the PowerPoint - School Improvement Network

Report
Collaborative Planning
Tools to Embed
Learning Standards
VERTICAL PROGRESSION, VOCABULARY
AND UNITS WITH BUNDLED STANDARDS
SINET webinar 12.2.14
Dr. Judy VanVoorhis
Connections with Battelle for Kids and Judy
@DrJudyVan
Judy
VanVoorhis
battelleforkids
Judy VanVoorhis, Ph.D.
[email protected]
Amazon.com
Search:
• Vocabulary Reference
• Vertical Progression Guide
Battelle for Kids Store
http://store.battelleforkids.org
Common-Core-Tools
Who are you?
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Instructional Coaches
Building Administrators
Central Office PD Coordinators
C, I & A Specialists
Teachers
Coaches
Asst. Superintendents
Higher Ed.
Directors
other
© 2014, Battelle for Kids. All Rights Reserved
Where are you?
How to Participate in the Webinar
 Use the chat box to ask questions.
We will pause periodically to respond
to questions.
 This webinar is being recorded. You
will receive a link to the recording
after the webinar.
© 2014, Battelle for Kids All Rights Reserved
Let us know needs; after the webinar SINET will
provide possible resource links
a. Power Point from today’s webinar
b. Example of HS Common Core Units with Priority
standards (Algebra I, II or Geometry)
c. Links to Collaborative Planning YouTubes and/or
“How to” video on Using Unit Organizers and
Bundled Cards” (or go to the BFK Store)
d. Other requests by you
[email protected]
Twitter:
@DrJudyVan
#TeacherTools
Webinar Targets
1. Share the importance of using learning
progressions to inform planning and
support teacher collaboration.
2. Preview vocabulary lists of common
core content words and verb phrases.
3. Consider the benefits of using bundled
standards to help develop units.
© 2014, Battelle for Kids All Rights Reserved
Planning Collaboratively can help meet current
challenges
 State standards
 Literacy and numeracy for all children
 Highly effective teachers and principals
peer share
 Other?
“To go fast, go alone. To go far, go together”
―African Proverb
© 2014, Battelle for Kids All Rights Reserved
How do you meet the new standards
and assessment challenges?
Our lesson in collaborative planning is:
“common purpose, common protocols,
common practices, common procedures”
(others replace common with shared)
© 2014, Battelle for Kids All Rights Reserved
Five Conditions of Effective Collaborative Planning
1. Common Need, Agenda
5. Backbone
Support
4.
Communication
Developed by J. VanVoorhis, Ph.D., BFK, 2014, adapted from the findings of John Kania
&© Mark
Kramerfor“Collective
Impact”,
winter 2011, Stanford Social Innovation Review.
2014, Battelle
Kids All Rights
Reserved
http://www.ssireview.org/articles/entry/collective_impact
2. Shared
Measurement
and Monitoring
3. Mutually
Reinforced
Activities
Reflection:
How/when/with whom do you
collaboratively plan instruction?
Is it similar/different to the 22
districts we worked with?
© 2014, Battelle for Kids All Rights Reserved
YOUR REFLECTION: The 5 Key Elements of Collaborative Planning
How/when/with whom do you collaboratively plan
instruction?
a. Before school, scheduled delay
b. During school, one period or block of time
c. After school or early dismissal
d. District Waiver (full) Day
e. Building Waiver (full) Day
f. June or August days
g. Other
© 2014, Battelle for Kids All Rights Reserved
22 Districts Types of Collaboration and Planning Times
© 2014, Battelle for Kids All Rights Reserved
1. Common Need: What Are The Essential Shifts?
English Language Arts
 Building knowledge through
content-rich nonfiction
 Reading, writing, and speaking
grounded in evidence
from
text (literary and informational)
 Regular practice with complex
text and its academic language
© 2014, Battelle for Kids. All Rights Reserved
Mathematics
 Focus
 (Major work, depth of knowledge)

Coherence
 (Think across grades;
link major topics within grades)

Rigor
 (Concepts, fluency, application)
2. SHARED Measurement and Monitoring:
8th Grade posted student friendly learning targets
• Use learning progressions
• Use literacy and writing
with other content areas
• Develop formative
instructional practices and
assessments
• Learn from student work
3. Mutually Reinforcing Activities
3 Teacher Tools to Support Planning,
Instruction and Student Learning:
1. Vertical Learning Progressions
2. Common Core Content
Vocabulary and Verb Phrases
3. Bundled Standards & Units
© 2014, Battelle for Kids All Rights Reserved
WHO:
• Teachers, principals, curriculum directors…with
students & parents
© 2014, Battelle for Kids All Rights Reserved
WHY:
• Professional development
• Instructional Planning
• Set goals & targets and monitor
student progress
© 2014, Battelle for Kids All Rights Reserved
FOR:
• Curriculum alignment & developmental learning progressions
• Develop formative instructional practices and assessments
• Combine literacy and writing with other content areas
Completed Unit using Bundled Standards
© 2014, Battelle for Kids All Rights Reserved
Student Learning Targets
Vertical Progression Staircase
Teams Work with Learning Progression
The process of deconstructing
standards and breaking
them down into smaller,
more explicit learning targets,
and then organizing the targets in a
progression that makes sense for learning.
© 2014, Battelle for Kids All Rights Reserved
Teachers use VPGs for (RTI = Response to Intervention;
RIMP Plans = Reading Improvement Monitoring Plans;
Intervention and other)
© 2014, Battelle for Kids All Rights Reserved
What is Vertical Progression?
Think of vertical progression as a staircase that outlines
the prerequisite knowledge and skills that each student
needs to achieve college and career readiness.
© 2014, Battelle for Kids All Rights Reserved
Why is Vertical/Learning Progression Important?
 Clarifies the Standards by arranging in an ascending
staircase by grade level and content type.
 Enables educators to see the progression of the
Standards within a grade level and to develop an indepth understanding of Standards across grades.
 Encourages collaboration among teachers to ensure
rigor, align curriculum, and create learning targets.
© 2014, Battelle for Kids All Rights Reserved

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Teachers Use Vertical Progression to:
Identify grade-to-grade developmental learning
progressions.
Develop learning experiences that combine literacy
and writing with other content areas.
Vertically align learning concepts and formatively
assess student knowledge/skills.
Assist with diagnostic assessment, plan
intervention, provide stretch.
 Support (RTI) Response to Intervention processes.
© 2014, Battelle for Kids All Rights Reserved
IF you’re a teacher. . . . .
“If you're a teacher, remember that lowering
standards doesn't raise students' self-esteem.
But neither does raising standards without giving
students ways of reaching them.”
Mindset: The New Psychology of Success by
Carol Dweck
© 2014, Battelle for Kids All Rights Reserved
K-12 ELA Vertical Progression Guide
© 2014, Battelle for Kids All Rights Reserved
ELA Staircase – Learning Progressions
© 2014, Battelle for Kids All Rights Reserved
© 2014, Battelle for Kids All Rights Reserved
Standard 1
© 2014, Battelle for Kids All Rights Reserved
How to Read a Vertical Progression for ELA
© 2014, Battelle for Kids All Rights Reserved
This is Learning!
© 2014, Battelle for Kids All Rights Reserved
PD Activity: Student Work and Learning Progression Writing
Standard 1 Argument (VPG p. 27)
1. Use a student writing prompt.
2. As a team, look at the sample of
student writing from the prompt.
3. Use the VP staircase to discuss
writing skills students across 3-4
vertical grades (elem/MS or HS).
4. As a team, talk about this student’s
writing strengths challenges.
© 2014, Battelle for Kids All Rights Reserved
Vertical
Progression
Guide
K-12 Mathematics
© 2014, Battelle for Kids All Rights Reserved
K‒8: 20 Topics with Combined Domains
Properties
© 2014, Battelle for Kids All Rights Reserved
Math Codes – Sample Multiplication and Division
© 2014, Battelle for Kids All Rights Reserved
Patterns and Functions Grades 3-8
(p 36-37)
Key Questions:
1.Why do we need blended
domains under the topic of
“patterns and functions”?
2. How is this different than the
typical “list of Standards” by
grade-level?
© 2014, Battelle for Kids All Rights Reserved
Expressions, Equations, and Inequalities (VPG p. 38)
© 2014, Battelle for Kids. All Rights Reserved
Reflect on Vertical Learning
Progression Guides:
Why is it important for teachers to
know priority standards?
© 2014, Battelle for Kids All Rights Reserved
Other Teacher Planning Tools
Visit the BFK Store : http://store.battelleforkids.org
Grade-Level (Content) Vocabulary
and Verb Phrases in the K‒3, 3‒5 and
6-8 Vocabulary References
6-8
3-5
K-3
© 2014, Battelle for Kids. All Rights Reserved
Unit Organizer and Bundled Standard Cards
Grade-Level (Content) Vocabulary and Verb Phrases
in the K‒3, 3‒5 and 6-8 Vocabulary References
K-3
© 2014, Battelle for Kids All Rights Reserved
3-5
6-8
The Importance of Vocabulary
 Vocabulary development makes a difference in
student learning.
 Effective vocabulary for teaching and learning is
essential for students’ comprehension and
understanding.
 There is a strong correlation between vocabulary and
comprehension.
© 2014, Battelle for Kids All Rights Reserved
Why Verb Phrases?
 A crucial part of understanding the Standards.
 Support content relevance, alignment, and rigor.
 Help teachers identify target types, scaffold
learning expectations, and create clear learning
targets that inform formative and summative
assessments for the content area they teach.
© 2014, Battelle for Kids All Rights Reserved
Verb Phrases – help design assessments
© 2014, Battelle for Kids All Rights Reserved
Unit Organizers and Bundled Standards Cards
© 2014, Battelle for Kids All Rights Reserved
English Language Arts K‒12 Card Anatomy
Bundled standards can be re-bundled by teachers as they craft units
Grade Level & Task Type/Number
Tasks
 Task Type A, Literature Analysis
 Task Type B, Research
 Task Type C, Narrative Writing
Bundled Standards
 Reading Literature
 Writing
 Language
 Add Speaking and Listening, as
appropriate
Descriptors
© 2014, Battelle for Kids. All Rights Reserved
Mathematics K‒12 Card Anatomy
Bundled standards can be re-bundled by teachers as they craft units
 Grade level, task title
 Domain code, standard #
 Integrated assessment
 Task type I, II, III
 Type 1 ‒ Concepts, skills,
procedures
 Type 2 ‒ Mathematical reasoning
 Type 3 ‒ Modeling, applications
 Time of year
 Descriptors
© 2014, Battelle for Kids. All Rights Reserved
IF your team develops Units together – remember,
Units Should be Based on the “Shifts”
 A unit is considered to integrate content.
 ELA ‒ Reading, Writing, Language, Listening/Speaking,
Literacy and cross-curricular connections
 Math ‒ Major, Supporting, and Additional Clusters plus
Mathematical Practices and cross-curricular connections
 Flexible duration, usually 3–9 weeks
 ELA may have 4–6 units; math may have 6–12 units
 Part of a student’s learning path (learning progression) that
connects knowledge, concepts, and skills
© 2014, Battelle for Kids All Rights Reserved
1. Common Need: What Are The Essential Shifts?
English Language Arts
 Building knowledge through
content-rich nonfiction
 Reading, writing, and speaking
grounded in evidence
from
text (literary and informational)
 Regular practice with complex
text and its academic language
© 2014, Battelle for Kids. All Rights Reserved
Mathematics
 Focus
 (Major work, depth of knowledge)

Coherence
 (Think across grades;
link major topics within grades)

Rigor
 (Concepts, fluency, application)
4. COMMUNICATION – Collaborative Planning
Visit the BFK YouTube playlist to view teacher
planning in action . . (or on the BFK Store)
http://www.youtube.com/playlist?list=PLaX65IrrQuf0PfBlrkq_YmOkObZx6UQP
© 2014, Battelle for Kids All Rights Reserved
Five Conditions of Effective Collaborative Planning
1. Common Need, Agenda
5. Backbone
Support
4.
Communication
Developed by J. VanVoorhis, Ph.D., BFK, 2014, adapted from the findings of John Kania
&© Mark
Kramerfor“Collective
Impact”,
winter 2011, Stanford Social Innovation Review.
2014, Battelle
Kids All Rights
Reserved
http://www.ssireview.org/articles/entry/collective_impact
2. Shared
Measurement
and Monitoring
3. Mutually
Reinforced
Activities
5. BACKBONE SUPPORT: We’re here for you.
SINET and BFK: Thank you! Let’s stay Connected.
@DrJudyVan
Judy
VanVoorhis
battelleforkids
Judy VanVoorhis, Ph.D.
Amazon
[email protected]
Search:
• Vocabulary Reference
• Vertical Progression Guide
Battelle for Kids Store
http://store.battelleforkids.org
5. Backbone Support
BattelleforKids.org
@BattelleforKids
facebook.com/battelleforkidsorg
youtube.com/battelleforkids
Important Documents Used to Develop Teacher Planning Tools
The Common Core State Standards and Battelle for Kids BFK Vertical Progression Guides
PARCC, SBC, ACT, ETS
• Model Content Frameworks
http://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browser
• Grade-Level Combined Task Generation Models and Combined Form Specifications
• Grade-Level Evidence Tables
• Combined Passage Selection Guides and Worksheets (for Literary and Informational Text)
http://www.parcconline.org/assessment-blueprints-test-specs
• Grade-Specific PLDs (Performance-Level Descriptors)
http://www.parcconline.org/plds
• Smarter Balanced Assessment Consortium
http://www.smarterbalanced.org/smarter-balanced-assessments/
• ACT http://www.discoveractaspire.org/index.html
• The CBAL Initiative: Innovation in K–12 Assessment (ETS) http://www.ets.org/research/topics/cbal/initiative
© 2014, Battelle for Kids. All Rights Reserved

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