1. 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
Dr. Judy VanVoorhis

2. Connections with Battelle for Kids and Judy
@DrJudyVan
Judy VanVoorhis
battelleforkids
Judy VanVoorhis, Ph.D.
Amazon.com
Search:
Vocabulary Reference
Vertical Progression Guide
Battelle for Kids Store
Common-Core-Tools

3. 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

4. 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.

5. 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
Twitter: @DrJudyVan #TeacherTools

6. 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.

7. 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.

8. (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)

9. 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.
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.

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

11. 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

12. 22 Districts Types of Collaboration and Planning Times

13. 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)

14. 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

15. 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

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

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

18. 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

19. 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

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

21. 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.

22. 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.

23. 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.

24. 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

25. -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

26. K-12 ELA Vertical Progression Guide

27. ELA Staircase – Learning Progressions

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

30. 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

31. This is Learning!
Development levels of learning

32. 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.

33. Vertical Progression Guide K-12 Mathematics

34. 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

35. Math Codes – Sample Multiplication and Division

36. Simple to read directions: Multiplication & Division

37. 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?

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

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

40. Unit Organizer and Bundled Standard Cards
Other Teacher Planning Tools Visit the BFK Store :
Grade-Level (Content) Vocabulary and Verb Phrases in the K‒3, 3‒5 and 6-8 Vocabulary References K-3
Unit Organizer and Bundled Standard Cards

41. Grade-Level (Content) Vocabulary and Verb Phrases in the K‒3, 3‒5 and 6-8 Vocabulary References
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.

42. 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.

43. 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.

44. Verb Phrases – help design assessments

45. Unit Organizers and Bundled Standards Cards

46. 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

47. 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

48. 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

49. 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)

50. 4. COMMUNICATION – Collaborative Planning
Visit the BFK YouTube playlist to view teacher planning in action . . (or on the BFK Store) kq_YmOkObZx6UQP

51. 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.
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.

52. 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.
Amazon
Search:
Vocabulary Reference
Vertical Progression Guide
Battelle for Kids Store

53. 5. Backbone Support

54. 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
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)
Grade-Specific PLDs (Performance-Level Descriptors)
Smarter Balanced Assessment Consortium
ACT
The CBAL Initiative: Innovation in K–12 Assessment (ETS)