Transcript Plugging in the Power Standards…

Plugging in the Power
Standards…
…the next step in our alignment process
Capistrano Unified School District
Management Conference
August 14, 2008
CUSD’s vision of alignment:
All students, regardless of the school
they attend or the teacher they have,
will meet or exceed the grade level
expectations delineated by the identified
power standards specific to their grade
level or course content.
This translates to…
 Clear and consistent teaching of the
prioritized/power standards
 Frequent assessment of students’
attainment of those standards and
 A specific response/intervention for
those students who aren’t “getting
it” (before it’s too late)
We
identify
Power
Standards
so that…
…we have collective understanding
and agreement on the things in which
all students should have knowledge and
competence
Here’s one way to get everyone on
board with power standards…
Working with the Power Standards
 Goal for the 2008-09 School Year:
 Begin
USING the Power Standards
 How?
 By
building collaborative units that
 Use
a backward planning process
 embed the power standards
 Are driven by common assessments (formative
and summative assessments)
Today’s Goals:
 Build awareness of the backward
planning process as a tool for
developing aligned curriculum that
embeds the power standards
The Closet Organizer
 Backward Planning template
 Contains
key elements that guide teams
toward curriculum alignment
 Reflects best practices in instructional
planning
Traditional planning
Identify desired results
Plan learning experiences and
instruction
Determine acceptable evidence
Backward planning
Identify desired results
Plan learning experiences and
instruction
Determine acceptable evidence
Here’s the Process
• Identify Power Standards
• Restate in Student Friendly Terms
• Identify Big Ideas and
• Essential Questions
• Unwrapping Process
• Identify formative and Summative
Assessments
• Sequential Plan for Delivering Instruction
and Monitoring Learning
Getting Started
 Open your Team Toolkit and remove
the PowerStandards.
 Using your template, write the power
standards you will be working with
during today’s session.
Converting Standards to
Student-friendly versions
Why?
Clear
and understandable
targets
“I” Statements
Example
 Students will summarize text…
I
can summarize text. This means I
can make a short statement of the
main points or the important ideas
of what I read.
Practice creating understandable targets
With your team, convert your
power standard(s) into studentfriendly versions.
Big Ideas
 Big ideas are those realizations,
discoveries, or conclusions that students
reach that help them grasp and articulate
the "big picture" learning.
 Big ideas are the lasting understandings
and generalizations that students will
take away with them and transfer from
one subject to other areas of study.
Big Idea Example
5.3 Students describe the cooperation and
conflict that existed among the
American Indians and between Indian
nations and the new settlers.
When two or more cultural groups
come together in the same
geographical area, both cooperation
and conflict may result.
Big idea practice
Look at your targeted standards
and work with your team to
identify one or two big ideas that
emerge.
Essential Questions
Essential questions are
guiding questions that spark
and guide learning.
Essential Questions
 Are open-ended, but are directly tied to
the big idea(s) and the accompanying
standard (topical or broad).
 Invite students into the learning process.
 Advertise upfront the learning goals of
the standard (and ultimately, the
instructional units that will be designed
to teach them).
Sample Essential Question
 What factors contributed to conflict
among the American Indians, between
Indian nations, and the new settlers?
Essential Question Practice
Work with your team to develop
one or two essential questions
that invite/compel students
toward the targeted
understandings.
Stretch Break
Help Desk
Unwrap the Standards
What do we really want students to
know and be able to do?
We
identify
Power
Standards
so that…
We
unwrap
the Power
Standards
so that…
…we have collective understanding
and agreement on the things in which
all students should have knowledge and
competence
…the skills and concepts contained
within the standards are clearly
exposed and collectively interpreted.
The unwrapping process also reveals:
•big ideas
•essential questions
•levels of thinking
All of these elements come together to
guide the development of formative
assessments and instruction
Unwrapping helps unlock the
answers to these questions:
 What do our students need to know
and understand to be ready to meet
this standard expectations?
 What
patterns of reasoning must be
mastered?
 What performance skills must be
mastered?
 What product development
capabilities, if any, must our students
have mastered?
Unwrap to identify:
What students should know
(nouns)…
Be able to do (verbs)
Critical Vocabulary
Quick Check
 What skills does a student need to
demonstrate within the following
standard?
 1.4
Know abstract, derived roots and affixes
from Greek and Latin and use this
knowledge to analyze the meaning of
complex words (e.g., controversial).
Unwrapping Practice
 Using your targeted standards, work
with your team to identify the
following:
 What students should know (nouns)
 What students should be able to
do(verbs)
 What vocabulary students should
understand
Identify Aligned Formative &
Summative assessments
“It is assessment which helps us
distinguish between teaching and
learning.”
Comparison of Formative &
Summative Assessments
Formative
assessments
Summative
assessments
Purpose
To improve instruction
and provide student
feedback
To measure student
competency
When
administered
Ongoing throughout the
unit
End of unit or course
How students
use results
To self-monitor
understanding
To gauge their progress
toward course or gradelevel goals and benchmarks
How teachers
use results
To check for
understanding
For grades, promotion
Adapted from Checking for Understanding, Douglas Fisher and Nancy Frey
Quick Check
 Which of the following are common
formative assessments:
 A. Multiple choice tests
 B. 10 question quizzes
 C. Response to Writing Prompt
 D. All of the above
 E. It depends
What makes an assessment formative?
 It depends on how it’s used!!!
 ‘Formative assessment is a planned
process in which assessment-elicited
evidence of students’ status is used by
teachers to adjust their ongoing
instructional practices or by students to
adjust their current learning tactics.”

James Popham, Transformative Assessment p. 6
Formative assessment helps to answer
these questions:
Do I know what misconceptions or naïve
assumptions my students possess?
 How do I know what they understand?
 What evidence will I accept for this
understanding?
 How will I use their understandings (or
misconceptions) to plan future instruction?

(Adapted from Checking for Understanding by Douglas Fisher and Nancy
Frey)
Aligned assessments are:
 Purposefully selected and designed to
measure the specific outcome
(knowledge or skill)
 Assessment
≠ Test
 Don’t reinvent the wheel!

Take advantage of pre-made measures and other
tools (e.g. rubrics, anchor papers)
Aligned Assessments
 Considerations
 Purpose
- What does this really measure?
A. Knowledge mastery
 B. Reasoning proficiency
 C. Performance skills
 D. Ability to create products

 Power
 Is
this informative?
 Possibility
 Is
this “doable” or efficient?
Purpose:
Target-Method Match - Stiggins

Selected response




Extended written response



True-False
Matching
Multiple Choice
Essay/response to prompt
Performance item/problem
Personal communication




Interviews
Think-pair-share
Whip around
Retells
Mark a (+) in each assessment method that
you believe represents a good match…
Selected
Response
Knowledge
Reasoning
Performance
Product
Extended
Written
Response
Performance
Assessment
Personal
Communication
Other techniques to check for
understanding (formative measures)


Graphic organizers
Idea Wave







Write down everything you know about…
Whip around class – each gives one sentence
White boards
Electronic response devices
Thumbs up, Thumbs down
Exit cards/Journal entries
Interviews

Students explain concepts to you or other students (e.g.
Think/Pair/Share)
Assessment Practice
 Examine one piece of knowledge and
one skill that you’ve identified within
your unwrapping process.
 Work with your team to identify formative
and summative measures for each.
Sequence of Instruction
 Timeline that includes checks for
understanding (formative)
 Building vocabulary/background
knowledge
 GLAD
strategies
 Instructional strategies that work
 Robert
Marzano
 Building in time for reteaching
Who’s on your bus?
 Power Standard
Cadre/ Committee
members
 DIAL participants
 Understanding by
Design (UBD)
participants
Talk time
 Think about the process you’ve worked
within today…
 How
might you frame this year’s focus on
the use of power standards with your staff?
 On what expectations will you be tight?
How will you communicate these?
 How might you support teams through the
backward planning process?
Next steps
 Elementary
 August
22 meeting
 Discuss plan with leadership team
 Next ACT meeting (October 13) be
prepared to:
 Discuss
loose tight plan for implementation
of the Power Standards/Unit design
Checking for understanding

Exit card
1.
2.
What aspect of the backward
planning process is more clear to you
as a result of today’s learning
session?
In what aspect of the backward
planning process would you like to
see further support/training?
Team Reading/Resources