outcomes for today
DESCRIPTION
Outcomes for Today. To gain clarification and create a shared image of C, A, I in SPSD Common terms See how the pieces fit and work together To put our work in perspective with the direction of the State of Maine Proficiency-based Diplomas Multiple pathways to show proficiency - PowerPoint PPT PresentationTRANSCRIPT
Outcomes for TodayTo gain clarification and create a shared
image of C, A, I in SPSDCommon terms
See how the pieces fit and work together
To put our work in perspective with the direction of the State of Maine
Proficiency-based Diplomas
Multiple pathways to show proficiency
To define what we need to do nextas a District
as a PLLT
Agenda8:00 – 8:15 Welcome, agenda & goals for the day
8:15 – 8:45 What are the big questions circulating?
8:45 – 9:30 Read part of Chap. 3 of Becoming a Great High School
9:30 – 9:45 Break
9:45 – 10:15 PowerPoint of the “Bigger Picture”
10:15 – 10:45 Review Questions Raised at the Outset
10:45 – 11:15 What’s Going on in ME
11:30 – 12:15 Lunch
12:15 – 1:30 Time with the some documents
1:30 – 2:30 Discuss where we go from here
Understanding Curriculum, Instruction & Assessment in SPSD
2012-13
ConfusionsPBL vs backward design
Backward design = B-D units?
STEM is the new thing now?
Relationship between curriculum maps and backward design unit template
Curriculum maps relationship to Guaranteed and Viable curriculum
Common core vs “power standards” vs G&V
Common assessments require teaching same units
21st century skills vs B-D units
What curriculum (i.e., program or textbook) are we going to use for that
CurriculumWhat we want students to learn … to know and be able to do
Knowledge, skills, concepts & processes that we want students to have and be able to usethe most Essential Learning
Not a text book or a program … those are materials used to help us instruct NOT to define what is to be learned
National & State
Common Core State Standards – E/LA and Math (2010)
Next Generation Science Standards (perhaps 2012)
Maine Learning Results – Parameters of Essential Instructions (2007)
Science (until Next Generation Science Standards)
Social Studies
Health/PE
World Languages
Visual and Performing Arts
Career Preparation/Exploration
National and State Standards
- 71% longer school year needed (pre-K/K through 21 or 22); Over 200 standards with over 3000 benchmarks for 14 content areas
- Not all standards are of equal level of importance and what gets tested by the state may not be the most valuable content for students’ future (Dagget (2007) state tests are the beginning point not the end point of learning)
- Written with too many different mental processes all rolled into one statement … requires that the standard be sorted out for instructional purposes
- Written in a way that allows too much interpretation within the classroom
Guaranteed & Viable Curriculum
Clearly the Common Core and Learning Results propose something that is not VIABLE (do-able) and there we cannot GUARANTEE that all students will learn all of this.
The challenge becomes identifying what we in SPSD feels is the most important, essential, foundational things for students to learn to be successful.
Backward Design Process
Backward Design is an approach to organizing the knowledge, skills, concepts & processes we want students to learn so that they are in a meaningful and logical order
Backward Design Process Tools/Terms
Curriculum Maps – outlines what students need to learn and in what order
Meant to focus planning with the end in mind
Includethe Essential Learning
In an order that is logical
the methods of assessment that the teacher and students will be working on throughout the year (e.g., major writing assignments, projects, performances)
the major content resources
National and State Standards
Backward Design Process
Backward Design Process
G&V Curriculum of Essential Learning (a.ka. Curriculum Maps)
Rigor/Relevance Framework
When it comes to instruction, South Portland believes that students learn best when the learning of facts, knowledge, skills, concepts, and processes, or what we call Essential Learnings, are integrated and woven together in meaningful ways.
The International Center for Leadership in Education provides a framework that allows us to categorize and define our instruction in terms of student learning of facts, knowledge, skills, concepts, and processes.
This framework is visually represented in 4 quadrants (A, B, C, D).
Rigor/Relevance Framework
Rigor/Relevance Defined
Rigor refers to learning in which students demonstrate a thorough, in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem-solving, evaluation (a.k.a. critical thinking) or creativity.
Relevance refers to learning which has students apply core skills, knowledge, concepts, or processes to solve problems using collaboration and communication as is done in the real-world
is interdisciplinary and contextual
is created through authentic tasks, simulations, service learning, connecting concepts to current issues/interests, and teaching others Authentic tasks defined: http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at4lk3.htm
Taken from a white paper which uses excerpts from Daggett & Jones (2008). Leading Change in High Schools. International Center for Leadership in Education.
Rigorous/Relevant 21st Century Instruction
Instruction that exists in the D quadrant, or is moving the learning to the D quadrant, is inclusive, by the nature of what quadrant D learning is, of 21st century skills and learning.
Communication – Collaboration– Creativity, Innovation & Problem-solving– Critical thinking
R/R 21st Century Instruction
Communication – Moving from A to B - i.e., applying skills across domains requires communicating either by representation of science concepts through statistical representations or communicating results either in speaking or writing
Collaboration – Moving from A to B - i.e., working in real contexts and on real-word problems requires students to interact as the people in those real contexts … teams of engineers, medical diagnosticians, …
Critical thinking – Moving from A to C – i.e., analyzing situations, collecting info and data and synthesizing it into creating new understanding about role of women in US society over time or technological innovations and their impact on the economy
Creativity, Innovation & Problem-solving – Moving from C to D - i.e., having a new understanding and using it to answer a question in a real context such as how to make styluses for iPads
21st century skills are the vehicle that moves student learning from one quadrant to the next.
Rigorous/Relevant Instruction
… is integrated instruction and learning
integrated content, integrated skills across domains & contexts
… meaningful and matters to students
real contexts, connects to their interest
… achieved through promotion of
collaboration, communication, critical thinking & creativity, …
National and State Standards
Rigorous/Relevant …. Integrated Instruction
Backward Design Process
Backward Design Process
G&V Curriculum of Essential Learning (a.ka. Curriculum Maps)
Backward Design Process/Tool: Supporting R/R
Instruction• Unit Template– just a tool to support planning
units of instruction that are Rigorous and Relevant
• Well suited to planning from clear expectations of learning as in an articulated G & V curriculum
• Includes everything from the Curriculum Map plus– more detailed notes on the formative and
summative assessments to be used throughout the unit
– the strategies and best practices used to explicitly teach the standards-based essential skills and concepts
– a list of the resources and activities that will be used throughout the unit
National and State Standards
G&V Curriculum of Essential Learning (a.ka. Curriculum Maps)
Backward Design Process
Rigorous/Relevant …. Integrated Instruction
Backward Design Process
Backward Design Process
Instructional Strategies• South Portland embraces a variety of
instructional strategies for ensuring that students learn the essential knowledge, skills, concepts & processes in an integrated and meaningful way
• The Backward Design process provides a systematic way of preparing for implementation of any of these strategies and other integrated learning strategies.– STEM– PBL– Service Learning– Internships– Interdisciplinary Units– Writing Across the Curriculum– and others …
National and State Standards
Backward Design Process
Rigorous/Relevant …. Integrated Instruction
STEM
PBLInternshi
ps
Service Learning
Interdisciplinary Units
Writing Across the Curriculum
Backward Design Process
Backward Design Process
other other
G&V Curriculum of Essential Learning (a.ka. Curriculum Maps)
Assessment• Assessment allows students to show what
they know and can do– Allows us to provide feedback to promote
learning– Formative Assessment
– Allows us to know when students have the key learning and are ready for the next level in the progression of learning
– Formative & Summative Assessment
– Allows us to intervene and support– RTI
– Allows us to evaluate our choices of materials and teaching approaches
– Instructional approaches evaluation
National and State Standards
Backward Design Process
Backward Design Process
Rigorous/Relevant …. Integrated Instruction
PBLInternshi
ps
Classroom Assessments
Service Learning
Interdisciplinary UnitsSTEM
Writing Across the Curriculum
other other
G&V Curriculum of Essential Learning
Common Assessment
• Common Assessments provide us a way to ensure that regardless of school or classroom students are learning those things that we have identified as the most essential to learn.
• Common Assessments are a systematic way to measure and document proficiency.
• Common Assessments document and ensure what we at SPSD guarantee for student learning and that which is viable for all students to learn.
National and State Standards
Backward Design Process
Backward Design Process
Rigorous/Relevant …. Integrated Instruction
PBLInternshi
ps
Common Assessments
Readiness &
RTI
Program
Evaluation
Essentia
l
Learning
Proficiency
Reporting
Service Learning
Interdisciplinary UnitsSTEM
Writing Across the Curriculum
other other
G&V Curriculum of Essential Learning
Classroom Assessments
So, ideally …• … our curriculum maps document the Essential
Learning and have articulated the levels of learning needed to achieve each objective within the year and from year to year
• … teachers are fleshing-out units of instruction (perhaps using Backward Design) that are Rigorous/Relevant and implementing their units with one of the many research-based instructional strategies the District supports
• … there are common assessments that measure the Essential Learnings and that are processed by teachers to evaluate student needs for intervention and reflection on instructional practice
• … we are communicating to students and parents progress toward the Essential Learnings
National and State Standards
Backward Design Process
Backward Design Process
Rigorous/Relevant …. Integrated Instruction
PBLInternshi
ps
Common Assessments
Readiness &
RTI
Program
Evaluation
Essentia
l
Learning
Proficiency
Reporting
Service Learning
Interdisciplinary UnitsSTEM
Writing Across the Curriculum
other other
G&V Curriculum of Essential Learning
But is this happening?• Teachers have expended a lot of time and energy on
all of the dynamic parts of the CAI cycle in SPSD
• There has been a lot coming at educators in the past 6-8 years (NCLB-AYP; CCSS; Proficiency-based Diplomas; “financial cliff” etc.)
• Without a Director it has been difficult to make the work on all of the dynamic parts coherent and aligned to all that is demanded
Has the big picture become obscured?
National and State Standards
Backward Design Process
Backward Design Process
Rigorous/Relevant …. Integrated Instruction
PBL Internships
Common Assessment
Readiness & RTI
Program
Evaluation
Service Learning
Interdisciplinary Units
STEM
Writing Across the Curriculum
• Backward Design
Curriculum Map
Template
• Common Assessment
Planning Template
Items in red are TOOLS to support teachers’ in the CAI process
other other
• Common Assessment Discussion
Guide
Next NavigatorNext Navigator
Essentia
l
Learning
Proficiency
Reporting
Framework/Quadrants
G&V Curriculum of Essential Learning
• Pilot Template (i.e., TenMarks,
Being a Writer K-5)
• Backward Design Lesson-Unit Template
• PBL Template
National and State Standards
Backward Design Process
Backward Design Process
Rigorous/Relevant …. Integrated Instruction
PBL Internships
Common Assessment
Readiness & RTI
Program
Evaluation
Proficiency
Reporting
Essentia
l
Learning
Service Learning
Interdisciplinary Units
STEM
Writing Across the Curriculum
• Backward Design
Curriculum Map
Template
• Common Assessment
Planning Template
Items in blue support the STRUCTURES we have for CAI
other other
Common Assessment
Calendar Form
• Common Assessment Discussion
Guide
Next NavigatorNext Navigator
Framework/Quadrants
PLLT; PLLT Planning Meetings
Planning Forms; Note-taking Forms
Department Heads
Ray McNulty; Model Schools Conferences
G&V Curriculum of Essential Learning
• Pilot Process (i.e., TenMarks,
Being a Writer K-5)
• Backward Design Lesson-Unit Template
• PBL Template
National and State Standards
Service Learning
Interdisciplinary Units
STEM
• Backward Design Lesson-Unit Template
• PBL Template
• Backward Design
Curriculum Map
Template
• Common Assessment
Planning Template
• Pilot Process (i.e., TenMarks,
Being a Writer K-5) PLLT; PLLT Planning
MeetingsPlanning Forms; Note-
taking FormsDepartment Heads
Common Assessment
Calendar Form
• Common Assessment Discussion
Guide
Next NavigatorNext Navigator
Ray McNulty; Model Schools Conferences
Backward Design Process
PBL Internships
Common Assessment
Readiness & RTI
Program
Evaluation
Proficiency
Reporting
Essentia
l
Learning
Writing Across the Curriculum
other other
Framework/Quadrants
Backward Design Process
STEMService
Learning
Interdisciplinary Units
G&V Curriculum of Essential Learning
Rigorous/Relevant …. Integrated Instruction
National and State Standards
Backward Design Process
Backward Design Process
Rigorous/Relevant …. Integrated Instruction
PBLInternshi
ps
Common Assessments
Readiness &
RTI
Program
Evaluation
Essentia
l
Learning
Proficiency
Reporting
Service Learning
Interdisciplinary UnitsSTEM
Writing Across the Curriculum
other other
G&V Curriculum of Essential Learning
Where are we …
• Is what we have in place viable and coherent enough that teachers can focus on instruction?
• Do our maps articulate the essential learning and the levels of that learning that are viable? Are they truly essential learning statements?
• Where Common Assessments exist, what are they assessing?– the info on the curriculum map? Assessing big
understanding or smaller skills? Balance of both?
• Where Common Assessments are needed, if there are maps do they clearly outline what should be assessed?– If no map, then what will the assessments be assessing?
National and State Standards
Backward Design Process
Backward Design Process
Rigorous/Relevant …. Integrated Instruction
PBLInternshi
ps
Common Assessments
Readiness &
RTI
Program
Evaluation
Essentia
l
Learning
Proficiency
Reporting
Service Learning
Interdisciplinary UnitsSTEM
Writing Across the Curriculum
other other
G&V Curriculum of Essential Learning
MCCL Cohort Work
• Originally 9 districts, now almost 30
• Have spent more than 3 years unpacking the Federal and State standards and creating Essential Learnings at up to 12 levels with clearly articulated foundational skills needed to achieve the larger understanding
• Worked with Marzano Lab and there work has gone through 2 reviews at the lab for Math, E/LA, Soc. St. & Science and in review for the other content areas