Transcript Boulder Valley School District December 1, 2011

District Professional Development
Collaboratively Learning About
Our New Curriculum
April 20, 2012
Where does the future come from?
“The future doesn’t take form irrationally, even
though it feels that way. The future comes from
where we are now. It materializes from the actions,
values, and beliefs we’re practicing now. Were
creating the future everyday, by what we choose to
do. If we want a different future, we have to take
responsibility for what we are doing in the
present…We have sufficient human capacities—to
think and reflect together, to care about one
another, to act courageously, to reclaim the future.”
--- Margaret J. Wheatley
Today’s Agenda
8:00-8:15
Welcome and introductions
of any new people
8:15-8:20
Review norms
8:20-8:25
Share objectives, outcomes
and products for the day
8:25-9:00
Communicate Common
Understandings
9:00-11:15 Backwards Design:
Preparing for 2012-13
11:15-11:30 Personal Reflection and
Feedback to Planning Team
Welcome and Introductions
of New People
1.
What’s one area of the new CED that you’re
most excited to learn about for yourself?
2.
What rumors have you heard about what’s
coming?
3.
What are your greatest hopes for the
students you’ll teach with the new CED?
Review Norms:
Can we agree to these?
• Putting Inquiry at the Center
• Pausing
• Paraphrasing
• Probing
• Placing Ideas on the Table
• Paying Attention to Self and Others
• Presuming Positive Intentions
Objectives
• Renew relationships with others in your similar role group
• Practice working as a Professional Learning Community
(PLC)
• Clarify common understandings of curriculum terms,
timeline and expectations
• Use the new CED to
--create or explore curriculum maps
--share ideas from the current CED that apply to the new
one
--determine how materials used for the current CED may
apply to the new one
• Set the stage for transitioning to the new CED in 2012-13
• Provide a productive morning of district staff development
COMMON
UNDERSTANDINGS:
TALK TO YOUR NEIGHBOR
How are our new standards
different from previous ones?
Colorado’s Standards:
Keys to Transformation
• Designed with the End in Mind
• Require Application of Knowledge
• Fewer Expectations with Greater Depth
• Focus on “All students, All standards”
New BVSD/Colorado
Academic Standards
Old 2009 BVSD Curriculum
Essentials Documents
Prepared Graduate
Competencies
Program level Enduring
Understandings
Standard
Standard
High School Expectations
Grade Level Expectations
Essential Learnings
Evidence Outcomes
Knowledge, Skills, Topics,
Processes, Concepts
Inquiry Questions
Unit level Essential
Neighbor talk: How do we make
sure every student learns the
standards?
Alignment of Curriculum
Learned
Taught
Written
Marzano (2001)
Intended
Curriculum
Implemented
Curriculum
Intended
Curriculum
Implemented
Curriculum
Achieved
Curriculum
Achieved
Curriculum
gap
Not Aligned
Aligned = GVC
11
Neighbor talk: How do we
ensure our English learners learn
the content and skills in the
standards?
Colorado English
Language Proficiency
Standards
The CELPS provide a continuum of language
development and a bridge to the concepts
and skills within the Colorado Academic
Standards for English learners.
Colorado English Language Proficiency
(CELP) Standards
Social &
Instructional
Language
Language of
Language Arts
Language of
Mathematics
Academic Language
Language of
Science
Language of
Social Studies
Neighbor talk:
How do we ensure our students
with special needs
learn the content and skills in
the curriculum?
Some of our students with
significant cognitive disabilities
will need “Extended Evidence
Outcomes” through “Alternate
Achievement Standards”
The majority of students with
IEPs will be supported in Tier I
classes through
--Differentiated instruction
--Accommodations
--Co-planning and co-teaching of
their teachers
…and through interventions in
Tier II and/or Tier III
Reflection from SB 191 Summit
TIMELINE
Jan-May 2012 – present details of curriculum
documents in all content areas to the Board
of Education
April 20, 2012 – create/review curriculum
maps
Summer 2012 – school and district leaders
create 3-year curriculum implementation plan
School Year 2012-2013 – use district and
school PD time to collaboratively plan units,
lessons and assessments to implement the
CED
Transitioning to the Colorado Academic and
English Language Proficiency Standards
Awareness &
Dissemination
Building Readiness to
the New Standards
SY 2010-11
Transition
Implementation
Transformation
Moving to the New
Standards
SY 2011-12
SY 2012-13
Putting Standards
Into Practice
SY 2013-14
Continuously Refining
Teaching and
Learning
What does “Transition Year” mean?
Teacher-level Expectations
1. Use the new CEDs for all planning
2. Use the CELPS Framework to plan differentiation for English
Learners
3. Every teacher will be expected to have a curriculum map aligned to
the new CEDs
4. Teachers should provide learning experiences for students related
to every Grade Level Expectation Concept and Skills Statement
but not necessarily for every Evidence Outcome in the CEDs
System-level Expectations
1. Create structures for collaboration between masters of content and
masters of access
2. Provide strategies to use CEDs to design assessments and plan
units and lesson plans
3. Strengthen transforming instruction to support the vision of the
new standards
Backwards Design
Let’s begin with the end in
mind…what we want the
students to know by the end of
the year.
Now we’ll review a Curriculum
Map we have or a template that
we can use to begin designing
our own map.
Curriculum Mapping
• With a partner or in a triad, think about what
you normally cover in a year and when you
cover it
• Next think about how covering the new GLEs
would be different with the new CED
• Now review the Curriculum Map or template
you have. Make suggested changes to the
Curriculum Map or begin creating a map with
the template and the new CED
• Share your suggestions with the large group,
asking a recorder to write them down for the
planning group to use later.
Resource Questions to Consider
Turn to your neighbor and
discuss…
• What can I use of my prior materials and units
that will support the learning in the Curriculum
Map?
• Who has resources within the school or the
district that I need to teach the new CED?
Sharing your ideas about what
support you need
First, turn to two people and in a triad discuss
for five minutes what support you need to be
able to feel comfortable teaching with the new
CEDs next year.
Second, complete the bottom portion of the
Scantron sheet about professional
development. The results will be compiled and
shared by the end of school this year.
Personal Reflection and Feedback for
Today’s Planning Team
• Think about and then share with a
neighbor…
3 things you learned about the new CED
today
2 things you’re excited to continue to work on
before next year
1 person you want to contact as you plan for
next year
• Please complete the top portion of the
Scantron sheet.
Curricula and Teaching Matter
“A systematic change to some aspect of the
curricula does seem to have a reasonable and
substantial effect on student learning…The
teacher then must know when learning is
correct or incorrect; learn when to experiment
and learn from the experience; learn to monitor,
seek and give feedback; and know to try
alternative learning strategies when others do
not work. What is most important is that
teaching is visible to the student, and that the
learning is visible to the teacher.”
John Hattie, Visible Learning
Thanks for your time
and commitment.
We appreciate
you!