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2011 – 2012Phase I
Vision Skills+ + Incentives + Resources + Action Plan = SustainableChange
Skills + Incentives + Resources + Action Plan = Confusion
Vision + Incentives + Resources + Action Plan = Anxiety
Vision Skills+ + Resources + Action Plan = Resistance
Vision Skills+ + Incentives + Action Plan = Frustration
Vision Skills+ + Incentives + Resources = Treadmill
Curriculum Mapping Implementation
Key Questions:Resources -- "Do we have tools, time, and training to map effectively?"Action Plan -- "Over the next three years, do we have attainabletimelines and goals? Who will be the responsible parties forimplementations, monitoring, and feedback?"
Vision -- "Why are we doing this?"Skills -- "How do we build effective maps?"Incentives -- "How will mapping improveteaching and learning?"
Conditions for Successful Implementation
Plan
Plan
Plan
Plan
Plan
Vision: The “Why are we doing this?” to combat confusion.Skills: The skill sets needed to combat anxiety.Incentives: Reasons, perks, advantages to combat resistanceResources: Tools and time needed to combat frustration.
Plan: Provides the direction to eliminate the treadmill effect.
Knoster, T., Villa, R., & Thousand, J. (2000)
THE CHALLENGES
New Levels of Rigor New Requirements across many subject areasInstructi on will need to be aligned to new standardsMathemati cal practi ces change from numeracy & fl uency
to process like criti cal thinking and applicati onTeacher planning needs to explicitly address new
guidelinesTeaching will change to refl ect requirements & rigorClassroom assessments must ti e to learning targetsCurrent print and soft ware wasn’t designed to these
standards
Reach higher levels of rigorous teaching
Lead, support and hold accountableTrack and monitor progress toward
district common core goalsEnsure Fidelity of Instruction
implementationEnsure Secure alignment of Instruction
and Assessment—learning targets.Address the fear factor
PRIORITY TASKS TO ADDRESS THE CHALLENGES
CURRICULUM Mapper
Concepts, abilities, and knowledge students are expected to know or be able to do
StandardsScore Formative
ASSESSMENTEvaluation of student achievement toward standard (s)
INSTRUCTION Planner Methods, activities,
lessons used to teach the curriculum
STANDARDS
Expected degree of proficiencyas measured by assessment
STUDENT
LEARNING
COLLECT COMMON CORE ENACTED CURRICULUM
COMMON CORE ALIGNED
INSTRUCTIONAL PLANS
TEACH
COMMON CORE ALIGNED
CURRICULUM
ON-GOING
PROCESS
The Curriculum Mapping Process
RESEARCH..
Research shows that when curriculum is well articulated and aligned to assessments, and when school leaders monitor the extent to which it is actually covered, the measurable impact—or effect size—of such strategies is 31 percentile points in student achievement.(Marzano)
The alignment between enacted curriculum taught by teachers and assessment explains more than 50% of variance in student scores.(National Science Foundation)
Start with Biggest Shifts Focus on Key Priority Elements Create a Change Plan /Brand Communicate to Overcome Fear Identify Change Agents & Define Roles
Create a Routine
CREATING COHERENCE
USE TECHNOLOGY TO IMPROVE THE PROCESSUSE TECHNOLOGY TO IMPROVE THE PROCESS
11
Requirements:Non-Fiction Information Text Increased Lexile-levels / Text Complexity Text-dependent Questions Evidence-based writing Instruction at higher levels of cognitive demand New Instructional Practices: College & Career Readiness Anchors (ELA/Sci/Soc), and Standards for Math Practices Linking Skills to Cognitive Demand
How do I realistically, pragmatically move everyone?
What does “everyone” mean?
ESSENTIAL QUESTIONS
The Individual Lesson Plan, the Unit Plan, or the Instructional Design Process (if individual) is the first Common Step to Individual Mastery
Moving everyone begins with changing the systemic process of instructional planning as a first individual step
THE FIRST COMMON OPERATION OF INSTRUCTION: THE PLAN
Simple Touches Everyone Focused on What’s New / Most Diffi cult Impacts World View / Approach Systemic, Habit Forming Team (Shared), Mastery through Practice
(Individual) Enables Creativity Immediate Feedback (Completion) Satisfies Compliance
WHY BEST PRACTICE?
Move from Systemic First Steps to Systemic CCR Instructional Design
Support your “High Fliers” by engaging them at a higher level
FROM PLANNING TO DESIGN
Teachers Create Weekly / Monthly / Quarterly
CCSS-aligned Plans Discuss / review with coaches or Principals Refine Best examples chosen as Exemplars
Pros: Authentic, Novice to Expert Cons: Time Consuming, Varied Feedback,
Lack of Consistency
LESSON PLAN / INSTRUCTION DESIGN FOCUS
THE ALIGNMENT PROCESS
Establish Goals
Measure to Focus on Priorities
Align Practice to Goals & PrioritiesCurriculum
Instruction
Assessment
Observe, Communicate, Teach, DirectRefinement
Mapping = System
Planning = System
QUESTION FOR DISCUSSION WITH YOUR TEAM
How do our teachers know today what to teach and when to teach it?
How do they know the level of rigor required for mastery?
How do they find “21st Century” resources which are valuable and effective?
How do we support teams to identify classroom needs so intervention is swift, targeted, and effective?
Great Work!
THANK YOU!
Guest Presenter: Kristy CasielloKristy.casiello@CommonCoreInstitute
.Org
