ELA / Math Units of Study Roll Out

1. ELA / Math Units of StudyRoll Out

2. Excerpt: The Road Not Taken by Robert Frost Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I – I took the one less traveled by, And that has made all the difference.

3. TODAY’S AGENDA • Purpose of Today • Unit of Study Vision/Expectations • Guiding Documents/Research • Assessment Plan • Unit of Study Overview • Next Step/Planning

6. Guiding Principles

7. District Vision/Goals Create collaborative culture Successfully implement and support CCSS K-12 (UOS) Use CCSS as the vehicle to make district-wide culture changes

8. Collaborative Culture • Education Services Committee • Create CCSS Steering Committee • Secondary Math Committee • School Data Teams

9. CCSS Steering committee • Make Up - Teachers from all ...grades/subjects - Principal Reps - Ed. Service Leadership • Function • Key Actions - Deep dive into standards - Redwood • 2-day planning retreat

10. Priority Standards Readiness (for next level of learning) Endurance (concepts and skills that last over time) High Stakes Assessments (SBAC) Leverage (crossover application to other areas)

11. Units of Study Model A series of specific lessons, learning experiences, and related assessments — basedon targeted Priority Standards & supporting standards — for an instructional focus that may last anywhere from two to six weeks.

12. Common Core Standards:Insufficient By themselves “To be effective in improving education and getting all students ready for college, workforce training, and life, the Common Core State Standards must be partnered with a content-rich curriculumand robust assessments, both aligned tothe Standards.” CCSSI Webinar, 2010

13. JUSD Units of Study Implementation Priority Standards are carefully placed, paced, taught, assessed, re-taught, re-assessed throughout the year.

14. Units of Study Research Base (Effect Size, Hattie, VLFT, 2012) • 90 – 90 – 90 Study (Reeves, 2000) • Laser-like focus on achievement • Curriculum choices • Non-fiction writing • Collaborative scoring • Multiple opportunities for success

15. JUSD Assessment Plan New District Benchmarks Administered by all teachers Details TBD No Rogue : )

16. Next Steps: Implementation and Accountability Roll out PD Ongoing Monitoring Feedback/Revision Support/Coaching

17. Unit of Study Defined A series of specific lessons, learning experiences, and related assessments—basedon designated Priority Standards and related supporting standards—for a topical, skills-based, or thematic focus that may last anywhere from two to six weeks.

18. Units of Study A rigorous curriculum is an inclusive set of intentionally aligned components—clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies—organized intosequenced units of study.

19. Unit of Study… A rigorous curriculum serves as both the detailed road map and the high-quality delivery systemfor ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area.

20. Priority Standards Defined Priority Standards are “those standards that, once mastered, give a student the ability to use reasoning and thinking skillsto learn and understand other curriculum objectives.” - Dr. Douglas Reeves

21. Supporting Standards Defined Supporting standards are those standards that support, connect to, or enhancethe Priority Standards. They are taught within the context the Priority Standards, but do not receive the samedegree of instruction and assessment emphasis as do the Priority Standards.

22. An Important Message Prioritization, Not Elimination!

23. Let’s Look at Our Units!

24. How will Units of Study support teachers in maximizing achievement for ALL students? One of the GOALS for today is to answer this Essential Question:

25. Assigning the Standards Distribute Priority Standards across multiple units as long as it makes instructional sense to do so. Distribute Supporting Standards across multiple units.

26. Units Pacing Guide Defined A pacing calendar is a yearlong (or course-long) schedulefor delivering all of the planned units of study for a designated grade level or course, not the daily lessons to be used within units.

27. Buffer Days Pacing calendar is different than the past. Buffer time is now included between units. • Suggested ways for use of Buffer Days • Assess/ Re-Assess • Review • Reteach • Extension

28. Unit One – Review and Discuss Priority Standards Distributing Priority Standards Pacing Guide Buffer Days \\jusd.dom\public\MyJUSD\public\JUSD CCSS Standards\ELA\ELA Standards How is this pacing different than in the past? How is this beneficial for teachers?

29. “Unwrapping” “Unwrapping” the Priority Standards Skills (verbs) Concepts (nouns – noun phrases) Graphic Organizer Bloom’s DOK (we will go over this later)

30. “Unwrapping” the Standards Identifying What Students Must Know and Be Able To Do in the Wording of the Standards

31. “Unwrap” Selected Priority Standards • Identify the key concepts (important nouns or noun phrases) by underlining them. • Identify the skills (verbs) by circling them or writing them in CAPS.

32. Bloom’s levels refer to the student’s level of thinking during instruction.

33. Unit One – Review and Discuss “Unwrapped” Standards Bloom’s Taxonomy ELA – Scaffolding How can “unwrapped” standards benefit teachers?

34. What Do You Think Is More Engaging for Students? Big Idea Essential Question How do good readers take details and examples to explain the main idea of a text? • Good readers a) Identify the main idea of the text and explain how it is supported by details. b) Determine which details are key to the text. c) Use key details and the main idea to summarize. d) Explain what happened and why it happened based on information in the text.

35. The Big Ideas • Foundational understandings students will remember long after instruction ends • What you want students to discover as a result of the learning experience • The larger concepts or main ideas • The student’s answer or response to a related Essential Question

36. Big Ideas • Writers create a report on an informational text or topic by: a) Introducing a topic clearly, grouping related information in paragraphs, and using descriptive details. b) Developing a topic with appropriate facts, definitions, concrete details, and quotations related to the topic. c) Providing a concluding statement to the information presented.

37. Essential Questions Questions, not statements, stimulate student curiosity to find the answers!

38. Characteristics of Essential Questions Cannot be answered with a “yes” or “no” Have no single obvious right answer Cannot be answered from rote memory Match the rigor of the “unwrapped” standard Go beyond who, what, when, and where to how and why Moves away from procedural to conceptual understanding Makes it relevant

39. Essential Questions • How does a writer create a report on a topic from an informational text?

40. Unit One – Review and Discuss The Big Ideas The Essential Questions How will this change Instruction?

41. Designing Quality Assessments • Identify purpose • Select best type for purpose • Make inferences • Guide instruction • Aligned with standards • High rigor

42. Webb’s Depth of Knowledge… DOK • DOK is about the test item • NOT the student. • DOK refers the complexity of the assessment.

43. DOK DOK 1: Recall and Reproduction Recall facts, information; reproduce simple process/procedure DOK 2: Skills and Concepts Make decisions about a question or problem; more than one step DOK 3: Strategic Thinking Develop a plan, use evidence, choose more than one answer, justify response DOK 4: Extended Thinking Apply conceptual understanding, investigate connections, relate ideas, devise an approach among alternatives—needs extended time

44. DOK and State Testing… On the old STAR test, 80%of the test was Bloom’s Level 1. On the old STAR Test, 0%of the test was DOK 4 On the new SBAC test, 68% of the test is DOK 3 and 4.

45. Summative Assessments FORMATS • Selected response • Short constructed response • Extended constructed response • Technology enhanced • Performance tasks (ELA only) • CAASPP- California Assessment of Student • Performance and Progress formerly SBAC

46. Pre & Post Assessment Included with every unit Mirrored, aligned, blended Administered by all teachers Formative use Pre-assessment drives our instruction Formative and summative use Post Assessment drives reteaching instruction

47. Pre & Post Assessment • Selected-Response questions • Answer key provided (teacher copy) • Constructed-Response questions • Rubric provided (teacher/student copy) • Aligned to SBAC type questions

48. Scoring Guides for Assessments The scoring guide is a specific criteria describing different levels of student proficiency relative to assessments. Ainsworth, L., 2011

49. Rubric – an example How can rubrics help students?

50. Unit One – Review and Discuss Pre-Assessment Post-Assessment • Pre-Assessment • Post-Assessment • Student Copy • Teacher Copy • Rubrics Notice how they are aligned to the priority standards