SES Curriculum Camps June 15, 16, 22, 2009 8:30 AM - 3:30 PM

SES Curriculum Camps

June 15, 16, 22, 20098:30 AM - 3:30 PM

Day 1Monday, June 15, 2009(Mathematics Focus)

Overarching Essential Question:

How can we ensure that the teaching and learning in IU 13 operated classrooms reflects a synergistic standards aligned system?

Evidence of Success

Documented Materials and Resources Alignment Audit

Documented Action Plan for leading teachers to a deeper understanding of:

Teaching and learning in a standards-based system The super essential grade level learning targets for

ALL students in PA Alignment audit of current materials and resources

being used in IU 13 operated classrooms.

Components of PA’s Components of PA’s Standards Aligned SystemsStandards Aligned Systems

Clear Standards

FairAssessments

CurriculumFramework

Instruction

Materials & Resources

Interventions

StudentStudentAchievementAchievement

Activating Strategy

SAS Brainstorm and Categorize

• Place the statements by the most appropriate “circle” in the standards aligned system.

Standards Aligned System

Six Components: Clear Standards Fair Assessments Curriculum Framework Instruction Materials & Resources Interventions

PDE Video – Dr. Zahorchak

StateState

SchoolSchool

ClassroomClassroom

Build: Standards Aligned SystemsBuild: Standards Aligned Systems


Clear Standards

FairAssessments

CurriculumFramework

Instruction


Interventions


Clear StandardsClear, high standards that establish what all students should know and be able to do by specific grade levels.

Clear Standards

FairAssessments

Instruction


Interventions


Curriculum Framework

Build: Standards Aligned Build: Standards Aligned SystemsSystems

Fair AssessmentsFair assessments aligned to the standards.

• Summative

• Formative

• Benchmark

• Diagnostic

Assessment Anchors

Clear Standards

FairAssessments

Instruction


Interventions





Curriculum FrameworkA framework

specifying Big Ideas, Concepts, and Competencies in each subject area/at each grade level.

What do we want our students to deeply understand, know and do by the end of a given grade or course?

Clear Standards


Instruction


Interventions


FairAssessments



InstructionAligning instruction with standards involves identifying strategies that are best suited to help students achieve the expected performance.

•Research-based Strategies

•Differentiating Instruction

• Using 21st Century Instructional Technologies (CFF)


Clear Standards

Instruction


InterventionsFair

Assessments





Clear Standards

Interventions

Instruction


FairAssessments

Interventions

A safety net/intervention system that insures all students meet standards.

•Additional SupportsCurriculum Framework




Clear Standards


Instruction

InterventionsFair

Assessments


Materials & ResourcesMaterials that align

to the standards:

•Units and Lesson Plans

•Instructional Resources (Print/Media)

• 21st Century Instructional Technologies (CFF)



Key Question #1

What do we want ALL students to know,

understand, and do by the end of a given

grade or course? (Big Ideas, Concepts, and

Competencies) Must reflect learning goals embedded in the

PA Academic Standards Priority learning reflected in the PA

Assessment Anchors and Eligible Content

3 Tools in Education Toolboxfor Curriculum Camp Work

Tool #1 – PA Academic Standards

Tool #2 – PA Assessment Anchors and Eligible Content

Tool #3 – PA SAS Curriculum

Framework on Ed Hub

Tool #1: PA Academic Standards

A set of expectation for what students should know and be able to do at certain milestones (grade levels) throughout their formal education.

The minimum learning for which ALL Pennsylvania students are expected to reach proficiency.

Chapter 4 of PA State Code (1998/1999)

Math Academic Standards(Categories)

2.1 Numbers, number systems, and number relationships

2.2 Computation and estimation

2.3 Measurement and estimation

2.4 Mathematical reasoning and connections

2.5 Mathematical problem solving and communication

2.6 Statistics and data analysis

2.7 Probability and predictions

2.8 Algebra and functions

2.9 Geometry

2.10 Trigonometry

2.11 Concepts of calculus

PSSA Student Reporting Categories for Math

PSSA Reporting Category Standard

A. Numbers and Operations 2.1 Numbers, number systems, and number relationships

2.2 Computation and estimation

B. Measurement 2.3 Measurement and estimation

C. Geometry 2.9 Geometry

2.10 Trigonometry

D. Algebraic Concepts 2.8 Algebra and functions

E. Data Analysis and Probability 2.6 Statistics and data analysis

2.7 Probability and predictions

*Calculus (Standard 2.11) is not specifically identified, but could be embedded across all reporting categories.

Tool #2: PA Assessment Anchors

Clarifying and prioritizing tool for curriculum development

More detailed information regarding the range of learning (assessment limits)

Targeted as the “Super Essential” learning within the curriculum

Priority learning for struggling students.

ALL STANDARDS – still the law!

Assessment Anchors

Assessment Anchor Same for each grade level Grade-level descriptors and eligible content

reflect different learning for different grade levels

Grade-level descriptors Clarify the anchor

Eligible content Limits of testable content Not all assessed on PSSA

Assessment Anchors

Released 2004 to provide greater clarity to the field of the assessment system.

Tighten focus of what is assessed and at what grade level.

Do not replace standards, provide an “anchor” for the State Assessment System and curriculum/instructional practices in schools.

PA Assessment Anchors and Eligible Content

R. ReadingM. MathS. Science


Standard AnchorPA Academic Standards

Reporting Categories

Assessment Anchors

Grade Level

Descriptors

Eligible Content

How to read assessment anchor coding.

M8.A.1.1M8.A.1.1

MathMath

Grade LevelGrade Level

Reporting CategoryReporting Category

Assessment Anchor

Assessment Anchor

DescriptorDescriptor

Assessment Anchors (PSSA; Benchmark Assessments)

PA Academic Standards(Local Assessment Plan)

K-12 District Curriculum(Local Assessment Plan)

Graphic Organizer

Key Question #2: How are the PA

Academic Standards and the PA

Assessment Anchors & Eligible Content

similar and different?

Group Work

Key Question #3: What are the big ideas

embedded in the PA Assessment Anchors

and Eligible Content for a given grade or

course?

Tool #3 -- PA SAS Curriculum Framework

Key Question #4

How do we know that the materials and

resources (purchased programs) being used

in IU 13 operated classrooms are aligned

with the essential learning for a given grade

or course?

What is missing in the program we are currently using?

What are we doing that we many not need to be doing?

Summarizing Activity

3-2-13 new understandings from today’s work

2 actions you will take with your teachers

1 question you still need answered

Questions?

Diane Hurst, Ed. D.Staff Development and Training

Specialist - MathematicsLancaster-Lebanon IU 131020 New Holland AvenueLancaster, PA [email protected](717) 606-1789Program Assistant: Stacy [email protected](717) 606-1822

Day 2Monday, June 16, 2009

(Literacy Focus)

Overarching Essential Question:

How can we ensure that the teaching and learning in IU 13 operated classrooms reflects a synergistic standards aligned system?

Key Questions1. What do we want ALL students to know, understand,

and do by the end of a given grade or course? (Big Ideas, Concepts, and Competencies)

2. How does the SAS curriculum framework help us focus on grade level benchmarks?

3. What are the big ideas embedded in the PA Assessment Anchors and Eligible Content for a given grade or course?

4. How do we know that the materials and resources (purchased programs) being used in IU 13 operated classrooms are aligned with the essential learning for a given grade or course?

5. What role does assessment play in relationship to curriculum in a standards aligned system?

Evidence of Success

Documented Materials and Resources Alignment Audit

Documented Action Plan for leading teachers to a deeper understanding of:

Teaching and learning in a standards-based system The essential grade level learning targets for ALL

students in PA Alignment audit of current materials and resources

being used in IU 13 operated classrooms.

Activating Strategy

TABLE TALKHow are these

terms alike?How are they different?Graphically represent

the similarities and differences on chart paper

Be prepared to share your thoughts with the whole group

Curriculum

ProgramsInstructional

Materials

Standards

Key Question #1

What do we want ALL students to know,

understand, and do by the end of a given

grade or course? (Big Ideas, Concepts, and

Competencies) Must reflect learning goals embedded in the

PA Academic Standards Priority learning reflected in the PA

Assessment Anchors and Eligible Content

3 Tools in Education Toolboxfor Curriculum Camp Work

Tool #1 – PA Academic Standards

Tool #2 – PA Assessment Anchors and Eligible Content

Tool #3 – PA SAS Curriculum

Framework on Ed Hub

Tool #1: PA Academic Standards

A set of expectation for what students should know and be able to do at certain milestones (grade levels) throughout their formal education.

The minimum learning for which ALL Pennsylvania students are expected to reach proficiency.

Chapter 4 of PA State Code (1998/1999)

RWSL Academic Standards (Categories)

1.1 Learning to read independently

1.2 Reading critically in all content areas

1.3 Reading, analyzing, and interpreting literature

1.4 Types of writing

1.5 Quality of writing

1.6 Speaking and listening

1.7 Characteristics and function of the English language

1.8 Research

Tool #2: PA Assessment Anchors

Clarifying and prioritizing tool for curriculum development

More detailed information regarding the range of learning (assessment limits)

Targeted as the “Super Essential” learning within the curriculum

Priority learning for struggling students.

ALL STANDARDS – still the law!

Assessment Anchors

Assessment Anchor Same for each grade level Grade-level descriptors and eligible content

reflect different learning for different grade levels

Grade-level descriptors Clarify the anchor

Eligible content Limits of testable content Not all assessed on PSSA

Assessment Anchors

Released 2004 to provide greater clarity to the field of the assessment system.

Tighten focus of what is assessed and at what grade level.

Do not replace standards, provide an “anchor” for the State Assessment System and curriculum/instructional practices in schools.

PA Assessment Anchors and Eligible Content



Assessment Anchor Vocabulary

PA Academic Standards


Assessment Anchors

Descriptors

Eligible Content

Reporting CategoriesReading

Reporting Category Standard

A. Comprehension and Reading Skills

1.1 Learning to read independently

1.2 Reading critically in all content areas

B. Interpretation and Analysis of Fiction and Nonfiction Text

1.1 and 1.2 (see above)

1.3 Reading, analyzing, and interpreting literature

Reporting Categories & Anchor Themes

Reading

RA. Comprehension and Reading Skills

RA.1 Fiction

RA.2 Non-fiction

RB. Interpretation and Analysis of Fiction and Nonfiction Text

RB.1 Components within text or components within and across texts

RB.2 Literary devices

RB.3 Concepts and Organization of Nonfiction Text

4Sight provides another window into the Standards and Assessment Anchors by organizing them into 5 subscales

How to Read Assessment Anchor Coding

R5.A.1.1R5.A.1.1

ReadingReading

Grade LevelGrade Level

Reporting CategoryReporting Category

Assessment Anchor

Assessment Anchor

DescriptorDescriptor

Assessment Anchors (PSSA; Benchmark Assessments)

PA Academic Standards(Local Assessment Plan)

K-12 District Curriculum(Local Assessment Plan)

DESCRIPTOR

R11.A.1.1

Identify and apply the meaning of vocabulary.

Reference:

1.1.11.E,1.1.11.F

ELIGIBLE CONTENT

R11.A.1.1.1 Identify and/or apply meaning of multiple-meaning words in text.

R11.A.1.1.2 Identify and/or apply a synonym or antonym of a word, in text.

Assessment Anchor

R11.A.1 Understand fiction appropriate to grade level

R11.A Comprehension and Reading Skills (Reporting Category)

Standard 1.1 Learning to Read Independently

1.1.11. GRADE 11

E. Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words.

F. Understand the meaning of and apply key vocabulary across the various subject areas.

StandardStandardStandardStandard AnchorAnchorAnchorAnchorPA Academic Standards


Assessment Anchors

Descriptors

Eligible Content

What about Writing?

Standards are in place1.4 Types of writing1.5 Quality of writing

Anchors have been commissioned

PDE/PWLPN anchor/lesson cardshttp://www2.lv.psu.edu/ce/pwpn/

Writing Next: Research Summary on Effective Practices grades 4-12

http://www.all4ed.org/

http://www2.lv.psu.edu/ce/pwpn/

http://www.all4ed.org/

What about Writing?

Curriculum Camp Tip: Proficient writing represents competency in both higher order and low order skills. To a greater degree the higher order skills are represented in the standards.

Discuss what lower order skills are missing in the standards that you are currently addressing through your curriculum.

Discuss what higher order skills reflected in the standards are missing from your curriculum.

Be planful about addressing both dimensions through curriculum, assessment and instruction


Clear Standards

FairAssessments

CurriculumFramework

Instruction


Interventions


Tool #3 - PA SAS Curriculum Framework

Developing architecture

Voluntary curriculum

framework

Web based

K-12

Cross disciplinary

UNDER

CONSTRUCTION

Key Question # 2 How does the SAS curriculum framework help us focus on grade level benchmarks?

http://www.portal.state.pa.us/portal/server.pt?open=512&objID=4228&mode=2


Big Ideas Declarative statements that describe concepts that

transcend grade levels. Big Ideas are essential to provide focus on specific content for all students.

Concepts Describe what students should know, key knowledge,

as a result of this instruction, specific to grade level.

Competencies Describe what students should be able to do, key

skills, as a result of this instruction, specific to grade level.


Key Vocabulary Key terminology linked to the standards, big Ideas, concepts and

competencies in a specific content area and grade level.

Essential Questions Questions connected to the SAS framework and are specifically

linked to the big ideas. They should frame student inquiry and promote critical thinking. They should assist in learning transfer.

Exemplars Exemplars are performance tasks and can be used for

assessment, instruction as well as professional development. Exemplars provide educators with a concrete example of assessing students' understanding of the big ideas, concepts and competencies.

These areas are not yet complete on SAS

Group Work

Key Question #3:

What are the big ideas

embedded in the PA

Assessment Anchors

and Eligible Content

for a given grade or

course?

Standard(s) Anchor(s) Descriptor Eligible Content What do we teach?

1.2.3.A. Read, understand and respond to essential content of text in all academic areas.

R3.B.3Understand concepts and organization of nonfictional text

R3.B.3.3 Identify, compare, explain, and interpret how text organization clarifies meaning of nonfictional text.

R3.B.3.3.1 Identify, explain, and/or interpret text organization, including sequence, question/answer, comparison/contrast, cause/effect or problem/solution.R3.B.3.3.2 Use headings to locate information in a passage, or identify content that would best fit in a specific section of text.R3.B.3.3.3 Interpret graphics and charts and/or make connections between text and the content of graphics and charts.R3.B.3.3.4 Identify, compare, and/or explain the sequence of steps in a list of directions.

Group Work

Key Question #4

How do we know that the materials and resources

(purchased programs) being used in IU 13 operated

classrooms are aligned with the essential learning for a

given grade or course?

What is missing in the program we are currently using?

What are we doing that we many not need to be doing?

Keep in Mind

Type of program you are reviewing Targeted intervention? Alternate core?

Role the materials play in the overall instructional diet of the child

Principles from research: Gradual Release of Responsibility Simple View of Reading

Two Domains and Five Essential Components of Reading

Two Domains and Five Essential Components of Reading

Reading is the product of decoding (the ability to read words on a page) and language comprehension (understanding

those words).

Printed Word Recognition

Language Comprehension

x

Phoneme Awareness

Phonics

Fluency

Vocabulary Reading Comprehension

2 domains

5 components

LETRS Module1

Key Question # 5 What role does assessment play in relationship to

curriculum in a standards aligned system?

Fair assessments aligned to the standards Summative Formative Benchmark Diagnostic

Assessment in a Standards Aligned System

If curriculum identifies what we want all students to know and be able to do at the end of a given grade or course, then assessment helps us gauge where we are in relationship to these goals and pinpoints how we might close gaps

“What isn’t monitored is optional.”~Reeves

Assessment in a Standards Aligned System

TABLE TALK

Use the assessment grid to identify and

discuss current assessment practices: What assessments are given Why they are given Who they are given to How often they are given

Discuss how the results are used

Action Planning

In your group, each individual shares two of action steps he/she jotted down

Discuss and summarize actions to be undertaken as a group

Be prepared to share your thoughts

Summarizing Activity

3-2-13 new understandings from today’s work

2 actions you will take with your teachers

1 question you still need answered

“What we have to learn to do we learn by doing.”

~Aristotle

Questions?

Barbara A. SmithStaff Development and

Training Specialist – Literacy & ESL

Lancaster-Lebanon IU 13

1020 New Holland Avenue

Lancaster, PA 17601

[email protected]

(717) 606-1374

SES Curriculum Camps June 15, 16, 22, 2009 8:30 AM - 3:30 PM

Documents

Transcript of SES Curriculum Camps June 15, 16, 22, 2009 8:30 AM - 3:30 PM