1. Bringing it All Together: What Does Aligned Curricula Look Like?
6/12/2016
Grades 6-8 ELA Summer 2016
Bringing it All Together: What Does Aligned Curricula Look Like?

2. Reconnecting as a Community
6/12/2016
Reconnecting as a Community
1 min
Facilitator’s choice – use an introduction that fits your style. Purpose of this is to rebuild sense of community. This is day 4 – people are likely tired. Help them get energized!

3. 6/12/2016
Today’s Session
Name the essential elements of curriculum that are aligned to CCSS/The Sunshine Standards
Analyze the EngageNY ELA curricula for those essential elements, in order to....
Determine whether your current curriculum has those essential elements, and if not, what to do about it
1 minute

4. 6/12/2016
Session Objectives
At the end of today we will have a better understanding of:
what a fully aligned curriculum contains, and how it marries the things we’ve been talking about all week into an integrated package.
the state of your own curriculum.
1 min

5. 6/12/2016
Session Agenda
Develop fluency with the EQuiP Rubric (because it gives us a lens to understand what a standards-aligned curriculum should “look like”).
Dive deeply into the EngageNY curriculum – really getting a handle on what’s there and why.
Compare what you see in the EngageNY curriculum to your current state – any gaps?
Action Planning – What are the right next steps for you?
1 min

6. Norms that Support Our Learning
6/12/2016
Norms that Support Our Learning
After some shared learning for the next hour or so, much of today’s session is going to be highly self-directed.
Take advantage of this time, especially if you’re here with colleagues. You never get enough.
GET WHAT YOU NEED…ask questions, seek resources, etc. You are in the driver’s seat today.
1 min
Review the norms …this is a partial list from Day 1 specifically chosen based on what they are about to experience. However, as the facilitator, feel free to modify the list based on the needs of the group.

7. The EQuIP Rubric Created by a consortium of state leaders in order to:
Provide clarity about what CCSS lessons and units look like.
Provide meaningful, constructive feedback to unit developers.
Guide review processes – in other words, help schools/districts determine what might need improvement/alignment in their own curriculum.

8. Lessons/Units The rubric was designed to help teachers analyze:
lessons that contain instructional activities and assessments and that last a series of periods/days.
units that contain integrated and focused lessons aligned to the standards, and that last longer than a couple of days.

9. The Rubric Itself Four Quality Dimensions
Alignment to the Depth of the Common Core
Standards, Texts, Building Knowledge.
Key Shifts
Students engage in close reading, answer text dependent questions, write from sources, build vocabulary. Texts are ordered strategically. There’s balance.
Instructional Supports
Students do the work, with scaffolding as needed.
Assessment
Standards-based, balanced.

11. Your Task
Work with a partner to read the rubric carefully, thinking about what the “must do’s” are and how they might work together in curriculum design.
Create a graphic representation of the things that are essential to include in a standards and shifts-aligned curriculum, using positioning and arrows to show how those elements are linked or interact.
After 20 minutes, you will share your graphic with another team, comparing in order to surface any “blind spots” you have toward aligned curriculum.

12. Essential Elements

13. The “EngageNY” 3-8 ELA Curriculum
6/12/2016
The “EngageNY” 3-8 ELA Curriculum
Created “by teachers, for teachers” in a collaboration between the New York State Education Department and the teachers and curriculum design team of a non-profit organization called Expeditionary Learning/EL Education.
EL Education has deep roots in integrated curriculum design and successfully supports schools all over the country – urban, suburban, and rural – with school transformation.

14. Rooted in Actual Classroom Practice
Image Credit: Flikr/Virginia State Parks

15. How to Use It?
Designed to be a resource to help teachers understand the shifts and the standards, and also to be a curriculum that can be adapted and adopted.

16. How to Access It?
The curriculum is available, free, online, in three places:
(we are going to work mostly from here today)
(some important additional documents here)
As it is a Open Source curriculum, it’s likely to be found in other places as well over time

17. 6/12/2016
What’s There?

18. Supported By

19. At a Glance: The Curriculum Plan

20. More Than You Can Use: Choice

21. Bundles of Standards Reading Closely and Writing to Learn
Working with Evidence
Understanding Perspectives
Research, Decision Making, and Forming Positions

22. The Staircase of Complexity

23. Structure of the EL ELA Curriculum
Module 1
Module 2
Module 3
Module 4
Unit 1
Unit 2
Unit 3
Unit 1
Unit 2
Unit 3
Unit 1
Unit 2
Unit 3
Unit 1
Unit 2
Unit 3
8/9 weeks
16/19 weeks
24/26 weeks
32/34 weeks
Teaching four modules results in deep teaching and assessment of all of the CCSS standards.
EngageNY.org

24. Extended Reading and Research Building Background Knowledge
Each Module Contains Three Units
Unit 1
Unit 2
Unit 3
Extended Writing
(2-2.5 weeks)
Extended Reading and Research
(2-2.5 weeks)
Building Background Knowledge
(2-2.5 weeks)
EngageNY.org

25. Culminating Performance Task
Each Module Embeds Assessment
½ Unit 1
End Unit 1
½ Unit 2
End Unit 2
½ Unit 3
End Unit 3
Culminating Performance Task
Assessment
Incorporates multiple modes, or types, of writing (e.g., argument, informative / explanatory text, and narrative)
Always involves writing from sources and citing evidence
EngageNY.org

26. What Can You Already See?

27. Go Back to Your Graphic
Add specific details about what you’re observing. What are the details behind the big ideas that are important for you to remember?
Also start thinking about the state of your current curriculum.
Highlight:
In one color, things you just don’t know: for example, how are standards “bundled” or “focused” in your existing resources?
In another color, things that are gaps: for example, you know that your central texts aren’t at the right level of complexity.

28. Heading to the Website

29. DOWNLOAD and READ THE MODULE DOCUMENTS!
The Highest Level
DOWNLOAD and READ THE MODULE DOCUMENTS!

30. See the Three Units?

31. DOWNLOAD and READ THE UNIT OVERVIEWS!
The Three Units
DOWNLOAD and READ THE UNIT OVERVIEWS!

32. Once You Understand the Big Picture

33. Individual (but Linked) Lesson Plans

34. Break – 15 minutes

35. Analysis Protocol The goal of this work is threefold:
To help you see the components of a curriculum that’s been called an “exemplary” model of Common Core-alignment.
To help you think about your own curriculum – how aligned are you now?
To help you begin to determine if this a resource that can help you.

36. Once You Get to the Google Doc
6/12/2016
Once You Get to the Google Doc
MAKE A COPY and give the copy a name that you will recognize later.
In the future, if you’re actually using this curriculum, you might use this protocol in it’s entirety in order to unpack any given module.  But for the purposes of our analysis at the Standards Institute, you will want to complete the Year, Module, and Unit analyzes.  If you have time, also complete the Lesson Analysis.
Work on this for the next 90 minutes.
We also have this work on paper (in your notebook, pg. 5) if you would rather do it that way).
About 90 minutes of work time here before getting people pulled back together with their graphics just before lunch). Circulate and support.

37. 6/12/2016
Go Back to Your Graphic
Add specific details about what you’ve observed and learned about the essential elements of a CC-aligned curriculum.
What are the implications of what you’ve learned for your curriculum? For your teaching?
Use this to get people on a page again before breaking for lunch. Ask participants to share what they are learning – what ARE the details they are adding and why? What are the implications?

38. LUNCH – 60 minutes Is this right? Is there lunch on the third day?
6/12/2016
LUNCH – 60 minutes
Is this right? Is there lunch on the third day?

39. What Do You Need? Action Planning
6/12/2016
What Do You Need?
Action Planning
Meet in teams to make plans for next steps.
Guidance Sessions
Meet with one of us to discuss curriculum implementation – we’ve learned a lot over the past several years from schools doing this work!
Have a sign for teams to sign up for 15/20 minute guidance sessions (depending on how many teams are left). They might need guidance to get started with action planning/and or might need to plan before they realize they need some guidance!

40. 6/12/2016
Action Planning, pgs
Review teamplate, then let people go into team work.

41. Closing How has your thinking changed as a result of this institute?
What are you committing to doing differently?
Where will you need more support? How will you get it?

42. Evaluation and Feedback

43. References Slide Source Image Credit: Flikr/Virginia State Parks 7
EQuiP Rubric: 19
Grades 6-8 Curriculum Plan, EngageNY.
Image Credit: Flikr/Virginia State Parks