Goals and Objectives for the Day

Curriculum and Assessment Writing Project:

Coaches’ Roles, CCLS in ELA/Math and Intro to Unwrapping

Triads will understand the purpose and goals of the Curriculum and Assessment Writing Project.

Triads will unwrap grade level standards.Triads will prepare to lead to work of district

instructional transformation.

Quick Introductions

SCSD staff: Laura, Margaret, Nate, Sue, Julie, Rhonda, Jim, Bill

Technical assistants Steve, Kate

Agenda

Curriculum and Assessment Overview (8:00 – 9:00)

Content SplitContent Standards Overview (9:00 – 9:30)Break (9:30 – 9:15)Standards Protocol (9:45 – 10:45)Practice (10:45 – 11:30)Work on Grade Level Unwrapping (11:30 –

12:30)Share and Reflect – (12:30 – 1:00)

Curriculum, Instruction, & Assessment Review

Conducted by Dr. Denise Collier

Focus groups of teachers, instructional coaches, school building and central office administrators CIA Task Force

August-December 2011 Presented to SCSD Board of Education December 7

Brutal Facts

Only 22% of our students in grades 3-8 are meeting the standard for proficiency in English Language Arts.

Just 25% of our students in grades 3-8 are proficient in mathematics.

Over 70% of our students qualify to receive Academic Intervention Services.

SCSD has a 30% transiency rate.About half of our students drop out of school.The district’s graduation rate hovers at

around 51%.

Survey and Focus Group Common Themes

Twelve Recommendations

I. Academic Rigor and Program Coherence

Recommendations

Raise expectations for student learning and focus the work of teaching and learning on academically rigorous “college-ready” learning PK-12 aligned to the common core standards, rather than on minimal passing standards.

I. Academic Rigor and Program Coherence

Recommendations

Examine and improve the coherence, rigor, alignment, content, and pacing of the district’s curriculum guides and other instructional tools to ensure that they are aligned to the district’s theory of action for teaching and learning, are based upon “college ready” level academic rigor and mastery of the common core standards, and that they provide sufficient instructional supports to meet the needs of all students.

III. Evaluation, Assessment and Use of feedback/Data recommendations

The district should accelerate its efforts to develop a more robust interim assessment system, ensuring alignment with the district’s revised curriculum, and should ensure teacher and principal access to a robust data management and reporting system to facilitate data-driven decision-making.

V. Instructional Capacity Building Recommendations

Develop and implement a coherent, content-focused, tiered plan for on-going professional learning of all teachers, instructional leaders, and support staff that is directly and fully aligned to the revised curriculum, common core standards, best practices in instruction, and student performance results.

Research Base—Coherent, Aligned Systems

Research

According to US Department of Education: Academic Curriculum participation is still the

strongest of the pre-collegiate momentum indicators.

High School curriculum reflects 41% of the

resources that students bring to higher education; test scores 30%; and class rank / academic GPA 29%

For more information seeThe Toolbox Revisited - designed as a replication of previous study

published by the U.S. Department of Education, Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment (1999)

Ready or Not: Creating a High School Diploma That Counts (2004) – Achieve INC

Research

“No matter how one divides the universe of students, the curriculum measure produces a higher percent of earning bachelor’s degrees than either of the other measures. The impact of a high school curriculum of high academic intensity and quality on degree completion is far more pronounced and positively – for African American and Latino students than any other pre-collegiate indicator of academic success.”

For more information seeThe Toolbox Revisited - designed as a replication of previous study published by

the U.S. Department of Education, Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment (1999)

Ready or Not: Creating a High School Diploma That Counts (2004) – Achieve INC

We Believe…

If we… Build the capacity of teachers to deliver high-quality, highly

effective instruction, grounded in rigorous standards, curriculum and content, focused on the differing needs of our studentsand

Increase the instructional expertise and effective coaching strategies of all central office and school leaders

and Hold everyone accountable for specific student outcomes…

thenWe will succeed in reaching our district-wide goals of preparing every student for college and careers.

Guiding principles for Curriculum & Instruction Improvement

Grounded in the transformative power of education—college persistence dramatically increases life outcomes for all students

Evidence that urban public schools can succeed in preparing all students for college and career success

District should define the “what” (curriculum, standards of performance, accountability systems, etc.)

Guiding principles for Curriculum & Instruction Improvement (cont.)

The schools should decide the “how” (Instructional plans, strategies, collaborative staffing, etc.)

Accountability systems should connect student outcomes (success or failures) with adult outcomes

Central office should be flexible, agile and responsive to support changing school needs

There must be a coherent reform strategy that connects everything to improving teaching and learning

Curriculum and Assessment Writing Project

Goals and Outcomes:

• Develop capacity to improve instruction throughout the district

• Unit plans and assessments for Pre-K through 12 for ELA and Math

Phase 1 Phase 2 Phase 3March 24 – June 8 Summer FallDevelop unit plans

and assessments for Quarter 1

Develop unit plans and assessments for

Quarter 2 & 3

Develop unit plans and assessments for

Quarter 4Collect feedback on

the curriculum writing process

Collect initial feedback on the unit

Collect feedback from the field, collect

exemplar lesson plans and activities

Phase 1 At a Glance20

Phase 1Saturday, Mar.

24 (8:00 – 1:00)

Saturday, April 28

(8:00 – 1:00)

Saturday, May 19

(8:00 – 1:00)Monday, June 4

(4:00 – 6:00)

Unwrapping Standards

Unit Assessment Design

Teaching Points, Formative

Assessment, Activities and

Extensions

Polish!

ELL and SPED participating ELL and SPED Modifications

Final Product: Unit Plans for Quarter 1

Sample Unit Plan21

Unpacking the standards will provide triads the foundation

to build aligned

assessments and teaching

points

Norms22

Assumptions

We are preparing for an assessment and level of rigor that is currently unknown.

We can’t afford to wait for more information and direction.

The process of interacting with the standards will build capacity in teachers and lead to improved instruction.

Teachers will transform student achievement in the district.

This will be MESSY, but the learning is the work.

Roles and Responsibilities

• Writing Team Basics:• 2-5 teachers per

grade level• 1 team facilitator• cluster groups

(across several grade levels for alignment and coherence)

• EL and SPED teacher consultant/writer per cluster group

• Coordinator/Supervisor for content area leadership

• Roles and Responsibilities Basics: • Teacher teams will work collaboratively

to draft curriculum maps using the unit template and in alignment with quality guidelines (rubric) and using online submission process

• Drafts will be submitted to team facilitator per timeline for review, approval, and submission to content supervisor (using quality rubric)

• Content supervisors will examine the maps according to quality guidelines and upon approval will submit for upload to online curriculum system.

• Technical assistants and EL and SPED team members will provide expertise and support throughout the development process.

Proposed Responsibilities of Curriculum Writers

Coach serves as point person for communication Collaboration within the writing team and with others in

the curriculum initiative Facilitate through struggle

Your expertise and that of others is critical to qualityLeadership of and advocacy for the

curriculum initiative at school and across the district

Accountability to each other and the project impacts the outcome of the work

You are the key to empowering your fellow teachers

Wiki Quickie27

Break into Content Groups

ANCHOR STANDARDS

CCLS in ELA

Key Ideas & Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Key Ideas & Details

2. Determine the central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Craft and Structure

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Key Ideas & Details

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft & Structure

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge & Ideas

YouTube: “The Great Office War”

http://www.youtube.com/watch?v=pVKnF26qFFM

Integration of Knowledge & Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more text address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Unwrapping the CCLS

Why:a. We need to know all the parts of the

standard to move forward – skills, concepts, necessary prior knowledge

b. We need to identify the levels of rigor in both the skills and concepts

Unwrapping the CCLS

Protocol:40

ELA Example41

CCLS Coded Standard Skills Concepts Concept/Skill Elaboration

4.RL.2

ELA Example42

4.RL.2 DETERMINE a theme of a story, drama, or

poem from details in the text; SUMMARIZE the

ELA Example43

•Determine•Summarize

ELA Example44

•Theme•Details in the text

ELA Example45

•Theme•Details in the text

To determine theme, fourth graders need to combine these skills/concepts:•Understand that theme can be applied to various texts (as apposed to a lesson learned by one character in one book)•Have a mental bank of possible themes (hardship, perseverance, family relationships)•Connect a character’s changes/lessons to a larger theme…

Identifying Rigor46

CONCEPTSLEVEL OF RIGOR INCREASES

ELA Example47

•Determine (4)•Summarize (2)

•Theme (3)•Details in the text (2)

To determine theme, fourth graders need to combine these skills/concepts:•Understand that theme can be applied to various texts (as apposed to a lesson learned by one character in one book)•Have a mental bank of possible themes (hardship, perserverance, family relationships)•Connect a character’s changes/lessons to a larger theme…

Fish Bowl! Unwrapping the CCLS

RI.4.2 Determine the main idea of a text and explain how it

is supported by key details; summarize the text.

Use the protocol to code and assign levels of rigor

Use Appendix B for concept/skill elaboration Read performance task for RI.4.2 on page 76 Read “Telescopes” on page 75 Jot the steps it took to perform the task – Be Meta!

Let’s Try One Together!

CCLS Coded Standard Skills Concepts Concept/Skill

Elaboration5.RI.3

Unwrap Your Grade Level Standards

With your triad, unwrap the following standards:

RL.1RL.2RI.1RI.2

Record on the wiki!

Sharing Protocol51

Homework

During the next two weeks, find time to meet with your triad to unwrap the following

standards:RL.3RL.4RL.5RI.3RI.4RI.5

All standards are plugged into your wiki page!

THE C’S AND THE MATHEMATICAL PRACTICES

CCLS in Math

CCLS for Mathematics54

DO NOW

What is two thirds divided by three fourths?

Do Now

How did you get that answer?

Do Now

How did you get that answer?

Why does that work?

Let’s Do Another Now

You are at Pizza Hut with friends and trying to decide whether to buy two medium pizza’s or one large pizza.

The large has a 14” diameter and costs $13.00.The medium has an 10” diameter and costs $7.00.Which is the better buy?

Which is the better buy?

How did you calculate it?

Why does it work?

CCLS Math: The Big Picture62

Teaching math to understand math, not to just “do” math.

Standards for Mathematical Practice63

Mathematically proficient students can:1. Make sense of problems and persevere in solving

them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.

The 3 C’s of Math64

Context – we should think of math more as a tool than as a subject. In real life it is always used to further some other goal.

Concrete – (to pictorial to abstract) numbers are symbols and are not concrete.

Constructivist – meet students where they are and guide them in constructing knowledge

Fourth C that Standards address

Continuity – there is consistency across the grades in math language, processes and expectations.

Unwrapping the CCLS

Why:a. We need to know all the parts of the

standard to move forward – skills, concepts, necessary prior knowledge, and

b. We need to identify the levels of rigor in both the skills and concepts

Unwrapping the CCLS

Protocol:68

Math Example69

5.MD.5

Math Example70

5.MD.5 RELATE volume to the operations of

multiplication and addition and SOLVE real world problems

involving volume

Math Example71

involving volume

•Relate•Solve

Math Example72

involving volume

•Relate•Solve

•Volume•Operations of multiplication•Operations of addition•Problems involving volume

Math Example73

involving volume

•Relate•Solve

•Volume•Operations of multiplication•Operations of addition•Problems involving volume

Students combine these skills and concepts:•l x w x h•Product of three factors is always the same regardless of their grouping (associative property)•Volume can be calculated by area of the base x height•Irregular 3-dimensional figures can be deconstructed/partitioned into several rectangular prisms and individual volumes added to find the whole.

Identifying Rigor74

CONCEPTSLEVEL OF RIGOR INCREASES

Math Example75

involving volume

•Relate (4)•Solve (4)

•Volume (2)•Operations of multiplication (2)•Operations of addition (2)•Problems involving volume (2)

Students combine these skills and concepts:•l x w x h•Product of three factors is always the same regardless of their grouping (associative property)•Volume can be calculated by area of the base x height•Irregular 3-dimensional figures can be deconstructed/partitioned into several rectangular prisms and individual volumes added to find the whole.

You Try It! Unwrapping the CCLS

6.NS.1 Apply and extend previous understandings of

multiplication and division to divide fractions by fractions.(The standard is on page 37 of the math standards)

Use the protocol to code and assign levels of rigor

Let’s Try One Together!

CCLS Coded Standard Skills Concepts Concept/Skill

Elaboration2.G.1

Unwrap Your Grade Level Standards

With your triad, unwrap the standards from the Unit 1

Record on the wiki!

Sharing Protocol79

Homework

During the next two weeks, find time to meet with your triad to unwrap the standards from

Unit 2 and 3

All standards will be plugged into your wiki page!

Reflections

THANK YOU!

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