Rigorous Curriculum Design

Rigorous Curriculum Design

Greetings and Introductions

1. What is your name, position, and school?

2. Why is it important that the teachers from CVUSD develop a new K-12 curriculum?

3. How will students and teachers benefit from a vertically aligned, clearly articulated curriculum?

Learning IntentionsBy the end of this session you will

Consider the context for the development of Rigorous Curriculum Design (RCD) units of study.

Explore the components included in RCD units of study.

Examine a current draft of unit one and provide feedback.

Provide suggestions for future unit development.

Thinking Together: Determining

Discussion Partners

What does the word rigor mean to you? What components should be included in a rigorous curriculum design?

How are standards, assessment, and instruction connected within a strong curriculum?

In order for teachers to deeply implement the components of a rigorous curriculum so that students benefit, what processes and supporting structures need to be in place?

What changes have occurred in the 21st century that set the stage for the CCSS and Rigorous Curriculum Design?

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In the 21st century, the question is not what do you know, but rather what can you do with what you know and how do you update your knowledge continuously? —Tony Wagner, 2009

“

A Portrait of Students Who are

College & Career ReadyAre your current curriculum and instruction preparing students to reach the capabilities described in the CCSS behaviors? Please explain your response.

Are your current curriculum & instructional practices preparing students to reach the capabilities described in college and career readiness behaviors? Please explain your response.

Learning, for the Future

Self-Motivating

Self-Monitorin

g Self-Modifying

View a Video Clip

Students as leaders of their own learning

Read About The Formative Process

Share the points that you have

highlighted with discussion partner 1

Multiple Opportunities

for Success

Learning Criteria

Learning Progression

Evidence of Student Learning

Receive and Provide

Feedback

Set Goals and Learning Plans

Peer Feedback and Peer Teaching

Meta-Cognitive Process

The Formative Process

What would your students say about you?

900+ meta-analyses

50,000 + studies

240+ million subjects

What has the greatest influence on student learning?

An ES of 0.4 equates to one year’s growth for one year’s time.

An ES of 1.0 equates to two to three years of growth in one year’s time.

What did the research indicate about effect sizes (ES)?

What are Assessment Capable Learners?

Instructional Strategies Effect SizeAssessment Capable 1.44Feedback 0.75Reciprocal teaching 0.74Teacher Student Relationships 0.72Multiple Opportunities for Practice

0.71

Meta-cognitive thinking 0.69Peer tutoring 0.55

SBAC Sample Selected Response

SBAC Sample Constructed Response

SBAC Sample Performance Assessment

How Do SBAC Assessments for the CCSS Compare with CA and CVUSD

Assessments Under NCLB? S

imila

rD

ifferent

Where have we been? Where do we

want to be?

Based on the information about the CCSS (ELA) college and career readiness practices, components of the formative process, and SBAC assessments, what next steps need to be taken in planning for student learning?

Discussion Partners






A rigorous curriculum is an inclusive set of the following intentionally aligned components organized into sequenced units of study

Clear learning outcomes (CCSS) Aligned formative assessments Engaging learning experiences Effective instructional strategies

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Rigorous Curriculum Defined

Rigor refers to a level of difficulty and the ways in which students apply their knowledge through higher-order thinking skills. Rigor also means reaching for a higher level of quality in both effort and outcome.

Rigorous Curriculum Defined

2. Building the Foundation

Four Parts of Rigorous Curriculum Design Model

3. Designing the Units of Study

4. Implementing the Units

1. Context and Big Picture Connections

2. Name the Units of Study

1. Prioritize the CCCS

3. Guidelines for Assigning Standards

4. Prepare a Pacing Calendar

5. Construct the Unit Planning Organizer

Building the Foundation

Jigsaw “Laying the Foundation”

Priority Standards(Essential)

Connecting Standards

Priority Standards

Endurance (Value that lasts through life)

Readiness (Prepares for next level of learning)

Leverage (Value in many disciplines)

Step 1: Prioritize the Standards

Step 1: Prioritize the ELA Standards

Steps 2, 3, 4: Name and Pace Units, Connect Standards

Limit the number of priority standards per unit in order to ensure that students reach the desired level of mastery.

Build in a buffer period for remediation and enrichment between units of study.



Correlation Chart: Check to see that every prioritized standard is addressed in at least two units of study.

Task 1 Task 2 Task 3 Task 4


Common Formative Pre-

Assessment Common Formative Post-

Assessment

Engaging Scenario Mid-Unit Formative Assessments

ANCHORED on the CCSS

Science, 6th Grade

View the engaging scenario for a 6th grade unit of study on cellular structure.

Rob Olazagasti from The School of the Future in New York City

MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function

Reading Standards for Literacy in Science and Technical Subjects

RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

WHST. 6-8.2.:Write informative/explanatory texts . . .

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Performance Task 1 Observe, research, & create an annotated diagram of a cell recorded in students’ science logs

Performance Task 2 Use a Metaphor -- Build and explain models comparing structures in NYC to the organelles and their functions

Performance Task 3Write a report focusing in greater detail on one part of a cell using five sources.

Performance Task 4 Create a lesson plan outlining the presentation, include an assessment and listening guide

View a Video

Describe the effective practices included in the learning experiences depicted in this video clip?

What are your thoughts and questions about the culminating learning experience?

Discussion Partners

2. Name the Units of Study

1. Prioritize the CCCS

3. Guidelines for Assigning Standards

4. Prepare a Pacing Calendar

5. Construct the Unit Planning Organizer

Building the Foundation

Common Core State Standards

- Prioritized - Vertically Aligned- Unwrapped (Bloom’s & DOK)

Assessments (Formative)

- Common Formative (pre/post)

- Progress Monitoring Checks

- Performance Assessments

Instruction

- Authentic Performance Tasks

- Differentiated, High-Impact Instructional Practices


Jigsaw “Developing the Unit”

Unit Planning Organizer

Examine the Unit Planning Organizer






Unit Planning Organizer

Discussion Partners






Engaging, Scaffolded Tasks (Often Interdisciplinary)

Student-Centered (Active Participation)

Response, Product, Demonstration (Assess Student Learning Progress)

Designing Performance Tasks

Culminating Learning Experience(Engaging Scenario)

A Culminating Learning Experience includes the following components:

Situation Challenge Roles Audience, Product or

performance.

Unit One:

Unit One:

Unit One:

Please provide feedback about Unit 1.






Please provide suggestions for upcoming units.

From Newport Mesa USD

“We cannot always build the future for our youth, but [together] we can build our youth for the future.”

—Franklin D. Roosevelt

Our next steps?

Please provide feedback about today’s ELA presentation.

Documents

Rigorous Curriculum Design