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Plugging in the Power Standards…
…the next step in our alignment processCapistrano Unified School District
Management ConferenceAugust 14, 2008
CUSD’s vision of alignment:
All students, regardless of the school they attend or the teacher they have, will meet or exceed the grade level expectations delineated by the identified power standards specific to their grade level or course content.
This translates to…
Clear and consistent teaching of the prioritized/power standards
Frequent assessment of students’ attainment of those standards and
A specific response/intervention for those students who aren’t “getting it” (before it’s too late)
We identify Power
Standards so that…
…we have collective understanding and agreement on the things in which all students should have knowledge and competence
Working with the Power Standards
Goal for the 2008-09 School Year: Begin USING the Power Standards
How?By building collaborative units that
Use a backward planning process embed the power standardsAre driven by common assessments (formative
and summative assessments)
Today’s Goals:
Build awareness of the backward planning process as a tool for developing aligned curriculum that embeds the power standards
The Closet Organizer
Backward Planning templateContains key elements that guide teams
toward curriculum alignmentReflects best practices in instructional
planning
Traditional planning
Identify desired resultsPlan learning experiences and
instructionDetermine acceptable evidence
Backward planning
Identify desired resultsPlan learning experiences and
instructionDetermine acceptable evidence
Here’s the Process
• Identify Power Standards• Restate in Student Friendly Terms• Identify Big Ideas and• Essential Questions• Unwrapping Process
• Identify formative and SummativeAssessments
• Sequential Plan for Delivering Instruction and Monitoring Learning
Getting Started
Open your Team Toolkit and remove the PowerStandards.
Using your template, write the power standards you will be working with during today’s session.
Converting Standards to Student-friendly versions
Why?Clear and understandable
targets“I” Statements
Example
Students will summarize text…I can summarize text. This means
I can make a short statement of the main points or the important ideas of what I read.
Practice creating understandable targets
With your team, convert your power standard(s) into student-friendly versions.
Big Ideas
Big ideas are those realizations, discoveries, or conclusions that students reach that help them grasp and articulate the "big picture" learning.
Big ideas are the lasting understandings and generalizations that students will take away with them and transfer from one subject to other areas of study.
Big Idea Example
5.3 Students describe the cooperation and conflict that existed among the American Indians and between Indian nations and the new settlers.
When two or more cultural groups come together in the same geographical area, both cooperation and conflict may result.
Big idea practice
Look at your targeted standards and work with your team to identify one or two big ideas that emerge.
Essential Questions
Are open-ended, but are directly tied to the big idea(s) and the accompanying standard (topical or broad).
Invite students into the learning process.Advertise upfront the learning goals of
the standard (and ultimately, the instructional units that will be designed to teach them).
Sample Essential Question
What factors contributed to conflict among the American Indians, between Indian nations, and the new settlers?
Essential Question Practice
Work with your team to develop one or two essential questions that invite/compel students toward the targeted understandings.
We identify Power
Standards so that…
…we have collective understanding and agreement on the things in which all students should have knowledge and competence
We unwrap
the Power Standards so that…
…the skills and concepts contained within the standards are clearly exposed and collectively interpreted.
The unwrapping process also reveals:•big ideas •essential questions •levels of thinking
All of these elements come together to guide the development of formative assessments and instruction
Unwrapping helps unlock the answers to these questions:What do our students need to know
and understand to be ready to meet this standard expectations?What patterns of reasoning must be
mastered? What performance skills must be
mastered?What product development capabilities,
if any, must our students have mastered?
Quick Check
What skills does a student need to demonstrate within the following standard?1.4 Know abstract, derived roots and affixes
from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial).
Unwrapping Practice
Using your targeted standards, work with your team to identify the following:What students should know (nouns)What students should be able to
do(verbs)What vocabulary students should
understand
Identify Aligned Formative & Summative assessments
“It is assessment which helps us distinguish between teaching and learning.”
Comparison of Formative & Summative Assessments
Formative assessments
Summative assessments
Purpose To improve instruction and provide student feedback
To measure student competency
When administered
Ongoing throughout the unit
End of unit or course
How students use results
To self-monitor understanding
To gauge their progress toward course or grade-level goals and benchmarks
How teachers use results
To check for understanding
For grades, promotion
Adapted from Checking for Understanding, Douglas Fisher and Nancy Frey
Quick Check
Which of the following are common formative assessments:
A. Multiple choice testsB. 10 question quizzesC. Response to Writing PromptD. All of the aboveE. It depends
What makes an assessment formative?
It depends on how it’s used!!!‘Formative assessment is a planned
process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional practices or by students to adjust their current learning tactics.” James Popham, Transformative Assessment p. 6
Formative assessment helps to answer these questions:
Do I know what misconceptions or naïve assumptions my students possess?
How do I know what they understand?What evidence will I accept for this
understanding?How will I use their understandings (or
misconceptions) to plan future instruction?(Adapted from Checking for Understanding by Douglas Fisher and Nancy
Frey)
Aligned assessments are:
Purposefully selected and designed to measure the specific outcome (knowledge or skill)Assessment ≠ TestDon’t reinvent the wheel!
Take advantage of pre-made measures and other tools (e.g. rubrics, anchor papers)
Aligned Assessments
ConsiderationsPurpose - What does this really measure?
A. Knowledge masteryB. Reasoning proficiencyC. Performance skillsD. Ability to create products
PowerIs this informative?
PossibilityIs this “doable” or efficient?
Purpose:Target-Method Match - Stiggins
Selected response True-False Matching Multiple Choice
Extended written response Essay/response to prompt
Performance item/problem Personal communication
Interviews Think-pair-share Whip around Retells
Mark a (+) in each assessment method that you believe represents a good match…
Selected
Response
Extended Written Response
Performance Assessment
Personal Communication
Knowledge
Reasoning
Performance
Product
Other techniques to check for understanding (formative measures)
Graphic organizers Idea Wave
Write down everything you know about… Whip around class – each gives one sentence
White boards Electronic response devices Thumbs up, Thumbs down Exit cards/Journal entries Interviews
Students explain concepts to you or other students (e.g. Think/Pair/Share)
Assessment Practice
Examine one piece of knowledge and one skill that you’ve identified within your unwrapping process.
Work with your team to identify formative and summative measures for each.
Sequence of Instruction
Timeline that includes checks for understanding (formative)
Building vocabulary/background knowledgeGLAD strategiesInstructional strategies that work
Robert MarzanoBuilding in time for reteaching
Who’s on your bus?
Power Standard Cadre/ Committee members
DIAL participantsUnderstanding by
Design (UBD) participants
Talk time
Think about the process you’ve worked within today…How might you frame this year’s focus on
the use of power standards with your staff?On what expectations will you be tight?
How will you communicate these?How might you support teams through the
backward planning process?
Next steps
ElementaryAugust 22 meeting
Discuss plan with leadership teamNext ACT meeting (October 13) be
prepared to:Discuss loose tight plan for implementation
of the Power Standards/Unit design
Checking for understanding
Exit card1. What aspect of the backward
planning process is more clear to you as a result of today’s learning session?
2. In what aspect of the backward planning process would you like to see further support/training?
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