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Introduction to Interdisciplinary Planning

Introduction to Interdisciplinary Planning. Lancaste r School District Department of Curriculum, Instruction, and Assessment. Schedule. 8:00-8:30 Introductions, Housecleaning, Norms 8:30-10:00 Peek, Backstory , Framework , Shifts Staircase of Complexity 10:00-10:15 Break

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Introduction to Interdisciplinary Planning

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  1. Introduction to Interdisciplinary Planning Lancaster School District Department of Curriculum, Instruction, and Assessment

  2. Schedule • 8:00-8:30 Introductions, Housecleaning, Norms • 8:30-10:00 Peek, Backstory, Framework, Shifts Staircase of Complexity • 10:00-10:15 Break • 10:15-11:15 DOK • 11:15-12:15 Lunch • 12:15-1:15 Illuminate Video, SBAC • 1:15-2:15 Interdisciplinary Planning Overview • 2:15-3:00 CIA Website, YAAGs, Units, Resources

  3. Imagine you are a21st Century student? Peek Career Simulation • Form a team of 4-6 people who will apply to work for Peek • Collaborate to create a 30-second elevator pitch to convince Peek they should hire your team: • Peek Commercial and CEO 21st Century skills video • Excerpt from Request for Proposal • P21 Life and Career Skills paper • Select a team member to share the elevator pitch

  4. The Backstory… • Common Core Planning Videos: First attempt to plan integrated Common Core unit. • 21st Century Planning Teams, administrators, and students engage in Common Core.

  5. The Big Picture Framework for 21st Century Learning

  6. Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary Focus Coherence Fluency Deep Understanding Applications Dual Intensity NYS Common Core Standards Shifts Impact NYS Assessments Common Core Implementation Common Core Assessments • 6 Shifts in ELA Literacy 6 Shifts in Mathematics

  7. Shifts in ELA/ Literacy

  8. Shifts in Mathematics

  9. HOW ELA SHIFT HAPPENS: Gallery Walk: Collaborative Groups • Give 1 example for each shift-What could this look like in any classroom? You mayuse the “Shifts” paper • Move on to the next shift and repeat process. • Return to the first shift you started on when you finish Choose 1 example to share out.

  10. A Staircase of Complexity: Getting to Know Your Common Core State Standards The Standards

  11. CCSS: The Goals • Prepare students to fill more good jobs. • Professional jobs • Blue collar jobs • High tech jobs • Jobs to raise a family • Prepare students to compete at a global level

  12. CCSS: The Skills • Better reading & comprehension • Better writing & communication • Application of math skills to daily life • Strong foundations in science & technology • Creativity & innovation • Analytical thinking • Problem solving • Working well with different types of peers

  13. The standards are…. • Fewer: Fewer standards that are explored at a deeper level. • Clearer: More defined expectations for student learning. • Higher: Higher expectations for student learning.

  14. Let’s take a look…. The CCSS are like a staircase of complexity. They are reintroduced at each grade level with more depth and complexity.

  15. College and Career Readiness Anchor Standards for Reading • 10 Anchor Standards for College and Career • Readiness in Reading, Writing, and Mathematics. • Grade-specific standards define what students should understand and be able to do by the end of • each grade. • They correspond to the College and Career Readiness (CCR) anchor standards. • The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

  16. Anchor Standards for Reading 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2nd Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 1st Ask and answer questions about key details in a text. Kinder With prompting and support, ask and answer questions about key details in a text.

  17. 5th Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 4th Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. “If you want to know what a man's like, take a good look at how he treats his inferiors, not his equals.“ (Rowling, 2000, pg. 27) 3rd Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

  18. 8th Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 7th Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 6th Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  19. According to animal planet (2008), dolphins are known to form close bonds with other dolphins that may last an entire lifetime. Considering that female dolphins are more successful if they have contact with other dolphin mothers (Shute, 2010), it can be concluded that these marine mammals are very social creatures! Anchor Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 11th – 12th Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 9th – 10th Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  20. What is Depth of Knowledge (DOK)? • A scale of cognitive demand (thinking)to align standards with assessments • Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education • Defines the highest DOK level for each Core Content standard for the state assessment • Focuses on complexity of content standards (and thinking required) to successfully complete an assessment or task. • The intended learning outcome (product) is the focus of the depth of understanding. • Guides item development for state assessments

  21. Four Levels of Cognitive Complexity Level 1: Recall/Reproduction Recall a fact, information, or procedure; process information on a low level Level 2: Skills/Concepts Use information or conceptual knowledge, two or more steps Level 3: Strategic Thinking Requires reasoning, developing a plan or a sequence of steps, more than one reasonable approach Level 4: Extended Thinking Requires connections and extensions, high cognitive demands and complex reasoning

  22. Same Verb—Three Different DOK Levels DOK 1-Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK 2-Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) DOK 3-Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it) *Instruction and classroom assessments must reflect the DOK level of the objective orintended learning outcome.

  23. Developing the Cognitive Rigor Matrix • Models to describe cognitive rigor combined: • Bloom- What type of thinking (verbs) is needed to complete a task? • Webb- How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content? • Hess- Applies Webb’s DOK to Bloom’s cognitive process dimensions (Cognitive Rigor Matrix)

  24. Hess’ Cognitive Rigor Matrix WEBB BLOOM

  25. What’s the Weight? • 7% of the ELA CCSS Standards max out at Level 1 • 12% of the ELA CCSS Standards max out at Level 2 • 55% of the ELA CCSS Standards max out at Level 3 • 25% of the ELA CCSS Standards max out at Level 4

  26. Let’s See It In Action!

  27. DOK Activities • Work in collaborative groups to select one of the following tasks to complete: • Fill in the DOK matrix • Identify the categorize activities by DOK level. • Given a DOK 1 activity (e.g., copying notes), discuss and develop a way to increase the activity to a DOK 2, DOK3, and DOK 4 activity. • You can use the DOK Question Stems

  28. Welcome to Illuminate! • http://help-dna.illuminateed.com/m/10241/l/135838-u001-welcome-to-illuminate-family

  29. SBAC, Smarter Balanced Assessment Consortium • State-led consortium working to develop next-generation assessments that accurately measure student progress toward college-and career-readiness.

  30. Smarter Balanced Timeline • Spring of 2013 Smarter Balanced Pilot Test • February 2014 Training Test • May 2014 Updated to Practice Test • Spring 2014 Field Test • Over 4.2 million, Grades 3-8 and 11 • Spring 2015 Smarter Balanced Assessments

  31. Examining an Item Through the Lens of Evidence-Centered Design Claim: Students can explain and apply mathematical concepts and carry out mathematical procedures with fluency. Use the line buttons to separate the rectangle into 6 equal sections. Then click on the sections to shade the area of the rectangle that represents 2/3 of the area of the whole rectangle. Assessment Target: Develop understanding of fractions as numbers. Evidence: Student can create visual representations of fractions that range from one-half to four-fifths. Task Model: Partition tool is used to divide a given quadrilateral into up to 20 equal sections and to highlight fractions of the quadrilateral that represent halves, thirds, quarters, or fifths.

  32. ALD’s, Achievement Level Descriptors • Describe level of student achievement • Describe Knowledge, Skills, Processes • Describe college and career readiness • Rubric format • Deep Command • Sufficient Command Minimal Command Partial Command

  33. 5 Types ofSBAC Questions • Selected Response • Short Constructed Response • Extended Constructed Response • Technology Enhanced • Performance Tasks

  34. Selected Response • Series of options from which the student chooses Multiple Choice(s) (A, B, C, D) • Measures one or more standards • Scored based on rubric

  35. Hand Out: Formats and Componentsof Selected Response Items Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions. What is the best way to revise the highlighted sentence to match the language and style of the paragraph? • Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface. • Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman. • Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces. • Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet. Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions. STIMULUS What is the best way to revise the highlighted sentence to match the language and style of the paragraph? STEM • Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface. • Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman. • Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces. • Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet. OPTIONS Distractor Analysis A. This option uses too much scientific language to fit with the rest of the paragraph. B. This option is more informal than the rest of the paragraph. C. KEY. This option uses formal, non-technical language that fits well with the rest of the paragraph. D. This option uses too much figurative language to fit with the rest of the paragraph. Smarter Balanced Assessment Consortium

  36. Constructed Response • Assesses standards in greater depth and complexity • Requires more analytical thinking and reasoning • Eliminates the “guessing” in Selected Response • Uses CAT (Computer Adaptive Testing) • AI (Artificial Intelligence) used to score • ELA http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm • Math http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

  37. Hand Out: Components of aConstructed Response Item A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000. 496 + 1,404 + 2,605 + 489 = One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning. Is the student’s reasoning correct? In the space below, use numbers and words to explain why or why not. If the student’s reasoning is not correct, explain how she should have estimated. STIMULI STEM Smarter Balanced Assessment Consortium

  38. Extended Constructed Response • Extended Constructed Response part of Performance Task • Complexity/depth of knowledge (DOK) required • Measures more than one standard • Students generate responses • Technology integration

  39. Performance Tasks • Key component of College and Career Readiness • Measures ability to integrate knowledge and skills across multiple standards • Measures depth of understanding, research skills, complex analysis • Focuses on big ideas instead of rote memorization • Reflects real world problems with relevant content • Allows for multiple approaches • Incorporates 21st Century skills • 120 minutes to administer • Grade 4 Example • http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/animal-performance.pdf

  40. Design of Performance Tasks • Components of a Performance Task Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school. Emphasis on stimuli related to science, history, and social studies.

  41. Stimulus Length and Complexity Qualitative measures and judgment • Length Guidelines • Lexile Guidelines Scholastic Programs Overview and Demos

  42. Grade 6 Sample Performance Task

  43. Scoring Information • How your essay will be scored: The people scoring your essay will be assigning scores for: • Statement of purpose/focus—how well you clearly state your claim on the topic, maintain your focus, and address the alternate and opposing claims • Organization—how well your ideas logically flow from the introduction to conclusion using effective transitions, and how well you stay on topic throughout the essay • Elaboration of evidence—how well you provide evidence from sources about your opinions and elaborate with specific information • Language and Vocabulary—how well you effectively express ideas using precise language that is appropriate for your audience and purpose • Conventions—how well you follow the rules of usage, punctuation, capitalization, and spelling

  44. Elementary School Claim 1: Reading Students can read closely and analyticallyto comprehend a range of increasingly complex literary and informational texts. • Selected Response, Constructed Response, and Technology-Enhanced Items • 50% Literary texts: stories, poems, plays/drama, myths, mysteries, science fiction, historical fiction • 50% Informational texts: literary nonfiction, historical documents, scientific articles, technical texts

  45. Elementary School Claim 2: Writing Students can produce effective and well grounded writing for a range of purposes and audiences. • Selected Response, Constructed Response, Technology-Enhanced Items and Performance Tasks • Elementary school Claim 2 Performance Tasks include: • Narrative writing • Informational/explanatory writing • Opinion writing

  46. Elementary School Claim 3: Speaking & Listening Students can employ effective speaking and listening skills for a range of purposes and audiences. • Elementary school Performance Tasks • Oral presentations based on research • Locally administered formative and interim

  47. Elementary School Claim 4: Research Students can engage in research / inquiry to investigate topics, and to analyze, integrate, and present information. • Selected Response and ConstructedResponse Items • Performance Tasks • Real world sources • Multiple sources

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