Instruction & Instruction & AssessmentsAssessments

Staff Development DayStaff Development Day

Wednesday, August 27, 2014Wednesday, August 27, 2014

Adrian J. AyalaAdrian J. Ayala

A Day in the Life… A Day in the Life…

English Language Arts English Language Arts

Social Studies Social Studies

Science Science

Math Math

ALL ALL subjects: subjects: worksheetsworksheets

RESULT..?RESULT..?

25-30%25-30%

20—50%20—50%

7%7%

Solution…?Solution…?

Which of the following is most effective Which of the following is most effective in student learning?in student learning?(re: test scores; college/career success)(re: test scores; college/career success)

Technology in every classroomTechnology in every classroom Common, content-rich curriculumCommon, content-rich curriculum Math/Literacy ProgramsMath/Literacy Programs Differentiated instructionDifferentiated instruction Small class sizeSmall class size Check for understandingCheck for understanding Various & small/school-within-a-school “Academies”Various & small/school-within-a-school “Academies” 90-120 minutes of purposeful reading & writing per day90-120 minutes of purposeful reading & writing per day ““Turnaround” strategies (new faculty; school design Turnaround” strategies (new faculty; school design

etc.)etc.) Cognitive/concept mapping; graphic representationsCognitive/concept mapping; graphic representations

Let’s hear Lathrop’s Let’s hear Lathrop’s opinionopinion

Which are the most three effective Which are the most three effective strategies in student learning?strategies in student learning? Technology in every classroomTechnology in every classroom Common, content-rich curriculumCommon, content-rich curriculum Math/Literacy ProgramsMath/Literacy Programs Differentiated instructionDifferentiated instruction Small class sizeSmall class size Check for understandingCheck for understanding Various & small/school-within-a-school Various & small/school-within-a-school

“Academies”“Academies” 90-120 minutes of purposeful reading & writing per 90-120 minutes of purposeful reading & writing per

dayday ““Turnaround” strategies (new faculty; school Turnaround” strategies (new faculty; school

design etc.)design etc.) Cognitive/concept mapping; graphic Cognitive/concept mapping; graphic

representationsrepresentations

””First Things”: First Things”: What & What & WhyWhy

REASONABLEREASONABLE IMPLEMENTATION OF: IMPLEMENTATION OF:

1. Guaranteed 1. Guaranteed CurriculumCurriculum

2. Authentic, College-prep 2. Authentic, College-prep LiteracyLiteracy

3. Effective 3. Effective LessonsLessons

ONCE FULLY MASTERED, we may judiciously ONCE FULLY MASTERED, we may judiciously pilotpilot truly truly evidence-basedevidence-based innovations innovations

““GUARANTEED & GUARANTEED & VIABLE CURRICULUM”VIABLE CURRICULUM” NUMBER ONE NUMBER ONE factor (Marzano)factor (Marzano) Coherent, content-rich curriculum-- Coherent, content-rich curriculum-- learned learned

primarily through reading/writingprimarily through reading/writing (Hirsch; (Hirsch; Willingham; Liben) Willingham; Liben)

““viable” curriculum creates more time for reading; viable” curriculum creates more time for reading; writing; talking writing; talking @ content =@ content =gains in test scores, college preparationgains in test scores, college preparation

Topics/texts taught in (approximately) the same Topics/texts taught in (approximately) the same sequence (by week; unit; month and grading period) sequence (by week; unit; month and grading period) around around mostlymostly common texts & writing assignments common texts & writing assignments

Do “we” now ensure that a Do “we” now ensure that a – coherent, coherent, – ““guaranteed”,guaranteed”,

– literacy-rich curriculum literacy-rich curriculum

actually gets taught?actually gets taught?

We = district, county, region, We = district, county, region, and/or the state of CAand/or the state of CA

Does Lathrop Intermediate Does Lathrop Intermediate School now ensure that a School now ensure that a – coherent, coherent, – ““guaranteed”,guaranteed”,

– literacy-rich curriculum literacy-rich curriculum

actually gets learned?actually gets learned?

GUARANTEED, CONTENT-RICH GUARANTEED, CONTENT-RICH CURRICULUM? CURRICULUM?

Nation-wide BRUTAL FACTS:Nation-wide BRUTAL FACTS:

ROSENHOLTZ: instructional leaders provide a ROSENHOLTZ: instructional leaders provide a

““self-selected jumble”self-selected jumble” of standards of standards

BERLINER/WALBERG: BERLINER/WALBERG: wild variationwild variation among among instructional leaders; no alignment with instructional leaders; no alignment with agreed-upon curriculum/standards agreed-upon curriculum/standards

GOODLAD; LITTLE; SIZER; ALLINGTON; GOODLAD; LITTLE; SIZER; ALLINGTON; CALKINS: CALKINS: “curricular chaos"“curricular chaos" in core subject in core subject areas. areas. i.e. little/no authentic literacy i.e. little/no authentic literacy

Common Core Common Core “Instructional Shifts”: “Instructional Shifts”: Literacy Across the Literacy Across the CurriculumCurriculum Building knowledge Building knowledge through through

content-rich nonfiction content-rich nonfiction

Reading, writing and speaking Reading, writing and speaking grounded in grounded in evidence from text, evidence from text, both literary and informationalboth literary and informational

Regular practice with Regular practice with complex text complex text and its and its academic languageacademic language

CURRICULUM/CURRICULUM/LITERACYLITERACY

COHERENT SEQUENCE OF CORE CONTENT COHERENT SEQUENCE OF CORE CONTENT learned via reading, writing & discussion—using learned via reading, writing & discussion—using complex texts/vocabulary--in these modes: complex texts/vocabulary--in these modes:

draw inferences and conclusionsdraw inferences and conclusions analyze conflicting source documentsanalyze conflicting source documents solve complex problems with no obvious answersolve complex problems with no obvious answer support support ARGUMENTSARGUMENTS with evidence with evidence

3-5 page papers in every course & “3-5 page papers in every course & “far morefar more books, articles & essays” in the curriculum books, articles & essays” in the curriculum College KnowledgeCollege Knowledge by David Conley by David Conley

US HISTORYUS HISTORY 1st Quarter:American Revolution

WEEK TOPIC TEXT QUESTIONS for close

reading; discussion; writing, i.e.

ASSESSMENT

Unit Question

(optional)

Were the colonists justified in seeking independence from Britain?

ONETaxation without representation

Textbook, Ch. 5: pp. 148--151

What were the best arguments for and against taxation without representation?

…same as above ONE

British attitudes/treat-ment of the colonists

Proclamation of 1763 (which forbade Western settlement)

Was the Proclamation of 1763 fair or unfair to the colonists? Native Americans?

Planning & Planning & Collaboration ShiftsCollaboration Shifts Why are we teaching this chosen Why are we teaching this chosen

standard with text(s)?standard with text(s)? How do we know that the How do we know that the

students have learned the students have learned the standard(s)?standard(s)?

What evidence will show that What evidence will show that students have learned it?students have learned it?

““If we could institute only If we could institute only one one changechange to make students more to make students more college readycollege ready, it should be to , it should be to increase the increase the amount and quality amount and quality of writing*of writing* students are expected students are expected to produce.”to produce.”

David Conley David Conley College KnowledgeCollege Knowledge