Pueblo City Schools Principal’s Academy October 3, :30 – 11:30 Teacher Effectiveness Tool Rubicon/Atlas “The Guaranteed and Viable Curriculum” Unit Map

October 3, 2012 Agenda 1. Purpose of Today’s Session 2. Alignment with Teacher Effectiveness Tool 3. The Guaranteed and Viable Curriculum 4. Unit Calendars and Unit Maps  Rubicon 5. Importance of Systemic Alignment 6. Making Connections with District Initiatives Page 1

Designing the Future of Education in Pueblo City Schools

A Nation of Educators Learning Together.

Teacher Effectiveness and alignment with the “Guaranteed and Viable Curriculum.”

Purpose: Teacher Quality Standard (1a) Element (a): Teachers provide instruction that is aligned with the Colorado Academic Standards, their district’s organized plan of instruction, and the individual needs of the students. Page 2 & 3

Proficient (Meets State Standards)  Aligns instruction with: Student learning objectives District plan for instruction Colorado Standards Needs of Students  Applies understanding of vertically articulated grade level expectations to instruction. Page 2 & 3

What are we looking for? Where will we find it?

Unit Calendars and Unit Maps are the Delivery Vehicle for the District’s organized plan of instruction.

Unit Calendars + Unit Maps District’s Organized Plan of Instruction = A.K.A. The Guaranteed and Viable Curriculum

What makes Curriculum both Guaranteed and Viable? 1. Ensure all “guaranteed” standards/evidence outcomes become a “viable curriculum” during the 173 student contact days in Pueblo City Schools. 2. This means that all standards/evidence outcomes to be taught and learned are assigned to quarters using the Pueblo City Schools Unit Map Template. 3. Further, all standards/evidence outcomes to be “mastered” are assigned or “clustered” into 8 – 15 units. 4. Each unit will be ”named.” 5. The “duration” of each unit will be determined.

“Big Lofty” student achievement goals get translated into reality through maps: Basic Skills Cultural Knowledge Relevance and Application 21 st Century Learner College, Career, Citizenship Ready Self-Directed Learner An Effective Communicator A Complex Thinker A Socially Responsible Citizen An Aesthetically Aware Individual Nature of the Discipline

Professional Learning Communities Answer Four Fundamental Questions: 1. What is it we expect students to learn in each course and at each grade level? 2. How will we know when they have learned? 3. What do we do when they don’t learn? 4. What do we do when they already know it?

What Works: School Factors that Increase Student Achievement Translating 35 Years of Research into Action (Marzano) #1 Factor “A Guaranteed and Viable Curriculum”

What is a Guaranteed and Viable Curriculum in PCS? 1. The district identifies essential content and skills. 2. It then makes certain the content is sequenced appropriately and can be addressed adequately in the instructional time available. 3. The concept of Opportunity to Learn (OTL), is simple but powerful – if students do not have the opportunity to learn the content expected of them, there is little chance that they will.

Opportunity to Learn “OTL addresses the extent to which the curriculum in a school is “guaranteed.” This means that districts must give clear guidance to teachers regarding the content to be addressed in specific courses and at specific grade levels. It also means that individual teachers do not have the option to disregard or replace assigned content.” “What Works in Schools” page 24 Translating Research into Action Robert J. Marzano

“A path or course to run in small steps” Latin root for the word curriculum

1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter 173 Student Contact Days: The Guaranteed and Viable Curriculum 42 Days 47 Days

1 st Quarter Unit 1 Unit 2 Unit 3 2 nd Quarter Unit 4 Unit 5 Unit 6 Unit 7 3 rd Quarter Unit 8 Unit 9 4 th Quarter Unit 10 Unit 11 Unit 12 Standards/evidence outcomes are delivered in “Unit Maps”

Curriculum Hopes: Unit Calendar/Unit Maps provide: Shared meaning Public promises Significant ideas Essential content Alignment of the written, taught, tested and attained curriculum Unit Maps define the work of teachers!

Alignment of the Guaranteed and Viable Curriculum with the Teacher Effectiveness Tool

What are we looking for? Where we will find it?

The Teacher:  Aligns instruction with: Student learning objectives District plan for instruction Colorado Standards Needs of Students PROFICIENT (Meets State Standards)

The Rubicon/Atlas tool is the warehouse for the “District’s organized plan of instruction.”

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UbD Design Components

Stage 1: Desired Outcomes #1. Evidence Outcomes #2. Essential Questions & Inquiry Questions #3. Content Knowledge #4. Skills

Stage 2: Assessment Evidence #4. Fair Assessments Formative Assessments Summative Assessments End-of-Unit Assessments

Stage 3: The Learning Plan # 5. Relevance and Application # 6. Activities and Aligned Instructional Materials # 7. Safety Nets

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Which evidence outcomes provided the focus for PCS unit calendars and unit map development?

Colorado Academic Standards (CAS) The CDE 2009 Documents ELA and Math Re-Released in 2010

Content Area Standard: Prepared Graduates: High School and Grade Level Expectations Concepts and skills students master: Evidence Outcomes21 st Century Skills and Readiness Competencies Students can: Inquiry Questions: Relevance and Application: Nature of the Discipline: Name of Content Area Topical Organization P-12 Concept and Skill thread students must master Concepts & skills indicating progress to PGC mastery Indicators of student mastery Promote critical thinking Relevant societal context Characteristics of Discipline

Clarity and Specificity

CCSS.SL.3.6

5.OA.3 Analyze patterns and relationships Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

5.OA.3 Concepts and Skills CONCEPTS Students will know…. SKILLS Students will be able to…. DOK Numerical patterns (two) Rules (two) GENERATE USE 2222 Terms (relationships)IDENTIFY1 Ordered pairs (between terms and patterns) FORM2 Ordered pairs Coordinate plane GRAPH2

The Teacher:  Aligns instruction with: Student learning objectives District plan for instruction Colorado Standards Needs of Students  Applies understanding of vertically articulated grade level expectations to instruction. PROFICIENT (Meets State Standards)

Vertical Alignment 3.OA.94.OA.55.OA.36.G.3 Identify arithmetic patters (including patterns in the addition table or multiplication table), and explain them using properties of operations. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

Example of an ELA Learning Progression “PLUS”

Vertical Articulation Where is the learner going? Where is the learner right now? What must happen to advance learning for all students? (Thompson & William, 2007)

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The teacher supports students:  To move to the next curriculum level or next higher course in the sequence without remediation.  To interact with the rigorous and challenging content in meaningful ways by providing appropriate supports for all students. ACCOMPLISHED

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Access and Acceleration Learning Progression K 12 5th

Advance instruction by using formative assessment results to provide explicit feedback about what comes next in the learning progressions..

EXEMPLARY The teacher supports students:  by facilitating processes for identification reflection, and articulation of strengths and weaknesses in their own learning.

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What are we looking for? Where we will find it?

What are you looking for in the classroom? What evidence will you accept that the teacher is meeting Element 1a at the various levels of proficiency? Page 6

Alignment of Instruction It is important that the learning goals and lesson objectives are derived from the evidence outcomes in the Unit Map. Page 6

Alignment of Instruction Instruction is aligned with PCS Unit Maps. Learning goals and lesson objectives, based on the unit evidence outcomes, are written in student-friendly terms. The learning goals and lesson objectives – what the student is learning, not what the student is doing. Page 6

Discussion Groups Page 6

Systemic Alignment

The discipline of systems thinking provides a different way of looking at problems and goals – not as isolated events but as components of larger structures. Peter Senge, Schools That Learn (2000)

Leverage for change lies in the interactions among the parts of the system. Any reform that tackles only a part of the system will fail. Using What We Have to Get the Schools We Need The Consortium on Productivity in the Schools (1995)

What is Systemic Alignment? A system is a group of elements with interrelated parts. Systemic alignment integrates the various parts of the system in a way that maximizes organizational effectiveness.

Professional Learning Communities Increase Student Achievement USIPClose the Minority Achievement Gap Changing School Culture College, Career and Citizenship Ready Campus Safety Data Driven Instruction Progress monitoring Unit Calendars and Unit Maps Instructional strategies Technology District Image Ensure student learning Collaboration Focus on results Strategic Planning Teacher Effectiveness Alternative Education Performance Indicators Differentiation of instruction Leadership development Writing Across the Curriculum Literacy Positive Behavior Supports

Responsive Classroom Writing Across the Curriculum UBD BAS Teacher Effectiveness Tool USIP Supportive Discipline CAS Vertical Articulation Teams Professional Learning Communities Instructional Strategies District Rubrics

We know from science that nothing in the universe exists as an isolated or independent entity. Margaret J. Wheatley

Making Connections with District Initiatives

The Story of the Grecian Urn

Random Acts of Implementation

Focused, Thoughtfully Designed, Connected Implementation Plan

Making Connections

Discussion Groups Page 6

“The whole world is watching as we provide more complex instruction, covering a wider range of skills, to an increasingly diverse group of students. It is not these challenges that will define our generation of teachers, however – but our response.” - Steven White, 2010