tools to assess the quality of the curriculum

TOOLS TO ASSESS THE QUALITY OF THE CURRICULUM, I, A, IS

The Parable of the Low Hanging Fruit

IN THE BEGINNING, ALL THAT WAS NECESSARY TO HAVE EFFECTIVE CURRICULUM WAS TO HAND

A TEACHER THE RIGHT TEXT.

AND BECAUSE ONLY NATIONAL STANDARDIZED TESTS (WHICH HAD LITTLE RELATIONSHIP TO THE TAUGHT

CURRICULUM NO MATTER THE TEXT), WHO REALLY KNEW WHAT EFFECTIVE CURRICULUM, TEACHING, OR LEARNING LOOKED LIKE? IT LOOKED

LIKE THIS:

BUT ONE DAY, FEARING THAT THE US WOULD LOSE ITS STATUS AS A WORLD POWER BECAUSE OF ITS

EDUCATION SYSTEM (A NATION AT RISK), ED REFORM BEGAN THE FIRST MOVEMENT IN AMERICAN

EDUCATION THAT HAS EVER LASTED MORE THAN 7 YEARS.

ELA

Math

2001 & 02 2003 & 04 2005 & 06 2007 & 08 2009 & 10 2011 & 12 2013 & 14

53.0

60.8

68.7

76.5

84.3

92.2

100

70.775.6

80.585.4

90.295.1

100

90

80

70

60

50

Com

posi

te P

erfo

rman

ce In

dex

(CPI

)

ELAMath

Ten years ago, only 24 % of the state’s 10th graders scored proficient or higher on the math MCAS exam.

Ed. Reform

AND SINCE ED. REFORM BEGAN, WE HAVE DEVELOPED MANY WAYS BEYOND BUYING A NEW TEXTBOOK TO

FINE-TUNE C, I, A, AND IS. MANY MORE ARE SURE TO FOLLOW. WE TRULY ARE BUILDING THE PLANE WHILE

FLYING IT!

HOW DO WE KNOW IF OUR CURRICULUM IS WORKING?

Data analysis: MCAS, AP, SAT

analyses (Root Cause)

Local Assessments Surveys Interviews Parent Comments Student Work

Analysis

Processes LASW Calibration of standards

(NEC Mentor) Rubric calibration Observation/Evaluation

of teaching Vertical Teaming Power Standards UBD curriculum

development/rubrics for evaluation

Professional Learning Community

Critical Friends

THE CHANGE IN ASSESSMENT FROM EDUCATION REFORM

curriculum

assessment

Student

instruction

Curriculum

•Content-coverage

Instruction

•Teacher-centered

Assessment

•Test (hidden) OLD MODEL

GO ON

NEW MODEL

TOOLS/USEDocument AnalysisMaterials Analysis: Quality of texts and support materialsData Analysis: Root Cause Analysis, PIMS Process, Item AnalysisDevelop Power StandardsVertical TeamObservations, Walkthroughs, EvaluationsPD QualityTeacher Evaluation process, documents, standards

Calibration of local, text-based, standardized assessments to MCAS (MA standards are higher than the national average.) (HOTS—”Rigor-Meter” and Bloom, QAR)Look at Student Work and calibrate assessments of writing, coursesPLCs

What is the impact on students?Consider at risk, gifted, subgroups, high school graduates, SPED studentsWhat happens to at risk students? Are they identified (ISSPs, extra time, different course sequence)

c

I

A

IS

WHAT WORKS? (MARZANO)(THEY ARE IN RANK ORDER)

IN SCHOOLS AND DISTRICTS IN CLASSROOMS

Guaranteed (taught curriculum) and viable curriculum◦ Opportunity to learn ◦ Time◦ Guaranteed—and assessed throughout the year◦ Viable—challenging rigorous (not onerous)

Challenging Goals and Effective Feedback◦ Monitoring (timely feedback, formative, not

summative, assessment)◦ Pressure to achieve

Parental involvement ◦ Good communication is critical component)

Safe and Orderly Environment◦ School Climate◦ Positive reinforcement◦ Productive climate and culture conducive to learning

Collegiality ◦ Authentic professional interactions, and professionalism ,

content knowledge, and high correlation with pedagogy◦ Leadership ◦ Learning organization◦ Cooperation

Effective Instructional Strategies:◦ Flexible grouping, planning, setting goals

◦ Interactive learning, ongoing feedback, personalization

◦ Identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, graphic organizers, cooperative learning, setting objectives and providing feedback, generating and testing hypotheses, questions, cues, and advance organizers

◦ Madeline Hunter: Anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, independent practice

Classroom management (discipline, student socialization, teacher behavior, organization, interactions, equity)

Classroom curriculum design (curriculum assessment)

It’s the teacher. Most classrooms have mediocre teachers—Elkind, Goodlad, Sizer,

Wagner

WRITING AND MATH: only 32% of college-bound students are adequately prepared for college, and 58% are in remedial courses—College Knowledge

READING: 34% of college graduates can read a complex book and

extrapolate from it. NCED Statistic

WRITING: 24% of students write at proficient level; 4% at Advanced-NAEP

THE RESEARCH

A meta-analysis of effectiveness based on 35 years of educational research Effective schools 72.4 % of students pass testIneffective schools 27.6% of students pass test

Teachers : Decisions made on a teacher level have a far greater impact than decisions

made at the school level.

The least effective teacher showed gains of 14% in student achievement in one year.◦ Ineffective strategies: use lower order questions based on recall, teachers talk (lecture, teacher-centered

class) instead of providing information in a variety of formats, imprecise feedback on tests (grades)—No clear idea of the essential concepts and the scaffolding necessary to get ALL students there.

The most effective had gains of 53% in one year.

The gain from an average teacher is 34%. The cumulative effect over 3 years: for the most effective teacher is a gain of 83% point

gain; for the least effective teacher the gain is 29%.

THE RESEARCH: WHAT WORKS IN SCHOOLS: TRANSLATING RESEARCH INTO ACTION, ROBERT J. MARZANO.

RESEARCH:WHAT WORKS AT THE SCHOOL LEVEL?

•Opportunity to learn

•Time•Guaranteed—and assessed throughout the year

•Viable—rigorous, essential learnings , power standards (not onerous)

Guaranteed (taught curriculum) and viable curriculum

•Monitoring (timely feedback, formative, not summative, assessment)

•Pressure to achieve

Challenging Goals and Effective Feedback

Parental involvement

•School Climate

•Positive reinforcement

•Productive climate and culture conducive to learning

Safe and Orderly Environment

•Leadership

•(learning organization)

•Cooperation

Collegialityauthentic professional interactions, not friendship) and Professionalism (efficacy, some content knowledge, higher correlation with pedagogy)

WHAT WORKS FOR THE TEACHER:

•grouping, planning, setting goals

•individualization, simulations and games, CAI, tutoring, learning hierarchies, mastery learning, homework, instructional media

•identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, homework and practice, graphic organizers, cooperative learning, setting objectives and providing feedback, generating and testing hypotheses, questions, cues, and advance organizers

•Madeline Hunter: Anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, independent practice

Effective Instructional Strategies:

Classroom management:

Classroom curriculum

design

discipline, student socialization, teacher behavior, organization, interactions, equity: routines, classroom climate

Standards-based curriculum: backwards planGoal setting, measuring progress

Rigor—Higher order thinking skills in questioning, tests, quizzes

Student engagement (not teacher-centered) Writing High expectations for all students “Front loaded” units—students know what the final

product looks like (exemplars) and how they will be graded from the first day of the unit (rubric).

Gradual release of responsibility Student self-assessment Good Feedback

WHAT TO LOOK FOR IN EVALUATIONS AND WALK-THROUGHS

QARK-1

Explanationof QAR

QAR Questions asked of the student/

Information processing involved

Bloom’s Taxonomy

(revised Bloom)

Explanationof Bloom

Inyourhead

Answers aren’t found in the text; they’re in the student’s

background knowledge

On my own

design, construct, plan, produce, invent, put two ideas together in a

novel way

Level 6 Synthesis(Creating)

Generating new ideas, products or ways of viewing 6

Students must use information both from the text as well as information

not in the text

Author and me

critique, judge, illustrate, hypothesize, experiment,

calculate, create, compose, debate, infer, solve appraise, judge, rate,

score, rank, defend, justify

Level 5 Evaluation

(Evaluating)

Justifying a decision or course of action,

checking 5

compare, contrast, analyze, examine, differentiate,

distinguish, question, deconstruct

Level 4Analysis

(Analyzing)

Breaking information into parts to explore

understandings and relationships

4

In the text

Information is in more than one place in the text

Think and

search

apply, calculate, collect, organize, use, executing, implementing

Level 3Apply

(Applying)

Use information in another situation 3

describe (idea), summarize, compare, explain, restate, discuss, report, find examples, discuss, for

what reason, what caused,paraphrase, summarize

Level 2Comprehension(Understanding)

Explaining ideas or concepts 2

Information is in one place in the text.

Right There

who, where, when, what, how many, list, what kind, name,

describe

Level IKnowledge

(Remembering)

Recalling information 1

Grade 3 MAT at 77th Percentile = Proficient Grade 4 ELA MCAS Grade 6 MAT at 49th Percentile = Proficient at Grade 6 ELA MCAS Grade 7 MAT at 56th Percentile = Proficient Grade 10 ELA MCAS Grade 3 MAT at 84th Percentile = Proficient Grade 4 math MCAS Grade 5 MAT at 69th Percentile = Proficient Grade 5 math MCAS Grade 7 MAT at 72nd Percentile = Proficient Grade 8 math MCAS Grade 7 MAT at 67th Percentile = Proficient Grade 10 math MCAS

BENCHMARKING THE MCAS AND STANDARDIZED TESTS

CALIBRATION

THE PIM PROCESS

Drilling Down with Data

DATA

Pim: http://www.doe.mass.edu/sdi/pim/ Is the content given sufficient coverage in the approved

curriculum? Do teachers re-teach material or provide interventions

for students who cannot adequately demonstrate the skill or knowledge?

Is the content taught to all students? Do teachers sufficiently differentiate instruction in order to address the learning needs of all students?

Do teachers have and use appropriate materials to teach this skill or knowledge?

Do students have adequate opportunities for individualized assistance in class or in extended time?

Do teachers have sufficient pedagogical and content knowledge needed to effectively teach the skills and knowledge?

English language learners: Do teachers effectively shelter instruction for English language learners?

Do teachers understand what a demonstration of this skill or knowledge should look like in order to meet the rigor of grade-level expectations set in the State Curriculum Frameworks and MCAS test?

English language learners: Do teachers understand and use appropriate assessment data to plan and guide instruction for English language learners?

Do teachers know and use a variety of strategies for teaching the skill or knowledge?

English language learners: Are English Language Learners at varying levels of English proficiency and content areas skills placed appropriately?

Do teachers assess this specific skill or knowledge? English language learners: Do teachers use a standards-based English language development curriculum to plan and deliver instruction for English language learners?

Do students receive enough reinforcement of the skill or knowledge over time?

Students with disabilities: Is the content taught to all students with disabilities?

Do students have adequate opportunities to ask questions and discuss ideas to clarify and deepen their understanding of this knowledge or skill?

Students with disabilities: Are students with disabilities asked to demonstrate the same level of competence as regular education students on this skill or knowledge?

Is sufficient substantive feedback given to students? Students with disabilities: Are appropriate and effective accommodations for helping students master this skill or knowledge included in students’ Individualized Education Plans?

http://www.doe.mass.edu/sdi/pim/

PIM Elementary learners: Does the core curriculum provide

explicit instruction in the five components of reading – phonemic awareness, phonics, fluency, vocabulary, and comprehension?

Elementary learners: Is students’ progress on the major indicators of early literacy acquisition/reading skills (key indicators - phonemic awareness, phonics and fluency) regularly monitored?

Elementary learners: Is the core curriculum taught in a sequenced way with ample review and practice activities?

Elementary learners: Does the school provide additional time on reading for students who are not making adequate gains toward grade-level reading proficiency?

Elementary learners: Are students taught using an evidence based program specific to their identified skill deficits?

Elementary learners: Does the school have a system in place where teachers and specialists regularly meet on grade level to: solve problems, look at data on student performance, make instructional decisions (e.g., grouping changes), and establish short-term goals for students?

Elementary learners: Does the school provide uninterrupted instruction in reading for an adequate length of time?

Elementary learners: Does the school have a sufficient library of decodable text, expository text, and leveled fiction and nonfiction text, and do teachers know how to select from these choices?

Elementary learners: Do teachers understand how to structure activities to effectively use a reading block?

Adolescent learners: Are struggling readers given additional time during the school day to focus on reading and writing with a trained reading teacher?

Elementary learners: Are teachers able to identify within the core curriculum the essential instructional activities that meet the needs of their students?

Adolescent learners: Are struggling readers provided with a variety of explicit comprehension strategies for understanding texts across content areas?

Elementary learners: Are students receiving flexible, small-group, or individual instruction in the classroom targeted toward remediating skill deficits?

Adolescent learners: Do content area teachers have access to ongoing training and support for working with struggling readers?

Elementary learners: Is adequate time provided for students in reading connected text at their instructional level?

Adolescent learners: Are students asked to read diverse texts at an appropriate reading level?

Elementary learners: Are teachers providing students with effective strategies for word identification, as opposed to strategies that encourage guessing?

Adolescent learners: Do teachers have access to formative and summative assessment data about students’ reading skills?

Elementary learners: Are teachers adequately trained in the use of core curriculum and program materials, including diagnostic assessments?

Adolescent learners: Are struggling readers provided with frequent opportunities to write?

GUIDING QUESTION: WHY HAVEN’T STUDENTS IN THE TARGETED GROUP LEARNED THE SKILLS AND KNOWLEDGE DESCRIBED IN THE STUDENT LEARNING OBJECTIVES?

English Language Arts Mathematics Science2006 2007 2006 2007 2006 2007

Ashby-3 74 61 51 65Squannacook-3 70 77 56 75 GREEN ABOVE 75

Varnum -3 68 74 47 69 Original color ABOVE STATE

State-3 58 59 48 60 RED AT /BELOW STATE

Ashby-4 42 56 29 61Squannacook-4 54 46 33 50Varnum -4 48 46 33 28State-4 50 56 40 48

Ashby-5 76 73 56 54 66 78Squannacook-5 69 69 53 51 64 57Varnum-5 61 68 47 57 44 67

State-5 59 63 43 51 50 51

Hawthorne -6 77 74 52 55Nissitissit-6 66 74 64 67State-6 64 67 46 52

Hawthorne -7 84 82 57 47Nissitissit-7 77 69 50 57State-7 78 69 40 46

Hawthorne -8 86 90 58 53 45 41Nissitissit-8 81 81 50 63 49 46State-8 78 75 40 45 33 33

High School-10 85 81 82 80 NA

State-10 69 71 67 69 NA

Long composition Open response Questions16 points maximum

Topic12 points maximum

Conventions6 points maximum

AshbyGrade 4

7.2 60% 6.2 83% 7.3 46%

SquannacookGrade 4

6.6 55% 6.1 81% 7.4 46%

Varnum BrookGrade 4

6.9 58% 6.4 81% 6.7 42%

Hawthorne BrookGrade 4

7.3 61% 6.5 81% 8.9 56%

NissitissitGrade 7

7.0 59% 6.3 79% 9.0 57%

NMRHSGrade 10

7.8 65% 7.5 94% 9.7 60%

TESTWIZ GREEN ABOVE 75

Original color ABOVE STATE

RED Below 65 (highest local)

LOOKING AT STUDENT WORK

CALIBRATIONRUBRICS

LOW, MEDIUM, AND HIGH PROTOCOLTEACHING TO THE RUBRIC

CAN YOU PREDICT HOW YOUR STUDENTS WILL DO ON THE MCAS BASED ON THEIR CLASS WORK, YOUR TESTS, YOUR TEXTBOOK ASSESSMENTS?

• STANDARD

ADVANCEDPROFICIENT

NIWARNING

• DO THEY

MEET,

SURPA

SS,

PREDIC

T

PERFO

RMANCE ON M

CAS?

BENCHMARK TESTSCLASSROOM TESTS

UNIT EXAMS

WHY LASW?

Common expectations for writing (and reading)

Calibrate to MCAS (at least) Common language Consistent experience for students Collaborative lesson planning Action plans for three levels of learners

DATA: WHAT DO YOU ASK OF IT?

Score Analysis: Score Point 2 (AVERAGE SCORE)

This response demonstrates a fair understanding of the mathematical concepts involving integers that underlie the

task by completing 3 of the 6 elements. 1.An incorrect number line is provided which shows the negative integers placed to the right of zero, and the positive integers placed to the left of zero. 2.The explanation is unacceptable because it does not demonstrate an understanding that negative integers are placed to the left of zero on the number line: because everything on the right side of the 0 is - what ever number and it just goes like you would count from 0 - when it stops say to -20°. 3.The response correctly indicates that +3 is the greater number and provides an acceptable explanation: cause 10 is below zero and +3 is above zero. 4.The response correctly indicates that -3 is the greater number. However, the explanation is circular and does not demonstrate an understanding of negative integers because it is based on the incorrect number line provided in part (a): because it is on - and if you look at the line above then the -3 is higher then the -10.

Clearly Define

Essential Expectation

sPOWER

STANDARDCOURSE

EXPECTATIONS

Calibrate the expectations to MCAS Standards

or to AP or College

Expectations

Develop Assessments to Measure Power

StandardAssess

studentsBlind

Collaboratively

Look at Student Performance on

the Assessments for Feedback for

Teacher

Look at Student Work

and Provide Remediation to high, average, and low

START HERE

You are here

GRADE 4 ORQBased on the article, describe the challenges Annie Smith Peck faced throughout her life. Support your answer with important details from the article.

Open Response Question 2008 Grade 4

The response is a clear, complete, and accurate description of the challenges Annie Smith Peck faced throughout her life. The response includes important details from the article.4

3The response is a mostly clear, complete, and accurate description of the challenges Annie Smith Peck faced throughout her life. The response includes relevant but often general details from the article.

2The response is a partial description of the challenges Annie Smith Peck faced throughout her life. The response includes limited details from the article and may include misinterpretations.

1

The response is a minimal description of the challenges Annie Smith Peck faced throughout her life. The response includes little or no detail from the article and may include misinterpretations. ORThe response relates minimally to the task.

0 The response is incorrect, irrelevant, or contains insufficient information to demonstrate comprehension.

WHAT IS GOOD FEEDBACK?

Focuses on goal Is clear and positive Identifies specific strengths Points to areas needing improvement Suggests a route of action student can take Limits amount of feedback to what the learner can

accomplish Models how students can self assess Gives models, rubrics Is timely For example: Hamburger model/6-trait rubric

IN PROGRESS AT STANDARD EXEMPLARY RESPONDER'S NOTES:

Ideas: Are weak so that the message is unclear; details are vague.

Ideas: Are emerging and at times

supported with details

Ideas: Are clear with details that are interesting, important and

informative.

Ideas: Are strong with rich details that draw the reader in and create

vivid images.

Organization: Is lacking so that the reader is often confused.

Organization: Is emerging so that the reader

can follow most of the text.

Organization: Enables the reader to follow the text easily. Transitions aid

reading.

Organization: Shows close connections with each section anticipating the next. Transitions enhance

understanding.

Voice:

Is flat, dull, tentative, or inconsistent.

You are not engaged with your writing.

Voice: Is emerging as you find your own voice. You show limited

engagement with your writing.

Voice: You are engaged with your writing. The writer comes

through your words.

Voice:

A lively voice imparts a personal flavor and interest that is you and shows your intense engagement with your topic

and your reader.

Word Choice: Is vague, predictable

Word Choice: Shows some interesting and

precise choice of words.

Word Choice: Your word choice is interesting

and precise.

Word Choice: Rich, colorful, precise language moves and enlightens your

reader.

Sentence Fluency:

Sentences are choppy, difficult to read. Awkward word patterns slow the reading.

Sentence Fluency: Sentences are at times fluent and easy to understand; some awkward word patterns slow

the reading.

Sentence Fluency: Sentences vary in length and style and are fluent and easy to

understand.

Sentence Fluency:

Your writing has cadence, power, rhythm, movement, used strategically to support

your purpose.

Conventions (spelling, grammar, punctuation, capitalization, paragraphing, format): Poor mechanics impede the reading of the text.

Conventions: Errors are minor but affect the

reading of the text.

Conventions: Correct conventions facilitate

the reading of the text

Conventions: Correct conventions facilitate the reading of the text. Conventions, used strategically,

add to impact of the text.

What this rubric says to a student is: This is what you are doing now, and this is what you can do to improve.

Recognize complexity and look at a variety of assessments and the effectiveness of possible interventions while limiting focus to three students

Commonalities among three tiers Addresses high achievers’ needs. They

are often ignored

THE CASE STUDY METHOD

Student Profile Common Interventions for All Students

Unique Interventions for each level

Unique Interventions for selected students

High Achiever •Common ORQs and long essay

• Assess whole class and chart average progress every quarter•Discuss progress of case study students at least twice a month•Self-assessment by students•Use NEC Mentor•Maintain writing portfolio, folder •Develop grade-level focus for portfolio

•Reading/writing connection•Voice lessons in writing—vocabulary, sentence structure, tone, transitions•Identify in examples

Self-assess progress of writing at the end of each quarter based on writing portfolio—Guide initially and release responsibility

Average Achiever •Clear examples•Quotations from text•Transitions•Reading/writing connection

Model self-assessment

At Risk Achiever •Reading/writing connection •Organization•Details•Cite text

Self assess with support

CASE STUDY INTERVENTIONS

MCAS LONG ESSAY Score Description

6 Rich topic/idea development

Careful and/or subtle organization

Effective/rich use of language

5 Full topic/idea development

Logical organization

Strong details

Appropriate use of language

4 Moderate topic/idea development and organization

Adequate, relevant details

Some variety in language

3 Rudimentary topic/idea development and/or organization

Basic supporting details

Simplistic language

2 Limited or weak topic/idea development, organization, and/or details

Limited awareness of audience and/or task

1 Limited topic/idea development, organization, and/or details

Little or no awareness of audience and/or task

SETTING CLEAR (AND COMMON) EXPECTATIONS

Needs Improvement: 3 (of 6 for content/organization) essay for grade 7 ELA. This is what the average score for 7th grade looks like.NEXT STEPS? Root Cause?

CONSIDER THREE LEVELS OF RESPONSEAll Students Goals specifically for

this level—from rubric

High

• All students will LASW and rank essays from ESE web site or NCS mentor (not their own work initially)

•All students will learn to assess work with NCS Mentor

•Students will self assess their ORQs or essays using rubrics

•Examples of high quality work from students will be discussed and posted in classrooms

•Students will revise ORQ answers to move up one level

Rich topic/idea development

Careful and/or subtle organization

Effective/rich use of language

Read best examples

Describe what they see

Use these descriptors on their own writing (in pairs)

Average

Full topic/idea development

Logical organization

Strong details

Appropriate use of language

Substantiation from text

3 examples

Organize—time, importance, etc.

Vocabulary tune up

Low

Moderate topic/idea development and organization

Adequate, relevant details

Some variety in language

Stay on one topic

Go back to text for examples

Specific vocabulary

MATH RUBRIC

Scoring Guide : Students' Heights

Rubric

Score point 4: The response shows a comprehensive understanding of stem-and-leaf plots and how to interpret and draw conclusions from them.

Score point 3: The response shows a general understanding of stem-and-leaf plots and how to interpret and draw conclusions from them.

Score point 2: The response shows a basic understanding of stem-and-leaf plots.

Score point 1: The response shows a minimal understanding of stem-and-leaf plots.

Score point 0: The response is incorrect or contains some correct work that is irrelevant to the skill or concept being measured.

NCS MENTORHTTP://WWW.NCSMENTOR.COM/DEFAULT.HTM

Score Analysis: Score Point 2

The response demonstrates a basic understanding of a stem-and-leaf plot and how to interpret and draw conclusions from them by completing 3 of the 6 elements. 1.The response does not correctly identify 147 cm as the mode of the students' heights. Instead, a flawed strategy which averages the heights results in an incorrect mode: you just add all the students' heights up and divide that number with the number of heights recorded. 2.An incorrect stem-and-leaf plot is given which includes all of the students' heights but not in the correct format and, therefore, receives no credit. 3.The response correctly identifies 142 as the median height of the students. The explanation demonstrates a correct strategy for finding the median: to find the median you put the numbers in order and then the number that is in the middle is the median. 4.The response provides the correct conclusion about the heights of the two additional students: One of the new student's height had to be less than 142 centimeters and the other new student's height had to be more than 142. However, there is no attempt to explain how this conclusion was drawn or to provide a specific example. Successfully completing 3 of the 6 elements earns this response 2 points.

TasksObjective 1

Responsibility Objective measures of

successSpecific target

dates

Resources NeededCost

1. Develop common writing assessments

2. Assess the ORQs “blind”

3. Develop separate plans of action for low, average, high students

PrincipalAssistant Principal

SPED Dir.SPED teachers

Classroom teachers

Two/three common assessments developed and assessed “blind” in 2008-09

Grade 4 and 7 one long essay plus one ORQ math and ELA

Grades 3,5,6 three common ORQs

Implementation by January

Time

1. BEGIN WITH THE END IN MIND2. SET MEASURABLE GOALS

UNDERSTANDING BY DESIGN

Standards-based teaching Clear goals Assessments matched to goals Activities are the LAST part of the work.

CONTENT PRIORITIES

Worth being

familiar with

Important to know

and do

Big Ideas

Understandings

Major performance assessment or

Final unit exam

Discussions

Quizzes,

formative assessments

homework

45

STAGE 1 – DESIRED RESULTS

Stage 1 – Desired Results

Content Standard (s):

Provide a framework for curriculum design; generalizations that define parameters about what students are expected to know and be able to do

Understanding (s):

Students will understand that…

Insight into the generalization; what students will walk away with

Essential Question (s):

Inquiry used to explore the generalization to enable students to earn the understanding

Knowledge:

Student will know … Skills: Students will be able to …

Specific priorities about what students are expected to know and be able to do DESIGN STANDARD FOR

ENDURING UNDERSTANDINGS

46

THREE STAGES OF BACKWARD DESIGN

1. Identify desired results

3. Plan learning experiences &instruction

2. Determine acceptable evidence

Then, and only then

STAGE 2 – ASSESSMENT EVIDENCE

PERFORMANCE TASK (S)

OTHER EVIDENCE

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

48

ESTABLISHING CURRICULAR PRIORITIES

worth being familiar with

important to know & do

‘big ideas’ worth understanding

Assessment Types

Traditional

Quizzes & tests

Paper/pencil

Selected response

Constructed-response

Performance Tasks and Projects

Open-ended

Complex

authentic

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

Should a teenager get their drivers license with just a written or just a performance assessment?

DESIRED RESULTS

GOALS

OVERARCHING UNDERSTANDINGSWhat will students UNDERSTAND?

Key understandings—these understandings can be applied to new

circumstances to assess leanring.

ESSENTIAL QUESTIONSMajor Questions that focus the unit—they are discipline-specific questions without a single, academic answer.

STANDARDS: Include Framework, number, and a brief title for each standard included. You do not have to write out the whole Standard. For example: ELA 12 Nonfiction structure

KEY CONCEPTS:

SKILLS STUDENTS WILL NEED TO KNOW… TO SUCCEED IN THE UNIT. THESE ARE SKILLS OUTSIDE THE CONTENT, FOR INSTANCE, POWERPOINT, OR SCATTERGRAMS

STUDENTS WILL BE ABLE TO… BY THE END OF THE UNIT

PERFORMANCE TASKS SPECIFIC “AUTHENTIC” ASSESSMENT INCLUDE RUBRIC FOR ASSESSMENT

QUIZZES, TESTS, ACADEMIC PROMPTS as evidence of UNDERSTANDING You may create a final exam or in

lieu of the exam, describe what the assessment will test

OTHER EVIDENCE of understanding including observation, work samples,

dialogues, etc.

STUDENT SELF-ASSESSMENTStudents could be expected to write a reflection, assess their own work, develop a class rubric for assessment

THE GENERAL SEQUENCE OF TEACHING AND LEARNING experiences for this unitWhat will you begin with (to Hook students) Carefully describe each MAJOR step. This does NOT have the details of a day-by-day lesson plan. It outlines your major steps.

FACETS OF UNDERSTANDING:

Which of the following 6 facets to you expect students to do in this unit to demonstrate their understanding?

Explanation Interpretation Application Perspective Empathy Self-knowledge

W How will you help students to know WHERE they are headed and WHY – e. g., major assignments, performance tasks, & standards to be addressed and criteria by which work will be judged? How will you know WHERE they are coming from?

H How will you HOOK and HOLD students through engaging and thought-provoking experiences [issues, oddities, problems, challenges] that point toward big ideas, essential questions, and performance tasks?

E What learning experiences will ENGAGE students in EXPLORING the big ideas and essential questions? What instruction is needed to EQUIP students for the final performance[s]?

R How will you cause students to REFLECT & RETHINK to dig deeper into the core ideas? How will you guide students in REVISING & REFINING their work based on feedback and self-assessment? REHEARSING for their final performance?

E How will students EXHIBIT their understanding through final performances and products? How will you guide them in self-EVALUATION to identify the strengths/weaknesses in their work and set future goals?

T How will the work be TAILORED to individual needs, interests, brain dominances, modes of learning, styles, and intelligences?

O How will the work be ORGANIZED for maximal engagement and effectiveness? [sequence, integration, horizontal & vertical articulation, continuity, etc]

G GOAL: What is the GOAL in the scenario? What is the task – overall? [develop a presentation, create a product, illustrate a process, perform a complex act]

R ROLE: What is the ROLE you are to take? [expert, instructor, student, apprentice, worker, member of the public]

A AUDIENCE: Who is your AUDIENCE? Who will evaluate your performance or product? [instructor, self, peers, experts, public]

S SITUATION: What is your SITUATION? What is the context in which you will perform or produce? What is the need; the place; the requirement; where is it to happen; what are the environmental conditions, etc.?

P PERFORMANCE/PRODUCT/PROCESS: What is the PERFORMANCE CHALLENGE? What are you to do or create that will be judged as evidence of successful completion of the intended outcome? [a class presentation, a model, a poster, a term paper, a lab demonstration, troubleshooting & repair]

S STANDARDS of PERFORMANCE: By what CRITERIA / STANDARDS / INDICATORS OF SUCCESS will the performance/product/process be judged? What expectations must it meet? What will be the indicators of success? [rubric, exemplars, key, checklist, rating scale, etc.]

THE COMPLEXITY OF CURRICULUM IMPROVEMENT IS GROWING YEARLY.

What Works?

PROFESSIONAL LEARNING COMMUNITIES

“Every educator engagesin effective professional learning every

day soevery student achieves”

Skills: Measuring Progress, Focus on Students First and on Results

Rigor: Higher Order Thinking Skills Collaboration: Purposeful Co-

labor-ing Positive school culture A resolution for continuous

improvement The Bottom Line: Students’

achievement in the district and their readiness for their future

1. An urgency and understanding of the problem presented through data

2. A shared vision of good teaching which includes rigor, relevance, and respect

3. Adult meetings that focus on instruction and model good teaching4. Clear standards, assessments, and consistent understanding of

quality student work5. Supervision that is frequent, rigorous, and focused on instruction6. PD that is primarily on-site, intensive, collaborative, and job-

embedded7. Diagnostic data that is used frequently by teams to assess learning

and teaching

SEVEN STRATEGIES FOR IMPROVING CURRICULUM, INSTRUCTION, and ASSESSMENT

THE BLACK BOX:WHAT DO WE NEED TO DO TO UNPACK THE

NEEDS AND POTENTIAL OF THE CLASSROOM?

The DISCONNECT BETWEEN STANDARDS and THE CLASSROOM

Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement.

The main problem is that pupils can assess themselves only when they have a sufficiently clear picture of the targets that their learning is meant to attain. Surprisingly, and sadly, many pupils do not have such a picture, and they appear to have become accustomed to receiving classroom teaching as an arbitrary sequence of exercises with no overarching rationale.

A particular feature of the talk between teacher and pupils is the asking of questions by the teacher. This natural and direct way of checking on learning is often unproductive.

Excerpted from “Inside the Black Box”

CHANGES NEEDED “INSIDE THE BLACK BOX”

Traditional classroom

practices

Formative assessment works significantly and with low achievers.

The quality of feedback needs to be enhanced.

Learning must be interactive. (The social

construction of knowledge)

Grades versus standards

Student self-efficacy is enhanced with good feedback:

from LUCK

TASK DIFFICULTY ABILITY

toHARD WORK

Questioning and convergent thinking versus HOTS

Calibration to standards

High expectations

Attitudes

The bell curvepredicted and

expected failure

Grades rank, but

don’t inform

Student self assessment: rubrics and examples before unit

DistrictImprove Student

Achievement in ELA and Math K-

12

Provide training, materials, time to support initiatives

Focus on Assessment:

Use Formative and Summative Assessments to

Monitor Progress. Create grade

level benchmark assessments.

Develop baselines.

School

Improve Scores in ELA and

Mathematics

Assess new literacy and math series through series assessments,

ongoing assessments, local benchmarks, MCAS,

etc.

ClassroomImprove ELA and Math scores for all students

Use formative and summative data to assess progress in

classroom toward clear goals set in local

benchmarks.

CALIBRATION: Baseline data, developing correlation to MCAS.

CONNECTING: Daily classroom plans to benchmarks to MCAS

Collaborative assessment of student work, common lessons to improve, continued assessment—The next step for high achievers, average students, and students who have greatest needs.

Open Response practice across the disciplines. One per unit exam, commonly chosen and commonly assessed

Commonly assessed ORQs by grade levels and departments Common assessment of long essay in grades 4, 7 and 9 and 10. Increased time Targeted teaching Common exams—finals, mid-terms, unit—over time Common syllabi for teachers with the same course Exams match benchmarks, student expectations

POSSIBLE ACTION RESPONSES

ACTION PLANNING

SMART Goal is Specific, Measurable, Attainable, Reasonable, Time-Specific)

GOAL: To increase fifth grade low income and SPED math scores by 10 CPI points in the 2009 MCAS. To increase average scores by 10% each quarter.

Objectives: To provide increased time and targeted instruction for students who received warning scores in math in grade 3, 4, and 5 in

2007. To provide 2 or three additional periods of math weekly to these students To develop a specific curriculum for general weaknesses (ORQ, SA, fractions) and targeted individualized contracts for

specific student needs. To assess student progress every two weeks on general weaknesses and the specific weaknesses of each student To purchase Study Island software for all students to allow for supplementary practice at home and at school.

Rationale: (SWOT analysis: Strengths, Weaknesses, Opportunities, and Threats) What will help or

hinder the plan? Consider responses to change: resistance, CBAM responses, and the counter-intuitiveness of change: we go slowly to go fast, instead of anger, embrace opposition, etc.

Strength: The district has been declared in need of improvement based on the underperformance of two subgroups. Strengths: The district has an aligned curriculum with clear benchmarks. The district uses TestWiz to analyze subgroup needs to provide targeted instruction. The district develops an ISSP for each student who has received a Warning in MCAS. There is some homeroom time and x-block time to provide targeted instruction to specific students.

Weakness: The district does not have time, much money or staff to add more instructional time. Opportunities: Grant money is available, but only $3000. Software can provide support and differentiation. Threats: Students do not like to attend before and after school sessions.

TasksObjective 1

Responsibility Objective measures of

successSpecific target

dates

Resources NeededCost

1. Identify grade 3, 4 and 5 students.

2. Develop ISSPs using TestWiz data, teacher and specialist input.

3. Develop schedule for two or three days of additional classes

PrincipalAssistant Principal

SPED Dir.SPED teacher

Classroom teachers

Individual ISSPs that include strengths, weaknesses, learning style, former areas of success, concern

Scheduled classes

Implementation by October 1

ISSP forms Individual

TestWiz printouts for each student in Warning

Time for teams to meet, develop schedules, assess students

Space for classes

SAMPLE ACTION PLAN

tools to assess the quality of the curriculum

Education

effective teacher

effective curriculum

teacher level

teacher behavior

average teacher

effective feedback

teachercentered class

viable curriculum opportunity