Syllabus … · Web viewThe Common Core State Standards, when effectively implemented, increase student achievement by consistently increasing the complexity of learning opportunities

After School Professional Development ProgramZoe Souliotis-Foley, Director [email protected]

Course Syllabus Template3 Credit Courses; 36 Hours; 2 Credit Courses = 24 hours; 1 Credit Courses = 12 hours

Summer 2015: July 6, 2015 – August 17, 2015

Please complete a full course syllabus using this format, saved in Microsoft Word. This syllabus will be uploaded to the ASPDP website.

Title of Course: Supporting Struggling Students with Rigorous InstructionCourse Code:Registration Close Date: _________________________________________Course Location: Online course, accessible at www.kdsi.org/NYCInstructor’s Name: Sophia ThwaitesInstructor’s Telephone #: 1800 728 0032

E-mail: [email protected]

Course Begins: July 6, 2015 Course Ends: August 17, 2015 Total Hours: 36Educational Partner Fee: $174.00

Materials Fee (if applicable): N/A

In one sentence, what is the focus of this course? Participants learn how to support struggling students while increasing rigor.

What will teachers know and be able to do as a result of taking this course? (50 words or fewer) Educators will learn acceleration, progressive, and remediation strategies to preclude and support struggling students. They will also learn how to support students through the four stages of rigorous learning: acquisition, application, assimilation, and adaption. They will develop proactive intervention plans to promote rigorous learning before lessons, during learning, and through summative assessment.

This course will meet on the following dates: (Please list day of the week and all dates this course will be offered in mm/dd/yyyy format; do not provide a range): 7 days a week; 24/7

This course will meet at the following times: Start time: 24/7_____________End time: 24/7________

The maximum number of students this class can permit: 999___________________________ _____

Target Grade Level(s): K-12 Content Area(s): Methodology

Specific Content Area(s): (Identify one to two specific content areas) □ Arts □Academic Intervention □Accountability □ ELL □English Language Arts □Guidance □Health/Physical Ed. □Intervention □Mathematics □Mentoring X Methodology □Multicultural Ed. □Science □Secretaries □Social Studies □Special Education □Technology in the Content Area

mailto:[email protected]


Course Information

Course Description1. In two paragraphs describe your course including the course objectives, key activities or texts, assessment plan, Common Core Standards (where relevant) and key Danielson Components addressed. The description should indicate the research base and/or best pedagogical practices addressed.

In this dynamic course, educators learn how to support struggling students without sacrificing rigor. Presenter Dr. Robyn R. Jackson begins by helping educators understand why students struggle. From there, participants will learn specific strategies for supporting students. These include acceleration strategies designed to prevent students from struggling in the first place, progressive intervention strategies that directly address sources of student struggle and quickly get struggling students back on track, and remediation strategies that target specific areas of difficulty and prepare students for summative assessments. Dr. Jackson introduces participants to the four stages of rigorous learning—acquisition, application, assimilation, and adaptation—and shows participants how to support students through each stage. Participants learn specific instructional and support strategies for increasing students' capacity to engage in rigorous learning experiences, ways to increase the rigor of their own courses, and assessment strategies that extend students' rigorous learning throughout the unit. Finally, participants develop a proactive intervention plan that supports students’ rigorous learning before the lesson, during learning, and through the summative assessment. This course includes multiple assessments including pre and post surveys, reflection questions at the end of each unit, a Mid-course project, and a Final Capstone Project.

The Danielson components that apply to this course Domain 1: Planning and Preparation; Competency e: Designing Coherent Instruction. Participants learn to design instruction that anticipates students’ struggles with the material. They learn intervention and support strategies to use before and during instruction, including ways to preclude students’ confusion, to use graphic organizers, and to teach vocabulary. They learn to identify and respond to red flags before students become mired in their struggles and to develop a comprehensive remediation plan for units of study. This course also provides methods for helping all students meet the demands of the CCSS in Literacy. Dr. Jackson’s examples of rigorous instruction align with the key shifts in instruction promoted by the CCSS. The KDS Theory of Action is the belief that through the combination of 50 hours of learning through Instruction (40%), Coaching (20%), and Practice (40%), educators will have the research-based learning experiences necessary to change their practice. There are three principles that we believe support our course design: Research Based Principle 1: Professional development should be intensive, ongoing, and connected to practice: one study suggests 50 hours of instruction to make any kind of impact, so we design our courses to be approximately 50 hours, Research Based Principle 2:Modeling has been found to be highly effective in helping teachers understand a new practice, so we use authentic clips and classroom video footage of model lessons to demonstrate effective classroom practice, Research Based Principle 3: Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice, so we use interactive activities, graphics, readings, discussions, and scenario-based activities to support the educator as active learner.

Integration of Danielson Framework2. Identify and explain how your course will deepen participant understanding of one to two components in Danielson’s Framework for Teaching. (Include Domain # and Component letter e.g. 1E).



Domain 1: Planning and PreparationCompetency e: Designing Coherent Instruction

Participants learn to design instruction that anticipates students’ struggles with the material. They learn intervention and support strategies to use before and during instruction, including ways to preclude students’ confusion, to use graphic organizers, and to teach vocabulary. They learn to identify and respond to red flags before students become mired in their struggles and to develop a comprehensive remediation plan for units of study.

Integration of Standards3. In bullet form, list the applicable NYC, NYS, and/or Common Core Standards in course content area (Literacy, Math, Science, Social Studies, Applied Learning, the Blueprint for Teaching and Learning in the Arts, National Educational Technology Standards)

A Framework for Teaching1e: Planning and Preparation: Designing Coherent Instruction

Common Core State Standards in LiteracyDr. Jackson’s examples of rigorous instruction align with the key shifts in instruction promoted by the CCSS:• Reading skills for both informational and literary texts• Reading skills for domain-specific texts• Increasing text complexity• Appropriate use of textual example in analysis• Writing from a variety of sources• Use of academic language

New York State Learning StandardsEnglish Language Arts:

o Standard 1: Language for Information and Understandingo Standard 2: Language for Literacy Response and Expressiono Standard 3: Language for Critical Analysis and Evaluationo Standard 4: Language for Social Interactiono Mathematics, Science, and Technology:o Standard 1: Analysis, Inquiry, and Designo Standard 6: Interconnectedness: Common Themeso Standard 7: Interdisciplinary Problem Solving

Pedagogical Approach4. Describe the pedagogical approach that will be used in the course and how you will address the needs of diverse adult learners. What specific method(s) of instruction will you use?

The learning experience we offer to adult learners includes:

Instruction (40%) Coaching (20%) Practice (40%)



- 20 hours - 10 hours - 20 hours

Video Instruction Video modeling and

classroom demonstrations

Professional Readings

Video Coaching Expert feedback on

Learner Reflections Discussion and

collaboration with peers Feedback on application

projects facilitated by online coaches

Resources for Facilitation

Interactive activities Application scenarios

(checks for understanding) Mid-course project (3 grad) Final capstone project (3

grad) Application Toolkit

(resources for classroom use)

KDS courses are composed of rigorous academic work based on content-rich and high quality components that engage learners. These interactive components include videos, interviews, readings, interactive activities, downloadable resources, and assessments that meet accreditation standards for 3-graduate credit. Course components are varied and meet the needs of diverse adult learners. KDS differentiates instruction for learners in multiple ways, including learning design and supports, KDS coaching services and the KDS Professional Learning Platform (PLP).

At KDS, we design courses of study based on the systemic needs identified within a system of schools to meet teachers where they are and move them through strategic learning progression over time. We design our courses under five core domains, including the Common Core, Diverse Learners, Teacher and Leadership Induction, Using Data and Personalized Learning. For each core domain, we provide courses that range from building foundational knowledge to enriching content expertise and practice. Within each domain course offerings include a range of theoretical approaches led by educational authors and experts in the field.

Another way KDS differentiates learning is in how we address learning styles by providing multi-modal learning experiences. To support course engagement, courses are taken asynchronously, therefore allowing educators to learn during a time that is conducive with their teaching schedule and within an optimal learning time for the individual. KDS courses also provide a collection of activities and materials to support different learning styles. In each course, there are units of study that each contain learning through video, readings, interactive activities, checks for understanding, reflection prompts, discussion forums, application materials and resources for bridging learning to practice. In addition, searchable transcripts of the videos are provided for the learner to review and annotate to support their learning of the content.

To further differentiate learning, KDS courses are configured and accredited in a way that speaks to differentiated professional pursuits including courses that can be completed for state certification, master's degree programs and career advancement for teachers and administrators at every stage of their career.

KDS Online Coaches also support learners to meet differentiated needs. Throughout each KDS course, participants are engaged with an online coach who provides individualized feedback to every learner throughout the course. The coach will respond to key reflections in each unit, prompt and respond to discussion postings, evaluate mid-course and final capstone projects and provide qualitative feedback to



the learner to support extension of their learning. In addition, KDS works with systems of schools to design resources for facilitation that can be used for the in-person component of the blended learning professional development. All materials are customized to take into account the identified needs and goals.

The KDS Professional Learning Platform (PLP) provides participants with the opportunity to extend their learning during the course and continue their learning after a course has ended. The PLP allows educators to connect, collaborate, converse and share instructional strategies across districts and states. Facilitated discussion forums provide learners with an additional opportunity to share their reaction to new learning, identify new strategies, share struggles and address challenges, and exchange ideas and resources. PLP allows learners to identify and connect with recognized experts within your system of schools on an on-going basis.

Structural components of Courses

Units: Each KDS course is typically made up of a series of 6-10 Units that function much like chapters of a text. Each Unit starts with an overview and expected learning outcomes. The first Unit is usually a course introduction that provides an overview of the course content and the learner experience. Each Unit ends with a short Quiz, or Check for Understanding.

Segments: Each unit is composed of several distinct segments that deliver content in a variety of interactive ways. A segment can contain a video clip, a reading, or an activity that require participation from the learner. Typically, a reflection question follows each segment.

Reflection Question: A reflection question occurs at the end of each segment and provides an opportunity for the learner to connect what they have just learned to their own practice. Responses to reflections can be reviewed by the online coach, for courses that include them.

Discussion Prompts: A Discussion Prompt involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.

Assessments: Each KDS course is composed of a variety of assessments to monitor progress through the course. All courses include a pre and post assessment and Checks for Understanding are made up of 3-5 often scenario-based questions and follow each unit. Courses include both a Mid-course project and a Final Capstone Project. These are often practice based and learners are encouraged to upload the results of their work.

Application Toolkit:The Application Toolkit includes a collection of instructional tools and resources related to the content that can be adapted and used within an educator’s classroom.

Video Components



Video footage is captured and edited by an experienced and specialized production team with years of experience filming educators and students in schools across the country. The varied video components are described in greater detail below.

Interviews: Focal interviews with experts and practitioners intercut with engaging b-roll, animation, text and graphics related to focal content. Interviews with experts allow learners deep insight into the thinking of national renowned leaders of the education field. Interviews with practitioners share and reflect on the instruction and practice of the learner’s colleagues in districts across the country.

Teachers/Experts in Action: High quality video segments that provide vivid exemplars of focal practice and strategies. Can be intercut with interview narration or animated graphics to reinforce key points, identify relevant content or reflect on focal practice. These segments can include classroom instruction, team meetings and other school-based events. Video options include:

Classroom Instruction: Footage is captured from an actual classroom lesson around key topic area or strategy. Can be intercut with VO from teacher interview, and/or graphics and animations that reinforce key elements.

Leadership Practice: Footage is captured of school administrator in action, through various events in his/her role, including staff or parent meetings, coaching sessions, observations, etc. Can be intercut with VO from administrator interview or animated graphics to reinforce key points or relevant content.

Model Lessons: Expert or model teacher leads a classroom lesson. Can be intercut with VO commentary and/or graphics & animation to reinforce content.

Observation Cycles: Principal, Coach or Expert conducts complete observation cycle with classroom teacher or specialist. This typically involves a pre-lesson planning meeting, the focal classroom lesson, and a post-lesson debrief to reflection on instruction.

Mini-workshops: More traditional PD sessions that include active participation and commentary from the Expert/Facilitator as well workshop participants.

Meetings: Teachers and school leaders in collaborative planning meetings related to the content being taught, e.g. a grade-level meeting or a department meeting.

Video Reflections/Debrief: Small group discussion and analysis of previously recorded & edited segments. Expert moderator facilitates shared observations with one or more teachers to reflect on the focal practice or strategies. Segment intercuts between footage of the analysis and discussion with actual footage of focal video strategy. VO descriptions from the discussion can provide commentary on the action.

Educator Roundtable: A small group discussion of a timely and relevant topic of interest to educators. Assembled participants can include an author/expert, teachers, school leaders, parents and other stakeholders. Participants share insights and observations, provide advice or guidance and future direction.

Participant Application



5. All courses must show how participants will link their learning to their own classrooms. Describe how your course will do this.

Participants who complete this course will link learning to their classrooms, and will bring the following back to their classrooms and/ or teaching practice:

Participants bring their learning goals to their students Anticipate and resolve confusion for students prior to a lesson Activate prior knowledge “Backfill” missing prior knowledge for students Develop and use advanced organizers to frame learning for students Preview organizing strategies to set students up for success Use graphic organizers Implement research-based vocabulary instruction to help students develop key vocabulary skills Implement the following vocabulary strategies:

o Word mapso Frayer modelso Concept mapso Double-entry notebookso Cue cards

Identify key signs that their students are struggling destructively and are headed for frustration Determine mastery thresholds aligned with their instructional standards Establish red flag mechanisms to warn them of the first sign that students might be headed for

destructive struggle Develop and effectively implement formative assessments Distinguish between supports and interventions Use progressive interventions Match the appropriate intervention strategy to each red flag Participants will implement a proactive lesson plan. Develop a proactive intervention plan Select appropriate interventions Monitor their interventions to ensure they are working effectively Gradually remove interventions to help students become independent Select appropriate interventions for struggling students Develop a responsive remediation process to support students just prior to summative assessment Implement specific remediation strategies to support struggling students Plan rigorous application lessons Select and implement specific strategies to support rigorous application Teach specific thinking skills Plan rigorous acquisition lessons Select and implement specific strategies to foster rigorous acquisition Plan rigorous application lessons Select and implement specific strategies to support rigorous application Teach specific thinking skills Plan rigorous adaptation lessons Select and implement specific strategies to support rigorous adaptation



Teach the habits of mind Analyze their assessments for rigor Create rigorous assessments Implement rigorous summative assessment strategies Support students who struggle with rigorous summative assessments Develop an action plan for implementing course strategies with students Make informed choices about which strategies to use when Customize strategies for use with their own students Incorporate rigorous instructional supports into intervention plans

Assessment and Feedback6. Explain what assignments and assessments participants will be responsible for, and how their work will be evaluated throughout the course. How will formative and summative feedback be provided? Include examples of evidence you will collect that demonstrate how participant learnings will directly impact their students’ learning (e.g., projects, collections of student work, presentations, etc.). Please note: A midterm and a final (projects, journals, papers) must be administered as per the “P” In-Service Course Guidelines.

Participants’ work will be evaluated through a variety of assignments and assessments. Participants will respond in writing to reflection prompts based on the video content and/ or selected readings in each unit of the course. Online coaches will provide feedback on responses to reflection prompts, based on the rubric below. Participants also engage in a discussion forum with their peers throughout each unit, and continuously provide and receive peer feedback. At the end of each unit in the course, there will also be a Check for Understanding, to determine whether participants understand and can apply the key concepts within that unit to their classrooms, in order to impact student achievement. Checks for Understanding will be computer evaluated for instant feedback.

Checks for Understanding and Reflection Rubric:



Assessment Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4)

Checks for understanding

65% or below 66-79% 80-89% 90-100%

Reflection Question

Participant has included little to no content indicating consideration and comprehension of course content.

Participant has not addressed the questions posed.Participant has copied from the course transcript without synthesis or analysis.

Participant has included little that indicates consideration and comprehension of course content.

Participant has answered most questions directly but some too briefly.

Participant has included appropriate content from the course content.

Participant has made thoughtful comments in direct response to the prompts.

Participant has provided rich detail and supporting examples from the course content.

Participant has made responses to prompts personally meaningful and relevant to his or her teaching practice.

Mid-course Project Evaluation Rubric:

Project component

Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4) Score

Quality of lesson plan(25%)

Develops a standards-based lesson plan that lacks several critical components.

Develops a standards-based lesson plan that lacks one critical component.

Develops a standards-based lesson plan that includes all critical components.

Develops a standards-based lesson plan that includes clear and concise components and demonstrates planning mastery.

Text selection(25%)

Selects a text for the lesson, but is not clear about how it relates to building standards mastery.

Selects a text for the lesson but loosely aligns it to demands of the standards.

Selects a text for the lesson and includes a rationale and clear connection to the standards.

Selects a text for the lesson and includes a rationale and clear connection to the standards. Includes additional texts that can scaffold the learning for all students.

Assessment(25%)

Identifies a less rigorous assessment for the lesson and is

Identifies a broad assessment for the lesson that is

Identifies a rigorous assessment that

Identifies a rigorous assessment that clearly measures student



not clear about how it measures mastery.

too narrow to inform next steps.

clearly measures student learning and informs next steps.

learning and collects relevant data points for instruction.

Reflection on practice(25%)

Provides a narrow reflection on strengths and changes from lesson implementation.

Provides a brief reflection on strengths and changes from lesson implementation.

Provides a thorough reflection on strengths and changes lesson implementation.

Provides a comprehensive reflection on strengths and changes from lesson implementation and provides action steps.

Mid-course Project Performance Summary

Total Score _______/100%

Qualitative feedback:

Finally, the culmination of participants’ work will be evaluated based on the Final Capstone Project, which will be assessed according to the rubric below by an online coach. As a result of completing the Final Capstone Project (See Session #13 for a complete description of the Final Capstone Project), course participants will be able to improve student outcomes by providing learners with a rigorous, Common Core State Standards-aligned English Language Arts learning experience. This learning experience will expose students to texts from different genres and will address multiple standards and instructional shifts. Assessments will be used to provide intervention in real time when necessary, and the needs of diverse student learners will drive differentiated instruction. The Common Core State Standards, when effectively implemented, increase student achievement by consistently increasing the complexity of learning opportunities and challenging students to steadily improve their skills, leading to college and career readiness by the end of high school.

Final Capstone Project Evaluation Rubric:

Project component

Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4) Score

Quality of anchor papers(25%)

Develops anchor papers that lack several critical components.

Develops anchor papers that lack one critical component.

Develops anchor papers that include all critical components.

Develops anchor papers that include clear and concise components and demonstrates planning mastery and could be an exemplar.

Learning tracker(25%)

Provides a short and broad list of skills and steps needed to complete assignment.

Provides a broad list of skills and steps needed to complete assignment.

Provides specific skills and list of content knowledge needed to complete assignment.

Provides specific skills and list of content knowledge needed to complete assignment. Provides process steps



that could translate into a lesson plan.

Reflection on practice(25%)

Provides a narrow reflection on knowledge demands from designing anchor papers.

Provides a brief reflection on strengths and changes from designing anchor papers.

Provides a thorough reflection on strengths and changes made from designing anchor papers.

Provides a comprehensive reflection on strengths and changes from lesson implementation and provides action steps.

Quality of capstone application(25%)

Demonstrates little understanding of standards-based writing assignment.

Demonstrates some understanding of standards-based writing assignment.

Demonstrates understanding of standards-based writing assignment.

Demonstrates understanding of standards-based writing assignment and show clear steps for translating the CCSS writing expectations.

Final Capstone Project Performance Summary

Total Score _______/100%

Qualitative feedback:

Grades7. Explain how the final grade will be calculated, including how much each graded assignment will be weighted (e.g., Midterm=20%, Final=30%, Weekly responses=30%, Participation=20%). Attach rubrics for any assignments as an appendix to this syllabus.

Grading Policy (using rubric 1-4 scale system)

Percentage of Course Credit

Total grade for the course is a culmination of performance grades.

Course grade is determined by the following:

A: 3.4 – 4.0 Reflections 15%

B: 2.7 – 3.3 Checks for Understanding 25%

C: 2.0 – 2.6 Mid-course Project 25%

F: <2.0 Final Capstone project 35%

Calendar

Session # 1



Date: self-paced Time: self-pacedNumber of hours for this session:1 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Setting Learning Goals

KDS has implemented a topic at the beginning of the course, Setting Learning Goals, that instructs participants to read the syllabus that contains a course and unit descriptions and then to develop student learning goals related to the domains and components from Charlotte Danielson’s Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm). They may also consult the NYC Teacher Effectiveness site (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm), and the NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm). (Participants may also draw from existing classroom data they have collected from pretests and assessments or know anecdotally.)

Assignments due:

A Reflection Question, which occurs at the end of each segment and provides an opportunity for the learner to connect what they have just learned to their own practice. Responses to reflections can be reviewed by the online coach, for courses that include them.

A Discussion Prompt, which involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.

Check for Understanding, which assess a participant’s learning at the end of each unit.

Readings (See resources section)

Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.Goal:

To set student learning goals

Methods of Instruction: Explain the method of presenting, e.g. classroom video or interactive hands-on activity. Include strategies to meet diverse learning needs (differentiated instruction). Be specific about session activities and what formative assessment and feedback will take place, so it is clear how they will lead participants to meet objectives.

Participants consult standards Participants create learning goals

Formative assessments include reflection questions and discussion prompts. Reflection responses provide an opportunity for the learner to connect what they have just learned to their own practice, and will be reviewed and responded to by an online coach, for courses that include them. There is a key reflection in each unit, and an online coach will engage in a discourse with a participant around their response, to provide feedback and

http://charlottedanielson.com/theframeteach.htm


http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm

http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm


coaching. Discussion prompts allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.

Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)?

Participants bring their learning goals to their students

Each unit provides resources and/ or an application toolkit that bridge learning to practice in the classroom, e.g., designing lesson plans, analyzing content and skills measured by student assessments. In addition, the use of templates and protocols support applying course concepts to classroom practice and implementing course strategies.

Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.

Charlotte Danielson’s Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm). NYC Teacher Effectiveness site (at

http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm), NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/

default.htm). (Participants may also draw from existing classroom data they have collected from pretests and

CalendarSession # 2Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Introduction to Proactive Support Practices

Presenter Robyn Jackson introduces participants to the idea of proactive support and why it is much more effective than remediation in helping struggling students. Participants learn the theoretical underpinnings of this approach and meet several teachers who have been learning and implementing Jackson’s strategies. Classroom videos take participants to visit classrooms, observing the successes and challenges confronted by these teachers as they implement Jackson’s strategies.

Assignments due:





http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm

http://charlottedanielson.com/theframeteach.htm





Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.Goals:

After completing this unit, educators will know:

The “curse of knowledge” and how to combat it in the classroom What constitutes proactive support and the steps involved in developing a proactive support plan The characteristics of effective support

Standards:A Framework for Teaching1e: Planning and Preparation: Designing Coherent Instruction

Common Core State Standards in LiteracyDr. Jackson’s examples of rigorous instruction align with the key shifts in instruction promoted by the CCSS:

Reading skills for both informational and literary texts Reading skills for domain-specific texts Increasing text complexity Appropriate use of textual example in analysis Writing from a variety of sources Use of academic language


Standard 1: Language for Information and UnderstandingStandard 2: Language for Literacy Response and ExpressionStandard 3: Language for Critical Analysis and EvaluationStandard 4: Language for Social Interaction

Mathematics, Science, and Technology:Standard 1: Analysis, Inquiry, and DesignStandard 6: Interconnectedness: Common ThemesStandard 7: Interdisciplinary Problem Solving




Video Reflection prompts Discussion forum Quiz

Formative assessments include reflection questions and discussion prompts. Reflection responses provide an opportunity for the learner to connect what they have just learned to their own practice, and will be reviewed and responded to by an online coach, for courses that include them. There is a key reflection in each unit, and an online coach will engage in a discourse with a participant around their response, to provide feedback and coaching. Discussion prompts allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.


After completing this unit, educators will apply the following skills:

Overcome “the curse of knowledge” Provide proactive supports for struggling students



CalendarSession # 3Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Acceleration Plans

Jackson introduces the concept of acceleration: previewing key knowledge and skills students will need to



master prior to the lesson or unit. Acceleration rounds out students’ prior knowledge and helps students develop more effective strategies for acquiring and retaining information. Participants learn to anticipate confusion in order to prepare their acceleration and support plans. Jackson details methods to activate students’ prior knowledge, or, for students who don’t have prior knowledge, ways to help students develop a basic understanding of concepts foundational to the lessons. Participants rejoin the teachers they met in the previous unit as they begin to develop their acceleration plans. They also begin to develop an acceleration plan of their own.

Assignments due:





Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.Goals:After completing this course, educators will know:

The two biggest reasons students struggle prior to learning The three “C’s” to help anticipate confusion Strategies for activating prior knowledge Strategies for creating prior knowledge












Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)?After completing this unit, educators will apply the following skills:

Anticipate and resolve confusion for students prior to a lesson Activate prior knowledge “Backfill” missing prior knowledge for students





CalendarSession # 4Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Organizing Strategies

Jackson introduces participants to techniques for previewing organizing strategies that help set students up for success. She shares specific ways participants can use these organizing strategies with their students, emphasizing the use of advanced and graphic organizers and their value in the classrooms. Educators rejoin the teachers they met in previous units as they continue the development of their acceleration plans. They also continue the development of their own lesson plans.

Assignments due:





Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.Goals:After completing this unit, educators will know:

How to frame learning for students using advanced organizers How to preview organizing strategies prior to a lesson to set students up for learning Strategies for using graphic organizers successfully as a support for learning













Develop and use advanced organizers to frame learning for students Preview organizing strategies to set students up for success



Use graphic organizers



CalendarSession # 5Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Vocabulary

Participants learn how to use vocabulary instruction to support students and set them up for increased achievement. Jackson explains the steps of effective vocabulary instruction and explores how to implement these steps. Participants also learn how to apply specific vocabulary strategies to improve instruction and support of their students. They rejoin the teachers from earlier units as they continue to develop their acceleration plans and participants continue to develop their own.

Assignments due:








Why vocabulary instruction is an effective support tool The steps for effective vocabulary instruction













Implement research-based vocabulary instruction to help students develop key vocabulary skills Implement the following vocabulary strategies:

o Word mapso Frayer modelso Concept mapso Double-entry notebookso Cue cards



CalendarSession # 6Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Red Flag Mechanisms

In this unit teachers learn the difference between productive and destructive struggles and how to respond effectively to those students struggling destructively. Dr. Jackson demonstrates how to begin developing an intervention plan by establishing mastery thresholds, developing formative assessments, and setting red flag mechanisms that warn teachers early that students are headed for destructive struggle. Participants also learn how to develop the first two parts of a proactive intervention plan.

Assignments due:


A Discussion Prompt, which involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they



have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.




The difference between productive and destructive struggle How to determine mastery thresholds for individual courses How to establish red flag mechanisms that warn of destructive struggle early on How to develop formative assessments that reveal red flags













Identify key signs that their students are struggling destructively and are headed for frustration Determine mastery thresholds aligned with their instructional standards Establish red flag mechanisms to warn them of the first sign that students might be headed for

destructive struggle Develop and effectively implement formative assessments



CalendarSession # 7Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”



Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Supports and Interventions

In this unit, participants learn how to select and provide students with appropriate interventions. The unit begins with a close look at what interventions are, how they differ from typical supports, and how to select interventions that directly respond to red flags. Participants also learn how to use specific interventions to help students get back on track when they struggle.

Assignments due:






The difference between supports and interventions Progressive interventions as a way of providing targeted support to students who struggle Specific intervention strategies













Distinguish between supports and interventions Use progressive interventions Match the appropriate intervention strategy to each red flag





CalendarSession # 8Date: NOTE: Midterms may be submitted anytime but are due no later than 2 weeks after the final registration date. Time: self-pacedNumber of hours for this session: 5Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Midterm

In this midterm you will use the methods and strategies you have been engaged in throughout the first six units of the course to create a Proactive Intervention Plan. Please do the following:

1. Choose an area of study to act as the focus for your Proactive Intervention Plan.2. Design a Proactive Intervention Plan that does all of the following:

a. Assesses your teaching for the “curse of knowledge”b. Lists, describes, and categorizes the support that will be provided to students before, during,

and after the lesson. Support should be “effective” as described by Dr. Jackson (i.e. targeted, systematic, and ongoing)

c. Includes strategies to address student confusion by considering “the three Cs” – concept, content, and context – for your unit.

d. Includes the description of how you would implement a graphic organizer to frame student learning

2. Complete the Intervention Planning Worksheet located in the Resources section of the eClassroom. In this worksheet you will identify mastery thresholds, associated red flags, and appropriate interventions.

3. If you are currently in the classroom, implement your proactive intervention plan (you will revise the plan for your final.)

Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.



Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher,



cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.

CalendarSession # 9Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Monitoring Intervention Plans

Participants learn how to monitor their intervention plans to ensure that they are effectively meeting the needs of their students. They learn how to select appropriate interventions, understand when interventions are working, and gradually remove supports so that students can become independent learners.

Assignments due:






The criteria for effective interventions How to select interventions matched to red flags How to gradually remove supports so that students can become independent













Develop a proactive intervention plan Select appropriate interventions Monitor their interventions to ensure they are working effectively Gradually remove interventions to help students become independent

Each unit provides resources and/ or an application toolkit that bridge learning to practice in the classroom,



e.g., designing lesson plans, analyzing content and skills measured by student assessments. In addition, the use of templates and protocols support applying course concepts to classroom practice and implementing course strategies.


CalendarSession # 10Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Remediation

Dr. Jackson teaches participants how to discern which students need remediation. They learn how to select the appropriate remediation strategies and to implement those strategies effectively.

Assignments due:






The purpose of remediation How to implement remediation Specific remediation strategies

Standards:A Framework for Teaching



1e: Planning and Preparation: Designing Coherent Instruction










Select appropriate interventions for struggling students



Develop a responsive remediation process to support students just prior to summative assessment Implement specific remediation strategies to support struggling students



CalendarSession # 11Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Introduction to Rigorous Instruction

Jackson compares rigorous with unrigorous application. She reveals what thinking skills contribute to rigorous application. Participants learn how to plan rigorous application lessons that teach specific thinking skills. They also learn how to support students during this stage so they acquire the thinking skills they need to move to other stages of rigor.

Assignments due:









What rigorous instruction is How to select rigorous content The four primary characteristics of rigorous content The difference between content that is layered, complex, ambiguous, and implied Support strategies that help students successfully manage rigorous application









Formative assessments include reflection questions and discussion prompts. Reflection responses provide an opportunity for the learner to connect what they have just learned to their own practice, and will be reviewed



and responded to by an online coach, for courses that include them. There is a key reflection in each unit, and an online coach will engage in a discourse with a participant around their response, to provide feedback and coaching. Discussion prompts allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.


Plan rigorous application lessons Select and implement specific strategies to support rigorous application Teach specific thinking skills



CalendarSession # 12Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Rigorous Acquisition Strategies

Jackson presents the first stage of rigorous instruction: acquisition. Participants learn the difference between rigorous and unrigorous acquisition and how to foster rigorous acquisition. They will also learn how to support students during the acquisition stage so that they are better prepared to move to other stages of rigor.

Assignments due:


A Discussion Prompt, which involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online



community around the course.





The difference between rigorous and unrigorous acquisition How to foster rigorous acquisition through effective instructional practices Support strategies that help students move successfully through rigorous acquisition so that they are

more prepared to move to other stages of rigor













Plan rigorous acquisition lessons Select and implement specific strategies to foster rigorous acquisition



CalendarSession # 13Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Rigorous Application Strategies

In this unit, Dr. Jackson compares rigorous with unrigorous application. She reveals what thinking skills



contribute to rigorous application. Participants learn how to plan rigorous application lessons that teach specific thinking skills. They also learn how to support students during this stage, so they acquire the thinking skills they need to move to other stages of rigor.

Assignments due:






The difference between rigorous and unrigorous application The specific thinking skills involved in rigorous application How to plan rigorous application lessons Support strategies that help students successfully manage rigorous application and develop the

thinking skills required to move to assimilation and adaptation





Standard 1: Language for Information and Understanding



Standard 2: Language for Literacy Response and ExpressionStandard 3: Language for Critical Analysis and EvaluationStandard 4: Language for Social Interaction






Plan rigorous application lessons Select and implement specific strategies to support rigorous application Teach specific thinking skills





CalendarSession # 14Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Rigorous Assimilation Strategies

Participants learn how to help students use what they have learned in meaningful ways. They learn what rigorous assimilation is, how to create learning environments in which students assimilate their knowledge meaningfully, and specific strategies to help students develop the appropriate thinking processes.

Assignments due:






What rigorous assimilation is Specific strategies to help students develop thinking processes Support strategies that help students master rigorous assimilation tasks



Reading skills for both informational and literary texts Reading skills for domain-specific texts Increasing text complexity Appropriate use of textual example in analysis



Writing from a variety of sources Use of academic language








Plan rigorous assimilation lessons Select and implement specific strategies to support rigorous assimilation Teach specific thinking processes


Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher,



cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.

CalendarSession # 15Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Rigorous Adaptation Strategies

Participants learn what adaptation is, why it is important, and how it relates to habits of mind. Jackson prepares participants to plan adaptation lessons and help students develop 16 habits of mind as they learn content in a highly rigorous way. They’ll also learn to develop support strategies to helps students successfully reach adaptation.

Assignments due:






What adaptation is and how it relates to the other stages of rigor How to plan adaptation lessons How to help students develop habits of mind Support strategies to help students reach adaptation


Common Core State Standards in Literacy



Dr. Jackson’s examples of rigorous instruction align with the key shifts in instruction promoted by the CCSS:









Plan rigorous adaptation lessons Select and implement specific strategies to support rigorous adaptation Teach the habits of mind





CalendarSession # 16Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Rigorous Assessment Strategies

Participants learn how to create highly rigorous assessments. They study several characteristics of good assessments and learn how to select appropriate assessments that provide rigorous endpoints and extensions of students’ learning. Dr. Jackson demonstrates strategies for creating or selecting rigorous assessments that measure how well students have met the standards. In addition, participants learn strategies for helping students prepare for rigorous assessments, including how to provide supports that ensure all students’ success.

Assignments due:






What makes an assessment effective in measuring rigorous learning and extending thinking



How to create or select rigorous assessments that measure how well students have met rigorous learning standards

Support strategies that help students prepare for rigorous assessments













Analyze their assessments for rigor Create rigorous assessments Implement rigorous summative assessment strategies Support students who struggle with rigorous summative assessments



CalendarSession # 17Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.The Action Plan

Participants review the keys concepts of the course and develop an action plan for systematically implementing the course’s strategies with their students.

Assignments due:








How to support students struggling with rigor How to develop an action plan for supporting those students









Formative assessments include reflection questions and discussion prompts. Reflection responses provide an opportunity for the learner to connect what they have just learned to their own practice, and will be reviewed and responded to by an online coach, for courses that include them. There is a key reflection in each unit, and an online coach will engage in a discourse with a participant around their response, to provide feedback



and coaching. Discussion prompts allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.


Develop an action plan for implementing course strategies with students Make informed choices about which strategies to use when Customize strategies for use with their own students



CalendarSession # 18Date: self-paced Time: self-pacedNumber of hours for this session: 5 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Final

In your final, you will revise your proactive intervention plan and add new strategies to support rigorous instruction. You will also reflect on your revised plan in regards to challenges you might face and the process of incorporating supports for rigorous instruction.Please do the following:Note: In order to track revisions, include a copy of your original lesson plan and indicate where you made changes. Please track your changes in one of the following ways:

Using a different color font text. Using the “track changes” feature in the Review section of Microsoft Word. Writing directly on your midterm then scanning and uploading your work.

1. Revision of Implementation Plan

Based on the results of the implementation (in the classroom) of your proactive intervention plan, revise it by strengthening, modifying, or clarifying specific interventions.

Add additional supports to your intervention plan that help students engage successfully in rigorous



learning. You should include supports for each stage of the rigorous learning process-- acquisition, application, assimilation, and adaptation.

2. Observations/Results:

Which of your interventions succeeded? To what do you attribute your success? Which interventions did not succeed? To what do you attribute your lack of success?

3. Brainstorm

How can you incorporate rigorous instructional supports into your intervention plan? What results do you expect as a consequence of incorporating supports for the stages of rigor?

Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.





Documents

Syllabus … · Web viewThe Common Core State Standards, when effectively implemented, increase student achievement by consistently increasing the complexity of learning opportunities