outcomes for today

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




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.

http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at4lk3.htm

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, …


Rigorous/Relevant …. Integrated Instruction




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

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 …




STEM

PBLInternshi

ps

Service Learning

Interdisciplinary Units

Writing Across the Curriculum



other other


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





PBLInternshi

ps

Classroom Assessments

Service Learning

Interdisciplinary UnitsSTEM


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.





PBLInternshi

ps

Common Assessments

Readiness &

RTI

Program

Evaluation

Essentia

l

Learning

Proficiency

Reporting

Service Learning



other other


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





PBLInternshi

ps

Common Assessments

Readiness &

RTI

Program

Evaluation

Essentia

l

Learning

Proficiency

Reporting

Service Learning



other other


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?





PBL Internships

Common Assessment

Readiness & RTI

Program

Evaluation

Service Learning


STEM


• 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


• Pilot Template (i.e., TenMarks,

Being a Writer K-5)

• Backward Design Lesson-Unit Template

• PBL Template





PBL Internships

Common Assessment

Readiness & RTI

Program

Evaluation

Proficiency

Reporting

Essentia

l

Learning

Service Learning


STEM


• Backward Design

Curriculum Map

Template


Planning Template

Items in blue support the STRUCTURES we have for CAI

other other

Common Assessment

Calendar Form


Guide


Framework/Quadrants

PLLT; PLLT Planning Meetings

Planning Forms; Note-taking Forms

Department Heads

Ray McNulty; Model Schools Conferences


• Pilot Process (i.e., TenMarks,

Being a Writer K-5)


• PBL Template


Service Learning


STEM


• PBL Template

• Backward Design

Curriculum Map

Template


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


Guide


Ray McNulty; Model Schools Conferences


PBL Internships

Common Assessment

Readiness & RTI

Program

Evaluation

Proficiency

Reporting

Essentia

l

Learning


other other

Framework/Quadrants


STEMService

Learning








PBLInternshi

ps

Common Assessments

Readiness &

RTI

Program

Evaluation

Essentia

l

Learning

Proficiency

Reporting

Service Learning



other other


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?





PBLInternshi

ps

Common Assessments

Readiness &

RTI

Program

Evaluation

Essentia

l

Learning

Proficiency

Reporting

Service Learning



other other


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

outcomes for today

Documents