Establishing Aligned Curriculum

2. Establishing Aligned Curriculum Creating Differentiated Learning Creating Valid and Reliable Assessment

3. Reflect on the Marshmallow Challenge… How can you use the activity in your district, school, class?

5. The value of teacher teams analyzing student achievement data to improve TEACHING and LEARNING is dependent on the VALIDITY and RELIABILITY of the assessment used to generate the achievement data. Mulligan, 2009

7. Mix itUpin the Box • Listen for the topic and the amount of time; • Silently mix around the room; • When directed, pair up with person closest to you; • In pairs, Partner A shares and Partner B listens; • Partner B responds to what he/she heard by paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”; • Record summary of partners response; then • Switch Roles

8. Page 13 Structure EL #1, U

9. Thinking inside the Box What is an action taken by you, your department or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? What is the process used to create classroom assessments? What do people ‘do’ with the results? Look at the picture above. How does this picture relate to your role as a teacher? Complete this sentence: The image is like my teaching in that_______ Reflect on your time with Dr. Popham…what is an action you, your department or school will take based on your experience?

10. What is an action taken by you, your department or your school that you attribute to resulting in increased achievement for each student impacted by the action this year? What is the process used to create classroom assessments? What do people ‘do’ with the results? Look at the picture above. How does this picture relate to your role a teacher? Complete this sentence: The image is like my teaching in that_______ Reflect on your time with Dr. Popham…what is an action you, your department or school will take based on your experience?

11. A s s e s s m e n t Instructional Capacity

12. “If you don’t know where you are and you don’t know where you are going, anything you do will get you there”

13. HUNT for SOLUTIONS Record your responses on the small rectangular Post-It Notes…

14. At MONTANA Schools: 1. The % of POVERTY students scoring Advanced on the Math CRT in 2009. 2. The % of All students scoring Advanced on the Math CRT in 2009. 3. According to the Silent Epidemic, the % of U.S. dropouts who would have stayed in school if learning was more interesting and real-world. 4. According to the Silent Epidemic, the % of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school. 5. The % of All students scoring Advanced on the Reading CRT in 2009. The % of LEP students scoring Advanced on the Reading CRT in 2009. 7. The % of All students Graduating On-Time in the Class of 2009. 8. The % of American Indian students Graduating On-Time in the Class of 2009. 9. The % of FEMALE students Graduating On-Time in the Class of 2009. 17 35 80 51 45 6 84 67 86 SOLUTIONS: 6, 17, 35, 45, 51, 67, 80, 84, 86

15. Minority Student Achievement in Suburban Schools~Toward Excellence with Equity, Ronald Ferguson, Kennedy School of Government at Harvard University, 2007 • Survey of all students in 15 middle and upper income school districts in 10 states; • Examined family characteristics, opinions about quality of instruction, achievement motivation, course-taking, effort, comprehension, GPA and other factors; When I work hard, it is because my teacher tells me I can do well. (“Yes,” instead of “Maybe” or “No”)

16. A s s e s s m e n t Instructional Capacity

17. Effective Instruction #2: focuses on essential knowledge and essential skills • Three types of curricula exist in any classroom: • The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level. • The Implemented Curriculum: content/skill actually delivered by the teacher. • The Attained Curriculum: content/skill actually learned by the students. Implemented Curriculum Attained Curriculum Intended Curriculum

18. Content-Related Evidence of Validity(Attained Curriculum) Essential Knowledge Essential Skills & Processes LEARNING TARGET (attained curriculum) Essential Vocabulary

19. Essential Components of the Montana Content Standards Framework Component #1 ESSENTIAL KNOWLEDGE

20. Knowledge Describe two events that are equally likely to occur when rolling a die. Vocabulary What is the meaning of variability Skills Make predictions based on the result of your experiment?

21. a. The number of cavities the sixth graders have? b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers? d. The heights of the sixth graders in inches?

22. Essential Components of the Montana Content Standards Framework Component #2 ESSENTIAL VOCABULARY

24. Research on Imagery as Elaboration Students who used imagery to learn vocabulary, on average, performed # of studies

25. Organizing Theme: Things someone would say… EDUCATIONAL STAKEHOLDER EDITION Trivia Triangle Page 14 EL #2 (*also, BL) Cafeteria Worker 200 POINTS Parent Student 100 POINTS 100 POINTS Principal Superintendent Teacher 50 POINTS 50 POINTS 50 POINTS

26. Science Energy 200 POINTS Hypothesis Electron 100 POINTS 100 POINTS Atmosphere Experiment Dissolve 50 POINTS 50 POINTS 50 POINTS

27. YOUR TURN!!! 200 POINTS 100 POINTS 100 POINTS 50 POINTS 50 POINTS 50 POINTS

29. Words Heard in an Hour • Poverty: 615 words • Middle class: 1251 words • Professional: 2,153 words Hart and Risley, 1995

32. “Insanity: the belief that one can get different results by doing the same thing.” -Albert Einstein

33. Essential Components of the Montana Content Standards Framework Component #3 ESSENTIAL SKILLS

34. VISUAL 21st Century BLOOM’S Taxonomy http://visualblooms.wikispaces.com

35. Waiting for the Train

37. Alignment of 21st Century Skills, the MONTANAMIXED Content Standards, Revised Bloom’s Taxonomy and Research-based Instructional/Assessment Strategies Purpose: The intended purpose of this correlation is to align the context of the Academic Knowledge and Skills with the cognitive domains of Bloom’s Taxonomy. This document provides teachers and administrators with a starting point for planning for the instruction and assessment of each standard. Teachers and administrators are encouraged to use the question cues and the research-based strategies from Classroom Instruction that Works and Transforming Classroom Grading to plan instructional and assessment activities that focus student behaviors and thinking in the appropriate cognitive domain. Prepared for the Professional Learning Communities of Montana Educators’ Institute by Daniel Mulligan, Ed. D. (www.e4ae.com) June 2010

39. MATH ( by end of Grade 4) 2009-2010 Academic Knowledge and Skills, Revised Bloom’s Taxonomy, and Research-Based Strategies for Increasing Student Achievement in the 21st Century Dan Mulligan, 2010

40. World Lang. ( Benchmark I) 2009-2010 Academic Knowledge and Skills, Revised Bloom’s Taxonomy, and Research-Based Strategies for Increasing Student Achievement in the 21st Century Dan Mulligan, 2010

41. Reading ( by end of Grade 8) 2009-2010 Academic Knowledge and Skills, Revised Bloom’s Taxonomy, and Research-Based Strategies for Increasing Student Achievement in the 21st Century Dan Mulligan, 2010

42. 2009-2010 Science ( by graduation) Academic Knowledge and Skills, Revised Bloom’s Taxonomy, and Research-Based Strategies for Increasing Student Achievement in the 21st Century Dan Mulligan, 2010

43. IL/LM ( by graduation) 2009-2010 Academic Knowledge and Skills, Revised Bloom’s Taxonomy, and Research-Based Strategies for Increasing Student Achievement in the 21st Century Dan Mulligan, 2010

44. Student Generated Assessment