1. Tyrrell County Schools June 13, 2012
Curriculum Mapping
Tyrrell County Schools
June 13, 2012

2. Venn Diagram Activity Old SCOS New SCOS
Give chart paper and markers to each group
Please work with colleagues at your table to complete a Venn Diagram comparing the old and new North Carolina Standard Course of Study.
Be prepared to share your thoughts with the group.

3. Why are we doing this? State Influence
Initiative—Essential Standards/Common Core Standards Adoption
: Current SCOS taught and assessed
: Common Core/Essential Standards taught and assessed

4. Why are we doing this? Local Influences:
Focus on Developing Professional Learning Communities
Research by Rick DuFour and Robert Eaker
Practice embedded in School Reform Models
Practice embedded in NC Teacher and Principal Standards and Evaluation
Research on Best Practices
Discuss the importance of COLLABORATION with colleagues – 21st Century Teaching and Learning – emphasis on collaboration among colleagues on Evaluation System Standard 6

5. Professional Learning Communities
Essential/Guiding Questions for our PLCs
What do students NEED TO LEARN?
What evidence will we gather to monitor student learning—how will we know WHEN THEY HAVE LEARNED IT?
What will we do if/when students EXPERIENCE DIFFICULTY IN THEIR LEARNING?
What will we do to ENRICH THE LEARNING OF THOSE WHO DEMONSTRATE PROFICIENCY?
How can we use our SMART goals and evidence of student learning to INFORM and IMPROVE OUR PRACTICE?
Discuss with teachers:
- we need to place an emphasis on using PLC time to focus more on student data and sharing thoughts on ideas on how to support our students in their learning
May need to review what SMART goals stands for:
S – Specific
M – Measurable
A - Attainable
R – Realistic
T - Timely

6. PLC ESSENTIALS COMMON Curriculum Goals (Aligned with SCOS)
COMMON Assessments
COMMON Planning and Collaboration
Common Goals + Common Assessments = Team Approach to teaching and learning
Remind teachers that next year the CC/ES Professional Development will be based on developing assessments to support the curriculum they develop to teach the new standards.

7. WHY CURRICULUM MAPS and ASSESSMENTS?
How can we use SMART goals and evidence of student learning to inform and improve our practice?
S – Specific
M – Measurable
A – Attainable
R – Realistic
T – timely
This critical question has implications for grade level improvement, school level improvement, and DISTRICT LEVEL IMPROVEMENT….

8. DESIRED OUTCOMES Today and this summer:
Create DRAFT Curriculum Pacing Guides PK-8/Syllabus 9-12 for Core Subjects
Create DRAFT Unit Plan Frameworks (Curriculum Maps)
Throughout the school year:
Create DRAFT Common Assessments for Benchmarking Student Attainment of Goals
Ongoing:
Work through the process for Continuous Improvement of Teaching and Learning
“DRAFT” – these must be fluid and modified based on student data

9. Provide Descriptive Feedback and Assistance
How Will We Get There?
Know the Target
Plan and Deliver
Assess Along the Way
Provide Descriptive Feedback and Assistance

10. Understanding by Design
In a Nutshell
More commonly known as “Backwards Design”
As you present the PREZI make sure to emphasize the concept of ‘Core Tasks’…EMPHASIZE the term “TASK” is a new “Buzz word”…We have our students engage in meaningful tasks that will both lead them to the deeper understanding we want them to develop and then tasks that we can use to assess that understanding! Task more overtly implies something that is performance based.
Nut Shell of UbD in HAND OUTS!!!

11. Understanding by Design
Beginning with the END in mind…
Quick review in the next few slides…

12. Stages of Designing Effective UnitsL
Learning
Plan U
Understandings T
Task(s) Q
Questions R
Rubric(s)
Content
Standards CS OE
Other
Evidence K
Knowledge
& Skill

13. The “big ideas” of each stage:
Assessment Evidence
Learning
Activities
Understandings Essential Questions s t a g e 2 3
Standard(s): 1
Performance T
ask(s):
Other Evidence:
Unpack the content standards and ‘content’, focus on big ideas
What are the big ideas?
Analyze multiple sources of evidence, aligned with Stage 1
What’s the evidence?
See next slide…
Derive the implied learning from Stages 1 & 2
How will we get there?

14. “Worksheet” borrowed from Mattamuskeet:
Content Area & Standard Snapshot: Unit: Time Frame for Completion:
Anchor Strand
4. Anchor Cluster
3. Learning Activities / Measurement of Learning (Common Instructional Framework)
1. Big Idea: & Essential Question from content standards
Reading
Key ideas & details
________________________________
Craft and Structure
Integration of knowledge and ideas
Writing
Text types and purposes
Production and distribution of writing
Research to build and present knowledge
Speaking & Listening
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Language
Conventions of Standard English
Knowledge of Language
Voc Acquisition and Use
2. Summative Assessment of Learning:
This “Big Idea” incorporates the following standards:
Introduce this form. Discuss that this will be something we use to help us organize a unit: 1. “What are the big ideas?” 2. “What’s the evidence?” (Assessment data) 3. “How will we get there?”
This one shows the integration of the Literacy Anchor Standards.

15. Same template…but with Mathematical Practices shown for integration:
Content Area & Standard Snapshot: Unit: Time frame:
4. Best Practice or Anchor Cluster
3. Learning Activities / Measurement of Learning (Common Instructional Framework)
1. Big Idea: & Essential Question from content standards
Making sense of problem & persevere in solving them
_____________________________________
2. Reason abstractly & quantitatively
Construct viable arguments & critique reasoning of others
4. Model with mathematics
5. Use appropriate tools
6. Attend to Precision
Look for and make use of structure
Look for and express regularity in
repeated reasoning
Speaking & Listening
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Language
Conventions of Standard English
Voc Acquisition and Use
2. Summative Assessment of Learning:
This “Big Idea” incorporates the following standards:
Math template with mathematical practices shown for integration…

16. 4. Best Practice or Anchor Cluster
Content Area & Standard Snapshot: Geometry Unit One- Lines and Angles (approx-6 weeks)
4. Best Practice or Anchor Cluster
3. Learning Activities / Measurement of Learning (Common Instructional Framework)
1. Big Idea: Essential Question from content standards
Making sense of problem & persevere in solving them
Students look for geometric shapes (points, lines, planes)in the world around them (on campus outside activity)
Angle discovery activity (180 degrees in a linear pair)
Drawing conclusions and summarizing main ideas journal writing
Unit vocabulary note cards
Smartboard interactive lesson activity with polygons
Compass and protractor precision activities/constructions (angles, segments, bisections)
A/B partner discussion activities involving inductive reasoning
Student created conditional statements (converse, inverse, contrapositive)
Popsicle stick parallel/perpendicular line activity
Angle creation activity (discovery of alternate interior/alternate exterior, corresponding, consecutive relationships using protractor and ruler)
Proofs (paragraph and algebraic)
Note taking and quizzes
Can students use lines and angles to model real world situations?
How can lines, planes, and angles be used to prove theorems?
Reason abstractly & quantitatively
Construct viable arguments & critique reasoning of others
Model with mathematics
Use appropriate tools
Attend to Precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
Speaking & Listening
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Language
Conventions of Standard English
Voc Acquisition and Use
2. Summative Assessment of Learning: 6 weeks test
An example of one completed…

17. Timeframe Needed for Completion: Grading Period: Big Idea/Theme:
Subject:
Grade Level:
Unit Title:
Timeframe Needed for Completion:
Grading Period:
Big Idea/Theme:
Enduring Understandings:
Essential Questions:
Curriculum Goals/Objectives - “…we will learn about”:
Essential Skills/Vocabulary - “Academic Language”:
Assessment Tasks – “Our jobs…”:
Literacy, IT, and other Integration Opportunities:
This is also a template that will be used to develop our curriculum maps. There is also a version that divides the Integration Opportunities into subject areas that can be used for the elementary school or by teachers that plan on integrating a number of subjects into a unit. We have ‘tweeked’ this one to show where/how SIOP fits into this.

18. Appropriate grade level samples are in your packets…

19. Before we begin the work, let’s develop a deeper understanding of the concepts involved in Backwards Design of curriculum.

20. Stage 1 Identifying: the Big Ideas/Themes

21. Big Ideas Broad and abstract Conceptual lens
Represented by one or two words
Universal in application
Timeless—carries through the ages
Represented by different examples that share common attributes

22. Finding the Big Ideas in CC/ES
Organization of Common Core/Essential Standards lends itself to these “Big Ideas”
Strands or Clusters HELP to determine focus
Within Strands or Clusters there are “Big Ideas” and “Themes” that can be unified for the unit framework

23. Big Ideas in Science: Examples
Natural Phenomena
Causal Explanations
Systems, Order, Organization
Change, Constancy, Measurement
Form and Function
Equilibrium/Balance
Systems and Interactions
Models
Go to our web site for more ideas…

24. Some questions for identifying truly “big ideas”
Does it have many layers and nuances, not obvious to the naïve or inexperienced person?
Can it yield great depth and breadth of insight into the subject? Can it be used throughout K-12?
Do you have to dig deep to really understand its subtle meanings and implications even if anyone can have a surface grasp of it?
Is it (therefore) prone to misunderstanding as well as disagreement?
Are you likely to change your mind about its meaning and importance over a lifetime?

25. Ways to find Big Ideas Review the standards’ text and
Circle recurring nouns to identify ideas (underline verbs for tasks)
Compare with list of transferable concepts
Ask questions about a topic/standard (Why study..? What’s transferrable about…? How would…be applied in the real world?)
Generate ideas related to suggestive pairs (light & shadow; matter & energy; sum & difference)

26. Activity
Read the Common Core/Essential Standards for the grade/subject/course you teach.
Use sticky notes to record “concepts” or “skills” reflected in the standards.
Use one sticky note per concept/idea.
Organize the concepts into similar groupings.
Name the groupings with a Title.
These are your “Big Ideas/Themes”

27. Essential Questions Essential Understandings (Learning Targets)
Stage I
Essential Questions
Essential Understandings
(Learning Targets)
Article in handout…

28. Essential Questions
In the words of Grant Wiggins, co-author, with Jay McTighe, of Understanding By Design…

29. ESSENTIAL QUESTIONS GREAT THOUGHT PROVOKING OPENERS
GUIDES the UNIT DELIVERY
OPEN ENDED ASSESSMENT TOOL

30. Essential Questions used in teaching
Role of Essential Questions:
Asked to be argued
Designed to “uncover” new ideas, views, lines of argument
Set up inquiry, heading to new understandings
Deepens understanding
Leads to more questions
Helps to organize material

31. Sample Essential Questions:
What makes a great story?
Why is communication/reading important?
How do authors use words to create images?
Does a good read differ from a ‘great book’?
Why are some books fads, and others classics?
What does an independent reader look like?
What do good readers do?
How can the way a story is structured help me to read with understanding?

32. Sample Essential Questions
Science
How do chemicals benefit society?
Are animals essential for man’s survival? Explain.
What must a scientist do in order to research something?
How do scientists find out about objects, living things, events and phenomena?
What does it mean to be living?
How do the parts of living things help them survive?
How does studying cycles help us to understand natural processes?
How do living things adapt to the environment?
How can we safeguard our environment?

33. Central to Teaching and Understanding
Our goal in designing units and pacing guides/syllabus is to develop a ‘map’ which provides direction for curriculum delivery.
ALL students should be taught at the more rigorous levels of the Revised Bloom’s Taxonomy.
Bloom’s Taxonomy is a key tool to assist in understanding Essential Questions, Essential Skills, and Assessment Tasks.

34. Higher-order thinking
Can someone identify what is “wrong” with this graphic?
BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing.   Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging    Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding   Applying Using information in another familiar situation Implementing, carrying out, using, executing   Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining   Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding  

36. Enduring Understandings
In the words of Grant Wiggins…

37. Understandings, defined:
They are...
specific generalizations about the “big ideas.” They summarize the key meanings, inferences, and importance of the ‘content’
can be framed as a full sentence “moral of the story” – “Students will understand THAT…”
Require “uncoverage” because they are not “facts” to the novice, but unobvious inferences drawn from facts; easily misunderstood

38. 6 Facets of Understanding
Explanation (justification)
Interpretation (tell meaningful stories/translations)
Application (use and adapt to new)
Perspective (see from a different point of view)
Empathy (walk in another’s shoes)
Self-Knowledge (reflection)
Handouts in packet…

39. From Big Ideas to Understandings
An understanding is a
“moral of the story” about the big ideas
What specific insights will students take away about the the meaning of ‘content’ via big ideas?
Understandings summarize the desired insights we want students to realize

40. Examples of Enduring/Essential Understandings
Systems change over time as they adapt to different inputs.
Change is one part of a system that can cause a different outcome.
Each part of a system has a defined role and function.
The scientific method and technology allow us to gather data, analyze results, draw conclusions to solve problems.
The universe is made of matter and energy, which is continually being changed and transferred throughout the Earth and Universe.

41. Activity (part 2)
Look at the clarifying objectives related to one “Big Idea” cluster from the first activity
Record a Title for the “cluster”
Develop a question or two that illustrates the “Big Idea” and could get to the heart of what we want students to discover or uncover during their learning.

42. Exercise: Understandings
From the “Big Idea” and Essential Question in one cluster from your diagram:
Determine the UNDERSTANDINGS students should uncover throughout and by the end of the unit. (Learning Targets)

43. Timeframe Needed for Completion: Grading Period: Big Idea/Theme:
Subject:
Grade Level:
Unit Title:
Timeframe Needed for Completion:
Grading Period:
Big Idea/Theme:
Enduring Understandings:
Essential Questions:
Curriculum Goals/Objectives:
Essential Skills/Vocabulary:
Assessment Tasks:
Integration Opportunities:
At this point, you should be able to complete all of the highlighted boxes…

44. Assessment Tasks
We’ll spend PD days at the start of next year focusing on developing and fine-tuning assessment tasks, but for now, remember the information from the Prezi:
Assessments are both formative and summative
They should reflect the transfer we want for long-term
They should encourage the students to demonstrate understanding
They should be designed to develop a deep understanding
Today we want to focus on the organization of your units
Remember the rigor of the new assessments:

45. Working on the Work….
For each Theme/Big Idea created in the first activity:
Create Essential Questions
Determine the Essential Understandings
List the Curriculum Standards/Clarifying Goals associated with the Theme/Big Idea
Identify Essential Skills and Vocabulary
Identify the Assessment Tasks you will include with this unit
If applicable, identify areas for integration of other content objectives

46. Timeframe Needed for Completion: Grading Period: Big Idea/Theme:
Subject:
Grade Level:
Unit Title:
Timeframe Needed for Completion:
Grading Period:
Big Idea/Theme:
Understandings:
Curriculum Goals/Objectives:
Essential Questions:
Essential Skills/Vocabulary:
Assessment Tasks:
Integration Opportunities:
By the end of the day you should have at least one curriculum map complete, possibly more! The rest will be completed during your three days in the summer.

47. Summer Training Days
We will be working on creating curriculum maps for each course/subject for all of your objectives – Integrating standards across subject areas as much as possible!
August 7 –

48. Opening PD –
Enhance our stage 2 and stage 3 sections of our Curriculum Maps - Quality Assessments/ Learning Tasks.

49. Stages of Designing Effective UnitsL
Learning
Plan U
Understandings T
Task(s) Q
Questions R
Rubric(s)
Content
Standards CS OE
Other
Evidence K
Knowledge
& Skill

50. The big idea for Stage 2
The evidence should be credible & helpful.
The assessments should –
Be grounded in real-world applications, supplemented as needed by more traditional school evidence
Provide useful feedback to the learner, be transparent, and minimize secrecy
Be valid, reliable - aligned with the desired results of Stage 1 (and fair)

51. 6 Facets of Understanding
Explanation (justification)
Interpretation (tell meaningful stories/translations)
Application (use and adapt to new)
Perspective (see from a different point of view)
Empathy (walk in another’s shoes)
Self-Knowledge (reflection)

52. Assessment of Understanding via the 6 facets
You really understand when you can:
explain, connect, systematize, predict
show its meaning, importance
apply or adapt it to novel situations
see it as one plausible perspective among others, question its assumptions
see it as its author/speaker saw it
avoid and point out common misconceptions, biases, or simplistic views

53. For Reliability & Sufficiency: Use a Variety of Assessments
Varied types, over time:
authentic tasks and projects
academic exam questions, prompts, and problems
quizzes and test items
informal checks for understanding
student self-assessments

54. Reliability: Snapshot vs. Photo Album
We need patterns that overcome inherent measurement error
Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot

55. Formative Assessment
A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning, which helps student improve their achievement of intended outcomes.
Questioning
Discussing
Learning Activities/Projects
Conferences
Interviews
Student Reflections

56. Formative Assessments
Are assessments found at the classroom level and happens in short intervals/cycles.
Formative Assessments:
Not graded or used in accountability systems
Feedback is DISCRIPTIVE in nature so the student knows what exactly is needed for improvement.

57. Scenarios for Authentic Tasks
Build assessments anchored in authentic tasks using GRASPS:
What is the Goal in the scenario?
What is the Role?
Who is the Audience?
What is your Situation (context)?
What is the Performance challenge?
By what Standards will work be judged in the scenario? G R A S P S

58. Summative Assessments
Summative assessments are found at the classroom, district, and state level and can be graded and used in accountability systems.
Summative assessments are:
Used to evaluate
Used to categorize students in comparison to others

59. Summative Assessments
Summative Assessments provide evidence of student competence or program effectiveness.
Selected Response Items (T/F, MC, Matching)
Short Answers (Fill in/ 1-2 sentence response)
Extended written response
Performance Assessments

60. Formative vs. Summative
ONE is NOT BETTER THAN THE OTHER Both are essential to student learning when the information gathered is used to inform students, teachers, and parents of progress. It is ALL about the TIMING and the USE of the assessment. Check-up vs. Autopsy

61. Where do BENCHMARK Assessments Fall?
So….
Where do BENCHMARK Assessments Fall?
Are they Formative?
Are they Summative?

62. Benchmark Assessments
Our Definition:
“Quarterly” Writing or Multiple Choice Assessments based on previously taught skills or objectives Used for Informing Instruction and for Program Evaluation
****This slide must be evaluated for possible revision by new Curriculum Director and Principals!!****
If we end up being able to have ClassScapes next year it must be discussed here and training needs to be conducted on a separate day!!!

63. When should they be given?
Looking at the school calendar for the year, when would you propose that the assessments be given in order to provide feedback to teachers and students? Should there be one designated day? Or should there be a window? What other options should be considered?

64. Sample Assessments
Write to explain how your body moves (bones and muscles working together).
Using voice thread, explain why your skin protects your body
Create a fictitious animal using your knowledge of the classifications. Provide appropriate habitat and at least 3 adaptations that enable your animal to survive in that environment; include a food chain
Research a threatened/endangered animal from North Carolina
Create a zoo habitat appropriate for a new animal of your choice

65. More Samples… Write Abouts Quick Writes 3-2-1 Summarizer Fact Storming
“25 Quick Formative Assessments for a Differentiated classroom”
Write Abouts
Quick Writes
3-2-1 Summarizer
Fact Storming
Noting What I’ve Learned
Unit Collage
Foldable
Interactive Notebook
Vocabulary Quizzes

66. Timeframe Needed for Completion: Grading Period: Big Idea/Theme:
Subject:
Grade Level:
Unit Title:
Timeframe Needed for Completion:
Grading Period:
Big Idea/Theme:
Understandings:
Curriculum Goals/Objectives:
Essential Questions:
Essential Skills/Vocabulary:
Assessment Tasks:
Opportunities for Integration:
These are the sections that we may revise!

67. Work on the Work Complete and/or Revise: Big Ideas/Theme
Curriculum Goal/Objective
Essential Questions
Essential Skills/Vocabulary
Formative Assessment Suggestions
Integration Opportunities

68. Pacing Guide “At a Glance”
Once unit frameworks have been devised, organizing them in a progressive sequence and assigning a time frame is easy
If sequence or time allotted to the unit frame needs to be adjusted, it can be through the feedback process
Explain that teachers will need to provide at least the pacing guide for the first marking period by the end of today’s session. Others can be completed during the first marking period Day of Integration.

69. Work on the Work Complete and/or Revise:
Framework components for each Unit
Create “At a Glance” Pacing Guide
Develop Common Benchmarks

70. Benchmark Assessment Tools
Benchmarks for all Core Areas
ClassScape for “EOG/EOC tested” subjects
EdTech “Build My Test” solution for all others
This slide may need to be revised based on what happens next year….May need to discuss MSL’s here as well.

71. Complete Benchmark Assessments
Work on the Work
Complete
Benchmark Assessments

72. Using the Frameworks L U T Q CS K Learning Plan Understandings Task(s)
Stage 1
Stage 2
Stage 3 L
Learning
Plan U
Understandings T
Task(s) Q
Questions R
Rubric(s)
Content
Standards CS OE
Other
Evidence K
Knowledge
& Skill

73. Provide Descriptive Feedback and Assistance
How Will We Get There?
Know the Target
Plan and Deliver
Assess Along the Way
Provide Descriptive Feedback and Assistance

74. Stage 3 big idea: E F C T I V E N
G A G IN G
and

75. Stage 3 – Plan Learning Experiences & Instruction
A focus on engaging and effective learning, “designed in”
What learning experiences and instruction will promote the desired understanding, knowledge and skill of Stage 1?
How will the design ensure that all students are maximally engaged and effective at meeting the goals? L

76. Think of your obligations via W. H. E. R. E. T. O.
“Where are we headed?” (the student’s Q!)
How will the student be ‘hooked’?
What opportunities will there be to be equipped, and to experience and explore key ideas?
What will provide opportunities to rethink, rehearse, refine and revise?
How will students evaluate their work?
How will the work be tailored to individual needs, interests, styles?
How will the work be organized for maximal engagement and effectiveness? H E R E T O