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

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  • UBD design exerciseThe internal & external initiatives that impact the design processCommon core standards, Keystones and CDTs

  • 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 individuallyWill share with group when complete

  • 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 easierWhen designing NEW topics or units of study, use a UBD template

  • Many variables/initiatives are at work for teachers to understand when designing a unit using the UBD frameworkSome districts may only choose to identify/work on one or a fewAuthors identify 6 primary entry points that impact design and instruction

  • Begin with content standardsLook for key nouns in standardsIdentify key knowledgeWhat EQs flow from/point to standard(s)?Consider key verbs blueprints for assessmentsList activities that will develop their ability to understand the big ideasBegin by considering desired real-world applicationsClarify larger purposes of unitHow can you put it to use if it is mastered?Identify for them the specific, complex, real-world tasks

  • Begin with a key resource or favorite activityStart 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 ideasIdentify skills, facts, understandings that the activity is meant to yieldBegin with an important skillIn what venues/ways would the important skill come in useful or necessary?Identify content standards that refer to the skillsIdentify big ideas and EQs that support the skills

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

  • No set design is a universal template for every unit or lesson (example 1, example 2)Design requires the teacher to compromise and weigh competing elements within the designSeveral key dilemmas face all designersBig 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 teachers job to guide the learning and frame the issues?

  • 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)SurveyGraph 1Effective vs. engaging What is the balance between effective hands-on experience with true engagement ?

  • Balance competing elements when you are designing as best as you canFeedback is crucial to everyoneSeek feedback from other teachersSeek feedback from students every so often weekly is most likely the bestQuick, anonymous response on an index card about what worked for you this week and what didnt work and WHY?Have students complete a more specific open-ended response of 3-5 questions that center around what worked and what didntHave several questions that you establish and have the students answer in yes/no format or other Likert format

  • Common Core and Keystones:

    Resources available

  • K-W-L Activity

    K

    Briefly discuss what you know with another about the new Common Core Standards.

  • What We Know About Common Core

  • Adopted by State Board of Education on July 1, 2010Goal: Establish a K-12 Approach of Standards Leading to College and Career ReadinessAlignment of the PA Academic Standards to Common Core State StandardsCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsMathematicsEffective Implementation by July 1, 2013

  • Aligned with college and work expectationsClear, understandable, and consistentRigorous content and application of knowledge through higher-order skillsInformed by other top-performing countries so that all students are prepared to succeed in our global economy and societyEvidence-basedPartnered with the Standards Aligned System (SAS)

  • K-W-L Activity Task 3

    W

    BRIEFLY, discuss with another person what additional information you want to know about the Common Core Standards

  • Additional Questions

  • Frequently Asked Questions(FAQs)

  • 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.

  • 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.

  • 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.

  • 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 & GovernmentNow become final exams typically seen in HS coursesUsed to determine Adequately Yearly Progress (AYP) at HS levelReplaces PSSAs in 11th gradeAligns assessment with teacher instruction in a timely mannerPSSAs still remain in grades 3-8Becomes a new graduation requirementAligned and supported by SAS and Common Core

  • 4 Options:State-developedCounts 33% of course gradeStand alone graduation requirement Can carry any weighted percentage, but ALL students must be proficientIndependently validated local assessmentAdvanced Placement (AP ) or International Baccalaureate (IB)

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

  • Each Keystone Exam is graded on a 100-point scale. To satisfy the graduationRequirements, students must score either Proficient or Advanced.

    Performance LevelPointsBelow Basic0Basic50-69Proficient70-89Advanced 90-100

  • 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 questionsEnglish 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 pointPartial credit could be given on constructed-response questions, depending on the rubric

    Keystone Exam Format:Online and paper/pencil formats available for all Keystone ExamsEach district will individually determine if online, paper/pencil or both formats will be usedEach exam will take approximately 2 to 2.5 hours to complete

  • 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.

  • 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 ExamsBe administered to all studentsValidation Cost Share:For districts creating local assessments, the state will provide:-Technical assistance to help meet criteriaHalf the cost of the assessment validation Validation Timeline:A detailed timeline will be available on the SAS website

  • 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.

  • Keystone Exams align with Pennsylvanias 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)

  • Students can take the Keystone Exam up to 3 times per school year.

    Students who dont score proficient can retake the entire test or just the module they didnt 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.

  • 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 modulesDeveloped by the department and administered by school staffScored by regional panels of educators

  • Keystone accommodations guidelines will be available in spring 2011PAPER/PENCIL KEYSTONE EXAMS

    Appropriate accommodations will be permitted based on recommendation from the students teacher(s) or Individual Education Program (IEP)

    Questions can only be read out loud in Keystone Math and Science Exams and only if it doesnt interrupt other students testing

    Only Math and Science Keystone Exams will be translated into SpanishONLINE 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

  • 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 TestAlgebra II, Geometry, English CompositionMay 3-5, 2011

    CourseOperationalAlgebra I, Biology & LiteratureMay 2-4, 2011

  • School district graduation policies must at least include:

  • PHASE ONE: Students graduating in 2015 (current 8th grade) and 2016 (current 7th grade) must demonstrate proficiency in:

    English CompositionLiteratureAlgebra IBiology

    PHASE TWO: Students graduating in 2017 (current 6th grade) and beyond must demonstrate proficiency in:

    English Composition AND LiteratureTwo 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)

  • 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 questionsExamples of how constructed-response questions will be scoredThe Item and Scoring Sampler will be available on the SAS website (www.pdesas.org) beginning spring 2011

    PA Online Assessment Student Tutorial:

    Each online Keystone Exam will have a PA Online Assessment Student TutorialLearn the properties and features of the PA Online Assessment systemFull exploration of the system will take 30 minutes

  • Visit the new Graduation Requirements section of the SAS website for updatedinformation, resources, and events: www.pdesas.org/Assessment/Graduation

  • 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 projectRubric to be used: Formal Oral Pres. RubricYou 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.Length of presentation no necessary maximum or minimum, but plan on about 15-20 minutes for each team.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

    NOTE FOR PRESENTER:

    This presentation has been created to provide an overview of Pennsylvanias new graduation requirements. Feel free to use the presentation as is, or customize the presentation to meet the needs of your meeting.

    A few notes about customizing your slides: Remember to add in your presenter name and the date of your presentation on the cover and end slides Feel free to insert your district logo on the cover, end and interior slides. If you would rather not, simply delete [Insert District Logo].

    An important note regarding printing your slides:When printing your slides, you will want to be sure your printer recognizes the color graphics included in the presentation. Even if you are printing on a black & white printer, you will want to choose the option to print in color so the background graphics will show on the printouts.

    *NOTE FOR PRESENTER:

    This presentation has been created to provide an overview of Pennsylvanias new graduation requirements. Feel free to use the presentation as is, or customize the presentation to meet the needs of your meeting.

    A few notes about customizing your slides: Remember to add in your presenter name and the date of your presentation on the cover and end slides Feel free to insert your district logo on the cover, end and interior slides. If you would rather not, simply delete [Insert District Logo].

    An important note regarding printing your slides:When printing your slides, you will want to be sure your printer recognizes the color graphics included in the presentation. Even if you are printing on a black & white printer, you will want to choose the option to print in color so the background graphics will show on the printouts.

    *NOTE FOR PRESENTER: Two-thirds of all new jobs created in the United States require at least some postsecondary education, according to a 2010 study by Georgetown University. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

    On January 8, 2010, following approvals by the states Independent Regulatory Review Commission and the Attorney General, the State Board of Education published changes to Chapter 4 that set stronger, more consistent high school graduation requirements for students, beginning with the class of 2015 todays seventh graders.

    The new graduation requirements represent the states commitment to continuously advance its education system to better prepare students for the changing and challenging demands of college and the workplace. They align with the current Pennsylvania Academic Standards, including the Standards Aligned System, Curriculum Frameworks, and Assessment Anchors and Eligible Content, and with the newly-adopted Common Core State Standards.

    *NOTE FOR PRESENTER: Two-thirds of all new jobs created in the United States require at least some postsecondary education, according to a 2010 study by Georgetown University. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

    On January 8, 2010, following approvals by the states Independent Regulatory Review Commission and the Attorney General, the State Board of Education published changes to Chapter 4 that set stronger, more consistent high school graduation requirements for students, beginning with the class of 2015 todays seventh graders.

    The new graduation requirements represent the states commitment to continuously advance its education system to better prepare students for the changing and challenging demands of college and the workplace. They align with the current Pennsylvania Academic Standards, including the Standards Aligned System, Curriculum Frameworks, and Assessment Anchors and Eligible Content, and with the newly-adopted Common Core State Standards.

    *NOTE FOR PRESENTER: Two-thirds of all new jobs created in the United States require at least some postsecondary education, according to a 2010 study by Georgetown University. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

    On January 8, 2010, following approvals by the states Independent Regulatory Review Commission and the Attorney General, the State Board of Education published changes to Chapter 4 that set stronger, more consistent high school graduation requirements for students, beginning with the class of 2015 todays seventh graders.

    The new graduation requirements represent the states commitment to continuously advance its education system to better prepare students for the changing and challenging demands of college and the workplace. They align with the current Pennsylvania Academic Standards, including the Standards Aligned System, Curriculum Frameworks, and Assessment Anchors and Eligible Content, and with the newly-adopted Common Core State Standards.

    *NOTE FOR PRESENTER: Two-thirds of all new jobs created in the United States require at least some postsecondary education, according to a 2010 study by Georgetown University. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

    On January 8, 2010, following approvals by the states Independent Regulatory Review Commission and the Attorney General, the State Board of Education published changes to Chapter 4 that set stronger, more consistent high school graduation requirements for students, beginning with the class of 2015 todays seventh graders.

    The new graduation requirements represent the states commitment to continuously advance its education system to better prepare students for the changing and challenging demands of college and the workplace. They align with the current Pennsylvania Academic Standards, including the Standards Aligned System, Curriculum Frameworks, and Assessment Anchors and Eligible Content, and with the newly-adopted Common Core State Standards.

    *NOTE FOR PRESENTER: Two-thirds of all new jobs created in the United States require at least some postsecondary education, according to a 2010 study by Georgetown University. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

    On January 8, 2010, following approvals by the states Independent Regulatory Review Commission and the Attorney General, the State Board of Education published changes to Chapter 4 that set stronger, more consistent high school graduation requirements for students, beginning with the class of 2015 todays seventh graders.

    The new graduation requirements represent the states commitment to continuously advance its education system to better prepare students for the changing and challenging demands of college and the workplace. They align with the current Pennsylvania Academic Standards, including the Standards Aligned System, Curriculum Frameworks, and Assessment Anchors and Eligible Content, and with the newly-adopted Common Core State Standards.

    *NOTE FOR PRESENTER: Two-thirds of all new jobs created in the United States require at least some postsecondary education, according to a 2010 study by Georgetown University. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

    On January 8, 2010, following approvals by the states Independent Regulatory Review Commission and the Attorney General, the State Board of Education published changes to Chapter 4 that set stronger, more consistent high school graduation requirements for students, beginning with the class of 2015 todays seventh graders.

    The new graduation requirements represent the states commitment to continuously advance its education system to better prepare students for the changing and challenging demands of college and the workplace. They align with the current Pennsylvania Academic Standards, including the Standards Aligned System, Curriculum Frameworks, and Assessment Anchors and Eligible Content, and with the newly-adopted Common Core State Standards.

    *NOTE FOR PRESENTER: Two-thirds of all new jobs created in the United States require at least some postsecondary education, according to a 2010 study by Georgetown University. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

    On January 8, 2010, following approvals by the states Independent Regulatory Review Commission and the Attorney General, the State Board of Education published changes to Chapter 4 that set stronger, more consistent high school graduation requirements for students, beginning with the class of 2015 todays seventh graders.

    The new graduation requirements represent the states commitment to continuously advance its education system to better prepare students for the changing and challenging demands of college and the workplace. They align with the current Pennsylvania Academic Standards, including the Standards Aligned System, Curriculum Frameworks, and Assessment Anchors and Eligible Content, and with the newly-adopted Common Core State Standards.

    *NOTE FOR PRESENTER: Two-thirds of all new jobs created in the United States require at least some postsecondary education, according to a 2010 study by Georgetown University. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

    On January 8, 2010, following approvals by the states Independent Regulatory Review Commission and the Attorney General, the State Board of Education published changes to Chapter 4 that set stronger, more consistent high school graduation requirements for students, beginning with the class of 2015 todays seventh graders.

    The new graduation requirements represent the states commitment to continuously advance its education system to better prepare students for the changing and challenging demands of college and the workplace. They align with the current Pennsylvania Academic Standards, including the Standards Aligned System, Curriculum Frameworks, and Assessment Anchors and Eligible Content, and with the newly-adopted Common Core State Standards.

    *NOTE FOR PRESENTER:

    If a district chooses to use a Keystone Exam as part of the course grade for purposes of meeting state graduation requirements, the score will count for at least 33 percent of the grade.

    Students may retake a Keystone Exam to raise their score; after two attempts, students can complete a project-based alternative to demonstrate their knowledge in the subject matter.

    Following approval of by the U.S. Department of Education, all districts would need to administer three Keystone Exams Algebra I, Biology, and Literature for Adequate Yearly Progress.

    Students should take the Keystone Exam when they complete the related coursework, which may be as early as grades 6, 7, or 8 for Algebra I, for example.

    *NOTE FOR PRESENTER:

    If a district chooses to use a Keystone Exam as part of the course grade for purposes of meeting state graduation requirements, the score will count for at least 33 percent of the grade.

    Students may retake a Keystone Exam to raise their score; after two attempts, students can complete a project-based alternative to demonstrate their knowledge in the subject matter.

    Following approval of by the U.S. Department of Education, all districts would need to administer three Keystone Exams Algebra I, Biology, and Literature for Adequate Yearly Progress.

    Students should take the Keystone Exam when they complete the related coursework, which may be as early as grades 6, 7, or 8 for Algebra I, for example.

    *NOTE FOR PRESENTER:

    If a district chooses to use a Keystone Exam as part of the course grade for purposes of meeting state graduation requirements, the score will count for at least 33 percent of the grade.

    Students may retake a Keystone Exam to raise their score; after two attempts, students can complete a project-based alternative to demonstrate their knowledge in the subject matter.

    Following approval of by the U.S. Department of Education, all districts would need to administer three Keystone Exams Algebra I, Biology, and Literature for Adequate Yearly Progress.

    Students should take the Keystone Exam when they complete the related coursework, which may be as early as grades 6, 7, or 8 for Algebra I, for example.

    *NOTE FOR PRESENTER:

    Students scoring Proficient or Advanced on a Keystone Exam will meet the new graduation requirements for that subject.

    If a student scores Basic on a Keystone Exam, he/she can receive points earned for their final grade, but will not have satisfied the graduation requirement.

    If a student performs Below Basic on a Keystone Exam, the student would not receive points toward their course grade and should retake the exam at the earliest opportunity.

    *NOTE FOR PRESENTER:

    All questions will be aligned to the Keystone Assessment Anchors and Eligible Content found on the SAS website.

    *NOTE FOR PRESENTER:

    Districts that make the local policy decision to use a Keystone Exam as a stand-alone graduation requirement in a given content area would be deemed approved for validation requirements in that content area.

    As with all administrations of Keystones, students who are not proficient should receive targeted, supplemental instruction and retake the exam at the earliest possible opportunity. After two administrations, students could complete a project-based alternative assessment to raise their score and meet graduation requirements. (http://static.pdesas.org/Content/Documents/Policy_Guidance_for_Local_Assessment_Option.pdf)**NOTE FOR PRESENTER:

    A high score on either exam in a related content area will fulfill the new graduation requirements. *NOTE FOR PRESENTER:

    Implementation of the new graduation requirements is well under-way, along with planning for the newly-adopted Common Core State Standards. On July 1, 2010, Pennsylvania became the 18th state to adopt the national Common Core State Standards for English language arts (ELA) and mathematics set forth by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). To date, nearly 40 states have adopted the Standards. (http://www.pdesas.org/standard/CommonCore/) (http://www.corestandards.org/) By meeting high, consistent standards, students in Pennsylvania will leave high school better prepared for the next phase of life, whether that is further education or career.

    The Common Core State Standards are closely aligned with the existing Pennsylvania Standards and support the Standards Aligned System (SAS). *NOTE FOR PRESENTER:

    The regulation allows students who do not score proficient or above to retake the Keystone Exam (or Keystone Exam Module) at the next available testing date.

    The regulation does not preclude proficient or advanced students from retaking a Keystone Exam at the districts discretion.

    Students will have the option to retake the entire Keystone Exam or a specific module.

    Based on advice from the states Technical Advisory Committee (TAC), it is in the students best interest to retake the entire exam since the new score will be based on the two highest module scores.

    This provision of the regulation underscores what all of us are working toward for every child: proficiency in the states academic standards. Districts, principals, and teachers will continue to decide which extra supports supplemental instruction make sense for studentsbefore or after school tutoring, peer tutoring, in-class assistance, homework assignments, differentiated supports, etc.

    **NOTE FOR PRESENTER:

    The end-of-course Keystone Exams will be developed in 10 core subjects: Algebra I, Algebra II, Geometry, Biology, Chemistry, English Composition, Literature, Civics and Government, U.S. History, and World History. *NOTE FOR PRESENTER:

    The new requirements are not a major shift from the current requirements. Instead, the Department of Education has simply added showing proficiency in each main course subject, with four pathways to get there (see last box on slide graphic), to the requirements.

    Each district in Pennsylvania will decide which of the four assessment pathways works best for its students and can vary between course subjects. Keystone Exam counting as at least 33% of course grade Keystone Exam as a stand-alone graduation requirement Independently-validated local assessment AP/IB exam

    A variety of options for assessments provides school districts with maximum flexibility for implementation, measuring achievement, and supporting struggling students.

    *NOTE FOR PRESENTER:

    The Item and Scoring Sampler will allow students to practice answering questions.

    For educators, User Guides and Directions for Administration Manuals will be delivered hard-copy to the administration building of each district. They will also be posted on the PA eDIRECT web site (https://pa.drcedirect.com/). These Manuals will be available about a month out from the exam administration window.

    *NOTE FOR PRESENTER:

    On the SAS website, theres a section dedicated to the new graduation requirements with information like:Frequently asked questions Exam schedulesPolicy regulationFact sheetsAnd more!

    Helpful resources about Keystone Exams and the Common Core State Standards on the SAS web site. *