WEEK SYNTHESIS Where have we been this week?

Week Synthesis: A Summary We said we would learn new language and structures in order to… 1. Work with colleagues to articulate a K-12 diocesan curriculum (curriculum development process) 2. Generate holistic Performance Assessments and Rubrics 3. Design units that support struggling students while challenging succeeding students

The Curriculum Development Process: Prioritizing Standards Catherine Storms—Diocese of Memphis Team/Department Outcomes -Course Outcomes -Unit Goals - Lesson Plan Objectives Curriculum Standards Prioritized Standards

The Big Picture Standards that can be accomplished in a lesson plan Standards that take 2-4 weeks to accomplish Standards that take more than 1 unit to accomplish Standards that take more than 1 year to accomplish Team/Dep t. Outcomes Course Outcomes Unit Goal LP

Teams of teachers formed by grade level and subject K-2, 3-5, 6-8, Science, Social Studies, Math etc. Example: 3-5 Social Studies Each team collaborates on curriculum, instruction & assessment Team/Department Outcomes articulate what students will be able to do at the broadest level—at the end of a sequence of courses or grades These Outcomes: Incorporate standards that require more than one year to accomplish Focus primarily on skills Are the responsibility of the entire team

5-9 Outcomes for the team or department Based on standards that Take more than a year to accomplish and require team coordination Are critical for student success in subsequent grades or courses The stem “SWBAT” (students will be able to) For each Outcome, one verb from Bloom’s Taxonomy Verb must be: Active Observable Constitute a “floor” not a “ceiling” of student achievement

The Big Picture Standards that can be accomplished in a lesson plan Standards that take 2-4 weeks to accomplish Standards that take more than 1 unit to accomplish Standards that take more than 1 year to accomplish Team/Dept. Outcomes Course Outcomes Unit Goal LP

Course Outcomes articulate what students will know and be able to do by the end of one specific subject or course These Outcomes: Incorporate standards that require more than one unit to accomplish Focus on content knowledge and skills Span one subject and one year Build on and do not repeat Team/Dept. & Course Outcomes from previous grades May contribute directly to relevant Team/Dept. Outcomes

5-9 Outcomes for each course/subject Based on standards that Take more than 4-weeks to accomplish Are critical for student success in subsequent grades or courses The stem “SWBAT” (students will be able to) For each Outcome, one verb from Bloom’s Taxonomy Verb must be: Active Observable Constitute a “floor” not a “ceiling” of student achievement

The Big Picture Standards that can be accomplished in a lesson plan Standards that take 2-4 weeks to accomplish Standards that take more than 1 unit to accomplish Standards that take more than 1 year to accomplish Team/Dept. Outcomes Course Outcomes Unit Goal LP

Based on standards that typically require 2-4 weeks to accomplish Each is the basis for a Unit Goal that articulates the level of critical thinking students will engage with the Unit Concept “Chunk” information in useful ways Identify the core concepts for a subject/course that will lead to “enduring understandings” Sequenced in order to form a “story” or course narrative Opening Unit ought to be engaging

8-10 Unit Concepts for each course/subject Elementary subjects with less academic time (e.g., science, social studies) or electives may only have 4-6 for the year Not in SWBAT form Our Basic Needs (1 st Grade Science) Systems of Linear Equations (HS Algebra) May be phrased in terms of an essential question The American Revolution: What were the reasons for and against the colonists revolt from England? (7 th Grade Soc. Stud.) Sequenced in order to form a course narrative

The Big Picture Standards that can be accomplished in a lesson plan Standards that take 2-4 weeks to accomplish Standards that take more than 1 unit to accomplish Standards that take more than 1 year to accomplish Team/Dept. Outcomes Course Outcomes Unit Goal LP

Unit Goals articulate what all students will know and be able to do at the end of a 2-4 week unit They do so by stating the level of critical thinking, or the level at which students will engage with the Unit Concept Unit Goals: Incorporate standards that require 2-4 weeks to accomplish Focus on content and skills Will be assessed independently and individually on new material

8-10 (or 4-6) Unit Goals—one for each Unit Concept The stem “SWBAT” (students will be able to) Each uses one verb from Bloom’s Taxonomy Verb must be: Active Observable Challenging & Developmentally Appropriate Constitute a “floor” not a “ceiling” of student achievement

Performance Assessments: A Summary Provide a culminating Unit assessment in which students demonstrate Unit Goal critical-thinking and Unit Concept attainment through performance of a task Projects and presentations are performance assessments only if: They allow students to demonstrate achievement of the Unit Goal The performance at the level of the Unit Goal is attempted independently and individually (I&I) and on previously unseen material (students in 3 rd grade and beyond) Younger students and ELLs may benefit from scaffolds and graphic organizers Good performance assessments often allow students to make decisions about the content.

A logical progression of lesson plan objectives facilitates organized, meaningful learning 2-4 day lesson plans “chunk” concepts together, which helps students remember new knowledge and connect it to prior knowledge Multiple, diverse and uniquely placed assessments support struggling students while challenging succeeding students Based on the ideas of Jay McTighe and Grant Wiggins (Understanding by Design) coupled with those of Robert J. Marzano (A Different Kind of Classroom).

The Big Picture Standards that can be accomplished in a lesson plan Standards that take 2-4 weeks to accomplish Standards that take more than 1 unit to accomplish Standards that take more than 1 year to accomplish Team/Dept. Outcomes Course Outcomes Unit Goal LP

Unit Structure: 5 Phases 3-5 Acquiring & Integrating LPs that focus without distraction on building toward the Unit Goal. A Traditional Test that identifies at what level each student has engaged independently & individually (I&I) the Unit Goal. 1-3 Extending & Refining LPs that challenge students to integrate the Unit Concept into the Course Narrative in sophisticated ways, while providing struggling students more I&I opportunities to demonstrate unsophisticated achievement of the Unit Goal 1 Using Knowledge Meaningfully LP that uses the Unit Concept in an academic or real-world situation A Performance Assessment, which may or may not derive from the Using Knowledge Meaningfully LP, that assesses the Unit Goal achievement level by each student (I&I) in an academic or real-world situation.