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Welcome!
Identifying Priority Expectationsfor
English Language Arts&
Social Studies
December 16, 2009
Group Norms
• Listen with respect and without interruption• Participate fully• Press for clarification• Tackle issues, not colleagues• Honor time and equitable distribution of air time• Take care of own needs• Interact verbally and non-verbally in a professional
manner• Silence all cell phones
Agenda
• Overview of the Day• Opening Activity and Introduction• Course Teams Organize & Work Through Process of
Identifying Priority Expectations • Lunch Break (60 Minutes)
• Vertical Content Teams (ELA & Social Studies) Share
and Align Prioritized Course Expectations • Next Steps
Starting the Wheel in Motion…Identify
StandardsIdentify Priority Expectations/
Standards
Unwrap the Standards(continually
revisited)
Enduring Understandings/Big Ideas and Essential Questions
Unit Development
(Steps 6-10)
Assessments: Formative and
Summative
Use of Data to Drive Instructional Decisions
(Data Director)
Curriculum Mapping
Together, through this process, we will build a solid structure for learning for ALL students.
TM Lead & Learn page 31
Priority Expectations/Standards Criteria
What do students need for success in . . .• School• Life• State Test
Priority Expectations Criteria
Criteria Questions Example
Rea
din
ess
Sc
hoo
l *f
or
th
e ne
xt le
vel o
f le
arn
ing
Will this provide students with essential knowledge and skills that are necessary for success in the next grade level or the next level of instruction?
What do they need for success in school this year, next year, and so on?
What do they need for success on the state assessment?
Example…. 4th grade teachers are unanimous that reading comprehension and math facts recall are essential for 3rd graders who wish to enter the 4th grade confidently and pursue 4th grade studies successfully.
End
ura
nce
Li
fe
Will this expectation or standard provide students with knowledge and skills that will be of value beyond a single test date?
What do they need for success in life?
What are the big ideas?
What skills and knowledge will students gain that will last for years?
Proficiency in reading will endure throughout a student’s academic career and professional life. Problem solving strategies will endure throughout a student’s academic life. How does religion and culture cause societal change?
Leve
rage
St
ate
Ass
essm
ent
Will this provide knowledge and skills that will be of value in multiple disciplines?
What do they need for success in school this year, next year, and so on?
What do they need for success on the state assessment based on data?
Proficiency in creating graphs, tables, and charts and the ability to draw accurate inferences from them will help students in math, science, social studies, and language arts.
Don’t forget
Priority Expectations
• Identifying a set of “Priority Expectations/ Standards” does not relieve teachers of the responsibility for teaching all standards and indicators. It simply notes which ones are most critical for student success in school, life, and on the state assessment, and, therefore, should receive the greatest emphasis for instruction and assessment.
We identify Priority
Expectations so that…
…we have collective understanding and agreement on the things in which all students should have knowledge and competence
We unwrap the Priority
Expectations so that…
…the concepts and skills contained within the standards are clearly stated 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 effective instruction
Putting the Pieces Of the Puzzle Together
Clear Learning Targets
Effective Teaching Strategies
Formative and Summative Data
Assessment: Accountability for student learning.
The Leadership and Learning Center
Priority Expectation Content Area GridsEarth Science Sample
Starting the Wheel in Motion…Identify
Standards Identify Priority Expectations/
Standards(Nov. & Dec. 2009)
Unwrap the Standards
(Feb./March 2010)
Enduring Understandings/Big Ideas and Essential Questions
(Feb. 2010)Unit Development
(April 2010)
Assessments: Formative and
Summative(Summer 2010)
Use of Data to Drive Instructional Decisions
(Data Director - continuous)
Curriculum Mapping
Process for Identifying Priority ExpectationsWednesday Morning• Group into content teams (ELA & Social Studies)
- Discuss: What does a successful 21st century graduate look like?- Review key information from the HSCE document ….
*Preparing students for successful post-secondary engagement*What does a person who is successful in these disciplines look like? ELA – Strands, Dispositions S.S. – Organizational Structure
- Consider Guiding Questions (Filters) 1. “What knowledge and skills do this year’s students need so that
they enter next year’s class with confidence and readiness for success?”
2. “What knowledge and skills do students need so they will be successful in life?”
Individually mark Priority Expectation choices alone using first two filters.
YESYESMAYBEMAYBE
NO – Leave BlankNO – Leave Blank
Process for Identifying Priority Expectations
Wednesday Morning, Continued:• Compare selections with similar course colleagues. Note
similarities and differences and reach initial consensus to reflect priority expectations for school and life.
• Record initial selections on the electronic chart and on a paper copy.
• Guiding Question (Filter) 3: What does the data tell us?– Consult state test data (ACT “College Readiness Standards”
information on the right hand column of the chart)– Comparison to Kent ISD’s priority expectations
• Revise electronic charts and paper copy as needed to reflect filter three (state assessment) priorities.
Process for Identifying Priority Expectations
Wednesday Afternoon
• Share process in vertical content teams (e.g. Civics, Economics, U.S. History/Geography, World History/Geography; ELA – 9, 10, 11, 12)
- Display charts so all can see (projector or paper copies).- Identify gaps, overlaps, and omissions.- Revise selections on electronic charts and paper copy.
– Continue the process for all courses for your content area.
YOU WILL HAVE A DRAFT SET OF PRIORITY EXPECTATIONS FOR YOUR CONTENT AREA BY THE END OF THE DAY!
Contacts
• Kim Anderson 517/265-1625 [email protected]
• Kelly Coffin 517/266-1684 [email protected]
• Bob Herrera 517/265-1636 [email protected]
• Deniece Strack 517/265-1624 [email protected]
• Terri Portice 616/365-2362 [email protected]
