curriculum transformation for the common...
TRANSCRIPT
Curriculum Transformation for the Common Core
About San Jacinto Unified School District, CA
Metro Status: Suburban
Grades: PreK-12
Schools: 13 (7 Elementary, 3 Middle Schools, 2 High Schools)
Enrollment: 9,200
Eligible for Free or Reduced Lunch: 71%
English Language Learners: 27%
Student Body: Hispanic: 59% Caucasian: 22% Other: 6%
African American: 8% American Indian: 2% Asian: 3%
90 years of raising literacy
achievement
30 years improving the effectiveness of teachers
of mathematics
20 years focused on leadership & instructional
effectiveness
Who We Are About Scholastic Achievement Partners
• Preparing college & career ready students through implementation of the common core.
• Redesign curriculum & instruction to match the rigor of Smarter Balanced
• Bring new instructional strategies to life in the classroom
o Implement 8 new units of ELA curriculum across every grade level in 2013-2014
San Jacinto USD’s Goals
About San Jacinto Unified School District
Implementing the Common Core standards was very ambiguous in the beginning because we didn’t know where it was going to lead us.
Teachers were feeling a little bit overwhelmed by adding these new instructional practices especially not knowing what it was going to look like.
”
“ ”
“
Alaina Willis 12th Grade English San Jacinto USD
Dave Cooper ELA Coach San Jacinto USD
In Their Own Words…
About San Jacinto Unified School District The biggest challenge is belief. The common core is
something that requires a great deal of teamwork;
it requires a great deal of coordination.
”
“
John Norman School Board President San Jacinto USD
In Their Own Words…
• Current curriculum not aligned to Common Core State Standards
• Superficial understanding of new standards and assessments
• Full scope of change seemed overwhelming
• Diverse community
• Teachers desired a sense of ownership
• Potential reaction to initial decline in test scores
Challenges Faced
Phase 1
Phase 2
Phase 3
Collaborating on a Comprehensive
Transformation
Phase 1: Building Deep Understanding
Participant Outcomes: 1) Unified CCSS transition vision re: the ELA Standards 2) Deeper understanding of the instructional shifts + Smarter Balanced assessment claims & targets 3) Application in the Content Areas
5 Shifts: ELA/Content Area Literacy
Academic and domain-specific vocabulary
1
2
3
4
5
High-quality, text-dependent questions
and tasks
Range and quality of texts
Writing and research that analyze
sources and deploy evidence
Text complexity
ELA and Literacy Standards “Roadmap”
A Systems Approach to Curriculum Design
“It is essential for everyone to understand
that powerful instruction and assessment
practices are not separately functioning
‘good ideas’ but are all part of an
intentionally aligned and whole system.”
-Mike Wasta Former Superintendent of Bristol Public Schools , Connecticut
The Life of a Standard: Where do I fit within this roadmap?
Traditional “Unwrapping”
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Skills (verb) Concepts (noun)
Determine
analyze
meaning of words
Phrases used in text
word choice on meaning and tone
Scholastic Deconstruction Template
Standard Skills Concepts How? Method Foundational or Process Skills Required
Deconstruct the Standard
RL.4.2 Determine a theme of a story, drama or poem from details in the text; summarize the text.
Standard Skills Concepts How? Method Foundational or Process Skills Required
RL.4.2 Determine a theme of a story, drama or poem
by using details in the text
Theme/ Details Story Drama Poem
Summarize the text Summarization N/A
About San Jacinto Unified School District The biggest ‘aha’ moment for me was to say now the
rigor is going to be required across all the subjects.
” “
Elena Williams 8th Grade San Jacinto USD
In Their Own Words…
Questions?
Phase 2: Transforming Curriculum & Assessment
Phase 2: Transforming Curriculum & Assessment
Participant Outcomes: 1) Connect Smarter Balanced assessment
expectations to each of the ELA Standards
2) Build a comprehensive, full-year standards guide
3) Design unit of study template
5 Key Concepts of Evidence-Centered Design
1. Define the domain Common Core Standards
Math/ELA
2. Define claims to be made ELA & Math Claims
Content Specifications
3. Define assessment targets Knowledge, Skills, & Abilities
4. Define evidence required Evidence to be Elicited from
Student
5. Develop Task Models Methods for Eliciting Evidence
Claims and Targets
• Broad statements of the assessment system’s learning outcomes, each of which requires evidence.
• For each Claim, a set of “Assessment Targets” are provided.
Claims
•Ways in which students may be expected to learn and demonstrate their knowledge
•A target represents the prioritized content for summative assessment
Targets
Smarter ELA Claims
Place text here
• Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
Claim 1
Reading
• Students can produce effective and well-grounded writing for a range of purposes and audiences.
Claim 2
Writing
• Students can employ effective speaking and listening skills for a range of purposes and audiences.
Claim 3
Speaking & Listening
• Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.
Claim 4
Research
Language
embedded in all four
major claims.
24
Overall
Claim (3-8 or 9-12)
Informational
Texts
Literary
Texts
Claim # 2
(WRITING)
Claim # 1
(Reading)
Target 2
Target 3
Target 4 -7
Target 1
Target 8
Target 9
Target 10-14
Relationship Between Claims and Targets
How do Targets Relate to Standards
Overall
Claim (3-8 or 9-12)
Informational
Texts
Literary
Texts
Claim # 2 (WRITING)
Claim # 1 (READING)
Target 2
Target 3
Target 4
Target 1
Target 8
Target 9
Target 10-14
CCSS RL-1
CCSS RL-3
CCSS RL-4
CCSS RL-2
CCSS L-4
CCSS L-5c
CCSS RL-2
CCSS RL-3
CCSS RL-6
No longer are we looking at standards in isolation. Instead, how do these groups of standards work together to accomplish a task or target?
Introducing the Target Tracker
Plot your Target/Standard Groupings
• Use your Claim 1 Focus to direct you to the Target Tracker
• Select Targets from the Target Tracker
• Complete the Map section with the selected Targets and Standards
Complete Standards Guide (ELA Sample)
Complete Standards Guide (ELA Sample)
Focusing on Informational Text Grade Literary
Text
Informational
Text
4 50% 50%
8 45% 55%
12 30% 70%
Grade Narrative Informational Opinion
4 35% 35% 30%
8 30% 35% 35%
11 20% 40% 40%
Focusing on Writing
30
Claim
Priority Standard
Depth of
Knowledge Level
Foundational
Standards
CCSS Unit of Study Template
About San Jacinto Unified School District The thing I like the most is that we’re finally going to relate what
we teach our students as to what they are going to expect in the
real world. A lot of times in the past what we would teach kids
was something they were totally uninterested in and they couldn’t
see the relevance of why we were teaching it so I’m really excited.
”
“
Art Shepard 9th-12th Grade English San Jacinto USD
In Their Own Words…
Questions?
Designing Assessments
Participant Outcomes: 1) Understanding of the Next
Generation Assessment Consortia expectations
2) Designing and building assessment items
3) Formative & summative assessments
Smarter Balanced Assessments
In last 12
weeks
Interim Test
1,
ELA/Math
Interim Test
2,
ELA/Math
Interim Test
3,
ELA/Math
End-of-Year
Test and
Performance Tasks
Optional, at district-determined intervals
Six Item Types
Selected Response
Students select one response from a
provided list
Examples include:
Multiple-choice, true-false, matching
Constructed Response
Student organizes and uses knowledge and
skills to answer a question or complete a
task
Examples include:
short answer, open response, extended
response, essay, performance assessment
Extended Response
Students prepare a written answer, often a short phrase, a list, or
a more substantial composition
Examples include:
Multipage Essay
3 1 2
Performance Task/Assessment
Activity that requires students to construct a
response, create a product or perform a
demonstration. Open-ended-may not have
one right answer, rubric used to grade.
Technology-Enhanced
Items (TEI) are computer-delivered items that include
specialized interactions for collecting response
data.
Examples include:
Select a single piece of text and type in a
replacement for that text, select options
from drop down menu
Technology Enabled
Allow for non-traditional layout of
items that use constructed-response
and/or selected-responses.
Examples include:
sound, computer read aloud, video,
interactive widget
Six Item Types
6 4 5
38
ELA/Literacy Preliminary Summative Assessment Blueprint
Target Sampling ELA/Literacy Grades 3-5-Table 4d
Item Specifications, Evidence & Models
Unit of Study Snapshot: Assessment
Assessment Section • Record Summative
and Formative Assessment
Design of a Performance Task
Components of a Performance Task Stimulus
Readings
Video clips
Audio clips
Graphs, charts, other visuals
Research topic/issue/ problem
etc.
Information Processing
Research questions
Comprehension questions
Simulated Internet search
etc.
Product/Performance
Essay, report, story, script
Speech with/without graphics, other media
Responses to embedded constructed response questions.
etc.
Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school.
Emphasis on stimuli related to science, history, and social studies.
Sample Performance Task
Directions
Part 1
Part 2 Part 2
Scoring Criteria
Part 2 Part 2
In Their Own Words…
We know we are going to be able to challenge
our students […] We’re really excited.
.
” “
Nicole Sumrall Kindergarten San Jacinto USD
Questions?
Planning Instructional Strategies
Key Participant Outcomes:
1) Text selection 2) Identifying instructional strategies to
meet the needs of all students
How does my textbook fit in?
The textbook or novel is not the course of study
The textbook or novel is only a resource that supports the desired results
They are tools – not the syllabus
Qualitative
Quantitative
Reader and Task
Text Complexity Analysis Tool
SJUSD Text Selection Process
When considering text for a Unit your team must:
1) Consider core ELA text in Houghton Mifflin (grades K-6) or Holt (grades 7-10)
2) If the core ELA text does not meet your needs as determined by the text complexity triangle, then,
3) Consider core text in your History Social Science or Science adoption
4) If the core HSS or Science text does not meet your needs as determined by the text complexity triangle, then,
5) Consider text exemplars in Appendix B of the CCSS for ELA for your grade level
6) If the text in the Appendix does not meet your needs as determined by the text complexity triangle,
then,
7) Consider recommended text for your grade level in the Common Core Curriculum Map book
8) If the text in the Common Core Curriculum Map book does not meet your needs as determined by the text complexity triangle, then,
9) Consider other options for text
10) Complete the Text Analysis Tool on the anchor text selected for each Unit.
Unit of Study Snapshot: Text Selection
In Their Own Words…
My favorite part is getting to choose what will be their anchor text and then building up your supporting text around that. Taking more time on a certain subject rather than jamming through something. It’s more integrated, more spiraled. ”
“
Venus Rodriguez 5th Grade San Jacinto USD
Meeting the Needs of All Learners
Differentiated Instruction
Unit of Study Snapshot
Always a Work in Progress!
Documentation Examination
Revision
Documentation
Examination
Revision
Documentation
Examination Revision
Documentation
Examination Revision
Questions?
Phase 3: Engaging in Next Generation
Instruction
About San Jacinto Unified School District The thing I like the most is that we’re finally
going to relate what we teach our students as to
what they are going to expect in the real world
[…] I’m really excited.
”
“
Art Shepard 9th – 12th grade English San Jacinto USD
In Their Own Words…
In just 5 months participants have: • Deconstructed the Common Core strands • Mapped units backwards from the assessment consortium
claims and targets • Selected a variety of complex texts, and planned for
differentiated instruction District Results: • 8 new Common Core-ready ELA units for every K–12 grade level –
ready to be implemented in 2013-2014 • A deep understanding of the coming assessments • Excitement, enthusiasm a new sense of ownership
SUCCESS! Kicking Off 2013-2014 Common Core Ready
Beyond the Unit of Study
San Jacinto’s
2013/2014 Writing
Initiative
This pen is on fire!
Ripple Effect
“Now I can tell my
colleagues we now have
more freedom and these
are the choices we have in
terms of our classroom
instruction, how we
approach the students with
the content, how we
deliver it” Elena Williams 8th Grade San Jacinto USD
About San Jacinto Unified School District This whole process has made me excited once
again to stand in front of the kids and use this
new system and this new format of teaching. It’s
going to be a great thing for students, a great
things for teachers. ”
“
Dave Cooper ELA Coach San Jacinto USD
In Their Own Words…
• Strategic Planning
• Leadership Capacity Building
• Professional Learning
• Common Core Lesson
Modeling
• Job-Embedded Instructional
Coaching
• Nextpert: Online Lesson &
Assessment Building Tools
[email protected] scholastic.com/sap
Lindsay (Klingel) Litzinger Common Core Strategic Partnerships
Email: [email protected]
How We Can Help
Questions?