war on the neighboring

kingdom of Serbia;

one week later, all of Europe was at war.

 

...the Archduke Franz Ferdinand and his wife Sophie, through the streets of the Bosnian capital, Sarajevo.

The assassinations set in motion a series of diplomatic moves, centering first on Vienna and Berlin, that soon involved all members of the Triple Alliance and the Triple Entente. In 1879, Austria-Hungary and Germany had allied to meet any possible threat; they were joined in 1882 by Italy, which wanted protection against France. The resulting Triple Alliance had a military component, with detailed arrangements for assistance if war came…

Reading Across Primary Sources

Dragutin Dimitrijević- (Photo note) Nicknamed “Apis” for his bull-like appearance, the head of the Serbian military intelligence organized the 1914 assassination plot. (p.19). Leader in the Black Hand, a society with cells in Serbia and the Hapsburg monarchy, that had secret oaths and rituals, to advance Serbian dominance in the Balkans. The ends justified all means, and the oath graphically reflected this fact.

Two Points of ViewStanoje Stanojević

Description of Apis, 1923: Gifted and cultured, honourable, a convincing speaker, a sincere patriot, personally courageous, filled with ambition, energy and the capacity for work, Dragutin Dimitrević exercised exceptional influence on those around him, in particular on his associates and junior officers who were all his inferiors in qualitites of mind and character… His arguments were always striking and convincing.. He believed that his opinions and activities enjoyed the monopoly of patriotism. Hence anyone who did not agree with him could not in his eyes be either honourable or wise or a patriot.

Milan Zivanović

Assessment of Apis, 1937: He was resolute and wise and had a shrewed political mind. He thought and acted by himself without seeking the advice of others, and once a decision was made, he went straight ahead with an iron will, without hesitation, without change of mind… Many times my father said to him that he had the temperament and the ability of a politician rather than of a soldier and pressed him to write his memoirs or describe the part he played in the history of Serbia, my father being deeply interested in history. He always answered that he had no time. In reality, he did not want to break silence. He was devoid of personal vanity.

Reading for Literacy in History/Social Sciences... Standards Needed

Key Ideas and Details

•Determine the central ideas or information of a primary or secondary source; provide an accurate summary…

Craft and Structure

•Evaluate author’s differing points of view on the same historical event or issue

Integration of Knowledge and Ideas

•Integrate and evaluate multiple sources of information presented in diverse formats and media

Origin of the Tri-State Rubric

State Commissioners: NY, MA, RI

ACHIEVE

Quality

Four Components

Alignment to the Rigors of the CCSS

Key Areas of Focus in the CCSS

Instructional Supports

Assessment

I. Alignment to the Rigors of CCSS

Targets Standards

Explicit purpose for instruction

Texts of appropriate complexity

Units integrate Reading, Writing, Listening, and Speaking

Builds Content Knowledge

II. Key Areas of Focus (Shifts)

Reading text closely

Text-based evidence

Writing from sources

Academic vocabulary

Increasing complexity across unit

Balance of informational and literary texts

Building Disciplinary knowledge

Balance of Writing

III. Instructional Supports

Student interest and engagement in authentic learning experiences

Instructional expectations

Scaffolding to engage with complex text and provides for gradual removal of scaffolds

Engages students in a productive struggle with text

Appropriate supports for R,W,L, S

Opportunities for independent reading (choice)

Technology and media

Provides extensions

IV. Assessments

Elicits direct, observable evidence of the degree to which a student can independently demonstrate standards

Uses unbiased and accessible methods

Aligned rubrics (Literacy Design Collaborative- http://www.mygroupgenius.org/literacy/)

Varied modes of assessment

Lessons Learned

Familiarity and comfort with the standards

Opportunity to put yourself in the role of a teacher

Acknowledge concerns about the shifts

Think about pre-requisite skills what students need to know

Simplify!

I Do

Illustration with 8th grade lesson

We DoUsing the Grade 6 Literacy: Can Animals Think? bundle

Review the standards identified (What standards does this bundle say that it is going to address?)

Review the Universal Design for Learning Principles (pp. 8-9)

Turn to the Unit Outline p. 27

Review the Unit Topic and Length and Essential Questions- Rate on Section I of the Rubric

Are they clear?

Is there an explicit purpose for instruction?

Are the texts selected of sufficient quality and scope?

Is it engaging?

Review the Learning Plan p. 31 Using Section III of the rubric

Evaluate the Bundle on these two Categories

You Do: In Your Bundle GroupsReview the rubric.

Start Section I Alignment to the Rigors of the CCSS and review your purpose/goals:

Are they clear?

Is there an explicit purpose for instruction?

Are the texts selected of sufficient quality and scope?

Is the bundle engaging?

Review your unit for Section III Instructional Supports using what you have learned this week

Your TurnOne person from each group presents the bundle/lessons to another group (Reviewers)- (5 minutes)

Review team identifies a notetaker and reporter

Look at the work and provide feedback based on each of the four categories (Alignment, Areas of Focus, Instructional Support, Assessment)

Record feedback to present to bundle creators

As you work, think about:

Parts of the rubric that are most challenging

Standards that are challenging

Sharing Feedback

Reporter goes to bundle group

Reporter presents highlights of review discussion

Reporter answers any questions or provides guidance to team about revisions

Keep in mind

Feedback that is most useful to you

How to apply this feedback to planning lessons in the future

Reflection Questions

AS A REVIEWER:

What parts of the Tri-State rubric did you find most challenging to apply to your work?

What parts of the Common Core Standards did this make you more aware of?

AS A RECIPIENT OF FEEDBACK:

What feed back was most useful? Why?

What lessons can you take from this into your future planning?

Questions?

Implications for Planning to Meet the Math Standards• Identify the standards you are trying to meet (including those below and beyond you in the learning progression) and what it looks like when students meet those standards

• Identify resources to use (math practice standards, math design collaborative, NCTM). If possible, don’t start from scratch!

• Collaboratively do the problems with an eye toward connecting the learning within and across grades to build on foundations from previous years

• Think about what language students will need to express their mathematical understanding

• Determine what students already know through designing problems where they can demonstrate their understanding (You do, we do, we share)

• Identify what students need to know in order to solve the problems

• Plan small group time for students to engage in a productive struggle

• Use speaking and listening standards to help students express their understanding

Implications for Literacy Planning•Identify the standards you are trying to meet and what it looks like when students meet those standards

•Collaborate to analyze texts for complexity

•Know where readers are and move them into more complex texts

•Model how to analyze complex text together with a whole class ( Inquiry vs I do, We do, You do)

•Provide students opportunities and teach them how to grapple with text… and let students grapple

•Use speaking and listening standards to help

•Remember, they are reading texts for access to more content knowledge

Teachers Districts

Read the standardsProvide time for teachers to read the standards

Determine WHO to plan with- collaborate Organize collaborative structures

Identify outcomes/performance tasks Provide resources

Identify Resources Provide time and resources

Review materials (Input- Output-Engagement)

Provide flexibility, resources and time

Use the rubric- write/review lessons Honor teacher planning time

Teach Support teachers through walk throughs

Collect student work on performance tasks

Support collaborative conversations

Review evidence collaboratively Support collaborative conversations/LAS

Revise Credit teachers for this curriculum work

REST!

Ideas for Planning