1.  UBD design exercise  The internal & external initiatives that impact the design process  Common core standards, Keystones and CDTs

2.  TASK: Using the UBD template located on the Wiki, sketch out at least 3 units of a subject/topic of your choosing (this is just a primer to what you will be doing later in the semester).  30 minutes to work individually  Will share with group when complete

3.  Using a template, you can really begin anywhere in the design  Sometimes, beginning with an existing unit and plugging it into the UBD template is easier  When designing NEW topics or units of study, use a UBD template

4.  Many variables/initiatives are at work for teachers to understand when designing a unit using the UBD framework  Some districts may only choose to identify/work on one or a few  Authors identify 6 primary entry points that impact design and instruction

6.  Begin with content standards  Look for key nouns in standards  Identify key knowledge  What EQs flow from/point to standard(s)?  Consider key verbs – blueprints for assessments  List activities that will develop their ability to understand the big ideas  Begin by considering desired real-world applications  Clarify larger purposes of unit  How can you put it to use if it is mastered?  Identify for them the specific, complex, real-world tasks

7.  Begin with a key resource or favorite activity  Start with an engaging activity (thought-provoking experience or simulation, etc.)  Ask them to consider “Why does this matter?”  Clarify EQs that will point to those ideas  Identify skills, facts, understandings that the activity is meant to yield  Begin with an important skill  In what venues/ways would the important skill come in useful or necessary?  Identify content standards that refer to the skills  Identify big ideas and EQs that support the skills

8.  Begin with a key assessment  Using the PSSA as example, clarify goals for why the assessment exists.  Identify the standards that address the goals  Relate the big ideas required to pass the test  Begin with an existing unit  Using traditional lesson plans/assessments, place them into template and look for alignment  What is missing? How would you revise a current unit/lesson plan?  Focus on big idea development and long-term goals related to the standards

9.  No set design is a universal template for every unit or lesson (example 1, example 2)example 1example 2)  Design requires the teacher to compromise and weigh competing elements within the design  Several key dilemmas face all designers…  Big ideas and transfer vs. knowledge and skills – how much time, focus, and activities for each?  Complex, realistic, messy performance vs. efficient and sound tests – authentic learning/performance takes time to create, assess, and score. Tests sometimes miss the mark unless well-designed and valid/reliable.  Teacher as disseminator vs. teacher as facilitator – when is it the teacher’s job to guide the learning and frame the issues?

10.  Direct vs. constructivist – when is it best to use direct instruction and when is it better to use more inquiry/problem-solving?  Depth vs. breadth – how do you balance going deep with issues/class experiences with accomplishing goals of your lesson plan in a timely fashion? (NOTE: This was focus of our block scheduling PD upon going to it…)  Survey Survey  Graph 1 Graph 1  Effective vs. engaging – What is the balance between effective hands-on experience with true engagement ?

11.  Balance competing elements when you are designing as best as you can  Feedback is crucial to everyone  Seek feedback from other teachers  Seek feedback from students every so often – weekly is most likely the best  Quick, anonymous response on an index card about what worked for you this week and what didn’t work and WHY?  Have students complete a more specific open-ended response of 3-5 questions that center around what worked and what didn’t  Have several questions that you establish and have the students answer in yes/no format or other Likert format

13. Common Core and Keystones: Resources available…

14. K-W-L Activity “K”  Briefly discuss what you know with another about the new Common Core Standards.

15. What We Know About Common Core

16.  Adopted by State Board of Education on July 1, 2010  Goal: Establish a K-12 Approach of Standards Leading to College and Career Readiness Alignment of the PA Academic Standards to Common Core State Standards  Common Core State Standards for  English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects  Mathematics Effective Implementation by July 1, 2013

17.  Aligned with college and work expectations Clear, understandable, and consistent Rigorous content and application of knowledge through higher-order skills Informed by other top-performing countries so that all students are prepared to succeed in our global economy and society Evidence-based Partnered with the Standards Aligned System (SAS)

18. K-W-L Activity – Task 3 “W”  BRIEFLY, discuss with another person what additional information you want to know about the Common Core Standards…

19. Additional Questions

20. Frequently Asked Questions (FAQs)

21.  No, not yet.  However, Common Core State Standards in science and social studies are being developed and discussed.  The NCSS reports strong support and is poised to support development of such standards.

22.  No.  Pennsylvania was one of four states used as a model because of the rigor, specific content and skills already addressed within our existing standards.  Hence, many states other than PA have much work to accomplish to increase rigor.

23.  Will embed and address the college and career readiness needs that currently are not discussed in our PA standards.  Content and skills will be assessed in each course directly after completion of the course through the Keystone Exams, not only in eleventh grade through the PSSA assessments.  As a result, students will see better relevancy due to the immediacy of the assessment.  Will prepare students better for a post-secondary experience.  Two-thirds of all jobs require some form of post-secondary education.

24.  End-of-course assessments designed to assess proficiency in subject areas of Algebra I, Algebra II, Geometry, Literature, English Comp., Biology, Chemistry, U.S. History, World History, and Civics & Government  Now become final exams typically seen in HS courses  Used to determine Adequately Yearly Progress (AYP) at HS level  Replaces PSSAs in 11 th grade  Aligns assessment with teacher instruction in a timely manner  PSSAs still remain in grades 3-8  Becomes a new graduation requirement  Aligned and supported by SAS and Common Core

25.  4 Options: 1. State-developed Counts 33% of course grade 2. Stand alone graduation requirement Can carry any weighted percentage, but ALL students must be proficient 3. Independently validated local assessment 4. Advanced Placement (AP ) or International Baccalaureate (IB)

26. A district may choose to administer a state-developed Keystone Exam in core subjects that would serve as the final exam Beginning with the graduating class of 2015, Keystone Exams are:  Administered at the end of the course  Counted for at least 1/3 of the overall course grade  Available for students to retake either in their entirety or just a portion (module) 3 times during the year: winter, spring, and summer

27. Each Keystone Exam is graded on a 100-point scale. To satisfy the graduation Requirements, students must score either Proficient or Advanced. Performance LevelPoints Below Basic0 Basic50-69 Proficient70-89 Advanced90-100

28. Keystone Exam Questions: Includes multiple-choice questions and constructed-response, or open-ended questions. Algebra I and Biology: 60%-75% of the total score from multiple-choice questions and; 25%-40% of the total score from constructed-response questions English Composition: 20% of the total score will come from multiple-choice, and 80% from constructed-response questions Keystone Exam Scoring: Each correct multiple-choice question is worth one point Partial credit could be given on constructed-response questions, depending on the rubric Keystone Exam Format: Online and paper/pencil formats available for all Keystone Exams Each district will individually determine if online, paper/pencil or both formats will be used Each exam will take approximately 2 to 2.5 hours to complete

29. Some districts may choose to require proficiency on a Keystone Exam as a stand-alone graduation requirement. This allows: District discretion on how to weigh the assessment in course grading – meaning that the 33 % weight is not required.  Districts to be deemed approved for validation requirements in a content area without having to undergo a local validation process.

30. Validation Requirements:  To meet the state graduation requirements all local assessments must: -Align with state academic standards -Meet rigorous expectations, comparable to those used for the Keystone Exams - Be administered to all students Validation Cost Share:  For districts creating local assessments, the state will provide: -Technical assistance to help meet criteria - Half the cost of the assessment validation Validation Timeline:  A detailed timeline will be available on the SAS website

31.  Advanced Placement (AP) or International Baccalaureate (IB) exams can be taken in place of a Keystone Exam or a locally developed assessment.  A high score on either exam in a related content area will fulfill the new graduation requirements (3 or better).  The Pennsylvania Department of Education (PDE) will release policy guidance regarding the minimum score on each AP or IB exam that will satisfy graduation requirements.

32.  Keystone Exams align with Pennsylvania’s Standards Aligned System (SAS) and the Common Core State Standards  The Keystone Exams are simply a new assessment tool for Pennsylvania school districts  Test questions for the Keystone Exams in English and Math will be guided by Eligible Content on the Standards Aligned System website (www.pdesas.org)www.pdesas.org

33. Students can take the Keystone Exam up to 3 times per school year.  Students who don’t score ‘proficient’ can retake the entire test or just the module they didn’t pass.  Retesting scoring will be based on the highest module scores, so it is in the best interest of the student to retake the entire Keystone Exam.  Project: If a student has not achieved proficiency after 2 attempts, he/she can complete a project-based alternative to demonstrate his/her knowledge in the subject matter.

34. A student who does not achieve proficiency on a Keystone Exam after two (2) attempts will be eligible to complete a project-based assessment. Projects will be:  Aligned with Keystone Exam modules  Developed by the department and administered by school staff  Scored by regional panels of educators

35. Keystone accommodations guidelines will be available in spring 2011 PAPER/PENCIL KEYSTONE EXAMS Appropriate accommodations will be permitted based on recommendation from the student’s teacher(s) or Individual Education Program (IEP) Questions can only be read out loud in Keystone Math and Science Exams and only if it doesn’t interrupt other students’ testing Only Math and Science Keystone Exams will be translated into Spanish ONLINE KEYSTONE EXAMS Audio versions of the Math and Science Keystone Exams will be available online A magnifier will be available for students to use on all versions of the online Keystone Exams

36. Field Testing:  Field testing of Algebra II, Geometry, and English Composition Keystone Exams Operational Administration:  Operational administration of Algebra I, Biology, and Literature begins CourseField Test Algebra II, Geometry, English Composition May 3-5, 2011 CourseOperational Algebra I, Biology & Literature May 2-4, 2011

37. ……

38. School district graduation policies must at least include:

39. PHASE ONE: Students graduating in 2015 (current 8 th grade) and 2016 (current 7 th grade) must demonstrate proficiency in:  English Composition  Literature  Algebra I  Biology PHASE TWO: Students graduating in 2017 (current 6 th grade) and beyond must demonstrate proficiency in: English Composition AND Literature Two of three Mathematics (Algebra I, Algebra II, or Geometry) One of two Sciences (Biology or Chemistry) One of three Social Studies (American History, Civics and Government or World History)

40. Item and Scoring Sampler: Sample questions and scoring for each Keystone Exam will be available to help prepare both students and teachers. The Item and Scoring Sampler will include: – Multiple-choice and constructed-response practice questions – Examples of how constructed-response questions will be scored The Item and Scoring Sampler will be available on the SAS website (www.pdesas.org) beginning spring 2011www.pdesas.org PA Online Assessment Student Tutorial: Each online Keystone Exam will have a PA Online Assessment Student Tutorial – Learn the properties and features of the PA Online Assessment system – Full exploration of the system will take 30 minutes

41. Visit the new Graduation Requirements section of the SAS website for updated information, resources, and events: www.pdesas.org/Assessment/Graduationwww.pdesas.org/Assessment/Graduation

42.  In preparation for Oct. 10 – SAS Team Projects Due – Obviously, you will have to communicate with each other via email and/or other media to complete this project 1. Rubric to be used: Formal Oral Pres. Rubric 2. You do not necessarily have to use PP or handouts, however if they are applicable and good for people to see, you are certainly welcome to distribute them. 3. Length of presentation – no necessary maximum or minimum, but plan on about 15-20 minutes for each team. 4. Definitely will want to take turns with SAS portal up and running and walking us through what you have found and what is of importance. Gor next time…