UbD Curriculum to Assessment

1. UbDCurriculum to Assessment Phase 1 to Phase 2 October 13, 2010

2. Federal and State Level • Common Core Standards • English Language Arts FINAL • Math FINAL • Science PUBLIC DRAFT DECEMBER • SMARTER Balanced Assessment • Race to the Top Award for 35 States • Provide students in grades 3-8 an online, adaptive benchmark assessment tool, the Measure of Academic Progress (MAP) • Adopt a set of college and career readiness tests of students ─ the EXPLORE/PLAN/ and ACT

3. Traditional Planning Curriculum Instruction Assessment

4. Student Achievement Planning Assessment Curriculum Planning Steps Feedback/ Evaluation Instruction

5. UbD Process @ HUHS:Curriculum, Instruction, Assessment CIA

6. HUHS Curriculum Model Course and Unit Design Enduring Understandings Essential Questions Learning Targets (i.e. Benchmarks, Performance Objectives) • Determine rigor • Define relevance Scope and Sequence Course Assessments Instruction Textbooks Grading

8. BASIC NUTRITION - RIGOR LevelPerformance Level 1 – Knowledge/Awareness Label foods by nutritional groups Level 2 – Comprehension Explain nutritional value of individual foods Level 3 – Application Apply nutrition guidelines in planning meals. Level 4 – Analysis Examine success in achieving nutrition goals. Level 5 – Synthesis Develop personal nutrition goals Level 6 - EvaluationAppraise results of personal eating habits over time. Rigor Relevance BASIC NUTRITION - RELEVANCE LevelPerformance Level 1 – Knowledge in One Discipline Label foods by nutritional groups Level 2 – Application in One Discipline Rank foods by nutritional value Level 3 – Interdisciplinary Application Make cost comparisons of different foods considering nutritional value Level 4 – Real-world Predictable Situations Develop a nutritional plan for a person with a health problem affected by food intake Level 5 – Real-world Unpredictable SituationsDevise a sound nutritional plan for a group of 3-year-olds who are picky eaters

9. Lesson Plan vs. Learning Targets CIVIL RIGHTS/CASUALTIES OF WARTIME OVERVIEW: Social studies teachers often discover that the rights we cherish are rather mundane to our students. When we warn of threats to our constitutionally guaranteed rights, our students often side more with expedience, for instance, than with due process. This generation which has not experienced warfare sometimes expresses a yearning for its excitement and finality. This activity is an attempt to balance this treatment of war with concern for the domestic consequences of nations going to war. PURPOSE: The purposes of this activity are threefold: •  To demonstrate to the history student that human experience does reveal patterns which modern society can learn from. • To develop analytical skills. • To develop awareness of the political and economic ramifications of war regardless of military outcome. OBJECTIVES: Upon completion, students will be able to: •  Identify several political, economic, and personal rights which citizens of various nations have enjoyed during peacetime but lost during wartime. • Compare circumstances and political consequences of American and foreign wars. • Analyze historical data to predict domestic consequences of a hypothetical U.S. war today. ACTIVITIES:  Ask students studying one of the wars listed on Data Sheet identify the war's effect on the warring nation's own citizens. Include the political, economic, and personal consequences. Afterwards, distribute the two Data Sheets (omit consequences of war being studied) or assign pairs of students to research the domestic consequences of different U.S. and foreign wars. To focus attention on diversity, locate each on a world map and on a timeline. Remind the students that these were usually consequences to the victors. When questioning strategies you might include why governments demanded these powers and why citizens surrendered their rights. Would we willingly surrender these same rights during war? For Teacher For Student For Teacher

10. Learning Targets • Avoid broad, nebulous terms: • Students will: learn, know, understand, become aware of, appreciate, think critically, write proficiently, demonstrate knowledge of • Examples: • Too vague: Demonstrate information literacy skills • Too specific: Use the Insert Citation feature in Microsoft Word • Just right: Generate a citation using an automated citation generator and evaluate for validity.

11. Ass Assessment

12. Formative vs. Summative • Formative assessment is to improve • Formative assessment includes feedback • Formative assessment is FOR learning • Summative assessment is to prove • Summative assessment includes a score • Summative assessment is OF learning

13. Formative Assessment • Formative assessment is a process NOT a specific type of “test” • Must have Formative before you can have Summative • Formative shows you that the students can do it, BEFORE they are scored/graded for doing it (Summative) • Allows for risk taking without penalty • Formative assessment allows teachers to make instructional modifications • BEFORE the graded exam • BEFORE a student fails

14. Common Assessment: What It Is • Created collaboratively • Those responsible for the same course • Aligned to learning targets

15. Common Assessments. . . • Are more efficient, accurate & valid than assessments created by individual teachers.  • Are more equitable for students.   • Represent the most effective strategy for determining whether the guaranteed curriculum is being taught but more importantly, learned.  • Inform the practice of individual teachers.  • Build a team’s capacity to improve its program.  • Facilitate a systematic, collective response to students who are experiencing difficulty. 

16. Assessment vs. Grading • Grades alone do not provide meaningful information on exactly what students have or have not learned • Some grading standards are vague or inconsistent • Grading and assessment criteria differ among teachers Extra credit Late work Attendance Covering textbooks • Primary purpose of grading is to provide summarized communication about student achievement of the learning goals Grades can be useful if based on consistent evidence of student learning (assignments, tests, projects) that is linked to learning targets through assessment blueprints.

17. Assessment Blueprint

18. RRR Quadrants and Item Types

19. Instructors: Paul Coffin, Pete Kelly, Scott Helms, Jeff Martin, Pete Meinberg World CulturesRussia Unit

20. Example: World Cultures Russia Unit Essential Questions • What role could geography play in the development of a regions resources? • How might a country use their natural resources to generate political advantages over neighboring countries? • How do totalitarian rulers ascend to power and utilize propaganda to maintain power? • What might be the short-term and long-term effects of totalitarian rule on a nation’s citizens? • What factors might cause a regions population to push for secession? • How might the economic model of communism, capitalism or feudalism be used by political leaders to benefit themselves at the expense of the greater population?

21. Example: World Cultures Russia Unit Learning Targets • Label the geographic regions of Russia. (A) • Identify the goals and characteristics of Feudalism, Capitalism, Socialism, and Communism. (A) • Evaluate the economic, political and military systems between selected czars and leaders in Russian history. (C) • Analyze the causes, incidents, and effects of the Russian Revolution .(C) • Analyze the causes, incidents, and effects of the Cold War. (C) • Hypothesize a strategy where the ruling Communist government in the Soviet Union might have prevented the independence movement in the republics. (C) • Evaluate the advantages and disadvantages of economic systems. (D)

22. Example: World Cultures Russia Unit Common Unit Activities • Notes from Textbook (geography, culture and Russian History) • PowerPoints/Study Guides (unit vocabulary, geography, the Czars of Russia, Cold War) • Last Czar (video/video guide) • Aral Sea (YouTube clip/questions) • Life after Communism (reading and chart activity) • Stalin(cause/effect chart) • Russia Current Events • Common Assessment Test (summative)

23. Example: World Cultures Russia Unit Unit Activities • Choices program historical/primary source readings (Russian Revolution, propaganda, Cold War and Collapse of the Soviet Union) • The Wall: A World Divided video/video guide • Cold War timeline project (E-Library/Noodle Tools) • Voice Threads (Cold War project) • Chechnya(reading activity) • Moscow: The City that Never Sleeps (reading activity) • Unit quizzes, test

25. Example: World Cultures Russia Unit Common Assessment Test Part I: Blank map physical regions/cities identification (10 pts) Quadrant A Part II: Multiple Choice (15 pts) Quadrant A /C Part III: Short Answer (2) (10 pts) Quadrant C Part IV: Essay Question (1) (15 pts) Quadrant C/D

26. Where are You?

27. First Semester

28. Second Semester

29. Other Options Eligible for 6 hours of professional development: • Additional refresher workshops by Instructional Leaders • Working workshops with Instructional Leaders • Curriculum writing projects (Stage 1 or 2) • UbD Curriculum Writing graduate credit (if interest)*if interested, please email Sheila

30. Today’s Agenda • Find out where you are in UbD continuum • Review Learning Targets of selected course • Complete Assessment Blueprint • Turn in at end of day (to Michelle) : • Where are you now • Roadmap of how you will get from where you are today to completed common assessment by January 7 (submitted to Michelle)