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Reviewing/Revising Our Work
Aligning Bundle Work, UDL, and the Common Core State
StandardsLori DiGisi, Ed. D.
Consultant for CAST
Speaking and Listening Standards
Comprehension and collaboration
•Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively
•Integrate and evaluate information presented in diverse media and formats, including visually quantitatively, and orally.
Goals of the Session•Participants will understand about four categories of the Tri-State rubric and that it is a work in progress.
•Participants will evaluate their bundles to assess if they are aligned with the Common Core State Standards and include principles of UDL using the Tri-State Quality Rubric for Lessons and Units: ELA/Literacy.
• Participants will reflect on the use of the rubric, the feedback received, and determine what they will use in future planning
Overarching Shifts in the CCSSIfrom: Student Achievement Partners
MATH
•Focus strongly where the standards focus
•Coherence: Think across grades and link to major topics within grades
•Rigor: Require fluency, application, and deep understanding
•Math Practice Standards: Use with expectations that begin with the word “understand” are opportunities to connect practice to content
ELA/Literacy
•Build knowledge through content-rich nonfiction and informational texts
•Reading, writing and speaking grounded in evidence from the text
•Regular practice with complex text and its vocabulary
•Integration of the reading, writing, language, speaking and listening standards
For students with disabilities…
Reading should allow for the use of Braille, screen reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language.
Why is it so important to engage in the productive struggle it will take to help students meet the
Common Core Standards? "America is slowly coming out of the Recession of 2007—only to
find itself on a collision course with the future: not enough Americans are completing college . . . By 2018, we will need 22 million new workers with college degrees—but will
fall short of that number by at least 3 million postsecondary degrees . . . At a time when every job is precious, this shortfall will mean lost economic opportunity for millions of American
workers."
-Help Wanted, Executive Summary
From: Carnevale, A.P., Smith, N., Strohl, J. (2010). Help Wanted: Projection of Jobs and Education Requirements Through 2018. Center on Education and the Workforce. Washington, D.C.: Georgetown University.
http://cew.georgetown.edu/jobs2018/
Quote from Social Studies:Williamson, S.R. & Van Wyk, R. (2003). July 1914: Soldiers,
Statesmen, and the Coming of the Great War: A Brief Documentary History. Boston¸MA: Bedford/St. Martin’s. (p. 9)
July 1914: The Crisis“Just after 11 A.M. on June 28, 1914, Gavrilo Princip fired two shots into the open touring car
that carried...
Quote from Social Studies:Williamson, S.R. & Van Wyk, R. (2003). July 1914: Soldiers,
Statesmen, and the Coming of the Great War: A Brief Documentary History. Boston¸MA: Bedford/St. Martin’s. (p. 9)
July 1914: The Crisis“Just after 11 A.M. on June 28, 1914, Gavrilo Princip fired two shots into the open touring car
that carried...
Quote from Social Studies:Williamson, S.R. & Van Wyk, R. (2003). July 1914: Soldiers,
Statesmen, and the Coming of the Great War: A Brief Documentary History. Boston¸MA: Bedford/St. Martin’s. (p. 9)
July 1914: The Crisis“Just after 11 A.M. on June 28, 1914, Gavrilo Princip fired two shots into the open touring car
that carried...
The Bosnian Serb youth was deadly accurate; within minutes,
both the heir apparent to the throne of Austria-Hungary and
his wife were dead.
Exactly one month later, on July 28, the Hapsburg monarchy,
rulers of Austria-Hungary, declared war on the neighboring
kingdom of Serbia;
one week later, all of Europe was at war.
...the Archduke Franz Ferdinand and his wife Sophie, through the streets of the Bosnian capital, Sarajevo.
The assassinations set in motion a series of diplomatic moves, centering first on Vienna and Berlin, that soon involved all members of the Triple Alliance and the Triple Entente. In 1879, Austria-Hungary and Germany had allied to meet any possible threat; they were joined in 1882 by Italy, which wanted protection against France. The resulting Triple Alliance had a military component, with detailed arrangements for assistance if war came…
Reading Across Primary Sources
Dragutin Dimitrijević- (Photo note) Nicknamed “Apis” for his bull-like appearance, the head of the Serbian military intelligence organized the 1914 assassination plot. (p.19). Leader in the Black Hand, a society with cells in Serbia and the Hapsburg monarchy, that had secret oaths and rituals, to advance Serbian dominance in the Balkans. The ends justified all means, and the oath graphically reflected this fact.
Two Points of ViewStanoje Stanojević
Description of Apis, 1923: Gifted and cultured, honourable, a convincing speaker, a sincere patriot, personally courageous, filled with ambition, energy and the capacity for work, Dragutin Dimitrević exercised exceptional influence on those around him, in particular on his associates and junior officers who were all his inferiors in qualitites of mind and character… His arguments were always striking and convincing.. He believed that his opinions and activities enjoyed the monopoly of patriotism. Hence anyone who did not agree with him could not in his eyes be either honourable or wise or a patriot.
Milan Zivanović
Assessment of Apis, 1937: He was resolute and wise and had a shrewed political mind. He thought and acted by himself without seeking the advice of others, and once a decision was made, he went straight ahead with an iron will, without hesitation, without change of mind… Many times my father said to him that he had the temperament and the ability of a politician rather than of a soldier and pressed him to write his memoirs or describe the part he played in the history of Serbia, my father being deeply interested in history. He always answered that he had no time. In reality, he did not want to break silence. He was devoid of personal vanity.
Reading for Literacy in History/Social Sciences... Standards Needed
Key Ideas and Details
•Determine the central ideas or information of a primary or secondary source; provide an accurate summary…
Craft and Structure
•Evaluate author’s differing points of view on the same historical event or issue
Integration of Knowledge and Ideas
•Integrate and evaluate multiple sources of information presented in diverse formats and media
Four Components
Alignment to the Rigors of the CCSS
Key Areas of Focus in the CCSS
Instructional Supports
Assessment
I. Alignment to the Rigors of CCSS
Targets Standards
Explicit purpose for instruction
Texts of appropriate complexity
Units integrate Reading, Writing, Listening, and Speaking
Builds Content Knowledge
II. Key Areas of Focus (Shifts)
Reading text closely
Text-based evidence
Writing from sources
Academic vocabulary
Increasing complexity across unit
Balance of informational and literary texts
Building Disciplinary knowledge
Balance of Writing
III. Instructional Supports
Student interest and engagement in authentic learning experiences
Instructional expectations
Scaffolding to engage with complex text and provides for gradual removal of scaffolds
Engages students in a productive struggle with text
Appropriate supports for R,W,L, S
Opportunities for independent reading (choice)
Technology and media
Provides extensions
IV. Assessments
Elicits direct, observable evidence of the degree to which a student can independently demonstrate standards
Uses unbiased and accessible methods
Aligned rubrics (Literacy Design Collaborative- http://www.mygroupgenius.org/literacy/)
Varied modes of assessment
Lessons Learned
Familiarity and comfort with the standards
Opportunity to put yourself in the role of a teacher
Acknowledge concerns about the shifts
Think about pre-requisite skills what students need to know
Simplify!
We DoUsing the Grade 6 Literacy: Can Animals Think? bundle
Review the standards identified (What standards does this bundle say that it is going to address?)
Review the Universal Design for Learning Principles (pp. 8-9)
Turn to the Unit Outline p. 27
Review the Unit Topic and Length and Essential Questions- Rate on Section I of the Rubric
Are they clear?
Is there an explicit purpose for instruction?
Are the texts selected of sufficient quality and scope?
Is it engaging?
Review the Learning Plan p. 31 Using Section III of the rubric
Evaluate the Bundle on these two Categories
You Do: In Your Bundle GroupsReview the rubric.
Start Section I Alignment to the Rigors of the CCSS and review your purpose/goals:
Are they clear?
Is there an explicit purpose for instruction?
Are the texts selected of sufficient quality and scope?
Is the bundle engaging?
Review your unit for Section III Instructional Supports using what you have learned this week
Your TurnOne person from each group presents the bundle/lessons to another group (Reviewers)- (5 minutes)
Review team identifies a notetaker and reporter
Look at the work and provide feedback based on each of the four categories (Alignment, Areas of Focus, Instructional Support, Assessment)
Record feedback to present to bundle creators
As you work, think about:
Parts of the rubric that are most challenging
Standards that are challenging
Sharing Feedback
Reporter goes to bundle group
Reporter presents highlights of review discussion
Reporter answers any questions or provides guidance to team about revisions
Keep in mind
Feedback that is most useful to you
How to apply this feedback to planning lessons in the future
Reflection Questions
AS A REVIEWER:
What parts of the Tri-State rubric did you find most challenging to apply to your work?
What parts of the Common Core Standards did this make you more aware of?
AS A RECIPIENT OF FEEDBACK:
What feed back was most useful? Why?
What lessons can you take from this into your future planning?
Implications for Planning to Meet the Math Standards• Identify the standards you are trying to meet (including those below and beyond you in the learning progression) and what it looks like when students meet those standards
• Identify resources to use (math practice standards, math design collaborative, NCTM). If possible, don’t start from scratch!
• Collaboratively do the problems with an eye toward connecting the learning within and across grades to build on foundations from previous years
• Think about what language students will need to express their mathematical understanding
• Determine what students already know through designing problems where they can demonstrate their understanding (You do, we do, we share)
• Identify what students need to know in order to solve the problems
• Plan small group time for students to engage in a productive struggle
• Use speaking and listening standards to help students express their understanding
Implications for Literacy Planning•Identify the standards you are trying to meet and what it looks like when students meet those standards
•Collaborate to analyze texts for complexity
•Know where readers are and move them into more complex texts
•Model how to analyze complex text together with a whole class ( Inquiry vs I do, We do, You do)
•Provide students opportunities and teach them how to grapple with text… and let students grapple
•Use speaking and listening standards to help
•Remember, they are reading texts for access to more content knowledge
Teachers Districts
Read the standardsProvide time for teachers to read the standards
Determine WHO to plan with- collaborate Organize collaborative structures
Identify outcomes/performance tasks Provide resources
Identify Resources Provide time and resources
Review materials (Input- Output-Engagement)
Provide flexibility, resources and time
Use the rubric- write/review lessons Honor teacher planning time
Teach Support teachers through walk throughs
Collect student work on performance tasks
Support collaborative conversations
Review evidence collaboratively Support collaborative conversations/LAS
Revise Credit teachers for this curriculum work
REST!
Ideas for Planning