Priority Expectations

“Roll-Out” of Priority ExpectationsPurpose

To provide an opportunity for all Lenawee County H.S. core content teachers to learn about “Priority Expectations” and the “Priority Expectations” Initiative…..

What Priority Expectations are Why they are important Process used for identifying Priority

Expectations Steps and timeline for work of the initiative Opportunity to review and provide

feedback/input on Lenawee’s DRAFT Priority Expectation documents

“Who among you has ever,

in one year, beenable to effectively teach and assess

all thestandards and indicators

for which you areresponsible?”

(Power Standards, Identifying the Standards that Matter the Most, Larry Ainsworth, p.12)

Priority Expectations Are:

The standards that each teacher needs to make sure that every student learns prior to leaving the current grade.

A brief, straightforward, easy to read document to guide standards based instruction

Why Priority Expectations?

Most teachers lack a 400 day school year and students with photographic memories and there are too many standards

Power Standards narrow the focus of academic requirements

In striving to cover all standards, we end up superficially “covering” the standards like a wet blanket

The “less is more” theory

Random Acts of Improvement

Goals and Measures

Aim of the Organizatio

n

Without Priority Expectations

*With Priority Expectations

Goals and Measures

Aim of theOrganizatio

n

Aligned Acts of Improvement

Standards: the general statements of what students need to know and be able to do at a particular grade level or in a particular course.

GLCE’s: Grade Level Content Expectations as defined by the MDE for students at the K-8

HSCE’s: High School Content Expectations as defined by the MDE for students to obtain HS credit as part of the MMC (Michigan Merit Curriculum)

Common Vocabulary

Expectations: the specific statements of knowledge or skills that students need to know and be able to do at a particular grade level or in a particular course (same as GLCE/HSCE). Priority Expectations: are those statements (i.e.

standards, benchmarks, expectations, indicators, objectives, etc.) that, once mastered, give the student the ability to use reasoning and thinking skills to learn and understand other curriculum objectives.

Supporting Expectations: are the remaining content expectations that will be embedded within instructional units to support the learning the overall course content expected of all students in a particular grade level / course.

Common Vocabulary

Starting the Wheel in Motion…

Identify Priority Expectations/

Standards(Nov. & Dec. 2009)

Unwrap the Standards

(March 2010)

Enduring Understandings/Big Ideas and Essential Questions

(March 2010)Unit Development

(April 2010)

Assessments: Formative and

Summative(Summer 2010)

Use of Data to Drive Instructional Decisions

(Data Director - continuous)

Curriculum Mapping

Identify Standards

The “Million Dollar” Question…

How can we achieve standards without becoming standardized?

Priority Expectations Criteria…Three Lenses

What do students need for success in . . .

• School

• Life

• State Test

Priority Expectations Identification Criteria—Three Lenses

Readiness for the Next Level of Learning

Endurance

Leverage

READINESS

What knowledge and skills must I impart to my students this year so that they will enter next year’s class with confidence and a readiness for success?

Do teachers in the next higher grade regard this standard as a necessary entry

point for a student to enter that grade with success and confidence?

Vertical alignment (Grade 9 to Grade 10) Foundational learning in Math, Science, and

Social Studies

ENDURANCE

Will the knowledge and skills to which this standard relates be used by students for several years after they use that standard at this grade level? Statewide assessment blueprint School improvement goals

LEVERAGE

Will the knowledge and skills to which this standard help students in other academic areas? Reading comprehension Technology skills Graphic representations

Priority Expectations Criteria

Criteria Questions Example

Read

ines

s

Scho

ol

*for

the

nex

t lev

el o

f le

arni

ng

Will this provide students with essential knowledge and skills that are necessary for success in the next grade level or the next level of instruction?

What do they need for success in school this year, next year, and so on?

What do they need for success on the state assessment?

Example…. 4th grade teachers are unanimous that reading comprehension and math facts recall are essential for 3rd graders who wish to enter the 4th grade confidently and pursue 4th grade studies successfully.

Endu

ranc

e

Life

Will this expectation or standard provide students with knowledge and skills that will be of value beyond a single test date?

What do they need for success in life?

What are the big ideas?

What skills and knowledge will students gain that will last for years?

Proficiency in reading will endure throughout a student’s academic career and professional life. Problem solving strategies will endure throughout a student’s academic life. How does religion and culture cause societal change?

Leve

rage

Stat

e As

sess

men

t

Will this provide knowledge and skills that will be of value in multiple disciplines?

What do they need for success in school this year, next year, and so on?

What do they need for success on the state assessment based on data?

Proficiency in creating graphs, tables, and charts and the ability to draw accurate inferences from them will help students in math, science, social studies, and language arts.

Fence Analogy

The “fence posts are the “priority expectations/standards” in which teachers need to “dig deeper” to effectively “set the posts for learning” ensuring student competency of these standards.The “fence rails” are the “supporting expectations” that helps connect and support the priority standards.

Fence posts and support rails are both needed to create a fence!

Don’t forget

Priority Expectations

• Identifying a set of “Priority Expectations/ Standards” does not relieve teachers of the responsibility for teaching all standards and indicators. It simply notes which ones are most critical for student success in school, life, and on the state assessment, and, therefore, should receive the greatest emphasis for instruction and assessment.

Stop and Remember

The textbook is not the curriculum.

Priority standards / expectations are part of the curriculum.

GO Forward!Remember, the curriculum is derived from the Standards/ Content Expectations outlined by the State of Michigan. The priority standards/content expectations will help us systematically prioritize the time we spend on the each of these content expectations at each level and in the various courses.

Next Steps…

Share Priority Expectations Documents

Collect feedback on DRAFT documents from county educators

Internal Coaches meet to share county-wide feedback on DRAFT documents and develop next “DRAFT” of Expectations

Internal Coaches begin the Unwrapping Process

Coaches will then roll out “Unwrapped” Information---Stay Tuned!

We identify Priority

Expectations so that…

…we have collective understanding and agreement on the things in which all students should have knowledge and competence

We unwrap the Priority

Expectations so that…

…the concepts and skills contained within the standards are clearly stated and collectively interpreted.

The unwrapping process also reveals:•big ideas •essential questions •levels of thinking

All of these elements come together to guide the development of formative assessments and effective instruction

Putting the Pieces Of the Puzzle Together

Clear Learning Targets

Effective Teaching Strategies

Formative and Summative Data

Assessment: Accountability for student learning.

The Leadership and Learning Center

Resources

Lenawee - Priority ExpectationsWiki site:

http://lenaweeisdpriorityexpectations.pbworks.com/

Morenci High School – Internal Coaches / Teacher Leader Team:

ELA Heather WalkerMathScience Kerry NiemanSocial Studies Jesse Bach