Vertical Progression, Vocabulary and units with bundled standards 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. jvanvoorhis@battelleforkids.org Amazon.com Search: Vocabulary Reference Vertical Progression Guide Battelle for Kids Store http://store.battelleforkids.org Common-Core-Tools

Who are you? Where are you? Instructional Coaches Building Administrators Central Office PD Coordinators C, I & A Specialists Teachers Coaches Asst. Superintendents Higher Ed. Directors other

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.

Let us know needs; after the webinar SINET will provide possible resource links Power Point from today’s webinar Example of HS Common Core Units with Priority standards (Algebra I, II or Geometry) Links to Collaborative Planning YouTubes and/or “How to” video on Using Unit Organizers and Bundled Cards” (or go to the BFK Store) Other requests by you jvanvoorhis@battelleforkids.org Twitter: @DrJudyVan #TeacherTools

Webinar Targets Share the importance of using learning progressions to inform planning and support teacher collaboration. Preview vocabulary lists of common core content words and verb phrases. Consider the benefits of using bundled standards to help develop units.

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 What is the advantage of going far with state standards and why would it help to go together.

(others replace common with shared) 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)

Five Conditions of Effective Collaborative Planning 1. Common Need, Agenda 5. Backbone Support 2. Shared Measurement and Monitoring 4. Communication 3. Mutually Reinforced Activities Common Need, Agenda: Embed CC and Shifts in instructional plans and rigorous learning experiences with high expectations for all. Teacher pedagogy to teach in depth. A common understanding of the vision and problem and joint approach to solve it. Shared Measurement. Team members hold each other accountable and learn from each other’s successes and failures. ELA and Math writing & constructed responses, diagnostics, targets/goals, and student work. Mutually Reinforced Activities: Unit Planning, vertical teaming, data teams, cross curricular connections, (complementary frameworks LDC, UBD). Communication: Teams meet/plan together regularly via F2F, taping, online platforms, video conferencing - to develop trust, a consistent vocabulary within/across district(s) and peer to peer growth & development. Networks of principals and teachers work together on authentic work.. Backbone Support: Highly structured process that lead to effective decision making. State Dept. of Educ./OIP, OLAC protocols, SSTs, BFK-OAC, University, ESC. from the findings of John Kania & Mark Kramer “Collective Impact”, 2011, Stanford Social Innovation Review. http://www.ssireview.org/articles/entry/collective_impact Developed by J. VanVoorhis, Ph.D., BFK, 2014, adapted from the findings of John Kania & Mark Kramer “Collective Impact”, winter 2011, Stanford Social Innovation Review. http://www.ssireview.org/articles/entry/collective_impact

Reflection: How/when/with whom do you collaboratively plan instruction? Is it similar/different to the 22 districts we worked with?

YOUR REFLECTION: The 5 Key Elements of Collaborative Planning How/when/with whom do you collaboratively plan instruction? Before school, scheduled delay During school, one period or block of time After school or early dismissal District Waiver (full) Day Building Waiver (full) Day June or August days Other

22 Districts Types of Collaboration and Planning Times

1. Common Need: What Are The Essential Shifts? English Language Arts Mathematics 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 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 Use developmental learning progressions Learn from student work Use literacy and writing with other content areas Develop formative instructional practices and assessments

3. Mutually Reinforcing Activities 3 Teacher Tools to Support Planning, Instruction and Student Learning: Vertical Learning Progressions Common Core Content Vocabulary and Verb Phrases Bundled Standards & Units

Teachers, principals, curriculum directors…with students & parents WHO: Teachers, principals, curriculum directors…with students & parents

WHY: Professional development Instructional Planning Set goals & targets and monitor student progress

Curriculum alignment & developmental learning progressions 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 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. Benefits of building learning progressions: Aligned, accurate assessments and lessons can be created…lessons that focus on the learning target and not on the learning activities Instruction that matches the intended learning can be delivered Descriptive feedback for learning can be realized by both teachers and students Evaluative feedback can truly reflect mastery of learning

Teachers use VPGs for (RTI = Response to Intervention; RIMP Plans = Reading Improvement Monitoring Plans; Intervention and other)

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.

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 in- depth understanding of Standards across grades. Encourages collaboration among teachers to ensure rigor, align curriculum, and create learning targets.

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.

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 Learning progression Fixed vs. growth mindset – yesterday Carol Tomlinson spoke of Dweck’s work

-Teams and individual teachers for three years - Purchased in all 50 states- larger numbers in 15 states -Every standard K-12 ELA and K-12 math -6-12 literacy Social Studies, science, technical

K-12 ELA Vertical Progression Guide

ELA Staircase – Learning Progressions

Standard 1 Use the two blank templates to practice deconstructing a CCSS.

How to Read a Vertical Progression for ELA ELA VPG, p. 19: Arrows fly in from Anchor Standard up. Consider having participants “choral” read aloud: Person 1 reads CCR Anchor standard Persons 2,3,4, read grade clustered standards for Grades 1, 2, 3 You will need: 2 participants for Grades 4-5 3 participants for Grades 6-7-8 2 participants for Grades 9/10-11/12

This is Learning! Development levels of learning

Use a student writing prompt. PD Activity: Student Work and Learning Progression Writing Standard 1 Argument (VPG p. 27) Use a student writing prompt. As a team, look at the sample of student writing from the prompt. 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.

Vertical Progression Guide K-12 Mathematics

K‒8: 20 Topics with Combined Domains Properties Fractions Decimals The 20 Topics were developed for the VPG by experienced Math teachers and supervisors who used the CCSS and Appendix A to develop Clusters and Staircases. Ratio and Proportion Equations

Math Codes – Sample Multiplication and Division

Simple to read directions: Multiplication & Division

Patterns and Functions Grades 3-8 (p 36-37) EE OA F NBT RP Key Questions: Why do we need blended domains under the topic of “patterns and functions”? How is this different than the typical “list of Standards” by grade-level?

Expressions, Equations, and Inequalities (VPG p. 38) EE RP OA NBT

Reflect on Vertical Learning Progression Guides: Why is it important for teachers to know priority standards?

Unit Organizer and Bundled Standard Cards 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 Unit Organizer and Bundled Standard Cards

Grade-Level (Content) Vocabulary and Verb Phrases in the K‒3, 3‒5 and 6-8 Vocabulary References 3 - 5 6 - 8 Includes all essential academic content vocabulary, verbs and verb phrases in ELA, Math, Science, and Social Studies. Serves educators as a desk reference. Helps educators: Build vocabulary and helps develop comprehension. Develop sound assessments using verb phrases. Align curriculum. Improve Formative Instructional Practices. Inform professional learning and collaboration.

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.

A crucial part of understanding the Standards. 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.

Verb Phrases – help design assessments

Unit Organizers and Bundled Standards Cards

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

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

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

1. Common Need: What Are The Essential Shifts? English Language Arts Mathematics 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 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=PLaX65IrrQuf0PfBlr- kq_YmOkObZx6UQP

Five Conditions of Effective Collaborative Planning 1. Common Need, Agenda 5. Backbone Support 2. Shared Measurement and Monitoring 4. Communication 3. Mutually Reinforced Activities Common Need, Agenda: Embed CC and Shifts in instructional plans and rigorous learning experiences with high expectations for all. Teacher pedagogy to teach in depth. A common understanding of the vision and problem and joint approach to solve it. Shared Measurement. Team members hold each other accountable and learn from each other’s successes and failures. ELA and Math writing & constructed responses, diagnostics, targets/goals, and student work. Mutually Reinforced Activities: Unit Planning, vertical teaming, data teams, cross curricular connections, (complementary frameworks LDC, UBD). Communication: Teams meet/plan together regularly via F2F, taping, online platforms, video conferencing - to develop trust, a consistent vocabulary within/across district(s) and peer to peer growth & development. Networks of principals and teachers work together on authentic work.. Backbone Support: Highly structured process that lead to effective decision making. State Dept. of Educ./OIP, OLAC protocols, SSTs, BFK-OAC, University, ESC. from the findings of John Kania & Mark Kramer “Collective Impact”, 2011, Stanford Social Innovation Review. http://www.ssireview.org/articles/entry/collective_impact Developed by J. VanVoorhis, Ph.D., BFK, 2014, adapted from the findings of John Kania & Mark Kramer “Collective Impact”, winter 2011, Stanford Social Innovation Review. http://www.ssireview.org/articles/entry/collective_impact

5. BACKBONE SUPPORT: We’re here for you. SINET and BFK: Thank you 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. jvanvoorhis@battelleforkids.org Amazon Search: Vocabulary Reference Vertical Progression Guide Battelle for Kids Store http://store.battelleforkids.org

5. Backbone Support

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