ccss in a year long context
DESCRIPTION
CCSS in a year long context. Marie Alcock phd. Standards -Based Classroom. CURRICULUM. STANDARD. The STUDENT. ASSESSMENT. INSTRUCTION. Indicators of Standards - Based Teaching and Learning: . - PowerPoint PPT PresentationTRANSCRIPT
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CCSS IN A YEAR LONG CONTEXTMARIE ALCOCK PHD
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STANDARD CURRICULUM
INSTRUCTIONASSESSMENT
TheSTUDENT
Standards -Based Classroom
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INDICATORS OF STANDARDS -BASED TEACHING AND LEARNING: The school develops clear
statements of what students should know and be able to do
Common assessments apply to all students with high expectations for their success
The teacher knows how each lesson relates to curriculum unit plans
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LEARNING SYSTEMS ASSOCIATES
Year Long Cntext Tool Unit Map PD MapShows the Units for a given year and WHEN they are taught.
Big Picture View
Helps find large gaps and redundancies vertically
Shows the Content, Skills, Assessments that are taught within a Unit of study
Middle Picture View
Helps identify alignment, vocabulary relationships, evidence of standards
Shows the Plan for faculty to develop and use maps.
For faculty to know the support pieces in place to make this possible
Includes content, skills, and assessments
Common Terms
MPs = Mathematical Practices (8) CLIs = Capacities of a literate individual (7)
College and Career Readiness Standards
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SUPPORT MATERIALS: LSALEARNING.COM / WORKSHOPS
Year long context Detailed = Step by step process described in detail including support sites, prompting questions, coaching points, etc. This is several pages long and can be helpful if you are leading the process
Year long context Graphic = Summary of process in graphic organizer. Only one page and is useful when prompting faculty during a work session. Note, Math and ELA are on different pages.
Links to samples, sample Year long contexts and sample units.
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FOUR PHASES
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PHASE I
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Step 1: The Why?Step 2: Examine CLIs & MPs (in introductions) for focus areas at grade level
Step 3: Examine Anchor Standards or Areas of Focus and grade level standards (Staircase K-12) for coherence and focus
Step 4: Prioritizing Grade Level Standards (B, M, E) dividing into potential units
Step 5: Link CLIs or MPs to units through natural connections to standards or themes
PHASE I: CREATING YEAR LONG CONTEXT TOOL
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Step 1: The Why?Step 2: Examine CLIs & MPs (in introductions) for focus areas at grade level
Step 3: Examine Anchor Standards or Areas of Focus and grade level standards (Staircase K-12) for coherence and focus
Step 4: Prioritizing Grade Level Standards (B, M, E) dividing into potential units
Step 5: Link CLIs or MPs to units through natural connections to standards or themes
PHASE I: CREATING YEAR LONG CONTEXT TOOL
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SIX SHIFTS IN ELA / LITERACY
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SIX SHIFTS IN MATHEMATICS
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STEP 2: EXAMINE CLIS & MPS (IN INTRODUCTIONS) FOR FOCUS AREAS AT GRADE LEVEL
STEP 3: EXAMINE ANCHOR STANDARDS OR AREAS OF FOCUS AND GRADE LEVEL STANDARDS (STAIRCASE K-12) FOR COHERENCE AND FOCUS
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YEAR LONG CONTEXT TOOL
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Step 1: The Why?Step 2: Examine CLIs & MPs (in introductions) for focus areas at grade level
Step 3: Examine Anchor Standards or Areas of Focus and grade level standards (Staircase K-12) for coherence and focus
Step 4: Prioritizing Grade Level Standards (B, M, E) dividing into potential units
Step 5: Link CLIs or MPs to units through natural connections to standards or themes
PHASE I: CREATING YEAR LONG CONTEXT TOOL
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STEP 4: PRIORITIZE BEGINNING, MIDDLE, AND END OF YEAR (NOT CURRENT CURR.)
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ONE MORE POSSIBILITY… Introduction Unit 1 Spiraled Introduction Unit 2 Spiraled
RL 1-3W3, W4L1, SL 1
RI 1-3W2, W5
SL 4W4
L1, SL1
Unit 3 Unit 4RI 4-10
W1, W6 - 9L2, SL 2, 5
RI 1-3W4-5
L1, SL1, 4
RL 4-10SL 6L3
RL 1-3W1, W6-9
SL 4-5
Unit 5 Unit 6W10SL 3
RI 6-9W6-9
SL 1-2, 4-6
RL 1-10W3, W4-10
SL 4-6L1-3
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SAMPLE YEAR LONG CONTEXT – CONSIDER TIMING
Sample from Rubicon Atlas Software
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Step 1: The Why?Step 2: Examine CLIs & MPs (in introductions) for focus areas at grade level
Step 3: Examine Anchor Standards or Areas of Focus and grade level standards (Staircase K-12) for coherence and focus
Step 4: Prioritizing Grade Level Standards (B, M, E) dividing into potential units
Step 5: Link CLIs or MPs to units through natural connections to standards or themes
PHASE I: CREATING YEAR LONG CONTEXT TOOL
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STEP 5: ALIGN MPS OR CLIS TO POTENTIAL UNITS
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CENTRAL IDEA, THEME, CONNECTIONS
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SAMPLES AT LSA-PUBLIC.RUBICONATLAS.ORG
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HOW ARE THINGS SHAPING UP?
What Squareswith my
BELIEFS?
3 Points worth REMEMBERING
What QUESTIONS are Circling around in my
head?
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PHASE II
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TEACHERS BUILDING UNITS IN SOFTWARE
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PHASE 2: CREATING UNITS OF CURRICULUMStep 6: Aligning Central Ideas to Essential Questions and Assessments (Evidence)Step 7: Unpacking standards into precise content and precise skills statements and align to Assessments (evidence)Step 8: Craft Key Terms, Activities, and all elements of the unit templateStep 9: Alignment and Revisions for qualityStep 10: Examine student work and refine curriculum delivery
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STEP 6 : ALIGNMENT WITH PRE-MAPPING ACTIVITY
.
Central Idea and / or Theme
Big Ideas =Why
Essential Questions
SkillsContent
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STEP 2: SAMPLE IN RUBICN
More Samples at LSA-PUBLIC.RUBICONATLAS.ORG under ELA ES
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STEP 6 CONT. : THEME / EVIDENCE (CONSIDER MPS AND CLIS)
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PHASE 2: CREATING UNITS OF CURRICULUMStep 6: Aligning Central Ideas to Essential Questions and Assessments (Evidence)Step 7: Unpacking standards into precise content and precise skills statements and align to Assessments (evidence)Step 8: Craft Key Terms, Activities, and all elements of the unit templateStep 9: Alignment and Revisions for qualityStep 10: Examine student work and refine curriculum delivery
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STEP 7: PRECISE CONTENT AND SKILLS“That isn’t what I meant when I said strip and wax the floor!”
Precise content and skills matter
Content = nouns “the WHAT”Content = bulleted list Skills =
action verbs “students DO”Skills = observable and
measurableSkills = directly aligned to
assessments
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STEP 7: UNPACKING THE STANDARDS Identify the standards for the unitUnderline the verbs and highlight the nounsExamine the Verbs for preciseness – ask
“What would this look like in the classroom?” and “What would I see the student do to produce evidence of this?” Change the verb if necessary.
Prioritize the nouns into two groups: 1) Items of content and 2) Clarifiers that make the skills precise
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Samples at LSA-PUBLIC.RUBICONATLAS.ORG under CCSS Math Grade 5
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PHASE 2: CREATING UNITS OF CURRICULUMStep 6: Aligning Central Ideas to Essential Questions and Assessments (Evidence)Step 7: Unpacking standards into precise content and precise skills statements and align to Assessments (evidence)Step 8: Craft Key Terms, Activities, and all elements of the unit templateStep 9: Alignment and Revisions for qualityStep 10: Examine student work and refine curriculum delivery
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DIAMONDS OF ALIGNMENT
Standards
Big Ideas Essential QuestionsContent Skills
Resources ActivitiesAssessment / Evidence
Essential Questions are answered in
assessmentsSkills are aligned to
assessments
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PHASE 2: CREATING UNITS OF CURRICULUMStep 6: Aligning Central Ideas to Essential Questions and Assessments (Evidence)Step 7: Unpacking standards into precise content and precise skills statements and align to Assessments (evidence)Step 8: Craft Key Terms, Activities, and all elements of the unit templateStep 9: Alignment and Revisions for qualityStep 10: Examine student work and refine curriculum delivery
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STEP 10: ASSESSMENTS / EVIDENCE Assessments are answers to the Essential
Questions. These will be evidence of both the standards and the Central Ideas.
Assessments are tangible products or performances of the Skills (if we say “list” in skills there is a “list” in assessments)
Assessments are are summative or formative Assessments are DIRECTLY aligned to the
Standard – labeled right in the unit map. Collect Student work to evaluate the unit and
refine going forward
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NEXT STEPS
What aspects will you use immediately?
What are your next steps for taking action?
• What do you and your colleagues still need?
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DAY 2:MARIE ALCOCK PHD
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Step 1: The Why?Step 2: Examine for Central Ideas at grade levelStep 3: Examine Anchor Standards or Areas of Focus and grade level standards (Staircase K-12) for coherence and focus
Step 4: Prioritizing Grade Level Standards (B, M, E) dividing into units
Step 5: Link Central Ideas to units through natural connections to Essential Questions
Creating year long context for standards
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STEP 9: DIAMONDS OF ALIGNMENT Essential Questions are
answered by students and give evidence of the central ideas being understood.
Children are metacognitively aware of their own learning process.
Skills are observed and / or measured.
Evidence of the standards are either tangible products or performances.
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STEP 4: ORGANIZING YEAR LONG CONTEXT Identify domain of standards you are working withRead the standards Identify if each one is a beginning of year, middle of
year, or end of year standard.Build “piles” of standards that are connected in some
way and can build assessments that make sense for learning.
Identify central ideas or themes that are connected to these “piles”
Identify standards that are “stand alone”