District Professional Development

Collaboratively Learning About Our New Curriculum

April 20, 2012

Where does the future come from?

“The future doesn’t take form irrationally, even though it feels that way. The future comes from where we are now. It materializes from the actions, values, and beliefs we’re practicing now. We’re creating the future everyday, by what we choose to do. If we want a different future, we have to take responsibility for what we are doing in the present…We have sufficient human capacities—to think and reflect together, to care about one another, to act courageously, to reclaim the future.”

--- Margaret J. Wheatley

Today’s Agenda

8:00-8:15 Welcome and introductions of any new people

8:15-8:20 Review norms8:20-8:25 Share objectives, outcomes and products for the day8:25-9:00 Communicate Common Understandings9:00-11:15 Backwards Design: Preparing for 2012-1311:15-11:30 Personal Reflection and

Feedback to Planning Team

Welcome and Introductions of New People

1. What’s one area of the new CED that you’re most excited to learn about for yourself?

2. What rumors have you heard about what’s coming?

3. What are your greatest hopes for the students you’ll teach with the new CED?

Review Norms: Can we agree to these?

• Putting Inquiry at the Center

• Pausing

• Paraphrasing

• Probing

• Placing Ideas on the Table

• Paying Attention to Self and Others

• Presuming Positive Intentions

Objectives• Renew relationships with others in your similar role group

• Practice working as a Professional Learning Community (PLC)

• Clarify common understandings of curriculum terms, timeline and expectations

• Use the new CED to --explore curriculum maps--share ideas from the current CED that apply to the new one--determine how materials used for the current CED may apply to the new one

• Review and give feedback regarding report cards

• Set the stage for transitioning to the new CED in 2012-13

• Provide a productive morning of district staff development

COMMON UNDERSTANDINGS: TALK TO YOUR NEIGHBOR

How are our new standards different from previous ones?

Colorado’s Standards:Keys to Transformation

• Designed with the End in Mind

• Require Application of Knowledge

• Fewer Expectations with Greater Depth

• Focus on “All students, All standards”

New BVSD/Colorado Academic Standards

Old 2009 BVSD Curriculum Essentials Documents

Prepared Graduate Competencies

Program level Enduring Understandings

Standard Standard

High School ExpectationsGrade Level Expectations

Essential Learnings

Evidence Outcomes Knowledge, Skills, Topics, Processes, Concepts

Inquiry Questions Unit level Essential Questions

Neighbor talk: How do we make sure every student

learns the standards?

11

Intended Curriculum

Implemented Curriculum

Intended Curriculum

Implemented Curriculum

Achieved Curriculum

Marzano (2001)

Alignment of Curriculum

Not Aligned

Aligned = GVCgap

Achieved Curriculum

Wri

tten

Tau

gh

t

Lea

rned

Neighbor talk: How do we ensure our English learners

learn the content and skills in the standards?

Colorado English Language Proficiency

Standards

The CELPS provide a continuum of language development and a bridge to the concepts and skills within the Colorado Academic Standards for English learners.

Colorado English Language Proficiency (CELP) Standards

Social & Instructional

Language

Language of Language Arts

Language of Mathematics

Language of Science

Language of Social Studies

Academic Language

Neighbor talk: How do we ensure our

students with special needs learn the content and skills

in the curriculum?

Some of our students with significant cognitive disabilities will need “Extended Evidence

Outcomes” through “Alternate Achievement Standards”

The majority of students with IEPs will be supported in Tier I classes through

--Differentiated instruction--Accommodations--Co-planning and co-teaching of their teachers

…and through interventions in Tier II and/or Tier III

Reflection from SB 191 Summit

TIMELINE

Jan-May 2012 – present details of curriculum documents in all content areas to the Board of EducationApril 20, 2012 – create/review curriculum mapsSummer 2012 – school and district leaders create 3-year curriculum implementation planSchool Year 2012-2013 – use district and school PD time to collaboratively plan units, lessons and assessments to implement the CED

Transitioning to the Colorado Academic and English Language Proficiency Standards

Awareness & Dissemination

Building Readiness to the New Standards

SY 2010-11

Transition

Moving to the New Standards

SY 2011-12SY 2012-13

Implementation

Putting Standards Into PracticeSY 2013-14

Transformation

Continuously Refining Teaching

and Learning

What does “Transition Year” mean?

Teacher-level Expectations

1. Use the new CEDs for all planning2. Use the CELPS Framework to plan differentiation for English

Learners3. Every teacher will be expected to have a curriculum map aligned to

the new CEDs4. Teachers should provide learning experiences for students related

to every Grade Level Expectation Concept and Skills Statement but not necessarily for every Evidence Outcome in the CEDs

System-level Expectations

5. Create structures for collaboration between masters of content and masters of access

6. Provide strategies to use CEDs to design assessments and plan units and lesson plans

7. Strengthen transforming instruction to support the vision of the new standards

Backwards Design

Let’s begin with the end in mind…what we want the students to know by the end of the year.

Now we’ll review a suggested Curriculum Map that was designed by a group of BVSD teachers in February 2012.

What’s the same? What’s new? What questions do you have?

Resource Questions to Consider

Turn to your neighbor and discuss…

• What can I use of my prior materials and units that will support the learning in the Curriculum Map?

• Who has resources within the school or the district that I need to teach the new CED?

Report Cards

• Divide into grade-level groups.

• Review your new report card.

• Provide appreciations and recommendations on a feedback sheet to give to an Elementary Curriculum Council representative in the room to take to the ECC meeting on Monday, April 23.

Sharing your ideas about what support you need

First, turn to two people and in a triad discuss for five minutes what support you need to be able to feel comfortable teaching with the new CEDs next year.

Second, complete the bottom portion of the Scantron sheet about professional development. The results will be compiled and shared by the end of school this year.

Personal Reflection and Feedback for Today’s Planning Team

• Think about and then share with a neighbor…

• Please complete the top portion of the Scantron sheet.

3 things you learned about the new CED2 things you’re excited to continue to work on before next year1 person you want to contact as you plan for next year

Curricula and Teaching Do Matter

“A systematic change to some aspect of the curricula does seem to have a reasonable and substantial effect on student learning…The teacher then must know when learning is correct or incorrect; learn when to experiment and learn from the experience; learn to monitor, seek and give feedback; and know to try alternative learning strategies when others do not work. What is most important is that teaching is visible to the student, and that the learning is visible to the teacher.”

John Hattie, Visible Learning

Thanks for your time and commitment.

We appreciate you!