Pueblo City SchoolsPrincipal’s AcademyOctober 3, 20129:30 – 11:30

Teacher Effectiveness Tool

Rubicon/Atlas“The Guaranteed

and Viable Curriculum”

Unit Map

October 3, 2012 Agenda

1. Purpose of Today’s Session2. Alignment with Teacher Effectiveness Tool3. The Guaranteed and Viable Curriculum4. Unit Calendars and Unit Maps Rubicon5. Importance of Systemic Alignment6. Making Connections with District

InitiativesPage 1

Designing the Future of Education in

Pueblo City Schools

A Nation of Educators Learning A Nation of Educators Learning TogetherTogether..

Teacher Effectiveness and alignment with the

“Guaranteed and Viable Curriculum.”

Purpose: Teacher Quality Standard (1a)

Element (a): Teachers provide instruction that is aligned with the Colorado Academic Standards, their district’s organized plan of instruction, and the individual needs of the students. Page 2 &

3

Proficient (Meets State Standards)

Aligns instruction with: Student learning objectives District plan for instruction Colorado Standards Needs of Students

Applies understanding of vertically articulated grade level expectations to instruction.

Page 2 & 3

What are we looking

for?

Where will we find it?

Unit Calendars and Unit Maps are the Delivery Vehicle for the

District’s organized plan of instruction.

Unit Calendars + Unit Maps

District’s Organized Plan of Instruction

=

A.K.A.

The Guaranteed and Viable Curriculum

What makes Curriculum both Guaranteed and Viable?

1. Ensure all “guaranteed” standards/evidence outcomes become a “viable curriculum” during the 173 student contact days in Pueblo City Schools.

2. This means that all standards/evidence outcomes to be taught and learned are assigned to quarters using the Pueblo City Schools Unit Map Template.

3. Further, all standards/evidence outcomes to be “mastered” are assigned or “clustered” into 8 – 15 units.

4. Each unit will be ”named.”5. The “duration” of each unit will be determined. 

“Big Lofty” student achievement goals get translated into reality through maps:

Basic Skills

Cultural Knowledge

Relevance and Application

21st Century Learner

College, Career, Citizenship Ready

Self-Directed Learner An Effective

Communicator A Complex Thinker A Socially

Responsible Citizen An Aesthetically

Aware Individual Nature of the

Discipline

Professional Learning Communities

Answer Four Fundamental Questions:

1. What is it we expect students to learn in each course and at each grade level?

2. How will we know when they have learned?

3. What do we do when they don’t learn?

4. What do we do when they already know it?

What Works: School Factors that Increase Student Achievement

Translating 35 Years of Research into Action (Marzano)

#1 Factor“A Guaranteed and Viable Curriculum”

What is a Guaranteed and Viable Curriculum in PCS?

1. The district identifies essential content and skills.

2. It then makes certain the content is sequenced appropriately and can be addressed adequately in the instructional time available.

3. The concept of Opportunity to Learn (OTL), is simple but powerful – if students do not have the opportunity to learn the content expected of them, there is little chance that they will.

Opportunity to Learn

“OTL addresses the extent to which the curriculum in a school is “guaranteed.” This means that districts must give clear guidance to teachers regarding the content to be addressed in specific courses and at specific grade levels. It also means that individual teachers do not have the option to disregard or replace assigned content.”

“What Works in Schools” page 24Translating Research into Action

Robert J. Marzano

“A path or course to run in small steps”

Latin root for the word curriculum

173 Student Contact Days: The Guaranteed and Viable Curriculum

42 Days 42 Days 42 Days 47 Days

Standards/evidence outcomes are delivered in “Unit Maps”

Curriculum Hopes:

Unit Calendar/Unit Maps provide:

Shared meaning Public promises Significant ideas Essential content Alignment of the written, taught, tested and

attained curriculum

Unit Maps define the work of teachers!

Alignment of the Guaranteed and Viable Curriculum with the

Teacher Effectiveness Tool

What are we looking

for?

Where we will find it?

The Teacher:

Aligns instruction with:• Student learning objectives• District plan for instruction• Colorado Standards• Needs of Students

PROFICIENT(Meets State Standards)

The Rubicon/Atlas tool is the warehouse for the “District’s

organized plan of instruction.”

Page 4

UbD Design Components

Stage 1: Desired Outcomes

#1. Evidence Outcomes#2. Essential Questions & Inquiry Questions#3. Content Knowledge#4. Skills

Stage 2: Assessment Evidence

#4. Fair Assessments• Formative

Assessments• Summative

Assessments• End-of-Unit

Assessments

Stage 3: The Learning Plan

# 5. Relevance and Application

# 6. Activities and Aligned Instructional Materials# 7. Safety Nets

Page 5

Page 5

Page 5

Which evidence outcomes provided the focus for PCS unit calendars and unit map development?

Colorado Academic Standards (CAS)

The CDE 2009 DocumentsELA and Math Re-Released in

2010

Content Area

Standard:

Prepared Graduates:

High School and Grade Level Expectations

Concepts and skills students master:

Evidence Outcomes 21st Century Skills and Readiness Competencies

Students can: Inquiry Questions:

Relevance and Application:

Nature of the Discipline:

Name of Content Area

Topical Organization

P-12 Concept and Skill thread students must master

Concepts & skills indicating progress to PGC mastery

Indicators of student mastery

Promote critical thinking

Relevant societal context

Characteristics of Discipline

Clarity and Specificity

CCSS.SL.3.6

5.OA.3Analyze patterns and relationships

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

5.OA.3 Concepts and Skills

CONCEPTSStudents will know….

SKILLSStudents will be able to….

DOK

Numerical patterns (two)Rules (two)

GENERATEUSE

22

Terms (relationships) IDENTIFY 1

Ordered pairs (between terms and patterns)

FORM 2

Ordered pairsCoordinate plane

GRAPH 2

The Teacher:

Aligns instruction with:• Student learning objectives• District plan for instruction• Colorado Standards• Needs of Students

Applies understanding of vertically articulated grade level expectations to instruction.

PROFICIENT(Meets State Standards)

Vertical Alignment

3.OA.9 4.OA.5 5.OA.3 6.G.3

Identify arithmetic patters (including patterns in the addition table or multiplication table), and explain them using properties of operations.

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.

Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

Example of an ELA Learning Example of an ELA Learning Progression Progression

“PLUS”

Vertical Articulation

Where is the learner going?

Where is the learner right now?

What must happen to advance learning for all students?

(Thompson & William, 2007)

Page 5

The teacher supports students:

To move to the next curriculum level or next higher course in the sequence without remediation.

To interact with the rigorous and challenging content in meaningful ways by providing appropriate supports for all students.

ACCOMPLISHED

Page 5

Access and AccelerationAccess and Acceleration

Learning ProgressionK 12

5th

Advance instruction by

using formative assessment results to

provide explicit feedback about

what comes next in the

learning progressions..

EXEMPLARY

The teacher supports students: by facilitating processes for identification reflection, and articulation of strengths and weaknesses in their own learning.

Page 5

What are we looking

for?

Where we will find it?

What are you looking for in the classroom?

What evidence will you accept that the teacher is meeting Element 1a at the various levels of proficiency?

Page 6

Alignment of Instruction

It is important that the learning goals and lesson objectives are

derived from the evidence outcomes in the Unit Map.

Page 6

Alignment of

Instruction

Instruction is aligned with PCS Unit Maps. Learning goals and lesson objectives,

based on the unit evidence outcomes, are written in student-friendly terms.

The learning goals and lesson objectives – what the student is learning, not what the student is doing.

Page 6

Discussion Groups

Page 6

Systemic Alignment

The discipline of systems thinking provides a different way of looking at problems and goals – not as isolated events but as components of larger structures.

Peter Senge, Schools That Learn (2000)

Leverage for change lies in the interactions among the parts of the system. Any reform that tackles only a part of the system will fail.

Using What We Have to Get the Schools We Need

The Consortium on Productivity in the Schools (1995)

What is Systemic Alignment?

A system is a group of elements with interrelated parts.

Systemic alignment integrates the various parts of the system in a way that maximizes organizational effectiveness.

Professional Learning Communities

Increase Student Achievement

USIPClose the Minority Achievement Gap

Changing School Culture

College, Career and Citizenship Ready

Campus Safety

Data Driven Instruction

Progress monitoring

Unit Calendars and Unit Maps

Instructional strategies

Technology

District Image

Ensure student learning

Collaboration

Focus on results

Strategic Planning

Teacher Effectiveness Alternative

Education

Performance Indicators

Differentiation of instruction

Leadership developmentWriting Across the

Curriculum Literacy

Positive Behavior Supports

Writing Across

the Curriculu

m

Teacher Effectiveness Tool

USIPSupportive Discipline

Vertical Articulation Teams

Professional Learning

Communities

Instructional Strategies

District Rubrics

We know from science that nothing in the universe exists as an isolated or independent entity.

Margaret J. Wheatley

Making Connections with District Initiatives

The Story of the Grecian Urn

Random Acts of Implementation

Focused, Thoughtfully Designed, Connected Implementation Plan

Making Connections

Discussion Groups

Page 6

“The whole world is watching as we provide more complex instruction, covering a wider range of skills, to an increasingly diverse group of students. It is not these challenges that will define our generation of teachers, however – but our response.”

- Steven White, 2010