Transcript Slide 1

Aligning the BVSD Curriculum
with the new Colorado
Academic Standards
Goals for Today
• Understand the transition to the new Curriculum
Essentials Documents within the context of the
change process and the Standards Based Teaching
and Learning Cycle
• Prepare to lead a session between February 9 and
April 19 with faculty at your school to share the
vision, timeline, and supports for the transition to
the new CEDs
At the national level…
2009 National Common Core State
Standards (CCSS) published for
Language Arts and Mathematics
At the national level…
2009 National Common Core State
Standards (CCSS) published for
Language Arts and Mathematics
Adopted by the Colorado State Board of Education
2010 - Colorado adopted the new
Colorado Academic Standards (CAS)
CDE’s advice for districts
regarding new Colorado
Academic Standards adopted in
December 2010
In 2011-2012:
1. Review local standards by December 2011 and
make needed revisions, pursuant to SB 08-212
2. Design/redesign curriculum based on Colorado
Academic Standards
3. Provide professional development on the Standardsbased Teaching and Learning Cycle
BVSD Timeline
• Summer 2011 – BVSD Standards and curriculum revised by
teacher teams to align with new state standards
• Sept-Oct 2011 – feedback and revision
• October 14 – Teacher collaboration about Curriculum
Essentials Documents
• November 2011 – present standards and overview of
revised curriculum to BVSD Board of Education
• December 2011 – Board of Education asked to approve
standards
• Jan-May 2012 – present details of curriculum documents in
each content area to the Board of Education
Complex change
Transitioning to
Curriculum Documents that change
the way content is organized and, in
some cases, change the actual
content students will learn.
Complex change
This transition is nested within an
even more complex change:
Complex change
This transition is nested within an
even more complex change:
Implementing the Standards-Based
Teaching and Learning Cycle
Standards-based Teaching and Learning Cycle
New
Curriculum
Essentials
Documents
Standards-based Teaching and Learning Cycle
A: Standards in all academic disciplines or content areas*, along with
benchmark information, concepts and skills, are identified and adopted at the
district level.
B: Essential benchmark information, concepts and skills expected for all
students are identified and described.
C: Essential benchmarks are articulated (aligned) within and among grade
levels and across the district to ensure there are no gaps or unnecessary
overlaps in those expected learnings.
D: Adopted curricula provide a scope and sequence of essential benchmarks
that engage students in learning standards in all content areas.
E: Curriculum guides (frameworks), maps, pacing guides or other curricular
tools are produced at the district level to assist teachers to plan effective
instruction that focuses on essential benchmark information, concepts and skills.
Standards-based Teaching and Learning Cycle
F: Descriptions of proficiency are created to describe the types and levels or
performance expected for all essential benchmark concepts and skills in all
content areas and grade levels.
G: Examples of proficient student work are created and distributed to teachers
to provide models of learning and performance expectations for all essential
benchmark concepts and skills.
H: Adopted or purchased instructional programs and materials are intentionally
articulated and aligned with standards-based curricula,
I: Standards and benchmarks are communicated effectively to students and
parents. Students understand and can describe proficient performance for
those concepts and skills.
Standards-based Teaching and Learning Cycle
Curriculum
Essentials
Documents
Intervention
& Extension
Assessments
Summative
&Formative
Instructional
Best
Practices
Without vision,
there is
confusion.
At your table, discuss the following scenario, and record
your talking points for each question. Please be
prepared to share out.
You are presenting to your faculty about the changes in
the Curriculum Essentials Documents and the
implications of those changes. Your teachers ask you
the following question:
What do the Curriculum Essentials
Documents have to do with helping
students learn?
What would you say?
People who lack
confidence in their skills
to implement change
may experience anxiety.
At your table, please discuss the skills that
teachers at your school need the most support
with.
How might teachers get support in developing
these skills?
Without incentives, change may be gradual at best.
At worst, there may outright resistance.
Without adequate resources, even people who embrace
the vision may become frustrated.
At your table, please discuss what incentives
might be most effective with teachers at your
school.
What resources, in addition to time and money,
might your teachers need in order to implement
the curriculum?
Without an action plan,
the system experiences false starts.
Action Plan for BVSD’s Implementation of Curriculum
What do students need to know, understand and be able to do?
What?
When?
Who?
New Curriculum Essentials
Documents Approved
January-May 2012
Led by CAI
Teachers participate
Training on new Colorado
English Language
Proficiency Standards
February 2012
Led by LCE
Instructional Management
System for resource
sharing online
Goal – system launch in
April 2012
CAI, IT, Online Learning
District-wide collaboration
day
April 20, 2012
Sample curriculum maps,
scope and sequence
documents, & syllabi
spring-summer 2012
Led by CAI
Teachers participate
Your School Presentation
As you design a presentation for your staff……
• Determine the possible use of any slides prior to this
one & incorporate them into this section of the power
point.
• Because of the implementation variability of the
Standards Based Teaching & Learning Cycle within
schools, please adjust the use of slides & amount of
time spent sharing the following information to meet
the needs of your faculty.
Pull up this presentation and add notes in the
notes field or take notes on your paper copy.
25
Standards-based Teaching and Learning Cycle
New
Curriculum
Essentials
Documents
Standards-based Teaching and Learning Cycle
The New Colorado Academic Standards and also the BVSD
CEDs in all content areas…
Are designed with the end in mind, postsecondary and workforce readiness,
articulated through prepared graduates competencies.
Include technology and 21st century skills: critical thinking, invention,
information literacy, collaboration and self direction.
Are written for mastery.
“Mastery” means that a student has facility with a skill or concept in multiple
contexts.
Share the same organizational elements across contents
o Standards
o Prepared Graduate Competencies
o Grade Level Expectations
o Evidence Outcomes
o Prepared Graduate Competencies
o Grade Level Expectations
Prepared Graduate Competencies
The preschool through twelfth-grade concepts and skills that all students who complete
the Colorado education system must master to ensure their success in a postsecondary
and workforce setting.
Standards
Standards are the topical organization of an academic content area.
Grade Level Expectations
Expectations articulate, at each grade level, the knowledge and skills of a standard that
indicates a student is making progress toward high school. What do students need to know?.
21st Century and PWR Skills
Evidence Outcomes
Evidence outcomes are the
indication that a student is
meeting an expectation at the
mastery level. How do we know
that a student can do it?
Inquiry Questions: Sample questions intended to
promote deeper thinking
Relevance and Application: Examples of how the
grade level expectation is applied in a real-world,
relevant context.
Nature of the Discipline: The characteristics and
viewpoint one keeps as a result of mastering the
grade level expectation.
Learning by Content Area/Grade Level
• Secondary -- Using the Key Changes by Content
Sheets answer the following:
– How will these changes impact the structure of
your course?
• Elementary – Each grade level team, choose
one subject to examine the key changes:
– How will these changes impact the structure of
your classroom?
30
*specialists divide among the grade levels/content areas.
Key Changes by Content
Visual Arts
• Four standards instead of six
• Reference to expressive features and
characteristics of art include elements and
principles of design.
• Intentional opportunities for multiple ways
to combine visual literacy skills with the
making of art
Key Changes by Content
Music
• Four standards instead of six
• Two explicit standards for the expression of
music and the theory of music have been
identified
• Levels of difficulty have been identified
• Western notation skills are found throughout
the theory of music and creation of music
standards
• Connection of music has been expanded
• Improvisation is more prominent in all levels
Key Changes by Content
Health and Physical Education
• Expansion of the physical education standards
to include health education
• Intentional opportunities for integration of
health and physical education concepts and
skills
• Intentional differentiation of health and physical
education specific concepts and skills
• Use of national standards for health and physical
education varies in how they were incorporated
into the standards template
Key Changes by Content
Language Arts – now called Reading,
Writing, and Communicating
• Four standards instead of six
• Concepts and skills are more clearly defined
across the foundational years of PreK – 2nd
grade
• Lexile Reading Levels have been raised
• More emphasis on reading and writing
expository and argument/ persuasive texts at
every grade level
34
Key Changes by Content
World Languages
• Foreign Language was renamed World Languages.
World Languages is a term that connotes an international,
focus encouraging students to become competitive citizens
of the world.
• Grade-band standards (K-4, 5-8, and 9-12) was
replaced with range level expectations.
Articulating standards by range level from novice-low to
intermediate-mid in each area affords greater specificity of
skill development
• Standards emphasize communication, connections,
comparisons, and understanding of culture
Key Changes by Content
Mathematics
• Move to 4 content standards and 8 Mathematical
Practice Standard
• Emphasis on Personal Financial Literacy
throughout
• Approximately 30% “shift” in topics in each grade
level
• High School is not divided into courses at the
state level. BVSD used recommendations from
the CCSS to create Algebra 1, Geometry, Algebra
2 and 4th year courses.
Key Changes by Content
Science
• Three standards instead of five
• Inquiry and process skills embedded in
evidence outcomes
• Grade-level articulation at pK-8
BVSD will follow state sequence at pK-5, but
retain our own sequence at 6-8 (all grade level
expectations and evidence outcomes will still
be addressed by the end of 8th grade)
Key Changes by Content
Social Studies
• There are now four Standards in Social Studies:
History, Geography, Economics and Civics; they are
paired with two Grade Level Expectations for each
Standard.
• Personal Financial Literacy now incorporated PK-12.
• At Elementary, key changes are the move of Colorado
History from 3rd to 4th grade and the move of post
revolutionary war history from 5th to high school.
• At Secondary, much more emphasis on defining,
describing and explaining at middle level and
defending, analyzing and justifying at the high school
level.
Transition Documents
http://www.bvsd.org/curriculum/curriculumrevi
ew/Pages/default.aspx
39
Standards-based Teaching and Learning Cycle
New
Curriculum
Essentials
Documents
Standards-based Teaching and Learning Cycle
What this means for teachers across all
content areas…
• Student thinking is displayed, heard, valued
and expected
• Opportunities for more conversations in all
classes
• Multiple strategies used, accepted and
encouraged with a movement towards
efficiency
• The outcome is now the knowledge of content
(not just getting the answer)
42
What this means for teachers - Mathematics
• More context in math class
• Fewer repetitive problems
• Building skills and strategies to get to the
algorithm – not starting with the algorithm
• Teaching is no longer textbook bound
43
What this means for teachers - Reading,
Writing, & Communicating
• Designing opportunities for more technical reading &
writing
• Building skills and strategies that students can
transfer to any reading or writing situation –
“Development of the writer vs. the writing”
• Incorporating authentic reading, writing, listening &
speaking tasks
• Increasing use of technology for communication,
researching and presenting
44
What this means for teachers –
World Languages
• 90% of instruction in each level of World
Language courses are taught in the target
language.
• Increased authentic opportunities for students
to practice oral & written communication,
make cultural connections and comparisons in
order to understand the country’s culture
• Much less memorization of isolated facts, and
grammar exercises
What this means for teachers – Social Studies
• Various opportunities to demonstrate
knowledge – ie: presentation, project based,
theatre, simulations
• Integrated content areas – ie: use of reading,
writing, speaking and listening skills integrated
into social studies content
• Opportunities for higher level thinking and
learning – ie: analyze, compare, contrast,
interpret
46
•
•
•
•
What this means for teachers – Science
Students at all levels will be asked to develop,
communicate and justify scientific
explanations
Students at all levels will be asked to gather,
analyze and interpret scientific data
more focus on reading, writing, speaking, and
collaborating within science
much less memorization of isolated facts,
formulas and vocabulary
What this means for teachers – Fine Arts,
Physical Education and Health
• Various opportunities to demonstrate
knowledge – ie: skills, performance, projects,
conceptual discussion, cross-curricular
connections
• Opportunities for higher level thinking and
learning – ie: analyze, compare, contrast,
interpret
English Language Learners
Differentiated instruction and assessment is
necessary for students performing at various
levels of English proficiency in order to
provide comprehensible input and feedback
for these students and assure full access to
the curriculum.
Use sheltered instruction strategies
Use WIDA/CELPS
49
Students with Special Needs
Instruction: Content, Process, Product
Accommodations
Collaboration: Co-planning & co-teaching
50
Turn & Talk
• Discuss: What support will teachers need to
implement these instructional changes?
51
Standards-based Teaching and Learning Cycle
New
Curriculum
Essentials
Documents
Standards-based Teaching and Learning Cycle
Writing
prompt?
• In our classrooms…
• How do I want students to demonstrate their
learning?
Turn & Talk
How will assessment need to
change as we shift to the new
CED?
57
Standards-based Teaching and Learning Cycle
New
Curriculum
Essentials
Documents
58
Standards-based Teaching and Learning Cycle
59
Use the RTI process for individual students -starting with additional differentiation in the
classroom….
Since the RTI meeting last month, Discuss the
refinements to your building RTI process.
Reminder the RTI Intervention documents are
on the Literacy & Math web pages.
Literacy: http://www.bvsd.org/curriculum/literacy/Pages/CBLARtI.aspx
Math: http://www.bvsd.org/curriculum/math/Pages/default.aspx
60
Standards-based Teaching and Learning Cycle
New
Curriculum
Essentials
Documents
61
Faculty Meeting Closure
What are your next steps as you use
the Standards-Based Teaching and
Learning Cycle to prepare to
implement the new Curriculum
Essentials Document?
62
Principal Meeting Wrap Up… Turn and Talk
As you consider these complex changes
what are your next steps & what support
do you need?
63
Imma, Imma, Imma be…
Using my CED.
Gonna have a GVC,
Right here in BVSD