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Using Common Core State Standards to Design a Rigorous Curriculum

Using Common Core State Standards to Design a Rigorous Curriculum. An Introduction. CCSS Introduction. Developed under the joint direction of the National Governors Association Center for Best Practices and the Council of Chief State School Officers Final version released on June 2, 2010

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Using Common Core State Standards to Design a Rigorous Curriculum

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  1. Using Common Core State Standards to Design a Rigorous Curriculum An Introduction

  2. CCSS Introduction • Developed under the joint direction of the National Governors Association Center for Best Practices and the Council of Chief State School Officers • Final version released on June 2, 2010 • Official Website: http://www.corestandards.org/

  3. CCSS Introduction • States are required to adopt 100% of the common core K-12 standards in ELA and mathematics (word for word), with the option of adding up to an additional 15% of standards on top of the core. • Adopted by the Michigan Board of Education on June 15th.

  4. CCSS Introduction As of 8/15/11

  5. CCSS Introduction • Fewer, clearer, higher • Aligned with college and career expectations • Include rigorous content and application of knowledge through higher order skills

  6. ELA Structure

  7. Math Structure Practice Standards Describe an expertise that college & career ready math students at all levels should develop in order to effectively engage mathematical concepts. K-8 HighSchool Grade Level Conceptual Category Domain Domain Grade-Specific Standard Content-Specific Standard G-C.1 4.G.1

  8. Content Rigor • ELA rigor has increased substantially for elementary and middle school as compared to the Michigan GLCEs and is comparable to Michigan’s HSCEs • Math rigor has remained the same for elementary and decreased for Middle and High School as compared to the Michigan GLCEs and HSCEs

  9. Assessment • Development of an infrastructure and content for a common assessment in measuring CCSS in English Language Arts and Mathematics • SMARTER Balanced Assessment Consortium (SBAC) • 31 States Belong • 17 Governing States

  10. Assessment Goal: To ensure that all students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching.

  11. Assessment

  12. Using CCSS to Design Rigorous Curricula Meeting the Challenges of Implementation

  13. Rigorous Curriculum Design “How to Create Curricular Units of Study that Align Standards, Instruction and Assessment”

  14. Provides the What, Why & How • What do ALL students need to know and be able to do? (Standards) • How will we know if they have learned it? (Assessment) • How do we teach so that all students will learn? (Instruction) • What will we do if they don’t know, or if they come to us already knowing? (Intervention, Differentiation, Enrichment)

  15. Rigorous Curriculum DesignFour Parts: • Big Picture • Building a Foundation • Designing the Units • Implementing the Units

  16. Rigorous Curriculum DesignThe Big Picture: How do you define “rigor?” Rigor rĭg •ərn. 1. Strictness or severity. 2. A harsh or trying circumstance. 3. The stiffness of death.

  17. Rigorous Curriculum DesignThe Big Picture: How do you define “curriculum?”

  18. Rigorous Curriculum Defined A rigorous curriculum is an inclusive set of intentionally aligned components – clear learning outcomes, matching assessments, engaging learning experiences, and high-impact instructional strategies – organized into sequenced units of study.

  19. Rigorous Curriculum DesignThe Big Picture: Rigorous Curriculum Design Alignment Diagram “How well does our staff look at the ‘Big Picture’ when designing Curriculum?” “Where would we like to be by 2015?” “Which pieces are already in place in our district?” “Where should we begin, and where should we focus our work in the coming years?”

  20. Rigorous Curriculum DesignLaying the Foundation: Group the Standards into Units of Study: • Series of specific lessons, and assessments • Usually 2 – 6 weeks • Integrates both “content” and Anchor (ELA)/Practice (Math) Standards Three Types: • Topical – specific portion of a larger subject, e.g. place value, fractions. • Skills-based – emphasize application, e.g. estimating, converting fractions, decimals, percents. • Thematic – emphasize connections to other topics or disciplines, e.g. functions, probability.

  21. Rigorous Curriculum DesignExamples of Topical ELA Units: Junior English Unit 1: Writing Process Unit 2: American Poetry Unit 3: Drama/Performance Unit 4: American Short Stories Unit 5: American Novels Unit 6: Literary Analysis Senior English Unit 1: College Application Process Unit 2: Literary Research Paper Unit 3: Literary Analysis of Classics Unit 4: Shakespeare Unit 5: Poetry Unit 6: 20th Century Literature Freshman English Unit 1: Approach to Writing Unit 2: Memoir Unit 3: Mythology Unit 4: Critical Thinking Unit 5: Shakespeare (Drama) Unit 6: Research Sophomore English Unit 1: Persuasive Writing Unit 2: Nonfiction Reading Unit 3: Reading Comprehension Unit 4: Literary Analysis Unit 5: Nonfiction Writing Unit 6: Research

  22. Rigorous Curriculum DesignLaying the Foundation: Prepare a Pacing Calendar: A year-long (or course-long) sequenced schedule for delivering all the planned units of study for a designated grade level or course. • Does NOT specify Instructional Materials • Learning Progressions: Simple  Complex • “Buffer Week” – 2-5 class periods for remediation, enrichment, intervention • Resource-dependent Units – all educators must have simultaneous access to all necessary resources and materials • Which units need to be taught prior to the state assessment

  23. Rigorous Curriculum DesignExample of Pacing Calendar:

  24. Rigorous Curriculum DesignLaying the Foundation: Construct Unit Planning Organizer: • Unit Title • Pacing/Duration • Aligned Common Core State Standards • Essential Questions • Big Ideas • Vocabulary • Assessments • Other elements …

  25. Rigorous Curriculum DesignDesigning the Units: Unwrap the Standards: • Underline the nouns (teachable concepts) • Circle the verbs (student skills) Example (4th Grade Math CCSS): Add and subtract mixed numbers with like denominators. Attach Bloom’s Level or Depth of Knowledge

  26. Rigorous Curriculum DesignDesigning the Units: Create Graphic Organizer for Unwrapped Standards: (bulleted list, outline, chart, etc.) Area Length Volume Angles Measurement Units and Tools Time Weight temperature

  27. Rigorous Curriculum DesignDesigning the Units: Big Ideas: • Foundational understandings, main ideas, conclusions, generalizations related to the unit’s “unwrapped” standards. • Teacher-friendly Version: “It is appropriate to use a variety of writing styles to communicate information for a variety of purposes and to a variety of audiences.” • Student-friendly Version: “Writers need to know how to write in different ways for different people.”

  28. Rigorous Curriculum DesignDesigning the Units: Essential Questions: 2-4 per unit, open-ended rigorous questions that require more than superficial thought, that allow multiple correct responses, and are connected to each day’s lesson. • “Big Ideas” provide the response(s) to the Essential Questions. • Essential Question: What is estimation? Why do we need to know how to estimate? • Big Idea: Estimation produces a value that comes close to a problem’s actual answer. Whether you estimate or need to calculate the actual answer depends on the situation.

  29. Rigorous Curriculum DesignDesigning the Units: Create End-of-Unit and Pre-assessments: “Teachers use assessment results to make inferences about their students’ cognitive status, and then reach instructional decisions based on those inferences.” W. James Popham (2003)

  30. Rigorous Curriculum DesignDesigning the Units: Create End-of-Unit and Pre-assessment: Formats: • Selected-response • Constructed-response • Performance-based Purposes: • Formative • Summative • Both

  31. Rigorous Curriculum DesignDesigning the Units: Create End-of-Unit and Pre-assessment: Pre-Determine: • Item-Specific Scoring Guides • Expected Student Responses for • Exemplary • Proficient • Basic • Beginning Plan Time to Analyze the Data: • Item Analysis • Examine (and Retain Examplars of) Student Work • Adjust Instruction

  32. Rigorous Curriculum DesignDesigning the Units: Identify Vocabulary, Interdisciplinary Connections, and 21st Century Learning Skills.

  33. Rigorous Curriculum DesignDesigning the Units: Plan Engaging Learning Experiences: • Authentic (genuine) • Relevant • Motivational • Incorporate rigor – critical thought, application, analysis, synthesis, creativity, and reflection • Include both collaborative and individual work • Gather the necessary resources

  34. Engaging Learning Experiences:Example (7th Grade Math): It is your dream to own your own car. But, you soon discover that the kind of car you really want costs at least $20,000-30,000! So, you’re hoping to find a good used car for $5000. You want to convince your parents that you are responsible enough to own your own car when you turn sixteen. In order to convince them, you are willing to do the necessary research and planning to prepare a mathematically persuasive case that you are able to save enough money during the next four years to pay for half of the car. You hope your parents will agree to pay for the rest of the car.

  35. Engaging Learning Experiences:Example (7th Grade Math): • Use the internet to research the costs of several sample used cars based on the parameters discussed in class (mileage, safety, reliability, etc.) Document the resources you used. • Develop a linear equation that shows your monthly contribution based on the total cost of the car, and your parents’ contribution. • Use the equation to create a table and a graph to display your results. • Use your research to develop a persuasive presentation to convince your parents that you can save enough money in the next four years to pay for half of your car.

  36. Rigorous Curriculum DesignDesigning the Units: Recommend High-impact, Research-based Instructional and Intervention Strategies: • Identifying Similarities and Differences • Summarizing and Note-Taking • Reinforcing Effort and Providing Recognition • Homework and Practice • Nonlinguistic Representations • Cooperative Learning • Setting Objectives and Providing Feedback • Generating and Testing Hypotheses • Cues, Questions and Advance Organizers

  37. Rigorous Curriculum DesignDesigning the Units: Write the Weekly Plan, Design the Daily Lesson: • Revisit the Unit Planning Organizer and Fill In the Details • Specific Materials Required • Instructional Strategies • Specific Intervention Strategies – Tier 1, Tier 2 and Tier 3, ELL • More Challenging Enrichment Activities

  38. Rigorous Curriculum DesignImplementing the Units: • Introduce the Unit to Students • Administer Unit Pre-Assessment (Data Analysis) • Begin Teaching the Unit • Administer Formative Assessments • Differentiate Instruction • Continue Teaching, Modifying and Adjusting Instruction • Administer End-of-Unit Assessment (Data Analysis) • Enrich, Remediate and Intervene • Reflect on the Unit

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