What does W2A Mean Anyway?

Presentation byKnob Noster RVIII School District

“From Standardized Assessments to Local Decisions”

Who are we?

Dr. Margaret Anderson – Superintendent of Schools

April Williams – Curriculum and Assessment Coordinator awilliam@knobnoster.k12.mo.us

Where are we in the Process?

Communication Arts and Math curriculum has been aligned and approved by the board for the district.

Currently in the process of working on Common Assessments for Math K-5.

Science teachers are working on aligning Curriculum.

As a district meeting in Department/Grade Level groups (PLC’s) once a month to work on curriculum.

Vocabulary ReviewGrade Level Expectations (Gle’s)—specific objectives and concepts the state feels that all students in a grade level should be able to attain.

Show Me Standards (Blue Placemat)Content Standards– Standards set by the state to be attained by all students in a program of study.Process Standards – Skills that are ingrained into all areas of study which students should acquire prior to completing school.

Local Objectives– The target that local school districts set for instruction. (How is the local district going to insure that GLE’s are taught?)

Vertical Alignment – How the curriculum translates itself K-12 in a given content area.

Horizontal – How the curriculum works across a given grade level.

Internal Alignment – How the individual teacher brings the curriculum into the classroom

How did we get started? We got a C.L.U.E.

Commitment to improving local curriculum to advance student achievement. (Board, Central Office, Administration,

Teachers)

Leadership to evaluate standardized assessments and align the curriculum.

Understanding of and that the process would be lengthy.

Education focus

Step One – Data Analysis

Examine Multiple Years of Data to see trends and issues. One year of data is not enough to make critical decisions.Determine top 2 areas of need and analyze how to Improve in those areas

Goal

Year 1.1 1.5 1.6 1.8 2.1 2.2 2.4 3.1 3.4 3.5 3.7 3.8

2002   79 74   76 70 36 78   48    

2003 52 82 57   65 73   50   70    

2004 28 83 57 97 67 70 29 57   59 76  

2005 75 82 55 46 70 70   50 58 70 60 45

2006   85 75   74 69   58   79    

Communication Arts 3rd Grade: Process Standards

What do you need to get started?

At least 3years of data

From Crystal Reports

Content StandardReport

Multiple years

Content Standard Item

BenchmarkDescriptor Report

Goal Process ItemBenchmark

Descriptor Report AKA: Process Standards

Step Two – Vertical TeamingInvited Curriculum “experts” in to work with our teachers and discuss the goal and process of Curriculum Writing.Teachers were given work release time to discuss and begin work on curriculum. (2-3 days)Developed a Scope and Sequence

Articulate goals for the content area K-12Establish agreed upon formats ie: writing process, scientific method etc.Unify Vocabulary Usage

Teachers given access to the tools and resources necessary to develop effective curriculum. (EAT Online)

Goal of Curriculum--The Written curriculum is Implemented by teachers and Learned by students

Complete Curriculum

Written Curriculum aligned to State GLE’s and standards

Taught Curriculum Imbedded in Written Curriculum

Learned CurriculumImbedded in Taught Curriculum

Curriculum Process

StudentAchievement

Copy of CurriculumUSED in the classroom.

Curriculum Board Approved

Assessment of Student Knowledge through Performance Events (PE)

Multiple Choice (MC), Constructed Response (CR)

Activities taught in the classroom to accomplish written objectives, utilizing resources a teacher uses to teach.

Written Objectives that are aligned to Show-ME State Standards and Grade Level Expectations (GLE’s)

Examples of Scope and Sequence:KNOB NOSTER R-VIII

SCOPE AND SEQUENCE OF WRITING

For every grade level, students will publish at least one piece of writing per quarter

Every teacher will use the following definitions:Personal Narrative relates a story or a personal essay (e.g., anecdote, autobiography, memoir)Expository Writing presents facts, opinions, definition of terms, and examples to inform the reader about a specific

topicPersuasive writing seeks to influence readers or listeners to agree with a perspective or perform an action (e.g.,

editorials, advertisements, persuasive essays and letters, public service announcements, position papers)

Kindergarten Focus on vocabulary and simple sentences. Re-tell stories with emphasis on beginning, middle, and end.

Fourth Grade Continue to write personal narratives. Introduce expository writing with 3 paragraphs including an introduction, 2 body paragraphs, and a conclusion.

Seventh Grade MAP Performance Event: Five Paragraph Expository.Continue focus on multi-paragraph (no fewer than 3) Expository. Continue to focus on organizational methods, topic sentence, main idea, supporting details, and elaboration. Write a research report using MLA format.

Tenth Grade Continue focus on organizational methods. Write expository, comparison/contrast, and persuasive essays with no less that 5 paragraphs. Students will also write a personal narrative with real life applications. Develop a research project in MLA format. Research paper should include a works cited page and citations within the text.

Twelfth Grade College-level writing of narrative, descriptive, compare/contrast, and classification/division, definition essays, exploration of arguments/issues relevant to proposed major(s), major research paper in MLA format. Write resume, cover letter and personal statement.

Steps in the Scientific Method

Step Three:Test the

Hypothesis/Experiment

Step Two:Form the

Hypothesis

Step Four:Record and Analyze the

Data

Tables and Charts

Experiment Design

Collect DataIf.....then...

Identify and Control

Variables

Collect Information/

Research

Determine what you already know

Step One:Make observations

to identify the Problem or form a

question.

Step Five:Draw

Conclusions

Summarize Results: Tables,

Charts, PowerPoint,

Paragraphs, or

Identify if Hypothesis was

supported by data and

explain why or

Step Three – Horizontal and Content Teaming

Every teacher in the district participates in a Professional Learning Committee (PLC). They are required to meet for 1 hour per month and on early out days.

The focus for the PLC went from being a study group to being a group that focused on curriculum revision.

2 Compose well-developed text using standard English conventions

GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4

GRADE 5GRADE

6GRADE 7 GRADE 8 GRADE 9-12

AForm letters correctly, using

left-to-right

directionality

Print upper- and lower-case letters legibly, using left-

to-right, top-to-

bottom directionality and correct spacing between letters

and words

Create legible compositions with correct spacing

between letters in a

word and words in a sentence

Create legible compositions with correct spacing between words in

a sentence and in margins

HANDWRITING

ST

CA 1 1.6, 2.2 CA 1 1.6, 2.2 CA 1 1.6, 2.2 CA 1 1.6, 2.2

FR

I 1a, II 6b, IV 3b, K-4 I 1a, II 6b, IV 3b, K-4 I 1a, II 6b, IV 3b, K-4

I 1a, II 6b, IV 3b, K-4

Writing 10/18/04

Strand

Big Idea

Concept

Content and Process Standards

Step Four -- Understand The GLE’s.

What does W2A mean?

Using the Communication Arts GLE’s

Strand = Writing

Big Idea = 2 Compose well-developed text using standard English conventions.

Concept = A Handwriting

Grade Levels impacted K-3

GLE –R2C with Verbs Marked to “unpack” the GLE concept.

Students will Students will use detailsuse details from Fiction Text from Fiction Text to to make inferencesmake inferences about the setting and about the setting and character traits. The student will also character traits. The student will also inferinfer as to the problem and solution. The as to the problem and solution. The skills practiced will be skills practiced will be making predictionsmaking predictions; ; drawingdrawing conclusionsconclusions; ; compare and compare and contrastingcontrasting characters and changes in characters and changes in problems and settings. Students will problems and settings. Students will use use text featurestext features to to identifyidentify the the narrator/author’s purpose, cause and narrator/author’s purpose, cause and effect; and events from the beginning, effect; and events from the beginning, middle and end.middle and end.

Step Five—Write Local Objectives

Local objectives are the translation of how to obtain the GLE’s at the local level.

Three Methods for writing local objectivesDistricts may write local objectives that are based on the GLE’s.Districts may opt to adopt the GLE as the local objective.Districts may combine methods 1 and 2. This is the optimum choice. Allows GLE’s to be examined and unpacked individually, while making local decisions.

Step Six -- Alignment

Align Local Objectives to GLE’S, Show-Me Content and Process Standards. (Blue Placemat)

Developed understanding of what a Process Standard is and how to incorporate that into curriculum

Method by which teachers teach in order to reach an essential skill.Less is more– Having your curriculum aligned to too many objectives/standards leads to a lack of consideration when planning assessments and activities.

Step Seven -- Design Assessment Activity

EXAMPLE based on R2CStudents will read a short story (excerpt) and write down

predictions they have for each of the characters in regards to the problem and it’s result. Students will then create a compare and contrast chart between the characters problem and if this problem was happening to a real person. Students will use the compare and contrast chart and predictions to write a (4) sentence paragraph describing what would happen to the character and their problem if the setting of the story changed.

Utilize Process Code to assess: 1.6– discover and Utilize Process Code to assess: 1.6– discover and evaluate patterns and relationships in information, evaluate patterns and relationships in information, ideas and structures in the assessment.ideas and structures in the assessment.

Step Eight – Create Learning ActivitiesRead the story (Spaghetti for All) using a reading strategy, (Read, Pair, Share—Reading Buddies etc)

Divide into small groups and take 1 method of arrangement that the family used for the tables – Draw a diagram, write a math sentence and then note the problem with the arrangement.

As a whole class, discuss the problems that the family had when they were trying to arrange their seats. Ask if the problems that might have occurred if the story took place in a restaurant or a church etc.

Discuss the parameters for the student’s assignment, length and items to be discussed in the paragraph, detailed seating arrangement for a classroom.

Students will create their own seating plan using details from the text to identify and predict potential problems. Then write a paragraph comparing and contrasting how problems with a classroom seating plan might be similar to those in the book read.

Utilize Content Standard 2 – Reading and evaluating fiction, poetry and drama.Utilize Content Standard 2 – Reading and evaluating fiction, poetry and drama.

Step Nine – Board Approval

Upon completion of the curriculum, teachers and curriculum coordinator attend Board meeting to discuss the alignment of activities, sample assessments and activities.

After Board approval, a copy of the approved curriculum is placed in the classroom and expected to be used and left for the next teacher of the grade level or class.

Included Resources

Curriculum Evaluation Tool

MSIP 4th Cycle Curriculum Questions

MSIP 4th Cycle Classroom Observation Form

D.O.K. Chart

Math GLE Matrix

Communication Arts GLE Matrix

Curriculum Checklist SheetClass/subject__________________ Date_______________Teacher(s) __________________

Local objectiveswritten in specific language yes no refineutilizes D.O.K/Bloom’s to vary difficulty of skills yes no refineassessable yes no refine aligned to state GLE'S yes no refine aligned to content standards yes no refine aligned to process standards yes no refine

Assessment Activityassesses local objectives yes no refineuses reasonable assessments (scaffolding) yes no refinedemonstrates students achievement yes no refineincludes common assessment yes no refinedescribes specific assessment method yes no refinestates concepts to be assessed clearly yes no refineassesses at the same level and manner as MAP yes no refine

MSIP 4th Cycle – Curriculum Analysis Essential Questions

How well is the curriculum aligned to the Show-Me Standards and the Grade Level Expectations?What is the quality of the

Measurable Learning ObjectivesInstructional Activities (student based)/Instructional Methods (teacher based)Assessments?

What is the quality of the internal alignment of the curriculum?

Does the assessment appear to match (on a Cognitive level) and appropriately measure the learning objective?Are the instructional activities listed appropriate to teach the content in a way that the assessment will measure?Do the learning activities give the student the opportunity to practice the assessment?

Math GLE MatrixMATH GLE's 2006 DATA

Content Standard 3rd 4th 5th 6th 7th 8th 10th

1-Number and Operations N1A   N1A N1A N1A   N1A

N1B N1B   N1B N1B N1B N1B

N1C N1C N1C     N1C  

      N1D N1D   N1D

N2A N2A   N2A   N2A  

N2B   N2B        

          N2C N2C

          N2D  

N3B            

N3C N3C N3C N3C N3C N3C N3C

N3D N3D N3D N3D      

      N3E N3E N3E N3E